Building Teacherly Roles Together

This study aims to determine: 1) the learning motivation of children aged 5-6 yearsat Sister Pontianak Kindergarten, 2) intrinsic motivation in learning in childrenaged 5-6 years at Sister Pontianak Kindergarten, 3) extrinsic motivation in study inchildren aged 5-6 years at the Pontianak Sisters Kindergarten. The researchmethod used is a qualitative method in the form of case study research. The datasources for this study were 3 children aged 5-6 years in class B2, class B2 teachersand parents of 3 students aged 5-6 years. Data collection techniques areobservation, interviews and documentation. The data collection tool used anobservation guide for children aged 5-6 years, an interview guide for children,teachers and parents and documentation. The data analysis technique uses thetheory of Miles and Huberman, namely data collection, data reduction, datapresentation and drawing conclusions. The results showed that the learningmotivation of B2 graders was not maximized because 2 of the 3 children studieddid not have the characteristics of children who had motivation to learn and only 1child had maximum learning motivation. The intrinsic motivation in learning in the3 children studied is still not optimal because 2 students have less intrinsicmotivation and 1 child has maximum intrinsic motivation. The extrinsic motivationin learning in the 3 children studied was maximal. The conclusion in this study isthat the learning motivation of children aged 5-6 years in class B2 TK SisterPontianak is still not optimal, intrinsic motivation in children's learning is notmaximized and extrinsic motivation in children's learning is maximized.Keyword : Intrinsic Motivation, Extrinsic, Learning

In this study we examined the relationship between teacher and student intrinsic motivation in project-based learning. The participants were 126 Hong Kong secondary school teachers and their 631 students who completed evaluation questionnaires after a semester-long project-based learning program. Both teachers and students were asked to indicate their motivation in the program, and students were also asked to report the instructional support they received from their teachers. The results of hierarchical linear modeling analyses showed that teacher intrinsic motivation predicted student intrinsic motivation directly as well as indirectly through the mediation of instructional support. When teachers reported higher intrinsic motivation in the program, their students tended to perceive receiving more support from them and to report higher intrinsic motivation in the learning experience.

Teachers' intrinsic motivation for teaching and students' intrinsic motivation for learning are important contributors to effective teaching and learning, and exploring their relationships and influencing mechanisms can clarify the path to promote teachers' professional development and students' overall growth. In our study, 44 secondary school teachers and 2461 secondary school students completed questionnaires, and a multilevel structural equation model was used to explore the influence of teachers' intrinsic motivation for teaching on students' intrinsic motivation for learning and the mediating role of teachers' motivating style and teacher‐student relationships. The results showed that (1) teachers' intrinsic motivation for teaching was significantly positively correlated with students' intrinsic motivation for learning, and the former had a significant direct effect on the latter; (2) teachers' autonomy‐supporting motivating style, positive teacher‐student relationships, and negative teacher‐student relationships played mediating roles between teachers' intrinsic motivation for teaching and students' intrinsic motivation for learning; and (3) teachers' motivating style and teacher‐student relationships played a chained mediating role between teachers' intrinsic motivation for teaching and students' intrinsic motivation for learning.

Purpose– Though prior research has recognized business skills as one of the keys to successful information system development, few studies have investigated the determinants of an IS developer’s behavioral intention to learn such skills. Based on the motivation-ability-role perception-situational factors (i.e. the MARS model), the purpose of this paper is to argue that the intention of IS developers to acquire business skills is influenced by learning motivation (M), learning self-efficacy (A), change agent role perception (R), and situational support (S).Design/methodology/approach– Data collected from 254 IS developers are analyzed using the partial least squares technique.Findings– Results show that a developer’s intention to learn business skills is positively influenced by intrinsic learning motivation and both absolute and relative learning self-efficacy. Furthermore, in comparison to two other change agent roles, the advocate role leads to a significantly higher level of learning intention. Finally, work and non-work support positively influence both extrinsic and intrinsic learning motivation. Notably, non-work support has a greater impact on both absolute and relative learning self-efficacy.Research limitations/implications– Though many of the proposed hypotheses were supported, results showed several interesting and unexpected findings. First, regarding the change agent role perception, people who perceived themselves as advocates displayed a higher level of intention to learn business skills than did those who identified with the other two roles (i.e. traditionalist and facilitator). Second, when compared to extrinsic learning motivation, intrinsic learning motivation contributed more to the intention to learn business skills. Third, the study contributes to the literature by finding that, in terms of direction and magnitude, the two types of self-efficacy have similar influence on an IS developer’s behavioral intention to learn business skills. Finally, work support was found to have a positive impact on both extrinsic and intrinsic learning motivation. However, it was interesting to note that work support did not lead to significantly higher levels of relative and absolute learning self-efficacy.Practical implications– The findings of this study provide several critical implications for practitioners seeking to encourage IS developers to learn b-skills. First, organizations should strongly encourage IS developers to take on the advocate role in ISD projects, and urge them to acquire business skills through formal education and on-the-job training. Second, organizations should also help IS developers understand how learning business skills is important for their future work and potential self-growth, rather than focusing solely on extrinsic benefits such as promotion or remuneration. Third, organizations can also make use of the strategies to enhance IS developer’s learning self-confidence and beliefs, which will, in turn, increase their intention to learn business skills. Finally, support from others is influential in the formulation of positive work attitudes and behaviors, so organizations will benefit when employees are well supported.Originality/value– While prior research has emphasized the importance of business skill possession for IS developers during the system development process, few studies have explored the factors affecting an IS developer’s behavioral intention to learn those business skills. This study intends to bridge this gap by investigating factors that drive IS developers’ intention to learn business skills. The findings of this study are useful to researchers in the development and testing theories related to IS developer learning behavior, and to practitioners to facilitate business skill learning for their IS development staff.

Relationship between Rewards and Intrinsic Motivation for Learning – Researches Review

The unanticipated switch from face-to-face learning to online education caused by the Covid-19 pandemic has led to a lack of familiarization preparation for students, potentially hampering their learning processes in several ways. The success of online learning is primarily based on the quality of the information systems, self-regulated learning, and intrinsic learning motivation. The severe stress amid epidemic lockdowns might trigger negative impacts on students’ learning motivation and self-regulated learning. Nevertheless, studies examining the relationship between information system success, self-regulated learning, perceived stress, and intrinsic learning motivation in the context of developing countries are still scarce. The current research aims to address this gap in the literature. Participants were 303 university students. The results of second-order structural equation modelling revealed the positive direct and indirect relationships between information system success, intrinsic learning motivation, and online self-regulated learning. Besides, despite the insignificant relationships between perceived stress, intrinsic learning motivation, and online self-regulated learning, most participants in this study were found to have moderate to high stress levels. Hence, the potential adverse effect of stress on students’ learning process should not be ignored. The results provide implications for educators and researchers studying online learning environments and educational psychology.

This study aims to determine whether the mathematical reasoning ability of students who are taught by the problem-solving learning model is effective in terms of the learning motivation of class VII students of SMP Negeri 4 Gorontalo. This type of research is Quasi Experiment with Treatment by level 2 x 2 design using two-way analysis test and Tukey test. The results showed that the mathematical reasoning ability of students who had intrinsic learning motivation in problem-solving learning was 84.13 and the mathematical reasoning ability of students who had intrinsic learning motivation in conventional learning was 67.21. This can also be proven through a test with a significant level of 5% and df = 127 indicating t > t(1,127)(0.05). Obtained t = 4.232 for a = 0.05 obtained t(1,127)(0.05) = 2.80 Thus, the reasoning abilities of students who have intrinsic learning motivation are taught by problem-solving learning more effectively than the reasoning abilities of students who have intrinsic learning motivation are taught by conventional learning.

This study aims to determine whether the mathematical reasoning ability of students who are taught by the problem-solving learning model is effective in terms of the learning motivation of class VII students of SMP Negeri 4 Gorontalo. This type of research is Quasi Experiment with Treatment by level 2 x 2 design using two-way analysis test and Tukey test. The results showed that the mathematical reasoning ability of students who had intrinsic learning motivation in problem-solving learning was 84.13 and the mathematical reasoning ability of students who had intrinsic learning motivation in conventional learning was 67.21. This can also be proven through a test with a significant level of 5% and df = 127 indicating t > t(1,127)(0.05). Obtained t = 4.232 for a = 0.05 obtained t(1,127)(0.05) = 2.80 Thus, the reasoning abilities of students who have intrinsic learning motivation are taught by problem-solving learning more effectively than the reasoning abilities of students who have intrinsic learning motivation are taught by conventional learning.

This study aims to determine whether the mathematical reasoning ability of students who are taught by the problem-solving learning model is effective in terms of the learning motivation of class VII students of SMP Negeri 4 Gorontalo. This type of research is Quasi Experiment with Treatment by level 2 x 2 design using two-way analysis test and Tukey test. The results showed that the mathematical reasoning ability of students who had intrinsic learning motivation in problem-solving learning was 84.13 and the mathematical reasoning ability of students who had intrinsic learning motivation in conventional learning was 67.21. This can also be proven through a test with a significant level of 5% and df = 127 indicating t > t(1,127)(0.05). Obtained t = 4.232 for a = 0.05 obtained t(1,127)(0.05) = 2.80 Thus, the reasoning abilities of students who have intrinsic learning motivation are taught by problem-solving learning more effectively than the reasoning abilities of students who have intrinsic learning motivation are taught by conventional learning.

Since pandemic novel outbreak, almost all educational institutes have transitioned to online learning in order to keep the teaching and learning process going. In Indonesia, the practice of online learning is still relatively, unclearly understood due to the minimum awareness of the ICT (Information and Communication Technology). Some studies revealed that online learning gave positive as well as negative impacts to the students’ learning motivation. Especially, the negative impacts may cause difficulties, stress, and anxiety in learning. Therefore, this present study was intended to reveal the factors affecting motivation and demotivation for students in learning English online, more specifically, during COVID-19 pandemic and to find out which factors were the most motivating and the most demotivating. A survey design was employed in this study. Thirty-six students of an English education study program at a private university were involved. The data were collected using questionnaire and analysed using statistic descriptive technique. The findings revealed that students’ motivation and demotivation could have been influenced by intrinsic and extrinsic factors. In particular, there were 5 motivating factors affecting students’ motivation, namely: students’ intrinsic learning motivation, self-efficacy, teachers’ performances & attitudes, contents & materials, and classmates’ attitudes. Among 5 motivating factors, teachers’ performances & attitudes turned out to be the most motivating factors, followed by contents & materials, and students’ intrinsic learning motivation. Concerning the demotivating factors, only one factor, i.e., technical factor was found to be the only one and most demotivating factor. This study contributes to the learning of English during online as well as offline schools

This study aims to explore the relationships among psychological capital, learning motivation, emotional engagement, and academic performance for college students in a blended learning environment. The research consists of two studies: Study 1 primarily focuses on validating, developing, revising, and analyzing the psychometric properties of the scale using factor analysis, while Study 2 employs structural equation modeling (SEM) to test the hypotheses of relationships of included variables and draw conclusions based on 745 data collected in a university in China. Findings revealed that intrinsic motivation, extrinsic motivation, emotional engagement, and psychological capital all impact academic performance. Extrinsic learning motivation has significant positive direct effects on intrinsic learning motivation, emotional engagement, and psychological capital. Intrinsic motivation mediates the relationship between extrinsic motivation and academic performance. In future blended learning practices, it is essential to cultivate students' intrinsic learning motivation while maintaining a certain level of external learning motivation. It is also crucial to stimulate and maintain students' emotional engagement, enhance their sense of identity and belonging, and recognize the role of psychological capital in learning to boost students' confidence, resilience, and positive emotions.

Many factors influence cognitive competency in learning, one of which is student motivation. Motivation is an impulse that is contained in a person to try to make behavioral changes that are better in meeting their needs. Learning motivation is basically divided into two, namely intrinsic motivation and extrinsic motivation. Intrinsic motivation is motivation that arises from within the individual himself without any coercion or encouragement from others, but on the basis of his own will. While extrinsic motivation is an encouragement from outside a person. This study aims to determine the relationship between intrinsic learning motivation and IPA cognitive learning competencies of class VII students of SMP 16 Padang. This study is a descriptive study that seeks the relationship between two variables. Data analysis using Pearson Product Moment correlation formula to see how the relationship between intrinsic learning motivation and science learning cognitive competencies. Correlation analysis to see how much the relationship between motivation and learning competence and t-test analysis contributed to see the significance of a relationship. Data collection techniques used in this study were research instruments in the form of questionnaires on students' metacognitive abilities. The biology learning competency value of VII grade science students of SMP 1 Padang is taken from students' daily test scores in the second semester of the 2018/2019 academic year. The results showed that there was no positive and significant relationship between learning motivation and students' IPA cognitive learning outcomes in class VII of 16 Padang Junior High School with a tcount of 0.78, and ttable of 1,697The correlation of learning motivation with learning competencies is in the very low category with a value of r = 0.14.

In the early stage of students’ primary school education, it is an important period for cultivating their intrinsic learning motivation. For students in school, the quality of the teacher-student relationship during this learning process plays a crucial role, as it affects the intrinsic motivation of students’ learning and academic development. This study, through a literature analysis approach, systematically examined the existing domestic and foreign literature and deeply explored the interaction between teachers and students and its impact on students’ learning motivation. It also analyzed the differences in different grades and subject backgrounds. The research results show that the head teacher’s emotional support, communication methods, and classroom management skills greatly enhance students’ intrinsic learning motivation. Moreover, the study also found that there are differences in the characteristics of the relationship between the head teacher and students, and that students’ learning motivation varies in different grades and subject areas. Lower-grade students rely more on the emotional support and external incentives provided by their teachers, while higher-grade students show a stronger inclination towards autonomous learning. This study provides a theoretical basis and practical guidance for optimizing the relationship between head teachers and students.

Diversity-augmented intrinsic motivation for deep reinforcement learning

Malaysian fashion designers face difficulties and challenges in competing in the fashion industry due to the emerging international brands that exist in the market. Cultural values have influenced fashion designers in the process of design concept and use of textiles over time. This paper attempts to analyse the influence of cultural values on Malaysian fashion designer creativity and the elements that provide for creativity enhancement. The scope of this study was based on fashion designers located around the Klang Valley area. A qualitative approach is adopted using semi structured questions in an in-depth interview to gain an understanding of participants’ cultural values, the design flow process, and product identity during their creative process. Using purposive sampling and snowballing technique, a sample of eight Malaysian fashion designers with a minimum of two years of design experience were interviewed. Participants were asked about the development experience, design process, creativity process, inspiration, experience of flow and product identity. The data was analysed using a constant comparison process. The findings suggest that cultural values and work environment have an indirect influence towards Malaysian fashion designers’ creative design process. This study indicates that fashion designers’ experiences serve as sources of inspiration that could be linked to creative design ideas and creativity. During the development process, solutions to the problems faced by the designer tend to emerge and as a result of the workflow, creativity is enhanced. The findings of this study provide insight on the relationship between Malaysian fashion designers’ cultural values and experiences towards creative enhancement and in creative flow development which can assist them to be better prepared to compete in the local and global fashion industry. This study, however, finds a lack of focus on brand identity building amongst Malaysian fashion designers thus making them unnoticeable in the market.