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The lack of motivation among teachers is of increasing concern. Consequently, identifying motivations for their teaching performance can help to improve the quality and effectiveness of educational systems. The aim of this article was to translate the Work Tasks Motivation Scale for Teachers (WTMST) into Spanish, an instrument aimed at exploring teachers' motivation and analyzing its psychometric properties. A non-probabilistic sample of 369 teachers (71.3% women) with an age measurement of 44.93 years (SD = 9.58) was used. Exploratory factor analysis and confirmatory factor analysis were applied. The AFE suggested a first solution of four factors that explained 80.57% of the variance in the model. Likewise, a new factor analysis was generated with the extraction of a fixed number of factors indicated in the theoretical review, explaining 86.20% of the total variance. It was concluded that the WTMST is a scale that has evidence of validity and reliability, and that can be considered a valuable contribution to the evaluation of teacher motivation regarding specific tasks in Spanish-speaking populations. [ABSTRACT FROM AUTHOR]

This research intends to explore the motivation of adult language learners in three different formal learning settings: classroom face-to-face (N = 184), blended (N = 243), and distance (N = 200) language learning modes. For that purpose, the Échelle de Motivation en Éducation [Education Motivation Scale] (EME) was used. This scale consists of twenty-eight items integrated into seven subscales to assess the three types of intrinsic motivation (IM) (knowledge-oriented IM, goal-oriented IM, and IM to experience stimulation), the three types of extrinsic motivation (EM) (external regulation, introjected regulation, and identified regulation), and demotivation. For the internal consistency analysis, Cronbach's alpha coefficient, whose value is acceptable and significant from a statistical point of view (a = 0.91), was used. Data were subjected to descriptive and inferential analyses via SPSS 23.0 software and results show significant differences among the variables studied regarding the students' learning mode. The discussion revolves around the possible implications of students' motivational profiles for learning. [ABSTRACT FROM AUTHOR]

Motivation is essential for the process of learning to play a musical instrument. This study attempts to analyze the academic motivation as well as the motivational climate perceived by the students in the conservatories of music for professional training. The study primarily focuses on the independent variables related to the social and family environments, and how they interact with student motivation. The method used is descriptive with a quasi-experimental design, with an interpretive purpose. In all, 192 students from professional conservatories of Galicia (Spain) participated in the study, and the following evaluation instruments were used: the educational motivation scale (EMS) and the perceived motivational climate scale (CF-15). We observe that there are significant differences in academic motivation depending on the social and family environment. The extrinsic motivation of the students whose family is related to music is high. In the social sphere, students who belong to a musical group score high in intrinsic achievement motivation. In regard to the perceived motivational climate, no particularly significant data are obtained. The social and family environments have impact on the prospects for pursuing higher education in music. Higher means were obtained in the factors of academic motivation in the students who do intend to continue their education and also in the factor task climate of the perceived motivational climate scale. In conclusion, a positive influence of the family and social environments is observed on the academic motivation of the professional training students, although not on the motivational climate perceived within the academic environment. [ABSTRACT FROM AUTHOR]

School motivation leads and supports students' efforts and active cognitive resources to learn. However, this is a very broad concept and some authors distinguish between three relevant constructs for motivation in educational contexts: academic self-efficacy, achievement motivation, and causal attribution of achievement. The objectives of the study were: 1) to determine what the level of motivation for school task is, as well as in the three motivational constructs: academic self-efficacy, achievement motivation, and causal attribution of achievement; 2) to establish whether there is any relationship or association between overall motivation or any of its motivational constructs and the variables related to extracurricular activities. The study was conducted on 321 students enrolled in the last two grades of Primary Education. To this end, an interpretive, descriptive and inferential cross-sectional study was carried out using a nonprobabilistic sample of voluntary subjects. An ad hoc questionnaire was designed and the School Motivation Scale (SMS) was administered with a Cronbach's alpha coefficient of 0.753. The results indicate that students' motivation for school tasks is high with respect to the overall motivation, as well as in each of the three dimensions analyzed by means of SMS. In addition, the amount of extracurricular activities that each child is involved in varies between a minimum of zero activities and a maximum of seven activities per week, and students attending these activities spend, mostly, between three and six hours per week (44%). Academic and sports activities have the highest percentage of participation (26.8%), whereas academic activities have the lowest percentage (6.4%). A significant correlation was found between the amount of extracurricular activities and self-efficacy (p = .010). Significant differences between the types of extracurricular activities (academic, sports, and arts) and self-efficacy (p = .001) were also found. Finally, the results are discussed and compared with those obtained in previous studies, demonstrating the consistency of our findings. [ABSTRACT FROM AUTHOR]

This study is aimed at analyzing the level and type of motivation needed to learn a second language. The sample consists of seventy adults taking training courses in English as a second language. An adaptation of the Educational Motivation Scale (EME-E) is used as a research tool, consisting of twenty-eight items that measure learning motivation. For the motivation dimension (α = 0.87), the factorial analysis determines that the subscales of intrinsic motivation, extrinsic motivation, and lack of motivation are consistent for their construct. Among the results, it is found that participants achieved the highest score in terms of intrinsic motivation, followed next by extrinsic motivation, and, finally, lack of motivation scored considerably low. In addition, female students enrolled in language courses have higher intrinsic motivation than their male counterparts. However, when unemployed and aged in the range between twenty and forty years, female students exhibit a higher degree of lacking motivation. [ABSTRACT FROM AUTHOR]

This paper presents the study of the information obtained in the bibliometric and content analysis regarding scientific work on teacher motivation published from 1970 to 2012 in the international arena. One hundred and ninety-four articles were selected and the analysis was focused on the number of articles published per year, as well as journal production, authors' ratings, and content of the articles. The results show that the number of publications is higher between the years 2000 and 2012. The journal with the highest number of publications on this subject is the "Journal of Educational Psychology." Most of the articles are signed by a single author and the most common contents correspond to empirical studies relating to teacher motivation. These include motivation assessment, job satisfaction, burnout, diversity measures, leadership, physical education, and student motivation, the majority of which rely on a self- determination theory. [ABSTRACT FROM AUTHOR]