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This study argues, based on macro theory, which integrates self-determination and broaden-and-build theories, that a coach's servant leadership enhances athletes' intrinsic motivation and positive affect, thus enhancing their serving behaviors toward their teammates. In Study 1, data were collected from 600 athletes belonging to university athletic clubs in Japan through an online survey. In Study 2, data were collected from a university with one of the largest sport faculties in Japan at two time points—with 311 university athletes at Time 1 and 269 athletes, 3 months later, at Time 2. The results revealed that intrinsic motivation and positive affect sequentially mediated the positive relationship between coach servant leadership and athlete serving behaviors. The findings contribute to the development of the servant-leadership literature by demonstrating a new pathway from servant leadership of coaches (leaders) to serving behaviors of athletes (followers) based on macro theory. [ABSTRACT FROM AUTHOR]

It’s long been presumed that increases in self-efficacy are correlated with other “habits of mind,” including more effective metacognitive strategies that will enable writing skills to transfer to different situations. Similarly, it’s long been understood that high self-efficacy is associated with more productive habits of mind and more positive emotional dispositions towards writing tasks. However, this two-year assessment of College Writing classes a private, mid-sized, urban four-year university complicates these assumptions. By supplementing substantial survey data we the analysis of data collected in focus groups, we found that the development of self-efficacy does not necessarily correlate to the development of more sophisticated epistemological beliefs—beliefs about how learning happens—nor the development of rhetorically-effective “writing dispositions." In short, suggesting the value of focus groups in assessment, we discovered a “strange loop” of self-efficacy in which gains made towards self-efficacy frequently have a unanticipated, complex, and problematic relation to our desired learning outcomes.

College student-athletes balance the demands of both sport and school in the context of higher education; high levels of motivation are necessary for success in both spaces. Studies have evaluated learning styles and academic motivational outcomes in college student athletes but there is a need to explore how motivation impacts both academic and athletic success. The present study examined the relationship academic, student athletic, and career athletic motivation had with learning styles and major (STEM vs. non-STEM) using Self-Determination Theory as the theoretical lens. College Division I, II, III, and Club college athletes took the Grasha-Reichmann Student Learning Style Scale and Student Athletes Motivation toward Sports and Academics Questionnaire. Learning styles were grouped into intrinsic (independent, participant, and collaborative) and extrinsic (dependent, avoidant, and competitive) styles. There were positive relationships between intrinsic learning style and both student athletic (r(147) = .19, p = .02) and academic (r(147) = .30, p < .001) motivation. Extrinsic learning style was positively correlated with career athletic (r(147) = .27, p = .001) and student athletic (r(147) = .16, p < .05) motivation but negatively corelated with academic motivation (r(147) = -.17, p = .03). Athletes in STEM majors (M = 3.88, SD = 0.36) had significantly higher academic motivation than non-STEM majors (M = 3.66, SD = 0.40), t(182) = 3.85, p < .001. Athletes in non-STEM majors (M = 4.00, SD = 0.88) had significantly higher career athletic motivation than STEM majors (M = 3.56, SD = 0.91), t(182) = -3.29, p = .001. Findings suggest being more independent, participant, and collaborative in class is related to motivation both in school and in student athletic endeavors. Athletes pursuing a STEM major may show higher academic motivation than athletes pursuing non-STEM majors. Encouraging student-athlete learning autonomy via education/intervention could improve intrinsic motivation in sport and classes, though further exploration of these factors is necessary to fully understand their relationship in college student-athletes. [ABSTRACT FROM AUTHOR]

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Intrinsic motivation has received widespread attention as a predictor of positive work outcomes, including employees' prosocial behavior. We offer a more nuanced view by proposing that intrinsic motivation does not uniformly increase prosocial behavior toward all others. Specifically, we argue that employees with higher intrinsic motivation are more likely to value intrinsic motivation and associate it with having higher morality (i.e., they moralize it). When employees moralize intrinsic motivation, they perceive others with higher intrinsic motivation as being more moral and thus engage in more prosocial behavior toward those others, and judge others who are less intrinsically motivated as less moral and thereby engage in less prosocial behaviors toward them. We provide empirical support for our theoretical model across a large-scale, team-level field study in a Latin American financial institution (n = 784, k = 185) and a set of three online studies, including a preregistered experiment (n = 245, 243, and 1,245), where we develop a measure of the moralization of intrinsic motivation and provide both causal and mediating evidence. This research complicates our understanding of intrinsic motivation by revealing how its moralization may at times dim the positive light of intrinsic motivation itself. [ABSTRACT FROM AUTHOR]

AbstractWildlife disease surveillance is an important tool for combating disease emergence and spread that may have negative ecological, social, and economic impacts, including prevention of new pandemics. This study aims to understand what motivates people in Sweden to voluntary perform the behaviour of reporting and submitting a wildlife carcass for wildlife disease surveillance. Six qualitative focus group interviews with people who repeatedly submit carcasses and reflexive thematic analysis are used to capture underlying motivation and experiences associated with performing the behaviour. Four main themes describing patterns of shared meaning emerged: Appreciation of nature as a given, Spread of contagious diseases as a threat, Curiosity about cause of death of the animal, and Contributing to something beyond oneself. By contextualising and interpreting these in relation to basic needs as outlined by the Self-Determination Theory, an increased understanding of different forms of motivation is achieved. The findings can be used to maintain engagement in the programme and attract new potential participants, thereby contributing to a sustainable development of human, animal, and ecosystem health. [ABSTRACT FROM AUTHOR]

Since the inception of massive open online courses (MOOCs), research has thus far documented MOOCs through surveys and case studies as having the most notable impact on teaching and learning. However, opening the black box of factors affecting users’ behavioural intention to continually use MOOCs has been overlooked by the bulk of scholars thus far. Therefore, this study was undertaken to fill this lacuna by integrating the technology acceptance model (TAM) and self-determination theory (SDT) within the context of MOOCs to determine the behavioural intention (BI) of users to enrol on MOOCs. The conceptual model engaged six parameters namely (1) autonomy, (2) relatedness, (3) competence, (4) perceived usefulness, (5) perceived ease of use, and (6) BI to use. A total of 316 participants provided valid responses which were utilised in testing the suggested structural model wherein the SmartPLS package was used to perform the test. The findings from the study confirmed the positive effect of intrinsic motivations, relatedness, and autonomy to enhance perceptions regarding the ease of use and usefulness of MOOCs and, hence, on the BI to use MOOCs. Finally, the study put forward a set of theoretical contributions and practical implications, while acknowledging the limitations of its scope. [ABSTRACT FROM AUTHOR]

Purpose: Physical activity (PA) and mental health (MH) are priorities for health promotion during early adolescence. This study explored associations between intrinsic motivation for PA, exercise attitudes, PA and MH in young adolescents. Methods: Participants were 315 students (Mage = 11.41; SD = 2.09; 45.1% girls) conveniently sampled from two private British schools in Dubai. Data were collected via a survey and analyzed using structural equation modeling. Results: As hypothesized, higher intrinsic motivation was directly associated with more favorable exercise attitudes, and attitudes was directly associated with increased PA. Unexpectedly, however, PA was not associated with better MH outcomes. A better fitting model was specified in which attitudes was directly associated with both PA and MH. Conclusions: Further research examining associations between exercise attitudes, PA, and MH in young adolescents is warranted. [ABSTRACT FROM AUTHOR]

In the era of burgeoning artificial intelligence and robotics, the integration of robots within the hospitality sector has become a prevalent phenomenon. Despite this, scholarly attention has predominantly been directed toward the dynamics of robot-customer interactions, leaving a significant gap in our understanding of the impact of robots on employee learning behaviors. This study uses transformative learning theory to explore how robot compatibility influences employee learning. A PLS-SEM analysis of a survey of 347 hotel employees found that robot compatibility had a positive influence on employee explorative and exploitative learning. Both contextual intrinsic and extrinsic motivation partially mediated the effect of compatibility on employee learning behaviors. Robot awareness positively moderated the effect of compatibility on contextual motivation. The study's conclusions provide enlightenment for hospitality organizations to achieve improved employee-robot collaboration and value co-creation. [ABSTRACT FROM AUTHOR]

This study calls for a broadening of the perspective on academic success. While passing exams is an essential objective of higher education, it should not overshadow another important objective which is the development of students' skills, such as becoming curious, autonomous and reflective in the learning process. This study used Academic Performance in Exams (APE) and Deep Approach to Learning (DAL) as measures related to these two objectives. The aim was to identify and compare the factors that may influence APE and DAL. The study was conducted on first-year students (2011) at a French university. It was based on a random forest algorithm and took into account a wide range of factors belonging to different dimensions: demographics, social background, educational background, context of the educational programme, behavioural engagement, social environment, psychological and cognitive characteristics. The results show that the most important factors in predicting APE are the educational programme undertaken, student's educational background and parents' occupation. DAL was not found to be an important factor in APE. Regarding the prediction of DAL, the results point to the predominant weight of intrinsic motivation and the important weight of elaborated epistemic beliefs. In contrast, demographics and behavioural engagement were found to have negligible weight in predicting both APE and DAL. These findings raise questions about the type of success that is valued in the first year of university and call for reflection on assessment methods. They also allow the identification of levers that teachers can activate to support first year students. [ABSTRACT FROM AUTHOR]

Despite needing more support in tourism, individuals with mobility impairments consistently show strong travel motivation, regardless of their physical challenges. This study utilizes self-determination theory and employs a sequential mixed-methods approach to delve into the role of needed support in driving travel motivation and to understand the intrinsic processes at play. From 39 interviews, a qualitative analysis was conducted, leading to the development of a scale specifically designed for those with mobility impairments. Further quantitative research was undertaken to refine this scale and evaluate the proposed model. By comparing and integrating qualitative and quantitative results, the study provides deeper insights. This investigation not only challenges prevailing notions within self-determination theory but also emphasizes the pivotal role of needed support. It unveils unique motivational drivers for those with mobility impairments in tourism contexts, advocating for scholars, industry professionals, and policymakers to reconsider their views and champion more inclusive practices. [ABSTRACT FROM AUTHOR]

This article presents the design, goals, and evaluation of Enthralled following the 2022 playtesting in three undergraduate Liberal Arts core courses. Enthralled draws on ancient Greek myths and the classical tragedy Bacchae by Euripides. As an immersive pedagogical intervention, Enthralled promotes group collaboration and rewards consideration of diverse viewpoints and cultural values. Participants vote on the motivations of dramatic characters, which allows for a deeper understanding of their preconceptions and implicit biases and offers the opportunity for self-reflection and dialogue. The game toolkit includes an original deck of cards, a role-playing script, a character sheet, ballots, a hints-and-clues deck, instructions for players and moderators, and scoring materials. The third version of Enthralled exceeded our entertainment efficacy, playability, and usability goals and contributed positively to the learning outcomes of the courses. Minor game improvements and a course-tailored implementation toolkit are the next steps for scaling this project. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica 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.)