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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]

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]

Strengthening online learning outcomes requires the establishment of strong student-teacher relationships to engage students actively in learning activities. Teacher-student relationships are also pivotal factors for enhancing academic motivation for online learning engagement. Generally, however, research on online teaching remains underdeveloped. We aimed, in this study, to investigate the complex interplay in higher education in Pakistan between teacher-student relationships, academic motivation, and online learning engagement. We used Self-Determination Theory to frame an exploration of the impact of positive teacher-student relationships as mediated by intrinsic or extrinsic academic motivation on students' engagement in online learning activities. We administered a student self-report questionnaire to 437 participants from diverse universities in Sindh province. Using Structural Equation Modeling, we confirmed a model fit in which there were positive correlations between teacher-student relationships and students' online learning engagement; and between students' intrinsic and extrinsic academic motivations and their on line learning engagement. Our findings emphasized the need for communication, personalized support, and a sense of belonging in virtual education. Moreover, our findings revealed the mediating role of students' intrinsic and extrinsic academic motivation in teacher-student relationships, highlighting the nuanced dynamics of academic motivation in the virtual learning environment, with intrinsic motivation having the greatest mediating impact in the relationship between teacher-student relationships and on line learning engagement. Our study's practical implications include a need for professional educators to foster positive teacher-student relationships and integrate student motivational elements into online course design. [ABSTRACT FROM AUTHOR]

Play is thought to serve different purposes at different times during ontogeny. The nature and frequency of play are expected to change accordingly over the developmental trajectory and with socio-ecological context. Orangutans offer the opportunity to disentangle the ontogenetic trajectories of solitary and social play with their extended immature phase, and socio-ecological variation among populations and species. We evaluated the frequency of play in 39 immature individuals across two populations (Pongo pygmaeus wurmbii, at Tuanan, Borneo, and P. abelii at Suaq, Sumatra), age (0–11 years), sex, and social context, using more than 11 500 h of full-day focal observation data. We found independent age trajectories of different play types, with solitary object and solitary locomotor peaking before social play. Social play partners changed during ontogeny, and male immatures were more likely to engage in non-mother social play than females. Overall, social play was more frequent at Suaq than Tuanan, linked to the more frequent availability of partners. Furthermore, per time in association with conspecifics, Tuanan immatures were as likely to engage in social play as their peers at Suaq, suggesting similar intrinsic motivation. Increasing fruit availability correlated with both longer associations and increased social play frequency in the less sociable population of Tuanan, but not at Suaq. Our findings on orangutans support evidence from other species that different play types follow different developmental trajectories, vary with sex, social opportunities, and ecological context. Although drawing functional inferences is challenging, the distinct developmental trajectories reflecting adult sociability and behavioral repertoires may indicate that play serves several, non-mutually exclusive functions during ontogeny. [ABSTRACT FROM AUTHOR]

Flow has been defined as a state of full immersion that may emerge when the skills of a person match the challenge of an activity. It is a special case of being on task, as during flow, keeping focused on the task feels effortless. Most experimental investigations of the neural or physiological correlates of flow contrast conditions with different levels of challenge. Yet comparing different levels of challenge that are too distant may trigger states where the participant is off task, such as boredom or frustration. Thus, it remains unclear whether previously observed differences ascribed to flow may rather reflect differences in how much participants were on task—trying their best—across the contrasted conditions. To remedy this, we introduce a method to manipulate flow by contrasting two video game play conditions at personalized levels of difficulty calibrated such that participants similarly tried their best in both conditions. Across three experiments (> 90 participants), higher flow was robustly reported in our high-flow than in our low-flow condition (mean effect size d = 1.31). Cardiac, respiratory, and skin conductance measures confirmed the known difference between a period of rest and the two on-task conditions of high and low flow, but failed to distinguish between these latter two. In light of the conflicting findings regarding the physiological correlates of flow, we discuss the importance of ensuring a low-flow baseline condition that maintains participants on task, and propose that the present method provides a methodological advance toward that goal. [ABSTRACT FROM AUTHOR]

This study defines the intrinsic and extrinsic motivational factors that influence the prevention of industrial technology leakage by high-tech company employees. It also investigates how these factors affect the employees' intention to prevent leakage. Based on the TPB (theory of planned behavior), this study analyzes the relationship between "attitude toward behavior", "subjective norm", and "perceived behavioral control", which in turn influences the behavioral intention to prevent such leakage. Specifically, an online survey was conducted among office workers in South Korea's high-tech industry. A total of 200 questionnaires were collected and analyzed. As the analysis results show, intrinsic motivation has a positive effect on attitude toward behavior, subjective norms, and perceived behavioral control. Extrinsic motivation has a positive effect on subjective norms and perceived behavioral control but a negative effect on attitudes toward behavior. This study also proved, based on the TPB, that the three variables impact the behavioral intention to prevent technology leakage. These results confirm that, in the high-tech sector, where employees are highly specialized and autonomous, technical security behaviors are primarily influenced by individual professional ethics and judgment rather than by organizational regulation or extrinsic motivation. [ABSTRACT FROM AUTHOR]

This paper examines how and why work meaning (i.e., what work signifies to an individual) is affected by a macroeconomic indicator: the national unemployment rate. We conducted three studies that explore how and why perceptions of work meaning are related to the unemployment rate of the country in which the work is embedded. Study 1 utilized cross-national data from the International Social Survey Programme and revealed that higher unemployment rates in a country were associated with employees placing less emphasis on the non-financial aspects of work meaning; Study 2 used data from the General Social Survey and found that during worse economic conditions, employees in the US tended to prioritize financial job meaning more. In Study 3, an experiment similarly found that individuals placed more emphasis on financial work meaning in the high unemployment condition compared to the control condition. It also identified the important mediating role of individual experience of uncertainty in explaining such relationships. This paper discusses how our findings contribute to better understandings of the societal-level antecedents of work meaning. [ABSTRACT FROM AUTHOR]

To be certified as professional English teachers, Indonesian teachers must complete the teacher profession education program (TPEP) offered by the Ministry of Education, Culture, Research and Technology of the Republic of Indonesia. Due to a lack of discussion and research on the motivation of inservice English teachers participating in the TPEP, this study explored the TPEP-related motivation of in-service English teachers. There were 80 inservice English teachers who joined the TPEP at a reputable private university in Indonesia participated in this mixed-method study. A survey questionnaire was distributed to the in-service teachers to know their motivation regarding the TPEP. The findings indicated that the majority of the in-service English teachers were highly motivated to participate in the TPEP. They also thought that TPEP was beneficial for teachers as it enhanced their knowledge and skills in teaching. Through the TPEP they learned to use innovative strategies to teach English such as project-based learning and problem-based learning. This implies that more in-service English teachers should be encouraged to join TPEP to develop their competencies. [ABSTRACT FROM AUTHOR]

Social, anthropomorphic robots are increasingly used in professional work environments to collaborate with humans. However, little is known about how these robots affect human workers in performance-critical aspects, such as feedback. The present study investigates differences between the effects of a robot and a human feedback giver on self-esteem, intrinsic motivation, and psychophysiological reactions. Using a mixed model design for subjective data and a between-subject design for psychophysiological data, we tested 72 participants who performed a cognitive task on working memory, namely the 3-back task. The results indicate that people are more motivated to perform the task when receiving feedback from a robot, but their electrodermal activity and heart rate are higher after receiving positive feedback from a human. There is no difference in electrodermal activity following negative feedback from a human or a robot. Additional analyses show that individuals report feeling less comfortable and perceiving less social warmth when receiving feedback from a robot compared to a human. Furthermore, individuals exhibit higher skin conductance responses when perceiving greater social warmth in their interactions, regardless of whether their interaction partner is a human or a robot. The results suggest that social robots may serve as surrogates for social interaction. However, they seem to have less social presence, which leads to reduced psychophysiological reactions. This knowledge may be used to calibrate arousal in feedback situations. [ABSTRACT FROM AUTHOR]

In the realm of digital transformation, effective leadership and motivation are pivotal for organisations navigating the complexities of today's systems. This study explores the intersection of intrinsic motivation and mental well-being among mature students—an analogy that sheds light on strategies applicable to organisational contexts. In developed nations like the UK, mental health for mature students is increasingly recognised as a crucial component of their educational journey. Mature students, who typically enrol in higher education after an educational gap and upon turning 21, often face specific challenges that can impact their mental well-being while pursuing academic goals. The primary objective of our study was to assess the relationship between intrinsic motivation and the mental well-being of mature students. The study included 248 full-time undergraduate mature students enrolled in private higher education institutions in the UK. These participants were 21 years and older. The research employed two measurement scales: the four-item Intrinsic Motivation Scale, adapted from Jaramillo, and the Warwick–Edinburgh Mental Well-Being Scale. Data collection utilised online Google Forms with multiple choice self-report formatted questions, and our analysis involved both descriptive and inferential statistics. Our research revealed a significant positive correlation between variables of intrinsic motivation and mental well-being. Confirmatory factor analysis (CFA) results confirmed the construct in the model. The results indicated that intrinsic motivation significantly predicts mental well-being among mature students (Cohen's effect size value, f2 = 0.54). Recognising and addressing the unique difficulties individuals encounter and providing appropriate support can enhance their well-being and contribute to the overall success of the higher education community. [ABSTRACT FROM AUTHOR]

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

Scholars and leaders have assumed that prosocial motivation is the primary driver for social enterprises (SEs) to do good. Despite the significance of prosocial motivation, we argue that it may not be the single driver for SE motivation. A dual-motivations approach based on insights from motivation research is proposed to examine how different types of SE motivation can act together to influence the outcomes of SEs. Empirical findings based on survey data from Hong Kong demonstrate that dual motivations—prosocial-intrinsic and prosocial-extrinsic motivations—explain the outcomes of SEs beyond what the direct effects of prosocial motivation can explain separately. Based on moderation analyses, intrinsic motivation enhances the positive relationships between prosocial motivation and business and social outcomes, whereas extrinsic motivation undermines the relationship related to business outcomes. Implications for research on social entrepreneurship and business ethics are discussed. [ABSTRACT FROM AUTHOR]

Transitioning from high school to university can be a challenging time for students, associated with uncertainty and stress, in part resulting from the vast number of subjects to choose from. Research has shown positive associations between intrinsic motivation and student well-being. Considering the detrimental roles that students' stress and possibly dysfunctional coping strategies can play regarding general well-being, we investigate relationships between these constructs. Motivation for enrollment in a study program was analyzed in n = 201 first- and higher-semester students with regard to different facets of motivation. Part of the freshmen sample (n = 40) completed an additional follow-up survey in their second semester, expanding on stress and coping strategies. Cross-sectional results showed different patterns of intercorrelation among the motivational facets, but no significant differences between first- and higher-semester students. Longitudinally, only motivation based on social influences decreased over the course of the first semester. Motivation did not prove to be a suitable predictor for retrospectively judged stress during the first semester, but intrinsic motivation, especially, showed encouraging connections to some coping strategies. The findings can be used to improve student well-being and reduce dropout rates, as well as to design suitable marketing strategies for universities. [ABSTRACT FROM AUTHOR]

Supply chain decision making can cause exaggerated fluctuations in inventory levels in spite of small changes in customer demand. While previous research has recognized the positive impact of information sharing on supply chain decision making, little attention has been given to how information is presented, such as through dashboards or information displays. This study applies bounded rationality theory, intrinsic motivation, and the knowledge-based view to address this gap, exploring the effects of providing information to supply chain managers, emphasizing how the information is presented rather than merely its availability. Via an experiment using a version of the beer game supply chain simulation, we find that the display of information about inventory and upstream incoming orders significantly impacted overall performance. Psychometric modeling indicates that knowledge acquisition and shared meaning are crucial in decision-makers' perceived performance. Moreover, information distribution among supply chain participants will likely contribute to cognitive overload and reduce motivation to improve decision-making. [ABSTRACT FROM AUTHOR]

This study aims to determine the relationship between the loneliness levels and intrinsic motivation levels felt by distance learners in a virtual environment. To this end, predictive design was used as a quantitative research method. The results obtained from 330 distance learner participants revealed a medium level negative statistically significant relationship between the intrinsic motivation levels and loneliness levels of students. Additionally, a medium level positive statistically significant relationship was found between students' intrinsic motivation levels and the sub-factors of virtual socializing and virtual sharing, while a medium level negative statistically significant relationship was found for the virtual seclusion sub-factor. The regression analysis conducted within the study revealed that 48.3% of the intrinsic motivation can be explained by the feeling of virtual loneliness. The analysis shows a medium level negative effect of virtual loneliness on intrinsic motivation. Furthermore, the regression model developed to explain the relationship between intrinsic motivation levels and virtual loneliness sub-factors explained the intrinsic motivation levels by 49.5%. As such, a statistically significant negative effect of the virtual seclusion variable on intrinsic motivation levels of students was observed. A statistically significant positive effect was found for the variables virtual sharing and virtual socializing. The findings of the study led to the conclusion that communication and interaction should be emphasized in order to minimize the feeling of virtual loneliness in learners. [ABSTRACT FROM AUTHOR]

Research in gamified learning is still needed to expound how gamification may be employed to realistically yield positive effects on learning motivation. It is essential to evaluate whether gamification can foster autonomous forms of motivation, such as intrinsic motivation, which has been related to learning persistence and performance quality, instead of non-autonomous extrinsic motivation, that has been shown to be unsustainable or at worse, harmful to learning. To explore this, the current study investigated how gamified learning affected various motivational dimensions such as the sense of competence, autonomy, valuation, intrinsic motivation, identified regulation and external regulation to provide a clearer picture of the motivational influence of gamification. This study involved a learning activity that was gamified in a long-term context. The findings showed that gamifying a non-graded learning activity increased the sense of autonomy and intrinsic motivation. Interestingly, the findings showed that gamification reduced non-autonomous motivation in an examination-oriented course. Nevertheless, gamified learning did not yield significant effects on the sense of competence and valuation. The relationships between the various motivational dimensions were discussed in this paper. [ABSTRACT FROM AUTHOR]

While extensive studies on informal online learning have been well documented to afford teachers' collaborative learning and knowledge sharing, little is still known about their motivational factors regarding the continuance intention of informal online learning. To this end, an extended expectation confirmation model (ECM) was proposed including intrinsic and extrinsic motivation. The proposed research model and several hypotheses were empirically evaluated using questionnaire surveys with the valid data collected from 231 Chinese in-service teachers in the shared mobile learning community. The results consolidate the appropriateness of the extended ECM to explain teachers' informal online learning continuance. Specifically, satisfaction is the major determinant of continuance intention, followed by perceived usefulness and intrinsic motivation. In addition, extrinsic motivation positively predicts perceived usefulness and confirmation. The results of this study provide some theoretical and practical implications into in-service teachers' continuance intention of informal online learning. [ABSTRACT FROM AUTHOR]

Despite the prevalence of nonroutine analytical team tasks in modern economies, little is understood regarding how incentives influence performance in these tasks. In a series of field experiments involving more than 5,000 participants, we investigate how incentives alter behavior in teams working on such a task. We document a positive effect of bonus incentives on performance, even among teams with strong intrinsic motivation. Bonuses also transform team organization by enhancing the demand for leadership. Exogenously increasing teams' demand for leadership results in performance improvements comparable to those seen with bonus incentives, rendering it as a likely mediator of incentive effects. [ABSTRACT FROM AUTHOR]

What motivates academics to pursue technology and knowledge transfer has been a growing area of research with recent calls for a deeper understanding of this issue. Technology and knowledge transfer are being positioned by policymakers and universities as part of the wider research impact agenda. Against this background, the purpose of this paper is to explore at a micro level the motivational diversity among academics in pursuing research impact. Set in a business school context, our study uses self-determination theory and an interpretive approach. We focus on the main motivations to be an academic in terms of the core psychological needs of autonomy, competence, and relatedness, the consequent intrinsic or extrinsic motivations for research impact, and the attitudes towards institutional measures for this practice. We identified six research impact groups, practice-oriented researchers, business seekers, instrumentalists, compliers, theoreticians, and relationship facilitators. We also found some friction between the motivations to be an academic and for research impact. [ABSTRACT FROM AUTHOR]

As part of a randomized controlled trial conducted in Myanmar between 2016 and 2019, we explore the performance of a maternal cash transfer program across villages assigned to different models of delivery (by government health workers vs loan agents of a non-governmental organization) and identify key factors of success. Measures include enrolment inclusion and exclusion errors, failures in payment delivery to enrolled beneficiaries (whether beneficiaries received any transfer, fraction of benefits received and whether there were delays and underpayment of benefit amounts) and whether beneficiaries remained in the program beyond eligibility. We find that women in villages where government health workers delivered cash transfers received on average two additional monthly transfers, were 19.7% more likely to receive payments on time and in-full and were 14.6% less likely to stay in the program beyond eligibility. With respect to the primary health objective of the program—child nutrition—we find that children whose mother received cash by government health workers were less likely to be chronically malnourished compared to those whose mother received cash by loan agents. Overall, the delivery of cash transfers to mothers of young children by government health workers outperforms the delivery by loan agents in rural Myanmar. Qualitative evidence suggests two key factors of success: (1) trusted presence and past interactions with targeted beneficiaries and complementarities between government health workers' expertise and the program; and (2) performance incentives based on specific health objectives along with top-down monitoring. We cannot exclude that other incentives or intrinsic motivation also played a role. [ABSTRACT FROM AUTHOR]

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

Researches on L2 motivation have traditionally exhibited a monolingual bias. However, the concept of a multilingual motivational system has gradually gained attention in recent studies. This study examines the multilingual motivation types and components among 50 students majoring in dual foreign languages in China. To explore diverse motivation types and cross-linguistic differences in multilingual motivations, Q methodology, which shares features of both qualitative and quantitative research approaches, was employed. Retrospective interviews were also conducted after data analysis to gain a more profound understanding. The students’ shared viewpoints were identified through multiple inverted factor analysis, which were further verified by the interview results. Findings indicate that, within the framework of the L2 Motivation Self System, the multilingual self serves as the initial motivation for students choosing dual language majors. Notably, the ought-to language self is more significant than the ideal language self. Additionally, students majoring in different L3 exhibit distinct types of multilingual motivation. The study has some pedagogical importance of incorporating translanguaging backgrounds into teaching strategies and offers specific recommendations for language teachers working with students majoring in dual foreign languages in China. [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]

Chirality, the lack of mirror symmetry, can be mimicked in nanophotonics and plasmonics by breaking the symmetry in light-nanostructure interaction. Here we report on versatile use of nanosphere lithography for the fabrication of low-cost metasurfaces, which exhibit broadband handedness- and angle-dependent extinction in the near-infrared range, thus offering extrinsic chiro-optical behavior. We measure wavelength and angle dependence of the extinction for four samples. Two samples are made of polystyrene nanospheres asymmetrically covered by silver and gold in one case and silver only in the other case, with a nanohole array at the bottom. The other two samples are nanohole arrays, obtained after the nanosphere removal from the first two samples. Rich extrinsic chiral features are governed by different chiro-optical mechanisms in the three-dimensional plasmonic semi-shells and planar nanohole arrays. We also measure Stokes parameters in the same wavelength and incidence angle range and show that the transmitted fields follow the extrinsic chirality features of the extinction dissymmetry. We further study the influences of the nanostructured shapes and in-plane orientations on the intrinsic vs extrinsic chirality. The nanoholes are modelled as oval shapes in metal, showing good agreement with the experiments. We thus confirm that nanosphere lithography can provide different geometries for chiral light manipulation at the nanoscale, with the possibility to extend functionalities with optimized oval shapes and combination of constituent metals. [ABSTRACT FROM AUTHOR]

Most theories of behavior posit that agents tend to maximize some form of reward or utility. However, animals very often move with curiosity and seem to be motivated in a reward-free manner. Here we abandon the idea of reward maximization and propose that the goal of behavior is maximizing occupancy of future paths of actions and states. According to this maximum occupancy principle, rewards are the means to occupy path space, not the goal per se; goal-directedness simply emerges as rational ways of searching for resources so that movement, understood amply, never ends. We find that action-state path entropy is the only measure consistent with additivity and other intuitive properties of expected future action-state path occupancy. We provide analytical expressions that relate the optimal policy and state-value function and prove convergence of our value iteration algorithm. Using discrete and continuous state tasks, including a high-dimensional controller, we show that complex behaviors such as "dancing", hide-and-seek, and a basic form of altruistic behavior naturally result from the intrinsic motivation to occupy path space. All in all, we present a theory of behavior that generates both variability and goal-directedness in the absence of reward maximization. Intelligent behavior of artificial agents and their design are usually considered as a reward maximization phenomenon, however, the reward function construction may be challenging. The authors introduce an alternative principle for agents' behavior and design based on maximizing the occupancy of possible state and action paths. [ABSTRACT FROM AUTHOR]

This research discusses the significance of environmental transformational leadership (ENTL) in the creation of energy-saving sustainable behaviors (EESB) among employees in the tourism and hospitality sector of China. The method is consequently a quantitative analysis, where the mediating effect of green intrinsic motivation (GNIM) and green passion (GRP), and the moderating role of green altruism (GNA) are examined to understand their influence on the relationship between ENTL and EESB. The data were gathered from multiple hotels in major Chinese cities, with the use of a structured questionnaire. The study shows that ENTL has significant effect on EESB, with GNIM and GRP serving as mediating factors. In addition, GNA was shown to have been able to boost the effects that ENTL has on these mediators. The findings are indicative of the vital role of leadership in promoting responsible practices within the tourism and hospitality sector, and towards the attainment of the UN Sustainable Development Goals. This research not only fills the gaps in the existing literature that primarily focuses on developed economies but also provides policy makers and business leaders with practical solutions for enhancing the sustainability in emerging economies. [ABSTRACT FROM AUTHOR]

With the increasing demand for work-life balance and the development of information technology, remote work has become a widely adopted work mode, which has made communication software the primary means of communication for employees. However, previous research has not fully explored the impact of communication software usage (CSU) in remote work on work engagement, which is a crucial factor influencing employee performance. Therefore, this study, based on the Job Demands-Resources Theory, investigated the effects and mechanisms of CSU on work engagement in remote work. We collected a single time-point data set of 519 individuals with remote working experience and a dual time-point data set of 325 individuals in China. The results obtained from both datasets are consistent and indicate the following: (1) CSU in remote work has a significant negative impact on employee work engagement. (2) Distraction and fear of missing out (FOMO) mediate the relationship between CSU in remote work and work engagement respectively. (3) Intrinsic motivation moderates the negative effects of distraction and FOMO on work engagement. When employees have high intrinsic motivation, the negative effects of CSU in remote work through distraction and FOMO on work engagement diminishes. This study contributes to the research on the outcomes of CSU in remote work, deepens the understanding of the underlying mechanisms linking CSU and work engagement, and expands the knowledge of their boundary conditions. [ABSTRACT FROM AUTHOR]

Recently there has been increased growth in the franchise sector, particularly in the food service category. Previous studies have focused primarily on customer behavior; there have been relatively few studies examining franchisee experience with the franchise brand. Therefore, this study focuses on the motivations, interactions with franchisors and customers, and the resultant effects on business outcomes from the perspective of the franchisee. A self-reporting online survey was implemented to collect data from a sample of 180 restaurant franchisees in the United States. We analyzed the data with partial least squares structural equation modeling. Our results showed that the motivation (both intrinsic and extrinsic) levels of franchisees affected their interactions with franchisors and customers. Intrinsic motivation had a stronger effect on franchisee interaction than extrinsic motivation. Also, franchisee interaction led to positive outcomes, including satisfaction with franchisors, continuous behavioral intentions, and lifetime value to the firm. For franchisees, the impact of their interactions with customers typically is higher than the impact of their interaction with franchisors. Thus, the current study highlights the importance of franchisee motivation by examining the antecedents and consequences of franchisee interaction with franchisors and customers. [ABSTRACT FROM AUTHOR]

Background: Engaging researchers as research subjects is key to informing the development of effective and relevant research practices. It is important to understand how best to engage researchers as research subjects. Methods: A 24 factorial experiment, as part of a Multiphase Optimization Strategy, was performed to evaluate effects of four recruitment strategy components on participant opening of an emailed survey link and survey completion. Participants were members of three US-based national health research consortia. A stratified simple random sample was used to assign potential survey participants to one of 16 recruitment scenarios. Recruitment strategy components were intended to address both intrinsic and extrinsic sources of motivation, including: $50 gift, $1,000 raffle, altruistic messaging, and egoistic messaging. Multivariable generalized linear regression analyses adjusting for consortium estimated component effects on outcomes. Potential interactions among components were tested. Results are reported as adjusted odds ratios (aOR) with 95% confidence intervals (95% CI). Results: Surveys were collected from June to December 2023. A total of 418 participants were included from the consortia, with final analytical sample of 400 eligible participants. Out of the final sample, 82% (341) opened the survey link and 35% (147) completed the survey. Altruistic messaging increased the odds of opening the survey (aOR 2.02, 95% CI: 1.35–2.69, p = 0.033), while egoistic messaging significantly reduced the odds of opening the survey (aOR 0.56, 95%CI 0.38–0.75, p = 0.08). The receipt of egoistic messaging increased the odds of completing the survey once opened (aOR 1.81, 95%CI: 1.39–2.23, p < 0.05). There was a significant negative interaction effect between the altruistic appeal and egoistic messaging strategies for survey completion outcome. Monetary incentives did not a have a significant impact on survey completion. Conclusion: Intrinsic motivation is likely to be a greater driver of health researcher participation in survey research than extrinsic motivation. Altruistic and egoistic messaging may differentially impact initial interest and survey completion and when combined may lead to improved rates of recruitment, but not survey completion. Further research is needed to determine how to best optimize message content and whether the effects observed are modified by survey burden. [ABSTRACT FROM AUTHOR]

Background: Grounded in self-determination theory, this article deals with a multidimensional measurement of the support of the basic psychological needs and the individual and combined effects on the development of intrinsic motivation and perceived competence in physical education. In addition to the supportive teacher behaviors of autonomy support, competence support and relatedness support, peer relatedness support is examined as an additional factor. Methods: A total of 1,047 students from 72 classes from various Germanspeaking Swiss cantons took part in the study. The hypothesized four factorial structure was analyzed using multilevel confirmatory factor analyses. Longitudinal measurement invariance testing of intrinsic motivation and perceived competence indicates scalar measurement invariance. Multilevel regression analyses were specified to analysis the longitudinal effects on the development of intrinsic motivation and perceived competence, whereby both the effects of the individual factors as well as the adjusted effects under the inclusion of all predictors were examined. Results: Results of multilevel confirmatory factor analysis indicate that the hypothesized four-factor model (e.g., CFI = 0.97; TLI = 0.96; RMSEA = 0.04; SRMR between = 0.11) is to be favored over alternative models at both levels. Regarding the prediction of the development of intrinsic motivation and perceived competence our study underlines the predictive value of basic psychological need support. The models that examine the effects of the individual predictors indicate that the effects are largely consistent with expectations at both the class and individual level. At class level, however, autonomy support appears to be no significant predictor for the development of intrinsic motivation (p < 0.10), but for perceived competence (p < 0.05). Peer relatedness support is a significant predictor for both outcome variables at both levels of analysis. Regarding the simultaneous integration of all predictors, only the effects of peer relatedness support remain significant for both outcome variables. Discussion: The empirical support of the multidimensionality of the instrument is particularly interesting in the context of the common conceptualization of a unidimensional measurement of autonomy support or a composite factor of psychological need support, whereby only few studies have adequately tested the factorial validity. Although significant effects of supportive teacher behaviors can be demonstrated in the multilevel regression analyses, it is also indicated that the different dimensions lack of incremental predictive validity. Particularly noteworthy is the rarely investigated role of peer relatedness support, which has been shown to be a meaningful predictor, even when supportive teacher behaviors are taken into account. [ABSTRACT FROM AUTHOR]

Using density functional theory combined with the first principles calculation method of non-equilibrium Green's function (NEGF-DFT), we studied the thermoelectric (TE) characteristics of one-dimensional γ-graphdiyne nanoribbons (γ-GDYNRs). The study found that the thermal conductivity of γ-GDYNRs has obvious anisotropy. At the same temperature and geometrical size, the lattice thermal conductivity of zigzag-edged γ-graphdiyne nanoribbons (γ-ZGDYNRs) is much lower than that of armchair-edged γ-graphdiyne nanoribbons (γ-AGDYNRs). We disclose the underlying mechanism for this intrinsic orientation. That is, γ-AGDYNRs have more phonon dispersion over the entire frequency range. Furthermore, the orientation dependence increases when the width of the γ-GDYNRs decreases. These excellent TE properties allow armchair-edged γ-graphdiyne nanoribbons with a planar width of 1.639 nm (γ-Z(2)GDYNRs) to have a higher power factor and lower thermal conductivity, ultimately resulting in a significantly higher TE conversion rate than other γ-GDYNR structures. [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]

Sustainable technologies are increasingly being introduced into consumers' life as a mitigation effort against environmental problems. However, the study of the main factors that influence its use and satisfaction, but especially their impact on well-being has not been yet fully explored. In fact, post-adoption stages are infrequently studied on this topic. To fill this gap, this study aims to explain the consumers' inner motivations for sustainable technology use and satisfaction and the impact of those technologies on consumers' perceived well-being. Moreover, the moderating impact of intrinsic motivations is explored. A contextualized model is created based on a mixed-methods approach. We tested our model using 400 observations from Greece. The work found the significance of all hypotheses, except the moderation between use and perceived well-being. The study provides valuable insights into the understanding of the consumers' motivations to use sustainable technologies, as well as the role of technologies in more humanistic outcomes. [ABSTRACT FROM AUTHOR]

Background: Studies have shown objective structured clinical examinations (OSCEs) to be one of the most reliable tools in assessing clinical performance; however in Pediatrics they primarily use manikins, simulators or parent actors which limits the comprehensiveness of the assessment. In our Pediatric Clerkship, medical students are evaluated using a standardized rubric during a clinical evaluation exercise (CEX) with real patients. This study assessed medical students' perceived stress levels and the educational value of the CEX compared an OSCE. We hypothesized there would be equal stress and value for students with the CEX experience compared to the OSCE. Methods: Third year students anonymously completed questionnaires after required Pediatric CEX and Internal Medicine OSCE evaluations from July 2016-June 2017. The questionnaire included questions from the Intrinsic Motivation Inventory, a validated tool used to assess feelings of stress and perceived value of an exercise. Results: A total of 147 and 145 questionnaires were completed after the CEX and OSCE. There were no differences between groups regarding levels of "nervousness" (p = 0.543) and "relaxation" (p = 0.055); students felt more "at ease" (p = 0.002) and less "pressure" (p < 0.001) during the CEX. Students perceived the CEX to be more useful and important to improve skills compared to the OSCE for the history taking, physical exam and interpersonal skills. Conclusions: Our results indicate that the CEX was associated with lower stress levels and had higher perceived value when compared to the OSCE. This study supports the usefulness of incorporating real patients into the clinical evaluation of medical students. [ABSTRACT FROM AUTHOR]

Despite increasing interest in sustainable experiences in the tourism sector, our understanding remains limited in terms of how customers' environmental consciousness affects their behaviours toward vegan experiences. Thus, this paper explores the consequences of environmental consciousness among customers in vegan service settings. Using the responses of vegan restaurant customers, the results of partial least squares structural equation modeling (PLS-SEM) reveal that environmental consciousness leads to positive behaviours through both intrinsic and extrinsic motivation in customers. Furthermore, results of multi-group analyses show that the impact of extrinsic motivation on customers' attitudes and behavioural intentions is only significant among those who visit vegan restaurants frequently. In contrast, the impact of intrinsic motivation on customers' behaviour are significant for both customer groups. The current study contributes to existing hospitality research by exploring the consequences of customers' consciousness in the vegetarian service context. [ABSTRACT FROM AUTHOR]

Introduction: Exercise is an important intervention used to improve body image. The present non-randomized controlled trial aimed to examine the effects of Nirvana Fitness (NF) and functional training (FT) on body appreciation and its correlates in young women. Methods: Twenty-two students participated in FT, 21 in NF, and 47 in the control (CN) group. The mean age of the study participants was 22.79 ± 6.14 years. The FT and NF groups participated in sessions 2 days per week for 8 weeks, and the CN group did not participate in any sessions. All the participants were evaluated at pre- and post-intervention, filling in the Body Appreciation Scale 2 (BAS-2), Mind-Body Connection from the Physical Activity Body Experiences Questionnaire (PABEQ), Body Surveillance from the Objectified Body Consciousness Scale (OBCS), the Functionality Appreciation Scale (FAS), intrinsic exercise motivation from Behavioral Regulation in Exercise Questionnaire 2 (BREQ-2), and perceived physical fitness. Results: Significant improvements were found in terms of all outcome measures in the FT group, and improvements of body and mind connection and body surveillance in the NF group, while no improvements were observed in the CN group. FT's effect on body appreciation appeared to operate through the improvement of the mind-body connection in the FT and NF groups and via decreased body surveillance in the FT group. Conclusion: These findings support the developmental theory of embodiment and provide initial evidence that professionally delivered FT and NF might be used as effective strategies for the promotion of positive body image in young women. [ABSTRACT FROM AUTHOR]

AbstractArtificial intelligence-powered coding assistants (AI-CAs) have become essential tools in programming; however, there is limited understanding of the mechanisms driving programmers’ adoption of these tools in their daily coding tasks. This study aims to examine the role of utilitarian and hedonic values in the adoption of AI-CAs by extending the Technology Acceptance Model (TAM). The data gathered from an online survey of 283 Korean programmers is analyzed using structural equation modeling. The results showed that both perceived enjoyment and perceived usefulness positively influence the attitudes and usage intentions toward AI-CAs. Interestingly, perceived enjoyment has a stronger influence on the intention to use than perceived usefulness, suggesting that recognizing the intrinsic motivation for using AI-CAs is crucial for fully leveraging their benefits. The model also confirms that the compatibility and relative advantages of AI-CAs enhance their adoption. This research enriches the current knowledge base by incorporating hedonic values into the TAM, offering new insights on the design of AI-CAs aimed at enhancing their adoption among developers. [ABSTRACT FROM AUTHOR]

Motivation is repeatedly found to be a determining factor for achievement in language acquisition at school. Decades of Self‐determination theory (SDT) research has shown that students exhibit higher levels of engagement and positive learning behaviours when their basic psychological needs of competence, autonomy and relatedness are satisfied, resulting in intrinsic motivation. This paper explores and juxtaposes the motivational potential of the International Baccalaureate curriculum against the revised GCSE modern foreign language (MFL) curriculum through an SDT lens. A curriculum that is autonomy‐supportive rather than autonomy‐suppressive allows more opportunities for both students and teachers psychological needs for motivation to be met. [ABSTRACT FROM AUTHOR]

In the field of medical case simulations, strong technologization has been observed for years, for example through Extended Reality. This study examined the impact of Virtual and Mixed Reality (VR, resp. MR) on the team training of paramedic trainees. In the quasi-experimental cross-sectional controlled comparison study, participants were assigned to an experimental group (= EG, mixed reality with manikin) and a comparison group (= CG, virtual reality without manikin). After a virtual case simulation, "VR sickness", sense of presence, motivation, and sociodemographic variables were elicited. Parametric tests were used for mean comparison and correlation analysis. A total of 20 participants were evaluated in the EG and 16 in the CG. In both groups, high intrinsic motivation (mean 5.32/7), an acceptable sense of spatial presence (mean 4.24/6), and advanced usability (mean 68.54/100), were observed. VR sickness symptoms were present (SSQ total score: 11.43). In both groups, correlation was found between Identified Regulation and Usability (EG: r =.74, p <.001, CG: r =.76, p <.001). The same pattern could be observed for Intrinsic Motivation and Usability (EG: r =.83, p <.001, CG: r =.70, p =.003). Spatial Presence and Usability were also correlated in both groups (EG: r =.71, p <.001, CG: r =.61, p =.01). A significant mean score difference (p =.021) was found for Amotivation between the EG (Mean = 1.92/6) and the CG (Mean = 1.56/6). VR and MR are potential learning methods if they are implemented in a planned manner by competent faculty. Our recommendation is to use setup checklists, but also a competence-oriented approach, considering fiction contract and structured debriefing. The use of wireless head-mounted displays and "data gloves" is also recommended. [ABSTRACT FROM AUTHOR]

In uncertain environments with robot input saturation, both model-based reinforcement learning (MBRL) and traditional controllers struggle to perform control tasks optimally. In this study, an algorithmic framework of Curiosity Model Policy Optimization (CMPO) is proposed by combining curiosity and model-based approach, where tracking errors are reduced via training agents on control gains for traditional model-free controllers. To begin with, a metric for judging positive and negative curiosity is proposed. Constrained optimization is employed to update the curiosity ratio, which improves the efficiency of agent training. Next, the novelty distance buer ratio is defined to reduce bias between the environment and the model. Finally, CMPO is simulated with traditional controllers and baseline MBRL algorithms in the robotic environment designed with non-linear rewards. The experimental results illustrate that the algorithm achieves superior tracking performance and generalization capabilities. [ABSTRACT FROM AUTHOR]

Background Methods Results Conclusions To better understand the intricate science of reading development, both cognitive and affective factors must be taken into consideration. This developmental study aims to enrich the literature by exploring how reading motivation – an affective factor – contributes to reading comprehension in Chinese elementary schoolers, beyond well‐accepted cognitive‐based reading skills, such as decoding and vocabulary.We used a cross‐sectional design with 420 native Mandarin‐Chinese‐speaking students (Grade 2: N = 95; Grade 3: N = 216; Grade 4: N = 109), with age‐appropriate materials to measure their decoding skills, vocabulary knowledge, reading motivation, and reading comprehension. Three sets of hierarchical regression analyses were run for the three grade samples to examine the unique contributions of reading motivation to reading comprehension while controlling children's demographic profiles, such as age and gender, and two cognitive‐based reading skills.We replicated previous findings: children's decoding and vocabulary are robust predictors of reading achievement across Grades 2 to 4. Importantly, reading motivation contributed uniquely to reading comprehension in all three grades and explained an increasing amount of the variances in reading comprehension from Grades 2 to 4. Intrinsic reading motivation was critical in Grade 3, while extrinsic reading motivation became important in Grade 4.Taken together, our findings reveal the complexity of reading development and advance the existing cognitive‐based reading theories by including affective dimensions. [ABSTRACT FROM AUTHOR]

The objective of this study was to empirically validate the causal relationship model of psychosocial factors on helping behavior. The sample consisted of 496 undergraduate students who studied in Thailand. Proportion stratified random sampling was used. Questionnaires were used to collect data, with Cronbach’s alpha coefficient between 0.76 - 0.90. Data were analyzed by structural equation modeling technique. The result showed that the proposed model fitted with the empirical data (𝜒2 = 121.37, df = 53, p = 0.00, 𝜒2/df = 2.29, SRMR = 0.03, RMSEA = 0.053, CFI = 0.99, GFI = 0.96, AGFI = 0.93). The results of path analysis showed that 1) Modeling had positive and direct effected on helping behavior (β = 0.48, p < 0.05). 2) intrinsic motivation had positive and direct effected on helping behavior (β = 0.40, p < 0.05) and self-regulation had positive and direct effected on helping behavior (β = 0.33, p < 0.05). Suggestions from the research which show that modeling, intrinsic motivation and self-regulation had positive and direct effected on helping behavior, such findings serve as guidelines for relevant agencies such as the Ministry of Higher Education, Science, Research and Innovation to set policies for the university to cultivate good role model, intrinsic motivation and self-regulation to serve as a guideline for promoting the development of helping behavior others further. [ABSTRACT FROM AUTHOR]

Many studies have reported poor school achievement in evening persons and general circadian fluctuations in cognition. The aim of this study was to analyze circadian fluctuations in a cross-sectional design and examine the effects of chronotype on situational emotions and intrinsic motivation. A cross-sectional survey study was conducted in three Turkish secondary schools with a total sample of 599 students (283 females and 316 males). Data were collected at the end of specific math lessons of the same grade level and content, using a form combining three scales. We found no gender-related differences in intrinsic motivation, while there were some differences in situational motivation. In math classes, female students exhibited higher level of interest, while boys scored higher on boredom. In addition, students who scored high on morning affect reported higher levels of interest, well-being, and less boredom. Students with higher stability (and lower fluctuations in mood and cognition during the day) reported a higher degree of enjoyment, perceived competence, perceived choice, and less pressure/tension in their math lessons. A positive association was observed between distinctness, interest, and well-being, while negative correlations existed between distinctness and boredom. This suggests that students with higher diurnal stability reported a higher level of interest, well-being, and a lower level of boredom. Additionally, the results of the analyses showed that morningness, distinctness, and eveningness were significant predictors of intrinsic motivation. Conversely, gender, time of application, morningness, and distinctness emerged as predictors for situational emotions in mathematics classes. [ABSTRACT FROM AUTHOR]

Clinical Psychology trainees undertaking the specialised Cognitive Behavioural Therapy (CBT) pathway develop robust CBT competencies and gain secondary accreditation with the British Association for Cognitive and Behavioural Psychotherapy upon qualification from doctoral training. This paper outlines final year trainees' reflections on their experience of undertaking the pathway. A COM-B model of behaviour change was adopted to consider the process of implementation and avenues for development. Overall, trainees reported being pleased to have left the doctorate with well-honed competencies in CBT. The trainees reported varied opportunities to develop skills, a significant increase in their capability, referred to multiple forms of intrinsic and extrinsic motivations and reported commitment to sustainable behaviour change. Issues relating to working with complexity and across the lifespan were highlighted as areas for further consideration. [ABSTRACT FROM AUTHOR]

Introduction: The beginning of drug use usually occurs during the youth of people, due to reasons such as curiosity and the desire to experiment. Objective: The goal of this work was to analyze a selection of recent studies that address and highlight the intrinsic motives of curiosity and expansion linked to drug use. Method: A bibliographic search was performed with the purpose of selecting articles based on a series of established criteria. A total of 32 articles were included in the review for further assessment. Results: The intrinsic motive most frequently reported in the studies was curiosity (62.5%), followed by expansion motives (56.25%), which involve experimentation, self-exploration and the search for deeper understanding. Conclusions: The fact that curiosity is one of the main reasons for the initiation of drug use among the population is crucially important information for the development of programs that promote knowledge and dispel the uncertainty of young people, especially of those who are adolescents, since it is the vital stage in which the first contact with drugs usually occurs. [ABSTRACT FROM AUTHOR]

The choice of optional physical education could be conditioned by personal elements, such as goals or motivation, or contextual, such as perceived teaching behaviour. The aims of this study were to analyse the differences between students who chose (or not) Physical Education and to determine to what extent goal orientations, motivational regulations, and perceived teaching behaviors predict that decision. A sample of 756 adolescents from 14 public centres in Valencian Region enrolled in second grade of high school (Mage 17.06, SD = 0.75), of which 422 were girls (55.8%) participated in the study. Students who voluntarily chose Physical Education presented a different motivational profile, scored higher in all approximation goals (and avoidance), intrinsic motivation, identified and introjected and lower in amotivation. They also showed a marked profile in the teaching styles perceived in the subject in the past (support for autonomy and structured). Finally, the factor that best predicted this choice was the participatory behavior perceived by the student (teaching style supporting autonomy), followed by the orientation of the goal of approximation-task, dominant behaviors (negative), and intrinsic regulation. [ABSTRACT FROM AUTHOR]

Cooperation is essential for the survival of human society. Understanding the nature of cooperation and its underlying mechanisms is crucial for studying human behavior. This paper investigates the impact of leadership on public cooperation by employing repeated sequential public goods games, as well as by examining whether leading by example (through rewards and punishments) can promote cooperation and organizational success. The leaders were assigned randomly and were given the authority to reward or punish. As a result, (1) the leaders showed a strong tendency toward reciprocity by punishing free riders and rewarding cooperators at their own expense, which enhanced the intrinsic motivation for others to follow their example; and (2) both rewards and punishments were effective in promoting cooperation, but punishment was more effective in sustaining a high level of collaboration. Additionally, leaders preferred using rewards and were more reluctant to use punishments. These findings are crucial for creating organizational structures that foster cooperation. [ABSTRACT FROM AUTHOR]

As the COVID-19 pandemic subsides, universities face challenges such as diminished student physical fitness and a decreased interest in physical education courses. The purpose of this study was to evaluate the effectiveness of the tactical games model (TGM) in enhancing university students' motivation in basketball courses, using a comparison control group taught using the direct instruction model (DIM). Additionally, this research delves into the motivational dynamics explained by self-determination theory, aiming to identify key factors influencing student engagement and participation. A total of 141 sophomore university students were analyzed and divided into an experimental group (68 students) and a control group (73 students). The participants engaged in an 8-week teaching intervention program. To assess motivation, the Sport Motivation Scale-II (SMS-II) was administered both before the start and one week after the conclusion of the intervention. Differences in motivation and subscale scores between the TGM and DIM groups were evaluated using analysis of variance (ANOVA) and analysis of covariance (ANCOVA). The results of the study demonstrated that the TGM significantly enhanced university students' motivation (SDI: F = 6.949; p = 0.009; η² = 0.049). Furthermore, TGM enhanced scores on intrinsic and extrinsic motivation sub-scales more effectively than the DIM. These findings advocate for the adoption of TGM by university instructors as a potent tool to elevate student motivation, emphasizing the importance of focusing on both intrinsic and extrinsic motivational elements within physical education programs. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic caused education systems to embrace remote schooling and online learning. In the context of this dramatic change, the principal's role has also changed. Instead of interacting face to face, school leaders had to become distant leaders operating digitally. The field has no knowledge of digital instructional leadership. The study used new and adapted measures to explore principals' digital instructional leadership, its mechanisms of operation, and its outcomes. In particular, the research examined how digital instructional leadership affects perceived student learning in online settings through teachers' intrinsic motivation for digital instruction (i.e. the mediator). The study used data from 380 teachers in Bahrain. Results indicated support for mediation. This is an empirical exploratory study, and therefore it is limited in scope. Nevertheless, its concepts, measures, and findings offer valuable contributions to research and practice. The limitations, findings, and implications of the study are discussed. The significance of the study derives from the growing incorporation of hybrid schooling in education and digital instructional leadership practices in mainstream principalship. [ABSTRACT FROM AUTHOR]