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Integrate the traditional Theory of Planned Behavior (TPB) and Technology Acceptance Model (TAM) to build an empirical research model on the relationship between perceived behavioral control, intelligent facilities, facility convenience, incentive measures, and willingness and behavior of garbage classification. Conduct a questionnaire survey on the willingness and behavior of garbage classification among college students in Nanchang City, and use structural equation modeling to explore the key factors influencing college students' garbage classification.Combine ideological and political education with course content, and implement teaching reform in embedded artificial intelligence professional courses. Guide students to practice using lightweight visual model deployment technology to improve garbage classification assistance and human-computer interaction performance in homework and other links, thus achieving the dual goal of teaching and ideological and political education. The research results show that perceived behavioral control, facility convenience, and incentive measures have a significant positive impact on willingness of garbage classification, and perceived behavioral control is the main key factor. And the positive impact of intelligent facilities on garbage classification, and ensure the sustainable development of the ecological environment by strengthening situational motivation, building interactive robot lectures, establishing green carbon accounts to offset practical credits and incorporating the evaluation system for excellence and advancement, as well as professional course content development. [ABSTRACT FROM AUTHOR]

Background: The motivation and emotions of students are context dependent. There are specific moments when students may find their coursework more or less motivating, resulting in stronger or milder emotional responses. Identifying factors directly controllable by teachers empowers them to effectively address challenging situations characterized by lower motivation and increased negative emotions. Aims: We aimed to investigate how learning activities and students' perception of teaching practices fostering autonomy relate to competence and value beliefs, and emotions in the context of course participation within higher education. Sample: Seventy‐seven Taiwanese university students provided 762 learning reports associated with their course participation experiences. Methods: The experience sampling method (ESM) was used. Participants responded to ESM surveys on their phones for 14 days, reporting motivational beliefs, emotions and contextual characteristics of the course if they indicated active participation in a course upon receiving notifications from their phones. Results: A significant portion of the variation is attributed to situational fluctuation, suggesting that academic emotions and competence and value beliefs vary within students across measurements. An increase in students' perception of an autonomy‐supportive learning climate correlates with higher competence beliefs, intrinsic value and positive emotions, coupled with reduced perceived costs and negative emotions. In contrast to lectures, engaging in independent hands‐on work, participating in group collaborative projects or interactive discussions appear to inspire motivation or evoke stronger emotional responses in students. Conclusions: Teachers' teaching practices and classroom learning activities play a pivotal role in shaping students' situational motivation and emotions. [ABSTRACT FROM AUTHOR]

Purpose: This study investigates the effect of digital multimodal composing (DMC) on student motivation and literacy in English as a Foreign Language (EFL) contexts. It explores how students engaged in creating digital animations to respond to literary texts and the implications for integrating DMC into traditional literacy practices. Grounded in social semiotic theory and Self-Determination Theory, this study aims to understand how digital composing influences student engagement, motivation and literacy development. Design/methodology/approach: Qualitative data were gathered over a six-month period using a combination of student surveys, semi-structured interviews, reflection logs and student-produced scripts/animations. This study focused on two university students who engaged in multimodal projects as part of their extracurricular EFL activities, examining their processes and reflections. Findings: Students demonstrated strong intrinsic motivation during DMC processes, largely due to the social affordances provided by digital multimodal composing. By combining traditional literacy skills with digital practices, students experienced enhanced creative expression, enhanced meaning-making and a deeper understanding of literary texts through the production and sharing of animated videos. This process promoted both emotional and cognitive engagement, emphasizing the importance of teacher guidance and digital tools in creating a more dynamic and supportive learning environment. Practical implications: This study outlines a practical approach to DMC through a structured process: selecting and reading a book, proposing a change as if requesting it from the author, creating and sharing a video on YouTube to explain the change and reflecting on the experience. This approach can guide educators in designing activities that deepen student engagement, enhance critical thinking and integrate digital tools with traditional learning methods. Originality/value: This study contributes to the understanding of how digital technologies can transform traditional literacy practices, offering insights into the benefits of multimodal composition for language learning and motivation in EFL contexts. It provides practical examples of how students and teachers can leverage digital tools to enhance literacy education and prepare students for 21st-century challenges. [ABSTRACT FROM AUTHOR]

We aim to examine similarities and differences in the developmental patterns of habitual (HRM) and situational reading motivation (SRM). We investigated the correlated change of SRM and two aspects of HRM: habitual reading enjoyment and habitual reading for interest. The sample comprised N = 1508 students with four waves of data collections spaced approximately every 18 months. Applying multivariate curve-of-factors models, first we found a decline in all three aspects of reading motivation from T1 to T3, and a stable trajectory from T3 to T4. Second, all three aspects of reading motivation correlated strongly regarding time-specific aspects, as well as level and trend factors. Third, the two HRM aspects showed higher correlations than did any aspect of HRM with SRM. Implications of the correlated declines of HRM and SRM, and for future research on reading motivation in general, are discussed. [ABSTRACT FROM AUTHOR]

Language teachers cannot ignore the role of technology in young language learners' lives to engage and motivate them. Therefore, the current research investigated the mediating effect of students' learning and cognitive styles on the relationship between their emotions and situational motivation. 1089 respondents were selected from different colleges and universities, with different ages, genders, and levels. Four questionnaires (Cognitive Scale of the Human–Nature Relationship, Learners' Emotion Questionnaire, The Situational Motivation Scale, and Learning Style Questionnaire) were employed to collect the data. The researcher used Tencent QQ, a widely used communication platform in China, in conjunction with Wenjuanxing, an online survey tool, to distribute the questionnaire to all participants. The results showed that 54% of changes in students' situational motivation can be explained by interaction among their emotions, learning, and cognitive styles. In addition, it was revealed that less attention is paid to the mental and psychological aspects of students in technology-enhanced learning environments, and most educational environments do not have the necessary compatibility with the psychological characteristics of students. Implications are presented. [ABSTRACT FROM AUTHOR]

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Research exploring motivation has yielded a robust body of evidence to guide efforts to improve teaching and learning in physical education (PE). We begin by defining motivation and achievement within the context of PE. Given the extensive and diverse motivational perspectives, we purposely selected three widely studied theories in PE, achievement goal theory, self-determination theory, and interest theory, as the focus of our review. These theories have guided many investigations and the development of pedagogical practice over the past 3 decades. We elaborate on these theories and then synthesize recently published intervention studies to provide an interpretive analysis of the literature. This analysis has enabled us to identify gaps that need to be addressed in future research and efforts to improve practice. We conclude with the proposition calling for innovative, theory-driven, evidence-based research and practice to foster adaptive student motivation for optimal educational, behavioral, and health outcomes in K–12 PE. [ABSTRACT FROM AUTHOR]

This study investigated daily motivation regulation as a multilevel mediator of undergraduate students' intrinsic and extrinsic motivation and academic functioning. Undergraduate students (N = 124) completed measures on motivation, motivation regulation, and study time for 10 consecutive days leading up to a statistics exam. Bayesian multilevel mediation models were used to examine motivation regulation as a mediator between motivation and daily study time at the within-person level and exam performance at the between-person level. Within-person findings revealed motivation regulation mediated the relation between both intrinsic and extrinsic motivation and study time although the indirect effect was substantially stronger for extrinsic motivation. Between-person findings did not support mediation between intrinsic and extrinsic motivation and exam performance. Specifically, none of the motivation or motivation regulation factors predicted students' exam performance. It appears that motivation regulation typically stems from extrinsic motivation and is more closely associated with process-oriented rather than product-oriented academic functioning. [ABSTRACT FROM AUTHOR]

Dhruvita Patel,1 Abdullah Alismail1,2 1Department of Cardiopulmonary Sciences, School of Allied Health Professions, Loma Linda University Health, Loma Linda, CA, USA; 2Department of Medicine, School of Medicine, Loma Linda University Health, Loma Linda, CA, USACorrespondence: Abdullah Alismail, Cardiopulmonary Sciences and Medicine, Loma Linda University, Email aalismail@llu.eduAbstract: Cognitive Load Theory (CLT) is one of the key cognitive theories that have been used to assess learners’ information and working memory load. CLT has been applied to Simulation Based Education (SBE) and optimizing instructional design. However, a challenge that occurs is that these high-fidelity simulations and mannequins of critically ill patients can elicit negative emotions in learners which can unfavorably impact the learning process. There is also a potential for cognitive overload if the simulation is more authentic and requires more dynamic interactions and lead to high levels of anxiety due to a novel learning environment, which can also have detrimental effects on learning process. Hence, it is critical for health professional educators (HPE) to know how to minimize cognitive load to improve learning as a professional in a workplace setting. The literature on the role of emotions, intrinsic motivation, cognitive load is scarce in HPE literature. Specifically when not being studied together at once since they move dynamically together and affect the learning for the learner. Therefore, the purpose of this perspective paper is to cover the gap in the literature and propose a framework and recommendation for future HPE research.Keywords: motivation, simulation-based education, cognitive load, emotions, situational motivation

Introduction: Substantial research on job motivation over the years has identified motivation to be essential to work outcomes such as wellbeing, attitudes, and performance. Yet, research on job motivation addressing temporal influences has been sparse. Existing research has addressed job motivation as an aggregation of the motivation for tasks, ignoring the possibility of temporal effects where the motivation for one task affects motivation in a subsequent task. The current meta-narrative review analyzes existing research on task motivation and synthesizes findings into a model of cross-task motivation. Methods: Using a predetermined search strategy, a systematic search yielded 1,635 documents of which 17 were selected. Papers were analyzed using a meta-narrative approach according to RAMSES publication standards. Results: Four key meta-narratives were identified, contributing information from different research traditions; (1) restoration effects after need frustration, (2) intrinsic and extrinsic motivation, (3) cognitive carryover effects, and (4) meaning of work. Synthesizing findings from these meta-narratives, a meta-theoretical model for understanding cross-task motivation was proposed. Discussion: This model provides an extension of existing motivational theories elucidating temporal motivational processes. Implications for practitioners include the possibility of arranging jobs to maximize positive motivational outcomes. [ABSTRACT FROM AUTHOR]

The study highlighted the impact of an activity program in which board games were used to develop situational motivation in first-grade school children. The participants (ages 6-8 years) were primary school students from rural areas randomly assigned to the experimental group (EG; n= 13) and control group (CG; n= 13). The level of situational motivation was measured with the Situational Motivation Scale (SIMS) developed by F. Guay, R. J. Vallerand, and C. Blanchard (2000). After initial testing, for eight weeks, ten board games (Dixit, Domino in syllables, my first 5-second game, Tetris, Vocalopoly, etc.) were introduced twice a week for the development of mathematical and linguistic skills. The results of the comparison t-test on paired samples, as well as on independent samples of the Situational Motivation Scale (SIMS), show that there are statistically significant differences regarding the level of situational motivation in the two moments of the application of the scale, pretest, and posttest in the experimental group (t =-15.503, p<0.001), but also between the two groups (experimental and control) in the post test phase (t=10.539, p<0.001). In conclusion, the research results highlight that using board games in the activities carried out with first-grade students improves the motivation of school children. [ABSTRACT FROM AUTHOR]

IntroductionSubstantial research on job motivation over the years has identified motivation to be essential to work outcomes such as wellbeing, attitudes, and performance. Yet, research on job motivation addressing temporal influences has been sparse. Existing research has addressed job motivation as an aggregation of the motivation for tasks, ignoring the possibility of temporal effects where the motivation for one task affects motivation in a subsequent task. The current meta-narrative review analyzes existing research on task motivation and synthesizes findings into a model of cross-task motivation.MethodsUsing a predetermined search strategy, a systematic search yielded 1,635 documents of which 17 were selected. Papers were analyzed using a meta-narrative approach according to RAMSES publication standards.ResultsFour key meta-narratives were identified, contributing information from different research traditions; (1) restoration effects after need frustration, (2) intrinsic and extrinsic motivation, (3) cognitive carryover effects, and (4) meaning of work. Synthesizing findings from these meta-narratives, a meta-theoretical model for understanding cross-task motivation was proposed.DiscussionThis model provides an extension of existing motivational theories elucidating temporal motivational processes. Implications for practitioners include the possibility of arranging jobs to maximize positive motivational outcomes.

Learning intervention based on a "Mars and Space" exhibition was designed according to STEAM-education (Science, Technology, Engineering, Art and Mathematics) principles and practices in order to bridge the gap between formal and informal learning. The cognitive learning of 12-year-old students in Finland (N = 306) showed a sustained level for a six months period. The results of this study provided evidence that situational motivation was enhanced by interest in school science in the STEAM science exhibition context. This led to better cognitive learning results in the post-knowledge test. Thus, interest and situational motivation were the first steps, and the superficial situational motivation seemed to successfully change into content-based intrinsic motivation with longer-lasting, deep learning outcomes. STEAM intervention apparently produced long-term learning, and this exhibition learning setting is shown to provide an appropriate platform to reach the deeper layers to successfully retain knowledge. Boys' scores rose even in the delayed test. Using structural equation modelling (SEM) to assess the effects on individual, motivational and situational interest in learning, situation motivation is shown to work as a catalyst and acting as a catalyst and also acted as a stepping stone for intrinsic motivation as part of relative autonomy (RAI) and a deep learning strategy. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

Lecture recording is a practice several programs and courses (virtual and face-to-face) are employed to allow for students to have access to live self-paced lectures, to provide an additional study tool, and at times, recordings are provided as a source of engagement. Universal software programs such as Echo 360 allow instructors to record and monitor student engagement with video content such as view time. Research has explored student use of lecture recordings; however, this project explores how accessing the videos influenced the student aside from gaining content knowledge. Instructional and demonstration videos were included as supplemental materials within content-based modules on the learning management platform at the institution. Seventeen students were enrolled in the upper-level undergraduate exercise science course and had immediate access to the recordings. Situational motivation was analyzed and reported. On average, at mid-term and the final point in the semester, students were extrinsically motivated when choosing to watch the recording(s), however, positive shifts towards intrinsic motivation were noticed along the continuum of motivation. The significance of the change in motivation was not explored. This pilot case study recommends the addition of active assignments with supplementary materials such as relevant video instructions and demonstrations to guide students in understanding and applying hands-on concepts in upper-level exercise science programming courses to mentally prepare students for undergraduate internships in the field. [ABSTRACT FROM AUTHOR]

This study tests the theoretical model of Kim and Grunig's situational theory of problem solving (STOPS) (2011), in explaining how the correlation of situational perceptions, situational motivation, and communication actions in students of Brawijaya University Malang in 2022 from the issue of sexual harassment in Indonesian tertiary institutions. Survey of 425 students in August-September 2022 in 15 faculties. Based on the results of path analysis from the SmartPLS 3.0 structural equation modeling procedure, this study confirms the correlation of the main propositions of the STOPS theory, namely situational perceptions, situational motivations, and communication actions on the issue of sexual harassment in Indonesian tertiary institutions. [ABSTRACT FROM AUTHOR]

The main problem of the research was to determine the relationship between goal orientation, satisfaction, self-esteem, and situational motivation among young karate athletes from Republic of North Macedonia. The research was carried out on a sample of 100 respondents who are engaged in karate sport between the ages of 11 and 14 from Republic of North Macedonia. The sample is divided into two subsamples according to gender, namely 54 male respondents and 45 female respondents. The sample was drawn from several karate clubs in Republic of North Macedonia. In order to realize the goals of the research, several scales were applied to assess goal orientation, satisfaction, self-esteem and situational motivation. The obtained data were processed with appropriate parametric statistical methods. Based on the obtained results, it can be concluded that a larger number of respondents (young karate athletes) from our sample are more focused on developing and improving their competence, and less on achieving results and relying on their abilities. Interrelationships among the four subscales assessing the level of self-determination to be physically active, as expected the more proximal along the continuum are more positively correlated with task orientation than those more distal along the continuum. The research results confirm that task orientation is more positively related to more self-determined types of situational motivation (the internal motivational regulator -intrinsic motivation and the identification motivational regulator -identified regulation) and negatively related to less self-determined types of situational motivation (external motivational regulator- external regulation and guilt regulator - introjected regulation). Based on all that has been stated, it can be concluded that among young karate athletes aged 11 to 14, internal motives (i. e. fun, personal challenge, etc.) or so-called essential motives for playing sports should be promoted. [ABSTRACT FROM AUTHOR]

Abstract Background Online grocery stores offer opportunities to encourage healthier food choices at the moment that consumers place a product of their choice in their basket. This study assessed the effect of a swap offer, Nutri-Score labeling, and a descriptive norm message on the nutrient profiling (NP) score of food choices in an online food basket. Additionally explored was whether these interventions made it more motivating and easier for consumers to select healthier foods and whether potential effects were moderated by consumer health interest. Methods Hypotheses were tested with a randomized controlled trial (RCT) in a simulated online supermarket. Dutch participants (n = 550) chose their preferred product out of six product options for four different categories (breakfast cereals, crackers, pizza, and muesli bars). Participants were randomly allocated to one of eight groups based on the interventions in a 2 (Nutri-Score: present, not present) X 2 (swap offer: present, not present) X 2 (norm message: present, not present) between subject design. The primary outcome was the difference in combined NP score of product choices, for which a lower score represented a healthier product. Results Swap offer (B = − 9.58, 95% CI: [− 12.026; − 7.132], Ƞ2 = 0.098) and Nutri-Score labeling (B = − 3.28, 95% CI: [− 5.724; −.829], Ƞ2 = 0.013) significantly improved the combined NP score compared to the control condition (NP score M = 18.03, SD = 14.02), whereas a norm message did not have a significant effect (B = − 1.378, 95% CI [− 3.825; 1.070], Ƞ2 = 0.002). No evidence was found that interventions made it more motivating or easier for consumers to select healthier food, but situational motivation significantly influenced the healthiness score of food choices for both swap offer (b = − 3.40, p

China's Clinical Medicine Level Test (CMLT) was designed to evaluate the key factors that affect the learning outcome of medical students prior to entering clinical practice. In this study, we systemically analyzed the performance of a cohort of medical students at Jinan University School of Medicine participating in the recent CMLT. The analytical results of the medical students' written and objective structured clinical examination (OSCE) scores showed that their academic performance was predominantly associated with students' internship allocations, although other demographic characteristics such as sex, age, geographical origin of students, and grade point average (GPA) might be sporadically related to the students' OSCE performance at different OSCE stations. To explore the inherent reasons behind this, a survey was implemented among the medical students who participated in the examination to further interpret the factors influencing the students' learning outcome. The findings of this questionnaire manifested that intrinsic motivation and identified regulation acted as the major motivational profiles for the medical students from three different internship sites, whereas external regulation emerged as the crucial factor to make the students perform well academically in the CMLT. The result of this study suggested that strengthening the quality control of the clinical learning environment and improving medical administration may still be the most effective approaches to ensure the quality of clinical medical education. [ABSTRACT FROM AUTHOR]

Non-formal learning is becoming increasingly important in everyday life. Both the availability of open online learning opportunities and the number of participants in online courses continue to grow. Initially learners report high levels of motivation, but completion rates tend to be low. In the present study, we examined motivational trajectories of learners completing a non-formal online course. To this end, 450 learners of 49 open online courses offered by Bavarian universities completed up to three online questionnaires throughout the course. First, we used latent profile analysis to explore motivational trajectories within five subtypes of situational motivation, which resulted in four different motivational profiles. However, all profiles were characterized by remarkable stability over time, and differences only in the actual levels of the five motivational subtypes. Second, we used bivariate latent change score models to focus on differences of change in intrinsic motivation when analyzing simultaneously with situational interest. In addition, we considered self-regulation and mastery goal orientation as predictors of change in motivation. For intrinsic motivation there was only a small mean change and compensating effect from T1 to T2. We discuss the findings in the light of the fact that there are high dropout rates in non-formal online courses and offer practical advice on how to better address non-completers in future research. • Four profiles based on five subtypes of situational motivation. • Remarkable stability of motivation within completers of non-formal online courses. • Small change in intrinsic motivation only from T1 to T2. • Findings highlight importance of intrinsic motivation in non-formal online learning. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine issue- and organization-specific factors that may influence customers' reactions to allegations of environmental irresponsibility. This study focused on the idea of brand identity fusion to examine how it may act as a figurative shield against the negative cognitive and behavioral impacts of misconduct allegations. To do so, online surveys were conducted among Australian citizens in October 2018. Brand identity fusion lowered customers' perceptions of perceived moral inequity and triggered rewarding behavioral intentions despite the allegations. Situational motivation about environmental issues was found to positively affect boycotting and lower buycotting intentions as well as perceived moral inequity. Theoretical and practical implications are discussed. [ABSTRACT FROM AUTHOR]

Research and practice have shown that female students are less interested in engineering and programming. This is related to gender stereotypes and technological self-efficacy. Research has also pointed out that students in rural schools tend to do less well in STEM subjects and are less likely to pursue STEM studies than their peers from large cities. Previous studies have highlighted the benefits of hands-on real-world-related engineering projects by building connections with students' interests and technology while giving them something exciting to focus on. This study is aimed at investigating whether and how students' individual characteristics (such as attitudes toward engineering and technology, motivation, and technology anxiety) are associated with rural school students' engagement, gender differences, and inclusion in sustainable ecological engineering activities with Arduino microcontrollers. Surveys were conducted before and after the activity with pupils of a rural lower secondary school (ages 13–15). The results show that, female students' initial attitude toward engineering and technology was significantly less positive than that of male students. Despite being novices in physical computing, a whole group of pupils were intrinsically motivated while performing these activities. The findings of this study provide transferable insights into practical STEM education that may strengthen students' engagement, motivation, and achievement in STEM. The implications of the results of this study can be useful for a better understanding of the individual factors of students that influence future engineering activity design and STEM career selection opportunities. [ABSTRACT FROM AUTHOR]

Background: Online grocery stores offer opportunities to encourage healthier food choices at the moment that consumers place a product of their choice in their basket. This study assessed the effect of a swap offer, Nutri-Score labeling, and a descriptive norm message on the nutrient profiling (NP) score of food choices in an online food basket. Additionally explored was whether these interventions made it more motivating and easier for consumers to select healthier foods and whether potential effects were moderated by consumer health interest. Methods: Hypotheses were tested with a randomized controlled trial (RCT) in a simulated online supermarket. Dutch participants (n = 550) chose their preferred product out of six product options for four different categories (breakfast cereals, crackers, pizza, and muesli bars). Participants were randomly allocated to one of eight groups based on the interventions in a 2 (Nutri-Score: present, not present) X 2 (swap offer: present, not present) X 2 (norm message: present, not present) between subject design. The primary outcome was the difference in combined NP score of product choices, for which a lower score represented a healthier product. Results: Swap offer (B = − 9.58, 95% CI: [− 12.026; − 7.132], Ƞ2 = 0.098) and Nutri-Score labeling (B = − 3.28, 95% CI: [− 5.724; −.829], Ƞ2 = 0.013) significantly improved the combined NP score compared to the control condition (NP score M = 18.03, SD = 14.02), whereas a norm message did not have a significant effect (B = − 1.378, 95% CI [− 3.825; 1.070], Ƞ2 = 0.002). No evidence was found that interventions made it more motivating or easier for consumers to select healthier food, but situational motivation significantly influenced the healthiness score of food choices for both swap offer (b = − 3.40, p <.001) and Nutri-Score (b = − 3.25, p <.001). Consumer health interest only significantly moderated the influence of Nutri-Score on ease of identifying the healthy food option (b =.23, p =.04). Conclusions: Swap offer and Nutri-Score labeling were effective in enhancing healthy purchase behavior in the online store environment. Trial registration: This study was retrospectively registered in the ISRCTN database on 02-09-2021 (ISRCTN80519674). [ABSTRACT FROM AUTHOR]

Dynamic structural equation modeling was applied to examine feelings of competence and in the moment motivation among pre-service science teachers (N = 101) enrolled in a course on practical biology during their second semester. The student teachers completed a short questionnaire 18 times, and the interaction between their feelings of competence and momentary motivation over time was examined in relation to control-value theory. The autoregressive values of both variables were significant, and a pattern was observed of low competence at the beginning of the course session, combined with low motivation in the moment. Feelings of competence increased by the end of each course session but returned to a low level at the beginning of the next session. Momentary motivation followed this back-and-forth shifting somewhat but showed more carryover effects. The student teachers’ motivation depended on their feelings of competence from the previous moment in the biology course session, but feelings of competence did not depend on their motivation.

This study focuses on the situational heterogeneity of motivation by investigating in-the-moment profiles of expectancies, task values, and costs within learning situations during a university lecture. In a sample of 155 undergraduate students followed across one semester we examined the occurrence of six hypothesized profiles, situational profile change, and the associations of situational motivation profiles with students’ dispositional motivation. Results of multilevel latent profile analysis revealed three profiles with symmetric levels of expectancies, values, and costs (reflecting high, medium, and low motivation situations), and one profile reflecting motivating but costly situations. Furthermore, situational profiles were associated with students’ motivational dispositions at beginning and end of the semester, and partly related to changes in these dispositions during the semester.

The trend of employing game features into non-game contexts or gamification has increased in recent years. Gamification has the potential to be a new paradigm in enhancing online user engagement in the online based education system. As Mathematics subjects is normally associated with a high drop-out rate, especially among students who have encountered low mathematical performance in their past, the implementation of gamification may support more successful online learning for this subject. Three undergraduate classes with at least four months experience in using any gamified learning objects implemented using Kahoot!, Socrative or Quizizz were selected as a case study. This study aimed to examine the association between Situational Motivation with the dimensions of Online Learning Readiness using a mixed-methods-approach. 34 students voluntarily answered an online survey and a total of twelve participants were purposively selected to answer open-ended questions. The results showed that significant positive associations were found between students' online learning readiness in three dimensions (technical competencies, social competencies with classmates, and social competencies with lecturers) with both identified and intrinsic motivation. No such association between students' online learning readiness dimensions and amotivation was found for students who participated. This finding can provide a better understanding of how situational motivation relates to students' online learning readiness among students using gamified learning objects. In addition, Mathematics educators may consider applying the findings into the design of their gamified learning objects to improve the students' online learning readiness. [ABSTRACT FROM AUTHOR]

Self Determination Theory (Deci & Ryan, 1985a) describes diverse types of motivation, situated throughout a theoretical continuum which comprises a decrease in the regulation of behaviors, from highest to lowest. These are intrinsic motivation, identified regulation, introjected regulation, external regulation, and amotivation. These types, their influential factors, mediators and outcomes, integrate a hierarchic model which entails three levels: global, contextual, and situational (Vallerand, 1997). This paper presents the design and analysis of psychometric features of the Academic Motivation Scale-Situational (AMS-S) aimed at the assessment of motivation towards specific academic activities under specific circumstances. It was developed on the grounds of the Self Determination Theory's hypotheses as well as the Hierarchic Model of Intrinsic and Extrinsic Motivation (HMIEM) posed by Vallerand (1997). The sample was composed of 364 colleges students (62.6% females, 37.4% males) between 18 and 35 years old (M = 22.97, SD = 3.00) with different majors at the University of Buenos Aires (Argentine). Items were written up to represent each type of motivation formulated in the model, according to the question which must be borne in mind while responding to the scale: "Why are you at the faculty right now?" The original pool of items was evaluated by five experts in order to analyze content validity evidences. A further pilot study was performed with a small group of students, aiming at the exam of face validity evidences. The preliminary version of 44 items obtained up to then was analyzed on a standardization sample. Polychoric covariance matrices were employed once the univariate normality hypothesis was not verified for the items. The ordinal nature of data demanded such a treatment as well. The statistical package FACTOR (Lorenzo-Siva & Ferrando, 2013) was used to develop an exploratory factor analysis with minimum rank factor analysis (MRFA) extraction method followed by direct Oblimin rotation (KMO = .887; Bartlett's Sphericity Test: = 4525.6 (df = 351; p < .01). A 3-factor model which explained 68.01% of the common variance was isolated retaining 27 items (F1 explained 18.1%, F2, 23.2%, and F3, 26.8%). Regarding the items content, the extracted factors were labeled as extrinsic motivation (F1), amotivation (F2), and intrinsic motivation (F3). Additionally, internal consistency of the scales was estimated by means of ordinal alphas, with adequate coefficients in all cases (F1 = .84, F2 = .95, and F3 = .94). In order to test the self-determination continuum hypothesis entailed in the model, each dimension of the scale was correlated with the rest of them. Significant and positive associations (p < .05) were found between the adjacent scales, and negative between the non-adjacent ones, thus endorsing theoretical statements. Correlations between the scales' scores and the similar ones of Academic Motivation Scale (Academic Motivation Scale-EMA in Spanish-Stover et al., 2012; Vallerand et al., 1989) were calculated to analyze convergent validity evidences. Significant though weak statistical associations (p < .05) were found when comparing equivalent and opposite motivational types in both tests. Finally, statistical norms to be employed with local college population were calculated. Summarizing, up to the moment the scale has achieved adequate results in terms of preliminary validity evidences and reliability, supporting its appropriate psychometric quality to be used with local college students. The main weaknesses of the study rely in the sample size, which restricts wider generalizations, as well as the lack of semi-confirmatory factor analyses and psychometric studies on stability of measures, which must be developed in further steps. The analysis of the link between situational, contextual and global measures of motivation is also strongly suggested, taking into account the reciprocal effects among them. [ABSTRACT FROM AUTHOR]

This study focuses on the situational heterogeneity of motivation by investigating in-the-moment profiles of expectancies, task values, and costs within learning situations during a university lecture. In a sample of 155 undergraduate students followed across one semester we examined the occurrence of six hypothesized profiles, situational profile change, and the associations of situational motivation profiles with students' dispositional motivation. Results of multilevel latent profile analysis revealed three profiles with symmetric levels of expectancies, values, and costs (reflecting high, medium, and low motivation situations), and one profile reflecting motivating but costly situations. Furthermore, situational profiles were associated with students' motivational dispositions at beginning and end of the semester, and partly related to changes in these dispositions during the semester. [ABSTRACT FROM AUTHOR]

This study examined the relationship between motivational regulation strategies and instability of motivation during class. Eighty-two undergraduates at two universities participated via a self-reported questionnaire, which was administered at six time points during one class for a specific subject. The mean score of situational motivation was calculated as “level of motivation,” and the intraindividual standard deviation of these was calculated as “instability of motivation.” With self-efficacy, intrinsic value, and university as control variables, the results of the partial correlation analysis indicated that the level of motivation correlated positively with behavioral and emotional engagement. These results supported the validation of measuring situational motivation in this study. The results of the analysis indicated that instability of motivation correlated negatively with strategies of adding value to learning contents and focusing on performance. In other words, these results imply that the instability of motivation of undergraduates who were using motivational regulation strategies during class was small, and their situational motivation was steady. The effect of motivational regulation strategies during class on situational motivation was discussed. [ABSTRACT FROM AUTHOR]

We addressed previous mixed findings regarding the effects of task routinization on employee creativity. We proposed that task routinization is not a single dimensional construct but that it has 2 dimensions, namely, content and process, which have different motivation and performance implications. Participants were 240 employees from various industries in South Korea. Results of structural equation modeling analyses confirmed that task content routinization had a negative effect on employee creativity by causing amotivation and reducing intrinsic motivation. By contrast, task process routinization enhanced employee creativity by increasing intrinsic motivation. Our findings clarify the effects of task routinization on employee creativity by identifying the 2 dimensions that lead to different situational motivation and creativity results, and we discuss the implications of these findings. [ABSTRACT FROM AUTHOR]

This study explores fluctuation in students' emotional state and motivational goals during a learning project that requires self-regulation. The research asks the following questions: (1) How do students' emotional state and motivational goal fluctuate between the gStudy learning sessions during a two-month project? (2) How do students with different situational motivation describe their use of motivation regulation strategies? and (3) How is students' situational motivation associated with their learning outcomes? The students (N = 20) in one classroom evaluated their emotional state and motivational goals repeatedly with an emotion awareness tool during a two-month-long science project. At the end of the project, they completed a learning test and were interviewed about their regulation strategies. The results show that the students' situational motivation fluctuated in the course of the learning project. The students with a trend of a low situational motivation reported particularly the use of performance and mastery self-talk strategies, the students with moderate situational motivation emphasised environmental structuring and self-consequating, while the students with high situational motivation reported the use of self-consequating and interest enhancement strategies. The students typically reporting high or moderate situational motivation gained significantly more inquiry learning skills compared to their peers with low situational motivation. [ABSTRACT FROM AUTHOR]

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.

Despite their peacekeeping role in the management of internal armed conflicts, some international peacekeepers have sexually exploited local populations in host countries, resulting in dire social consequences and threats to the success of international peace operations. Although researchers have examined sexual violence committed by peacekeepers, few researchers, if any, have used routine activities theory to examine sex offending by peacekeepers. This article explored the extent to which situational opportunities influenced international peacekeepers' engagement in the sexual exploitation of civilians in the Central African Republic, a peacekeeping host country. Data were collected from face-to-face interviews with 15 research participants, including local witnesses, peacekeepers, and U.N. policy makers, and from public records obtained from online sources. Data were coded using an inductive coding strategy and then analyzed using thematic analysis. The findings indicated that both the local and peacekeeping conditions, including lack of deterrence and accountability mechanisms, heightened the vulnerability of local populations to sex predation and motivated peacekeeper sex offenders to engage in sex offending. Local community leaders and policy makers could use study findings to promote educational programs on the institutional responsibility to protect vulnerable civilians and shape policies to prevent the commission of sexual exploitation by peacekeepers [ABSTRACT FROM AUTHOR]

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Background: Patient safety education, as well as the safety climate at clinical rotations, has an impact on students' attitudes. We explored medical students' self-reported motivation to participate in simulation-based teamwork training (SBTT), with the hypothesis that high scores in patient safety attitudes would promote motivation to SBTT and that intrinsic motivation would increase after training. Methods: In a prospective cohort study we explored Swedish medical students' attitudes to patient safety, their motivation to participate in SBTT and how motivation was affected by the training. The setting was an integrated SBTT course during the surgical semester that focused on non-technical skills and safe treatment of surgical emergencies. Data was collected using the Situational Motivation Scale (SIMS) and the Attitudes to Patient Safety Questionnaire (APSQ). Results: We found a positive correlation between students' individual patient safety attitudes and self-reported motivation (identified regulation) to participate in SBTT. We also found that intrinsic motivation increased after training. Female students in our study scored higher than males regarding some of the APSQ sub-scores and the entire group scored higher or on par with comparable international samples. Conclusion: In order to enable safe practice and professionalism in healthcare, students' engagement in patient safety education is important. Our finding that students' patient safety attitudes show a positive correlation to motivation and that intrinsic motivation increases after training underpins patient safety climate and integrated teaching of patient safety issues at medical schools in order to help students develop the knowledge, skills and attitudes required for safe practice. [ABSTRACT FROM AUTHOR]

Objectives: To explore the relationship between work environment and situational motivation among doctors. Methods: Cross sectional research design was used and a sample of N = 100 doctors were employed through purposive sampling technique from public hospital of Lahore. Work Environment Survey and The Situational Motivation Scale were used to assess studied variables. Pearson Product moment correlation and hierarchical regression were used to analysis data. Results: Mean age of the participants was 33 years and mean education level was 18.38 years. Results showed that work environment has significant negative predicting relation with situational motivation of the doctors. Conclusion: Working environment influence doctors' motivation level. These findings have implications in organizational and educational setting, as it helps public hospital's administration to address problems in working environment. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

During the COVID-19 pandemic, a plethora of online sources for information and news dissemination have emerged. Extant research suggests that very quickly, individuals become disinterested and begin avoiding the information. In this study, we investigate how an individual's fear and situational motivation impact Online Information Avoidance. Using the self-determination theory and information avoidance theories, we argue that fear and external regulation are associated with increased Online Information Avoidance. We also argue that intrinsic motivation and identified regulation are associated with a decrease in Online Information Avoidance. Our findings suggest that fear, intrinsic motivation, and external regulation drive Online Information Avoidance, where intrinsic motivation is the most significant driver. We also found that identified regulation is a crucial inhibitor of Online Information Avoidance. While focusing on COVID-19, our study contributes to the broader information systems research literature and specifically to the information avoidance literature during a pandemic or a prolonged crisis. Our study's findings will be useful for governments, health organizations, and communities that utilize online platforms, forums, and related outlets to reach larger audiences for disseminating pertinent information and recommendations during a crisis., Competing Interests: None, (© 2022 Elsevier Ltd. All rights reserved.)

This explorative study presents an empirical examination of the connection between motivation and the measures individuals take to prevent everyday accidents and prepare for crises. Positional factors (age and gender) and situational factors (education, size of locality, and household composition) are included because the literature highlights their importance. The study used data gathered in a 2010/2011 poll of randomly selected Swedish residents aged 16-75 (N = 2000; 44.8% response rate). A factor analysis reduced the theoretical model for situational motivation (Guay, Vallerand, & Blanchard, 2000) from four to two dimensions: motivation and amotivation. Subsequent regression analyses statistically confirmed the connection between motivation or amotivation and the extent to which individuals pursue preventative and preparedness measures, even when accounting for positional and situational factors. These findings underscore the need for continued studies of individuals' incentives to prevent accidents and prepare for crises and for the study of the nuances of (situational) motivation and preventive/preparedness measures. [ABSTRACT FROM AUTHOR]