Gender, Self-Employment and Motivational Factors in a Slovak Context

BackgroundToday, women constitute about half of medical students in several Western societies, yet women physicians are still underrepresented in surgical specialties and clustered in other branches of medicine. Gender segregation in specialty preference has been found already in medical school. It is important to study the career preferences of our future physicians, as they will influence the maintenance of an adequate supply of physicians in all specialties and the future provision of health care. American and British studies dominate the area of gender and medical careers whereas Swedish studies on medical students’ reasons for specialty preference are scarce. The aim of this study is to investigate and compare Swedish male and female medical students’ specialty preferences and the motives behind them.MethodsBetween 2006 and 2009, all last-year medical students at Umea University, Sweden (N = 421), were invited to answer a questionnaire about their future career and family plans. They were asked about their specialty preference and how they rated the impact that the motivational factors had for their choice. The response rate was 89% (N = 372); 58% were women (N = 215) and 42% were men (N = 157). Logistic regression was used to evaluate the independent impact of each motivational factor for specialty preference.ResultsOn the whole, male and female last-year students opted for similar specialties. Men and women had an almost identical ranking order of the motivational factors. When analyzed separately, male and female students showed both similarities and differences in the motivational factors that were associated with their specialty preference. A majority of the women and a good third of the men intended to work part-time. The motivational factor combining work with family correlated with number of working hours for women, but not for men.ConclusionsThe gender similarities in the medical students’ specialty preferences are striking and contrast with research from other Western countries where male and female students show more differences in career aspirations. These similarities should be seized by the health care system in order to counteract the horizontal gender segregation in the physician workforce of today.

It has long been researched on the differences in motivation profiles between English learners in urban and rural schools to promote educational equity. However, important stakeholders such as students in developing cities and rural-urban-migrant students have been overlooked. Additionally, the moderating roles of regional variables between motivation and behaviors are understudied. To address these gaps, we investigated 503 high school students from four cities in China through questionnaires. Drawing on self-determination theory, we explored the differences in English learning motivational factors, motivation, and behaviors between students in developed and underdeveloped cities, and between rural-urban-migrant students and local students within the same urban school. Furthermore, we examined the moderating roles of regional variables between motivation and behaviors. Independent-samples t -tests revealed that students in the underdeveloped city had significantly lower levels of emotion-related factors and English learning behaviors. Among students attending the same urban school, it was found that rural-urban-migrant students reported higher levels of negativity across all dimensions surveyed. Moreover, moderation analysis suggested the positive impact of motivation on English learning behaviors was weaker among rural-urban-migrant students. We discussed potential reasons for these results and provided implications for teachers, parents, and policymakers.

<p><strong>Purpose:</strong> This study aimed to measure the level of motivational factors of athletes in relation to their sports participation. The study reveals the highest and lowest motivational factors among athletes and the team that are perceived as most and least motivated. <strong>Methods and Materials:</strong> The study is quantitative in nature. A purposive sampling technique was chosen to get the sample from the population. The research sample consists of student-athletes from Far Eastern University. These student-athletes are enrolled in the academic year 2022-2023. The research is limited to seven (7) participating sports such as Athletics, Basketball, Cheering Squad, Dance Troupe, Table Tennis, Taekwondo, and Table Tennis. Each sport has seven (7) men and women, a total of ninety-eight (98) participants. The instrument used in this study is a standard questionnaire. The Sports Motivation Scale (SMS-28) of Pelletier et. al was used to measure the level of motivational factors of athletes in relation to their sports participation. The researcher used Weighted mean and Analysis of Variance (ANOVA) in this study. <strong>Results: </strong>The study confirms that the level of motivational factors in the sports participation of athletes is high, with the supporting data of an overall mean of 3.32. The highest motivation factor is intrinsic motivation--to know, with an overall weighted mean of 3.79 and a verbal interpretation of extremely motivated, while the lowest factor is extrinsic motivation- external regulation with an overall weighted mean of 3.27 and a verbal interpretation of highly motivated. However, the researcher excludes amotivation in the choices since amotivation negatively impacts motivation. The athletics is the most motivated team, while the dance troupe is the least motivated team however these two teams have a verbal interpretation of highly motivated. The study also reveals that the alternative hypothesis should be rejected, and the null hypothesis should be accepted, Therefore, there are no significant differences in the motivational factors in sports participation of athletes.<strong> Conclusions:</strong> Since athletes have no significant differences in motivational factors and are perceived as high, there is good practice in learning new things and providing new experiences for athletes. Coaches need to always look for opportunities wherein their athletes learn best, and athletes need to maintain their extreme source of motivation. <strong></strong></p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0056/a.php" alt="Hit counter" /></p>

The aim of the paper is to define and quantify the differences in employee motivation depending upon the selected regions and the age of employees. The research was carried out in 2017. Sampling unit consisted of 7,594 respondents – employees from the selected eastern European countries, members of the European Union, mainly the Slovak and Czech Republic, as well as selected regions outside the European Union, Russia and China. Data gathered from the questionnaires were evaluated using descriptive statistics and tested by Tukey's HSD at the level of significance of 5%. The ANOVA Variance Analysis was used to compare each sampling unit in relation to the age and the country. Most of the differences in motivation factors were found in the countries of China and Russia. It can be due to different cultural values, especially because of the power gap and the preferred principle of seniority and collectivism in China. Differences in the level of motivation, i.e. motivation factors especially in relation to the age were observed in the analysed regions. Incentive plans for intercultural teams in order to enable employers to choose motivation factors effectively were designed following the conclusions presented in the paper. Fundamental patterns of cultural differences as well as age-related differences predicting motivational preferences can be taken into consideration when selecting the motivation factors.

Student motivation to learn is an essential component for the design, development and implementation of technology-mediated learning environments. Engagement learning strategies have been devised to assist students as they learn in a constructivist-based blended learning environment (CBLE). This study investigates the relationship between students’ motivational factors and their engagement learning strategies in a CBLE in Tanzanian Universities. Specifically, the study examines a) student motivational factors to learn, b) gender differences in motivational factors, and c) relates motivational factors with students’ engagement learning strategies. The study is built on theoretical foundations of engagement learning and constructivist-based blended learning. We used a self-report student motivational factors and engagement learning strategies survey (SMFELSs) to obtain data from 1010 undergraduate students from three universities. The results indicate that students are positively motivated to learn in CBLE. Our results also reveal that there is a statistically significant correlation between motivational factors and students’ engagement learning strategies. The results, on the one hand, enhance our understanding of students’ motivational factors to learn in a CBLE, and on the other hand expand knowledge on which student engagement learning strategies should be adopted and implemented in the context of challenging learning environments. Furthermore, the results are important for instructional designers, university teachers and curriculum developers. Our study further helps to improve the design of blended learning courses, constructivist learning environment and learning activities concerning students’ motivational factors and engagement learning strategies.

Student motivation to learn is an essential component for the design, development and implementation of technology-mediated learning environments. Engagement learning strategies have been devised to assist students as they learn in a constructivist-based blended learning environment (CBLE). This study investigates the relationship between students’ motivational factors and their engagement learning strategies in a CBLE in Tanzanian Universities. Specifically, the study examines a) student motivational factors to learn, b) gender differences in motivational factors, and c) relates motivational factors with students’ engagement learning strategies. The study is built on theoretical foundations of engagement learning and constructivist-based blended learning. We used a self-report student motivational factors and engagement learning strategies survey (SMFELSs) to obtain data from 1010 undergraduate students from three universities. The results indicate that students are positively motivated to learn in CBLE. Our results also reveal that there is a statistically significant correlation between motivational factors and students’ engagement learning strategies. The results, on the one hand, enhance our understanding of students’ moti- vational factors to learn in a CBLE, and on the other hand expand knowledge on which student engagement learning strategies should be adopted and implemented in the context of challeng- ing learning environments. Furthermore, the results are important for instructional designers, university teachers and curriculum developers. Our study further helps to improve the design of blended learning courses, constructivist learning environment and learning activities concerning students’ motivational factors and engagement learning strategies. Key words: motivational factors, constructivist-based learning, blended learning environment, engagement strategies, learning

PurposeThe purpose of this paper is to explore and critically analyse the relationship between gender and entrepreneurial motivations theories in an Irish context. The paper examines potential differences in motivational factors for entering entrepreneurship between men and women, with a particular emphasis on the distinction between push and pull factors, but also with respect to other social factors such as being a parent, marital status or age.Design/methodology/approachThe paper draws upon data obtained from a national survey of 832 entrepreneurs undertaken in Ireland in 2003/2004. This survey is based on a sample of 3,498 Irish entrepreneurs, which was predominantly constructed using theKompass Directory2001and the majority of the city and county enterprise boards throughout Ireland. The analysis relies on ordinal logistic modelling to examine the impact of gender and other social factors on entrepreneurial motivations.FindingsThe paper shows that there is a strong gender effect on some motivational factors, but that gender itself needs to be examined along with other social factors in order to understand differences in motivations. In particular, marital status, being a parent and/or age, as well as their interaction with gender, are useful in explaining differences in pathways into entrepreneurship for men and women.Originality/valueMotivations and gender have been widely debated in the international literature on entrepreneurship, but relatively little is known about gender and entrepreneurship in an Irish context. This paper seeks to address this gap. The results will be useful to other researchers in the field of gender and entrepreneurship, as well as practitioners and business support agencies.

The COVID-19 pandemic has prompted the suspension of face-to-face masses. This started the online masses used by schools, especially Catholics, to allow students to attend the sacraments virtually. This study investigated the degree of motivational factors and the level of participation of students in attending online masses and determined if a significant relationship exists between the two variables. Specific to motivational factors, this paper covered requirement, meaningfulness, liturgical celebration, and parental influence. The measurement of the factors and the level of participation was done using survey questionnaires. There were 298 sampled respondents in this study. The study revealed a moderate degree of motivational factors and a high level of participation in attending online masses among Senior High School students. Further, there were significant differences in motivational factors of meaningfulness and liturgical celebration and the level of participation. However, no significant differences were found in motivational factors of requirement and parental influence. The findings further revealed a significant relationship between motivational factors and participation in attending online masses. The study's results served as bases for formulating an enhanced Christian Life Formation Program to help students regain a high appreciation for the Holy Mass and the sacraments despite the modality. The results also suggested the need for collaboration between and among the Senior High School Department, the Campus Ministry Office, the institution, the parents, and the Diocese.

Motivation plays an important role in language acquisition, and understanding how it varies between genders can enhance teaching and learning practices.This study explored gender differences in motivational factors influencing foreign language learning.Data were collected from 201 respondents from university students using a questionnaire that assessed six motivational factors: intrinsic goal orientation, extrinsic goal orientation, task value, learning beliefs, self-efficacy and performance, and test anxiety toward Japanese language learning.The finding revealed both genders are motivated to learn language for exploring Japanese culture and future career.The students also belief that their strongest skill is listening skill.A good listening skill is important for learners to be successful in communication in a foreign language.There are no significant gender differences in overall motivation factors.Both genders demonstrate higher levels of mean on extrinsic goal orientation, task value, selfefficacy and performance than intrinsic goal orientation, self-beliefs and test anxiety.However, the analysis showed female students have a slightly higher mean than male student in each motivational factor.These findings suggest that there is the need for flexible approaches on teaching and learning language to optimize Japanese language learning outcomes for both genders.

Triathlon is a multisport discipline that combines three sports: swimming, cycling, and running, and is considered a physically demanding sport. The mass participation in triathlons has been on the rise in recent years, especially among recreational athletes. The aim of this research is to identify and determine whether there are differences in the motivational factors of amateur triathletes from different countries, Serbia and the United Arab Emirates (UAE). The sample included 128 amateur triathletes: 70 from Serbia and 58 from the UAE. For the purposes of the research, a questionnaire was used, consisting of two parts: the first part provided insight into basic sociodemographic data of the participants (age, gender, education, sports experience, and income), while the second part used a modified marathoners motivation scale, consisting of 24 items. For data analysis, appropriate statistical methods were applied to process the results. Descriptive statistical analysis was conducted to quantify and describe the examined variables across the total sample of participant as well as within specific groups. To determine group differences in motivational factors–achievement motives, social motives, and overall motivation (OM)–an independent samples t-test was used, while the Mann-Whitney U test was applied for physical health motives and psychological motives. Analysis revealed no statistically significant differences between the compared groups in any category of motivational factors, nor in OM.

The four aims of this research were: 1) to investigate the similarities and / or differences in motivational factors that influence high school and university students’ performance when studying English as a foreign language (EFL) in an Indonesian context; 2) to explore the socio-cultural factors which influence students as they learn English as a foreign language; 3) to examine the relationships between teachers’ behaviours and students’ academic performance, and 4) to expand the contextual framework for understanding motivation in foreign language learning to include Indonesia. Based on the literature review, a contextual framework for research into motivation and language learning was proposed that suggested that three key areas influenced the success of second or foreign language learning – individual attributes, social cultural background and teachers’ behaviours. A pilot study based on interviews with teachers and students, was used to test whether the framework was applicable in the Indonesian context. The findings of this pilot study supported the validity of the three key areas proposed in the framework as the basis for a broader scale study. The participants in this study were 126 first year students and 28 lecturers in an English department at a state university, as well as 149 third year students and 21 English teachers in a government and a private high school. Questionnaires, classroom observations and interviews were employed to collect data in this study. Questionnaires with ten scales were used in this study: Integrative Orientation, Instrumental Orientation, Motivational Intensity, Attitudes toward Learning English, Social Orientation, Parental Encouragement, Family Influence, Outstanding Teachers’ Characteristics, Nonverbal Teacher Immediacy Behaviours, and Verbal Teacher Immediacy Behaviours. Classroom observation and selective interviews were also employed. A range of statistical and qualitative analysis techniques were applied to analyse the data. The results of the study indicate that despite differences in motivational factors among three groups (university and two high schools), the groups shared the same predictive variable for student academic performance – teachers’ behaviours, although attitudes toward learning English was also found to be important for the two high schools. The different educational contexts also produced variation in motivation. The results showed that high school students were more integrative and instrumental than university students who had a stronger intensity of motivation and more positive attitudes toward learning English. The results of discriminant function analysis indicated that the best variables for distinguishing between the high schools and the university group were attitudes toward learning English and integrative motivation, while the motivational factors for differentiation between the two high school groups were instrumental motivation and teachers’ verbal immediacy behaviours. The implications for future research included: broadening the research to other contexts, the need to examine other levels of school context, the need to study the relationships between motivation and other constructs such as other individual differences, and the requirement to more fully understand students’ learning strategies and related teaching approaches to better model the complexity of the EFL learning process. Finally the study has revealed the importance of developing an understanding of the role of local context, as in foreign language learning culture plays an important role in learner success.

Background: General practitioners’ (GPs) participation in continuous medical education (CME) is crucial for patient care, GPs’ well-being and healthcare costs. Despite this, 25% of Danish GPs did not participate in CME in 2022. It is vital to understand motivational factors for engaging in CME. Aim: To analyze motivation for CME and differences in motivational factors among GPs with different levels of participating. Design and setting: A cross-sectional questionnaire informed from qualitative interviews was conducted among all 3257 GPs in Denmark in May 2023. Method: The response rate was 40%. Responders were categorized as ‘frequent’, ‘partial’ and ‘infrequent’ CME users. We employed descriptive statistics and logistic regression analysis to quantify predefined motivational factors. Free text comments were analyzed using systematic text condensation. We used self-determination theory as a framework in the interpretation. Results: Most reported motivational factors were ‘relevant medical update’ (98%) and ‘topics of interest’ (96%). Financial incentives had a minor impact across all groups. Infrequent users were less easy to motivate and were more likely to state controlled motivational factors, e.g. a duty. Frequent and partial users of CME reported more autonomous motivation, i.e. personal development, collegial togetherness and professional well-being. Conclusions: Relevant medical updates that enhance perceived competence in patient care are crucial for all GPs. Infrequent users seem less motivated by avoiding burnout, collegial togetherness and well-being.

This study explores travel motivations of first-time, repeat, and serial backpackers. Data were obtained through an online survey administered to a convenience sample of Danish backpackers. Using explorative factor analysis on 40 motivational variables drawn from the research literature, the study delineated eight push and five pull motivational factors. Among them, Stimulation, Host-site Involvement, and Nature are the three most important motivational factors. Sun and Beach, Gastronomic Experiences, Recognition, and Volunteering are the least rated motivational factors. Additionally, the study detects differences in motivational factors between first-time, repeat, and serial backpacker trips. While first-time and repeat backpackers only differ on self-actualization and gaining recognition, factors which are rated higher among first-time backpackers; serial backpackers rate eight of the thirteen motivational factors lower than first-time backpackers. Thus, the results support a quest for a more detailed classification of backpackers, instead of the traditional first-time versus repeat backpacker distinction. Implications for academics and practitioners as well as suggestions for further research are provided at the end of the article.

The present study aims to investigate the attitudes to English classes among the students majoring in English Education (EE) and English Language and Literature (ELL) in the EFL environment and the motivations that affect these attitudes. While both student groups are majoring in English, only the EE students were hoping to become English teachers in the future. Therefore, it was analyzed the difference between the attitudes of the students of the two groups toward English classes. This study used a questionnaire based on motivation provided by Gardner (2004) and several new concepts proposed in previous SLA studies. The results of regression analysis demonstrated the differences in the motivation factors between the two groups. The most important finding of this study was that there were differences in the attitudes to English classes between the two student groups according to the Ideal L2 self, as well as differences in motivation factors affecting those attitudes. The present study concludes with a discussion of implications of our results for further research.

Introduction: The growing role of the volunteer movement in sports highlights the importance of effectively distributing functional roles among volunteers based on their motivation and competencies. Objective: This study aimed to identify the relationship between motivational factors and the functional roles chosen by student volunteers at sports competitions. Methodology: The research involved 252 student volunteers from seven universities who had participated in sports events as volunteers within the last two years. Data were collected through an online survey using an adapted version of the Volunteer Functions Inventory (VFI), supplemented with additional questions on volunteering experience and satisfaction. Results: Statistical analysis revealed significant differences in motivational factors between groups (p < 0.001) and confirmed a correlation between motivation alignment with role selection and satisfaction levels (rs = 0.45–0.58). Additionally, a correlation was found between academic specialization and role choice (V = 0.30–0.34). A trend toward professionalization was observed, with the proportion of specialist volunteers increasing from 12.3% to 67.8% as experience accumulated. Discussion: The findings align with prior research on volunteer role allocation and suggest that motivation-based placement strategies can enhance volunteer engagement and satisfaction. These insights contribute to optimizing volunteer management practices in sports events. Conclusions: A differentiated approach to role allocation, considering students' specialization, experience, and motivation, is essential for improving the effectiveness of volunteer programs at sports events.