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The purpose of this study was to: a) translate and adapt the Situational Motivational Scale (SIMS) in a sample of Portuguese exercisers and examine the factor structure of the scale; and b) evaluate discriminant validity and internal consistency of the factors, as a way to determine multidimensionality. Additionally, we sought to determine the correlational validity of the scale by examining exerciser motivation on enjoyment and exercise participation. Participants were 264 Portuguese exercisers (female = 157) aged between 18 and 69 years, with a mean exercise experience of 5.73 years. Exercisers completed a multi-section survey assessing their situational motivation towards exercising. Several model specifications were tested, namely confirmatory and exploratory factor models. The results of this research support all three hypotheses: (i) that the translation and item adaptation were done correctly, and that the measurement model showed acceptable fit to the data; (ii) the discriminant validity of the factors as well as acceptable internal consistency; and (iii) the correlational validity of exercisers’ motivation with enjoyment and exercise frequency info:eu-repo/semantics/publishedVersion

Because the use of augmented reality (AR) is increasing, it is important to study its possibilities within both formal and informal learning contexts. We clustered 146 sixth graders using AR at a science center based on their reasoning, motivation, and science learning results using the self-organizing maps method (SOM) to identify AR-using subgroups. The aim was to consider reasons why the AR method could be of more beneficial for some students than others. The clustering results complemented earlier findings on AR gains in learning, as an unexpected response to intervention was discovered using this nonlinear analysis. The previous results had indicated that after the AR experience, science test results generally improved and particularly among students with the lowest achievement. The SOM-clustering results showed a majority group of boys, especially those interested in science learning both at school and at the science center using AR. Despite low school achievement, their high motivation led to good science learning results. The prior results, according to which girls closed the science knowledge gap between boys after using AR, became more relative, as two girldominated subgroups were identified. The reasons for the results were considered on the basis of motivation, multimedia learning theory, and concept formation theories. Keywords: science learning, augmented reality, informal learning environment, SOM-clustering, self-determination theory

Gamification has gained a lot of attention in recent years as a possible way to foster students’ motivation and learning behavior. As a high drop-out rate is associated with distance learning, in particular with students often struggling to engage with the material, the implementation of gamification may support and enhance more successful online learning. A distance learning Bachelor degree class was selected as a case study to investigate the implementation of a Moodle-based gamification concept as well as different variables associated in using a mixed-methods-approach. Eight students were interviewed and 32 participated in an online survey. Significant positive correlations were found between students’ online learning readiness in the dimension of technical competencies and both types of autonomous motivation (identified and intrinsic motivation). A significant positive correlation was also found between self-reported attitudes towards gaming and the dimension of coping of study-satisfaction. As expected, students who indicated rather low online learning readiness tended to show non-autonomous motivation (amotivation). Surprisingly, some students reported autonomous motivation, despite having expressed a rather dismissive attitude towards playing online and computer games in general. Acquiring digital badges reportedly felt like appreciation directly awarded by the students’ instructor. Progress bars were positively evaluated and were accepted as a management tool for individual learning strategies.

Creative Commons Attribution License (CC BY-NC-ND 4.0) The aim of the study was to analyse learning using Augmented Reality (AR) technology and the motivational and cognitive aspects related to it in an informal learning context. The 146 participants were 11–13 year old Finnish pupils visiting a science centre exhibition. The data, which consisted of both cognitive tasks and self-report questionnaires, were collected using a pre- post-test design and were analysed by SEM path-analysis. The results showed that AR-technology experience was beneficial for all, but especially for the lowest-achieving group and for the girls. In general, pre-knowledge skills predicted post-knowledge test results. As expected, school achievement had an effect on pre-knowledge results. In addition, motivation turned out to be an alternative key route for learning. Being a boy predicted directly or indirectly all other motivational variables, enjoyment and interest, but girls had a higher relative autonomy experience (RAI). Situation motivation and attitude towards learning in the science exhibition were much more strongly inter-connected among boys than girls, and attitude predicted post-knowledge only for boys. AR seems to be a promising method by which to learn abstract phenomena using a concrete manner. The aim of the study was to analyse learning using Augmented Reality (AR) technology and the motivational and cognitive aspects related to it in an informal learning context. The 146 participants were 11- to 13-year-old Finnish pupils visiting a science centre exhibition. The data, which consisted of both cognitive tasks and self-report questionnaires, were collected using a pre- post-test design and were analysed by SEM path-analysis. The results showed that AR-technology experience was beneficial for all, but especially for the lowest-achieving group and for the girls. In general, pre-knowledge skills predicted post-knowledge test results. As expected, school achievement had an effect on pre-knowledge results. In addition, motivation turned out to be an alternative key route for learning. Being a boy predicted directly or indirectly all other motivational variables, enjoyment and interest, but girls had a higher relative autonomy experience (RAI). Situation motivation and attitude towards learning in the science exhibition were much more strongly inter-connected among boys than girls, and attitude predicted post-knowledge only for boys. AR seems to be a promising method by which to learn abstract phenomena using a concrete manner.

Sex offending is typically understood from a pathology perspective with the origin of the behavior thought to be within the offending individual. Such a perspective may not be beneficial for those seeking to desist from sexual offending and reintegrate into mainstream society. A thematic analysis of 32 self-narratives of men convicted of sexual offences against children suggests that such individuals typically explain their pasts utilizing a script consistent with routine activity theory, emphasizing the role of circumstantial changes in both the onset of and desistance from sexual offending. It is argued that the self-framing of serious offending in this way might be understood as a form of “shame management,” a protective cognition that enables desistance by shielding individuals from internalizing stigma for past violence.

One of the most important variables to consider in physical education (PE) is motivation. The self-determination theory (SDT) represents an essential theoretical perspective to examine and understand adolescents’ learning and motivation in PE. Based on this theory, the Situational Motivational Scale (SIMS) measures students’ situational motivation related to a subject like PE. The aim of the present study is to examine the dimensionality, reliability, and construct validity of the Norwegian version of the SIMS among adolescents in PE. In total, 318 students from six schools completed the SIMS in their PE classes during the spring of 2016. Explorative and confirmatory factor analyses were conducted, suggesting the fourteen-item version of the SIMS to be superior to the sixteen-item version. The SIMS measurement model of adolescents’ situational motivation in PE showed satisfactory reliability and construct validity. © 2019 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license.