Faculty Perspectives on Engaging Undergraduates in Agricultural and Applied Economics Research

The organization Faculty for Undergraduate Neuroscience (FUN; www.funfaculty.org) was established in 1991 by a group of neuroscientists dedicated to innovation and excellence in undergraduate neuroscience education and research (Ramirez and Normansell, 2003 ). The founders experienced a need for a community of neuroscience educators because no formal division existed within the Society for Neuroscience (SfN; www.sfn.org) to support undergraduates or the faculty who focus on undergraduate neuroscience education. An educator's ability to incorporate current research and techniques in crowded undergraduate curricula becomes even more critical as our understanding of how nervous systems develop, function, adapt, and malfunction continues to expand. Teaching faculty must meet the significant challenges of communicating a broad and fast-paced discipline to a growing undergraduate audience. Moreover, as research experiences for undergraduates are increasingly encouraged and expected, providing undergraduates with meaningful research experiences is an additional, ongoing challenge for educators in the face of smaller budgets for research and education. To help undergraduate neuroscience faculty meet these challenges, FUN has emerged as a professional organization dedicated to the support and development of undergraduate neuroscience educators. The need for an organization that specifically supports excellence in undergraduate neuroscience has grown as an increasing number of interdisciplinary undergraduate neuroscience programs are formalized at colleges and universities. As evidence of the growing interest, FUN's membership has been increasing steadily and currently includes more than 500 individuals at more than 300 colleges and universities. FUN's members represent a broad range of scientific disciplines, including biology, psychology, chemistry, computer science, and philosophy; they work and teach at a variety of institutions, ranging from private, small liberal arts colleges to regional, state, and research universities.

Undergraduate Research Abroad: Challenges and Rewards

The Importance of Scientific Publishing: Teaching an Undergraduate How to Swim the Entire Length of the Pool

Smallholder Modes of Agricultural Production in the South Pacific: Prospects for Development

This study aims to investigate how interpersonal communication impacts employee performance, with intrinsic and extrinsic motivation as mediating factors, at PT. SALSBP in Indonesia. The research adopts a quantitative approach with a sample of 104 company employees selected using the purposive sampling method and the Slovin formula. Path Analysis using SEM Smart PLS-3 is employed for data analysis. The findings reveal that extrinsic motivation significantly influences employee performance, as does interpersonal communication. Additionally, interpersonal communication significantly affects both extrinsic and intrinsic motivation. Intrinsic motivation is also found to have a significant impact on employee performance. Furthermore, the study demonstrates that interpersonal communication influences employee performance through both extrinsic and intrinsic motivation. Notably, the most dominant factor influencing employee performance is extrinsic motivation. This study contributes valuable insights to the understanding of the various factors that influence employee performance, with a specific focus on interpersonal communication, extrinsic, and intrinsic motivation.

In recent year, gamification has begun to invade in the educational setting. It is to train students to create an intellectual challenge, identifiable methods, and interactivity resulting from the playing. This paper will discuss further on the level of motivation of the students, specifically on intrinsic and extrinsic motivation once after applying the gamification in their learning process. Followed by which gamification elements that significantly influences the inherent student motivation when using Quizizz application. This study used non-experimental as a research design. Participating students include 63 students from Building Engineering in Kolej Kemahiran Tinggi Mara (KKTM) Sri Gading, Batu Pahat who took the course of Mathematical Engineering. The findings showed that students’ intrinsic and extrinsic motivation was at a moderate level after applying the gamification approach. While then the results of inference test using multiple regression analysis indicate that only 44 per cent of the variance in the students’ intrinsic motivation can be predicted from the gamification elements and 63 per cent of the variance in the students’ extrinsic motivation. The findings also revealed that the gamification elements used in the Quizizz application are significant in the relationship with students’ extrinsic motivation from points, level of difficulty, and avatar construct. In contrast, gamification elements also significant in the relationship with students’ intrinsic motivation from points construct. Thus, this paper will able to help instructors in creating and creatively use the gamification as one of the methods in their teaching styles, other than enhancing the students’ extrinsic and intrinsic motivation. Finally, the results and implications are discussed further for a better motivational design of gamification.

Aggregate estimates of food expenditure are consistent with such a possibility, implying income/expenditure elasticities close to one. However, the high degree of aggregation at which such estimates are made means that the considerable increase in price per nutrient as income increases is ignored, and the nutrient elasticities are therefore overstated. Estimates for a rural south Indian sample indicate that this bias is considerable and that the true nutrient elasticities with respect to income may be close to zero.

Six Steps for Cultivating Successful Undergraduate Research

The purpose of this paper is to explore the hypothesis that a common basis for rapid growth in agricultural output and productivity lies in a remarkable adaptation of agricultural technology to the sharply contrasting factor proportions in the two countries. It is hypothesized that an important aspect of this adaptation was the ability to generate a continuous sequence of induced innovations in agricultural technology biased towards saving the limiting factors. In Japan these innovations were primarily biological and chemical. In the United States they were primarily mechanical.

PurposeThis paper aims to develop an integrated framework to demonstrate the individual and combined effects of intrinsic and extrinsic motivators on two forms of knowledge sharing behaviors – in-depth knowledge sharing and routinized knowledge sharing.Design/methodology/approachA range of work on the use of intrinsic and extrinsic motivators and the differential degrees of costs and risks involved in the two forms of knowledge sharing is being reviewed with the aim to locate gaps and problems arising from propositions of different scholars. An integrated framework is then proposed to connect different schools of thoughts into a single, unifying framework.FindingsKnowledge sharing behaviors among employees are subject to both attractive and distractive forces. Intrinsic and extrinsic motivators might interact positively or negatively depending on the type of extrinsic motivator and the form of knowledge sharing. While enhancing the intrinsic enjoyment of employees along with outcome-based extrinsic motivators can promote in-depth knowledge sharing, the use of behavior-based extrinsic motivators is more appropriate for fostering routinized knowledge sharing.Research limitations/implicationsThis paper mainly focuses on the sharing of knowledge without examining the receiver side in knowledge sharing. Also, the use of punitive means by superiors in encouraging knowledge sharing is not discussed in the framework. Future research can also add into the authors’ integrated framework the effects of personal traits in knowledge sharing.Originality/valueThis paper narrows the gap between existing theories on the use of extrinsic and intrinsic motivators and offers an integrated theoretical framework for those interested in examining the inter-relationship among intrinsic motivators, extrinsic motivators and knowledge sharing behaviors.

Nurses’ work motivation impacts their job satisfaction and work engagement, affecting their quality of care. Work motivation, a personal resource, can be categorized into intrinsic and extrinsic motivation, each of which may function differently in the job demands–resources (JD–R) model. To study the effect of nurses’ intrinsic and extrinsic work motivation on work engagement in long-term care (LTC) facilities, we randomly selected 1200 facilities from 6055 LTC facilities in eastern Japan. Two nurses from each facility completed a self-report questionnaire—newly developed for this study for evaluating intrinsic and extrinsic work motivation—to assess their work engagement, job satisfaction, and work motivation. Multiple regression analysis of 561 valid questionnaires investigated the relationship between work motivation and work engagement, indicating that intrinsic work motivation, job satisfaction, and age had a significant positive effect on work engagement, while extrinsic work motivation had no significant effect. However, half the nurses chose to work because of extrinsic work motivation, explaining the high turnover rate of nursing staff in LTC facilities. Findings indicate the importance of measures to foster nurses’ intrinsic motivation to improve work engagement. Further research should investigate how to improve the intrinsic motivation of nurses working in LTC facilities.

PURPOSE: To determine the role of positive psychology in the prediction of exercise motivation. Specifically, we examine the construct of gratitude in association with intrinsic and extrinsic exercise motivation. METHODS: One hundred predominantly female (84%) undergraduate participants (age: M=19.78, SD=2.43) responded to online survey questionnaires including demographics, subjective health, gratitude (GRAT-R) and Exercise Motivation (EMI-2). RESULTS: Hierarchical regressions including theoretically derived control variables (age, sex, minority status and subjective health) explored the role of gratitude in the prediction of intrinsic and extrinsic exercise motivation. Gratitude was significantly positively associated with intrinsic motivation (β=.397, p<.001), but not extrinsic motivation (β=.225 , p=.07). In analyzing gratitude subscales, Sense of Abundance was positively associated with intrinsic motivation (β=.296, p<.01), and Social Appreciation was positively associated with both intrinsic (β=.497, p<.001) and extrinsic motivation (β=.401, p<.001). In further examining subscales of the EMI-2, total gratitude scores were significantly positively correlated with Stress Management (r=.411, p<.001), Revitalization (r=.386, p<.001), Enjoyment (r=.411, p<.001), Challenge (r=.390, p<.001), Affiliation (r=.254, p<.01), Ill-Health Avoidance (r=.250, p<.05), Positive Health (r=.356, p<.001), Weight Management (r=.201, p<.05) and Strength/Endurance (r=.310, p<.01). CONCLUSIONS: Gratitude positively predicted exercise motivation, particularly intrinsic motivators of exercise. These findings suggest that positive psychological practices are associated with attitudes that encourage health behavior change.

Motivations underlying exercise may contribute to the extent to which exercise is maladaptive, independent of exercise frequency. Extrinsic and intrinsic exercise motivation may independently moderate associations between exercise frequency and 1) compulsive and 2) healthy exercise. It was expected that among individuals with high extrinsic motivation, greater exercise frequency would be associated with more compulsive exercise, whereas among individuals with high intrinsic motivation, greater exercise frequency would be associated with more healthy exercise. A total of 446 university students (50.9% female; 67.0% White) completed measures of intrinsic and extrinsic exercise motivations, exercise frequency, compulsive exercise, and healthy exercise. Intrinsic and extrinsic motivations for exercise were entered as simultaneous independent moderators of the associations between exercise frequency and 1) compulsive exercise and 2) healthy exercise in multiple linear regressions. Moderation effects of exercise motivation were not supported for compulsive exercise. Only main effects of frequency (b = 0.04, p < 0.01) and extrinsic motivation (b = 0.27, p < 0.01) were observed. Intrinsic motivation moderated the association between frequency and healthy exercise (b = -0.02, p = 0.03). Among individuals with lower intrinsic motivation, greater frequency was related to more healthy exercise. This association was significantly weaker among individuals with high intrinsic motivation. Consistent with theory and extant work, extrinsic motivation was associated with compulsive exercise, while intrinsic motivation was associated with healthy exercise. Clinically, assessing the extent to which exercise is intrinsically or extrinsically motivated may help identify whether individuals may be more likely to engage in compulsive versus healthy exercise. Results support the importance of exploring the exercise motivations as predictors of compulsive and healthy exercise. Level V, Descriptive Cross-Sectional Study.

Les filles réussissent mieux que les garçons à l’université : étude et modélisation des facteurs relatifs à la motivation et à l’agressivité mis en jeu lors des épreuves

How to Get a Job Offer from a Smaller Joint Teaching‐Research Mission University and What to Do Once You Have It