Adolescent Motivation Research Articles

Исследование учебной мотивации подростков в дистанционном образовании

Исследование учебной мотивации подростков в дистанционном образовании

Middle Adolescents’ Motivations to Care for Older Persons in an Economically Vulnerable Community

ABSTRACTIn the light of ageing populations and limited resources, care is becoming increasingly important in intergenerational relations. Qualitative research was conducted to investigate the motivations of middle adolescents to care for older persons (people aged 60 years). Data from journal entries and the Mmogo-method® of 15 Setswana-speaking adolescents (aged 12–16 years) from South Africa were obtained and analyzed thematically. We found that middle adolescents were moved to care for older persons by extrinsic motivation and internalized external motivators with varying levels of self-determination with no evidence of intrinsic motivation. The findings indicate, therefore, that the care needs of older persons may be at risk.

Achievement Motivation of Children of Employed Mothers and Homemakers

Ever since women began entering the work force the debate has been looming over mothers who enter the work force and those who choose to remain at home with their children. Such concerns are whether or not having a working mother negatively affects their children emotionally and/or academically. Another concern is the stress level a working mother faces daily. The present study assessed the impact of maternal employment on achievement motivation of adolescents. The sample consisted of 80 children of employed mothers and 80 children of homemakers. Further the sample was bifurcated on the basis of gender (40 boys and 40 girls). Costello Achievement Motivation Scale (CAMS) adapted by Misra, O.P & Srivastava, S.K, 1990was administered to the selected sample to assess their achievement motivation. The obtained data was treated with the help of Mean, SD, t-test and ANOVA. Analysis of the results revealed that children of employed mothers had higher achievement motivation as compared to the children of homemakers. Further, findings indicated that adolescent girls of employed mothers scored higher on achievement motivation as compared to adolescent boys of homemakers.

Exploratory and confirmatory factor analysis of the Adolescent Motivation to Cook Questionnaire: A Self-Determination Theory instrument

Increasing adolescents’ motivation and competence to cook may improve diet quality and reduce the risk for obesity and chronic diseases. The objective of this study was to develop an instrument to measure adolescents’ intrinsic motivation to prepare healthy foods and the four psychological needs that facilitate motivation identified by the Self Determination Theory (SDT). Five hundred ninety-three high school students (62.7% female) were recruited to complete the survey. Participants indicated to what extent they agreed or disagreed with 25 statements pertaining to intrinsic motivation and perceived competence to cook, and their perceived autonomy support, autonomy, and relatedness to teachers and classmates. Data were analyzed using exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and internal consistency reliability. EFA returned a five-factor structure explaining 65.3% of the variance; and CFA revealed that the best model fit was a five-factor structure (χ2 = 524.97 (265); Comparative Fit Index = 0.93; RMSEA = 0.056; and SRMR = 0.04). The sub-scales showed good internal consistency (Intrinsic Motivation: α = 0.94; Perceived Competence: α = 0.92; Autonomy Support: α = 0.94; Relatedness: α = 0.90; and Autonomy: α = 0.85). These results support the application of the Adolescent Motivation to Cook Questionnaire to measure adolescents’ motivation and perceived competence to cook, autonomy support by their instructor, autonomy in the classroom, and relatedness to peers. Further studies are needed to investigate whether this instrument can measure change in cooking intervention programs.

The impact of science motivation on cognitive achievement within a 3-lesson unit about renewable energies

Our study analyzed the influence of motivation towards science in relation individual cognitive achievement scores. 232 10th graders of college preparatory school level (‘Gymnasium’) completed a cognitive achievement test three times and a questionnaire quantifying motivation towards science once. A three-lesson module dealt with aspects of the topic renewable energies. The knowledge test was applied one week before (T-0), directly after (T-1) and six weeks after (T-2) participation in the learning module. The questionnaire on science motivation was completed at T-0 in order to receive unaffected data. A test-retest group (acting as control group) of 37 students completed the questionnaires with no intervention. Three motivational groups were selected: highly motivated, intermediate and less motivated. The intervention group showed substantial knowledge gain in short- and in long-term perspectives, almost independently of motivational levels. A positive linear relation between motivation and content knowledge was observable for each test schedule. In particular, intrinsic factors are shown to be responsible for this relationship.We recommend implementing appropriately designed educational settings to promote intrinsic aspects in order to foster performance almost independently of pre-existing knowledge and science motivation We presume pre-existing knowledge as well as learning to be influenced by motivation towards science. Also, pre-existing knowledge may influence individual motivation towards science. Consequently, beyond scientific contents, a focus on motivation of adolescents in science may lead to a synergetic effect for life-long learning.

Food-choice motives of adolescents in Jakarta, Indonesia: the roles of gender and family income.

The aims of the present study were to assess the reliability and validity of the Food Choice Questionnaire (FCQ) and to determine the factors associated with food-choice motives in public junior-high-school students in Jakarta, Indonesia. Cross-sectional study with self-administered questionnaires. Trained research assistants measured height and weight of the participants on the day of the data collection. Settings Fourteen randomly selected public junior-high schools in East Jakarta, Indonesia. Public junior-high-school students (n 681) in grades 7 and 8, aged 13-14 years (377 girls and 304 boys). Three food-choice motives (subscales) were obtained from factor analysis and reliability testing: (i) comfort; (ii) convenience and price; and (iii) health. The subscale with the greatest mean value was health. Family affluence was inversely associated with the convenience and price subscale (β=-0·05, P=0·01) and with the health subscale (β=-0·04; P=0·02). Females were less likely than males to consider health when choosing foods (β=-0·16; P=0·03). While its factor structure differed from those found in previous studies of adults, the FCQ can provide reliable measures of food-choice motives among these adolescents. Students from less affluent families placed more importance on food's convenience and price, but more affluent students did not necessarily make healthier choices. Compared with females, males were more likely to choose healthy foods. Future interventions should be tailored based on the socio-economic status of the target group.

O uso precoce do álcool por adolescentes no Brasil e uma proposta de intervenção no espaço social comunitário, referenciado em Carl Rogers

http://dx.doi.org/10.5007/1807-0221.2016v13n21p47O presente artigo tem o objetivo de buscar respostas sobre a motivação do uso precoce do álcool por adolescentes no Brasil e seus efeitos nocivos, dentro do escopo de revisão bibliográfica. Ao apresentar a revisão de literatura, a partir de estudos e artigos pesquisados, buscou-se encontrar contribuições para desvendar elementos motivadores e aspectos referentes às consequências físicas, psicológicas e sociais do uso e abuso da bebida alcoólica por adolescentes. Nesse sentido, objetivou-se ainda apresentar elementos que pudessem subsidiar caminhos para a reflexão sobre políticas públicas voltadas para a prevenção e processo terapêuticos possíveis a fim de atender a demanda desse recorte da população apresentada no artigo. Para tanto, oportunizou-se o desenvolvimento de uma proposta de intervenção viável que venha a atender de alguma forma parte desta demanda, colocando em pauta o processo de afirmações e direcionamentos identitários ao adolescente nessa fase do desenvolvimento humano.

Do socio-motivational relationships predict achievement motivation in adolescents with high and low school self-concepts?

ABSTRACTConsidering the essential role that socio-motivational relationships at school play with respect to achievement motivation, this study examined the differences between students with a low school self-concept and students with a high school self-concept in a large sample of 7th and 8th grade students (N= 1088; MAge= 13.7) in secondary schools in Brandenburg, Germany. Multi-group structural equation modelling was used to estimate the associations between the variables of socio-motivational support and achievement motivation. The results showed that students with a high school self-concept report higher levels of socio-motivational support than students with a low school self-concept, whereas a teacher plays a more important role in motivating low self-concept students. Furthermore, the results underline the importance of adjusting the teacher's support to the level of the student's school self-concept as one of the possible prevention and intervention strategies aimed at boosting adolescents' achievement motivation after the transition to secondary school.

Comparing the Effectiveness of Two Nutrition Intervention Programs on Adolescents’ Intrinsic Motivation and Perceived Competence to Cook Using the Adolescent Motivation to Cook Questionnaire

Cooking skills and increased motivation to prepare healthy foods are associated with better diet quality. Self‐prepared meals tend to be lower in salt, added sugars, and saturated fats compared to convenience foods. School‐ and community‐based interventions can improve nutrition‐related behaviors such as intrinsic motivation (IM) and perceived competence (PC) to cook; but the effectiveness of different program delivery methods has not been well studied. The purpose of this investigation was to compare changes in high school students’ IM and PC to cook healthy foods between two intervention delivery methods. Intrinsic motivation and PC to cook were measured using questions from the Adolescent Motivation to Cook Questionnaire. Both interventions were delivered by the same instructors, and taught hands‐on cooking skills, food safety, and nutrition information. Study one was a six‐week program, delivered once per week for 50 minutes during class time in a Baton Rouge, LA high school family and consumer sciences kitchen. Seventeen students participated in study one, 15 of whom completed pre‐ and post‐ program questionnaires. Study two was a one and one‐half day (8‐hour) cooking program taught to high school 4‐H students in a Louisiana State University food preparation classroom. Seventeen students participated in study two, 14 of whom completed pre‐ and post‐program questionnaires. Participants in study one were predominantly African American (93%) and female (53%) while the majority of participants in study two were Caucasian (64%) and female (71%). Mean age of the adolescents was 14.8 ± 0.2 y in study one and 14.9 ± 0.38 y in study two. At baseline, the Mann Whitney U test indicated no differences in IM and PC to cook healthy foods between the two groups. The Wilcoxon Signed Ranks test, used for the within group analyses, indicated that adolescents in study one reported an increase in IM (p=0.035) and PC (p=0.018) to cook healthy foods, while those in study two indicated no change in these variables. Although the within group change for adolescents in study one was significant, the change between groups was not. Due to the small sample size, the between group results are inconclusive. Additional research with larger sample sizes is needed to determine if the delivery method influences IM and PC to prepare healthy foods.Support or Funding InformationFunded in part by Hatch Act Funds Lab #93846, the Expanded Food and Nutrition Education Program, and the Louisiana 4‐H program

The big motivational picture: Examining the relationship between positive intrapersonal processes and adolescent health-promoting behaviors

ABSTRACTThe purpose of the present study was to examine the relationship between positive intrapersonal processes (intrinsic motivation and subjective vitality) at a general level and adolescent physical activity and food intake. Self-report questionnaires were administered to 433 ninth graders to assess their generalized perceptions of autonomy, competence, relatedness, and subjective vitality as well as their physical activity and eating behavior. Cluster analytic procedures resulted in the identification of three groups of adolescents who differed in their positive intrapersonal processes. Furthermore, these groups exhibited significant and contrasting patterns in their health-promoting behaviors. Participants who were in the most positive intrapersonal cluster (high well-being) reported the highest levels of moderate-to-vigorous physical activity and healthy eating patterns when compared to the adolescents in the low and moderate well-being clusters. These findings support a top-down approach to understanding adolescent motivation for and participation in health-promoting behavior. Implications for intervention are discussed.

Adolescent motivation to attend youth programs: A mixed-methods investigation

ABSTRACTResearch suggests that adolescents can benefit from participating in youth programs; however, recruitment and retention are challenging for many programs, and youth living in low-income, urban areas can be the hardest to reach. We investigated motivation to attend a neighborhood-based program for urban adolescents. Participants completed questionnaires (N = 141, M age = 16.6, 88% African American), and a subsample (n = 34) also participated in face-to-face interviews. Findings suggest that although content is the primary surface driver of attendance for most youth, a large majority of youth would choose to retain staff and peers over content, and that staff and content reasons are intertwined. Attending for peer reasons was negatively associated with attendance frequency. Cluster analysis suggested five patterns of reasons for continued participation, which were related to overall program motivation and attendance frequency. Implications for programs include focusing on providing quality content while recognizing the importance of strong youth-staff relationships.

Latent profiles of work motivation in adolescents in relation to work expectations, goal engagement, and changes in work experiences

Motivation plays a key role in successful entry into working life. Based on a cross-sectional and a one-year longitudinal study, we used a person-centered approach to explore work-related motivation (i.e., autonomous goals, positive affect, and occupational self-efficacy) among 577 students in 8th grade (Study 1) and 949 adolescents in vocational training (Study 2). Based on latent profile analysis, in both studies we identified four groups that were characterized by different levels of overall motivation and one group characterized by low positive affect and mean levels in autonomous goals and self-efficacy. Profiles characterized by high levels of motivation showed the highest levels of positive work expectations and goal engagement and the lowest levels of negative work expectations in Study 1 and the highest levels of person-job fit, work engagement, and job satisfaction in Study 2. Moreover, latent difference score analysis showed that motivational profiles predicted changes in person-job fit and work engagement across one year but not in job satisfaction. The results imply that career counselors should be aware of characteristic motivational patterns of clients that may require specific counseling approaches.

Relationships between milk consumption and academic performance, learning motivation and strategy, and personality in Korean adolescents.

BACKGROUND/OBJECTIVESA healthy diet has been reported to be associated with physical development, cognition and academic performance, and personality during adolescence. This study was performed to investigate the relationships among milk consumption and academic performance, learning motivation and strategies, and personality among Korean adolescents.SUBJECTS/METHODSThe study was divided into two parts. The first part was a survey on the relationship between milk consumption and academic performance, in which intakes of milk and milk products and academic scores were examined in percentiles among 630 middle and high school students residing in small and medium-sized cities in 2009. The second part was a survey on the relationships between milk consumption and learning motivation and strategy as well as personality, in which milk consumption habits were collected and Learning Motivation and Strategy Test (L-MOST) for adolescents and Total Personality Inventory for Adolescents (TPI-A) were conducted in 262 high school students in 2011.RESULTSIn the 2009 survey, milk and milk product intakes of subjects were divided into a low intake group (LM: ≤ 60.2 g/day), medium intake group (MM: 60.3-150.9 g/day), and high intake group (HM: ≥ 151.0 g/day). Academic performance of each group was expressed as a percentile, and performance in Korean, social science, and mathematics was significantly higher in the HM group (P < 0.05). In the 2011 survey, the group with a higher frequency of everyday milk consumption showed significantly higher "learning strategy total," "testing technique," and "resources management technique" scores (P < 0.05) in all subjects. However, when subjects were divided by gender, milk intake frequency, learning strategy total, class participation technique, and testing technique showed significantly positive correlations (P < 0.05) in boys, whereas no correlation was observed in girls. Correlations between milk intake frequency and each item of the personality test were only detected in boys, and milk intake frequency showed positive correlations with "total agreeability", "organization", "responsibility", "conscientiousness", and "intellectual curiosity" (P < 0.05).CONCLUSIONIntakes of milk and milk products were correlated with academic performance (Korean, social science, and mathematics) in Korean adolescents. In male high school students, particularly, higher milk intake frequency was positively correlated with learning motivation and strategy as well as some items of the personality inventory.

DAYA TARIK BAHASA ALAY DALAM KOMUNIKASI DI KALANGAN REMAJA PENGGUNA BLACBERRY MESSENGER WONOKROMO, SURABAYA

This alay language is not only a communication tool, but also an identification tool. Teenagers using this alay language may be to identify themselves as alay. The use of alay language can also be useful to cultivate self-existence. One language application as a communication tool is the use of language in electronic media applications Blacberry Messenger (BBM). The purpose of the study to determine the phenomenon of alay language attraction in communication among adolescents on the use of fuel in the district Wonokromo Surabaya. drag rational alay language as communication among adolescents to the use of fuel in sub-district Wonokromo Surabaya, alay language users, alay language can provide other benefits, as a means of non-formal communication among teenagers alay and other teenagers alay language also provide benefits, especially for their community especially. The emotional appeal of the alay language as a communication among teenagers in the use of fuel in Surabaya, the motivation of adolescents to use alay language in BBM is essentially to search for self-identity, self-existence according to cultural development and recognition of the outside world of their existence (alayers) in adolescents today. Many activities can be done using alay language, among others, SMS, chat with fellow alay community on Facebook, yahoo messenger, or just write a wall or coment on Facebook either with fellow users alay or with other BBM users. The attractiveness of the alay language is diverse ranging from alay language writing that looks unique that can be modified or mixed with the letters, besides that alay language can also be a code language for them (alayers) in communicating within their community in particular. Keywords: Alay Language, Communication, BBM

Supplemental reading strategy instruction for adolescents: A randomized trial and follow-up study

In this study, the authors examine the impact of a yearlong supplemental reading course involving daily instruction in the learning strategies curriculum on lower achieving adolescent students' reading achievement and motivation. Using a multiple-cohort randomized treatment-control group design over 4 years, they compared achievement and motivation outcomes for 605 sixth-grade students who participated in the intervention with 530 students who did not participate and 593 ninth-grade students who participated in the intervention with 535 students who did not participate. Results indicated significant impacts of the intervention on reading achievement for ninth-grade students but not for sixth-grade students. Significant impacts on reading motivation were found for both sixth- and ninth-grade students. An exploratory follow-up study indicated potential benefits of a second year of intervention for sixth-grade students who are still low achieving after 1 year of intervention.

Gender Differences in the Social Motivation and Friendship Experiences of Autistic and Non-autistic Adolescents.

This mixed-methods study examined gender differences in the social motivation and friendship experiences of adolescent boys and girls with autism relative to those without autism, all educated within special education settings. Autistic girls showed similar social motivation and friendship quality to non-autistic girls, while autistic boys reported having both qualitatively different friendships and less motivation for social contact relative to boys without autism and to girls with and without autism. Semi-structured interviews with the adolescents corroborated these findings, with one exception: autistic girls reported high levels of relational aggression within their friendships, suggesting that girls on the autism spectrum in particular may struggle with identifying and dealing with conflict in their social lives.

The Structural Relationships among Social Support, Career Maturity, Academic Motivation, and Aggression of Adolescents

The Structural Relationships among Social Support, Career Maturity, Academic Motivation, and Aggression of Adolescents

Motivation and substance use outcomes among adolescents in a school-based intervention

The stages of change (Precontemplation, Contemplation, Preparation, Action, and Maintenance) have been well studied in adult populations. However, fewer studies have examined how the stages of change are related to adolescent substance use. Furthermore, there have been no studies that have examined how the stages of change relate to outcomes in a school-based intervention. To better capture adolescent motivation, we added an additional group to the Transtheoretical Model of Change, which we titled Coerced Action, to represent adolescents that made changes to their substance use despite low problem recognition (representing the internal motivation of Precontemplation and the change behaviors of the Action group). We then examined how the stages of change were related to a thorough assessment of substance use at baseline and corresponding treatment outcomes. Our sample consisted of 264 adolescents (mean age: 16.1, 44.5% Caucasian, 37.5% female) who participated in an 8-week, school-based Motivational Enhancement intervention. Results indicated significant group differences across the stages of change in substance use patterns (alcohol use, negative consequences, affective dysregulation), as well as treatment outcomes (alcohol use and negative consequences). For instance, adolescents in the Action group demonstrated more negative consequences at 16weeks follow-up than those in Precontemplation and Coerced Action, F(1, 3)=8.23, p<.001. The Coerced Action group reported the most alcohol use at 16weeks follow-up, although the finding was not significant when post-hoc tests were conducted. This study provides meaningful support for the assessment of motivation among adolescent substance users within school-based settings.

Parent–Child Discrepancies in Perceived Parental Sacrifice and Achievement Motivation of Chinese Adolescents Experiencing Economic Disadvantage

Based on a sample of 275 intact Chinese families having at least one child aged 11 to 16 experiencing economic disadvantage in Hong Kong, the relationship between parent-adolescent discrepancies in perceived parental sacrifice and adolescent achievement motivation was examined. It was found that parents and adolescents had different perceptions of parental sacrifice, with adolescents perceived lower levels of parental sacrifice than did their parents. Although the effect size of father-adolescent discrepancy in perceived paternal sacrifice was greater than mother-adolescent discrepancy in perceived maternal sacrifice, results indicated that mother-adolescent discrepancy in perceived maternal sacrifice negatively predicted adolescent achievement motivation in poor Chinese families, whereas father-adolescent discrepancy in perceived paternal sacrifice did not. The present study is the first scientific study showing that parent–child discrepancy in perceived parental sacrifice influences achievement motivation of poor Chinese adolescents, which provides insight for researchers, youth counsellors, and family practitioners to give more attention to the dyadic interactions on resource allocation among Chinese family members experiencing economic disadvantage.

The Motivation of Adolescents

The aim of this article is to reveal the motivation of adolescents in learning is an important issue of nowadays academic settings. This is because adolescence is a time of changing, not only physically, but above all, mentally and psychologically, to get ready for a further stage in life. To know how they are motivated, we should try to understand their goals and their way of pursuing them. Among the most famous psychologist of education who have strongly conducted research about motivation are Ames (1992) and Archer (Ames & Archer, 1988). Their investigation on motivation is land upon the achievement and social goals. The recent study examines the goals pursued by 160 adolescents from the high schools of Durrës city and investigates the importance of motivation and achievement goals in learning and the desire to achieve. DOI: 10.5901/jesr.2015.v5n3p187