Adolescent Motivation Research Articles

Motivating adolescents to read

Motivating today’s adolescents to read is a challenge. Martha Abele Mac Iver, Marcia H. Davis, and Douglas J. Mac Iver discuss the kinds of literacy instructional practices that address what we know about adolescent motivation. They also review several evidence-based literacy interventions designed to engage and motivate adolescent readers that can potentially lead to improvements in student reading motivation and academic outcomes.

The social and environmental factors impacting the motivation of adolescents for weight control, why and how? A qualitative study

IntroductionOverweight and obesity are common problems among teenagers regardless of ethnicity, race, and socio-economic status. Therefore, this study aims to explore the social and environmental factors impacting adolescents motivation for weight control in Gilan province, Iran.MethodologyFollowing a qualitative design, a content analysis approach was used to analyze the data. A total of 79 interviews were conducted with Adolescents (n = 23), Friends and Peers (n = 15), Parents (n = 12), Managers (n = 16), and Health care providers (n = 13), regarding adolescents obesity during 2019. MAXQDA V.10 software was used for our analysis.FindingsThe main categories of environmental and social factors affecting adolescents motivation for weight control were external factors (the relative success of weight control intervention programs, the lack of environmental and social support, and the lack of family support for teenagers) that each one had some subcategories, and internal factors (competence, relatedness, and autonomy).ConclusionThis study demonstrated the necessity of identifying environmental and social factors that are effective in reducing adolescents’ motivation for weight loss. These factors are so influential that teenagers can’t overcome them without receiving support from their environment and the government health-related policies. So, it seems that we need integrated multisectoral approaches and we suggest that health policymakers develop practical policies to control adolescents obesity by focusing on factors that have been mentioned in this study.

Edukasi Pengaruh Pola Tidur terhadap Obesitas pada Remaja

Obesity is a problem of excess nutrition. 4.8% of Indonesian children have more nutritional status. Obesity in adolescents is a major concern because it will risk continuing into adulthood and have a long impact on health. Lack of sleep will disrupt the hormonal stability that regulates appetite, namely leptin & ghrelin. Lack of sleep can also trigger fatigue which will have an impact on reducing physical activity so that it can cause obesity. This activity aims to increase understanding and motivation for adolescents to prevent obesity. The expected goal of this activity is to increase teenagers' knowledge about the influence of sleep patterns on obesity. The activity method is to provide health education. The main target is teenagers at SMA Negeri 11 Muaro Jambi Regency. The results of the activity evaluation showed an increase in teenagers' knowledge before (45%) and after being given counseling (80%).. Along with the development of technology, children are now increasingly playing gadgets and watching television until late at night. The school is expected to play a role in providing education to all students about the importance of adequate sleep to prevent obesity in adolescents.

Hope, childhood experiences, and achievement motivation in high school students: A mixed methods study

AbstractThe aim of the study is to examine the role of childhood experiences and achievement motivation in high school students' hope levels. The quantitative (N = 686, 43.9% females and 56.1% males, aged between 13 and 19; Mage = 16.02, standard deviation = 1.23) and qualitative data of the study, in which enriched design was used, were collected from high school students studying in the Southeast of Turkey. Hierarchical regression was used in the quantitative part of the study and content analysis was carried out in the qualitative part. It is seen that the results in the qualitative analysis part largely coincide with the results in the quantitative part. The results denote that high school students have high hope levels. Also, according to the results, there is a negative, low‐level, and significant relationship between childhood experiences and hope, and a positive and moderately significant relationship between hope and achievement motivation. Although childhood experiences and achievement motivation significantly predict the level of hope, it is concluded that achievement motivation contributes more to the hope‐related variance which is explained. The findings reveal the value of achievement motivation and childhood experiences in understanding adolescents' hope multidimensionally.

Quality of life, health perception, learning motivation and behavior of adolescents in an educational institution.

to analyze sociodemographic variables, quality of life, self-perceived health, learning motivation and behavior of adolescents in 2018 and 2021. observational cross-sectional study with 124 adolescents in 2018, and 68 in 2021. A Form for sociodemographic variables, Pediatric Quality of Life Inventory, Self-Perceived Health instrument, Learning Motivation Scale and Strengths and Difficulties Questionnaire were used to collect data. Data collection was carried out using forms on Google Forms. For the analysis, descriptive statistics and logistic regression were used. the majority of participants belonged to class A. In the comparison between 2018 and 2021, there was a worsening in the assessment of self-perceived health. In the assessment of QoL by parents, there was a statistically significant difference between the scores of the social and psychosocial dimensions. Among adolescents, there were differences between QoL scores in the physical and psychosocial dimensions. the adolescent with a better mental health assessment had a greater chance of having a better quality of life in the periods investigated (OR=5.35 and OR=5.51). Younger students showed greater motivation to learn, increasing the chance of improving their quality of life by up to 9.75 and 5.02 times in the two periods, respectively. (1) The school environment is a space favorable to promoting physical, mental and social health. (2) Awareness about healthy lifestyle habits should be carried out during adolescence. (3) Aspects related to health can influence behavior and learning. (4) Quality of life (QoL) and its dimensions are related to the motivation to learn. (5) Adolescent mental health is related to self-perception of QoL.

Quality of life, health perception, learning motivation and behavior of adolescents in an educational institution

Objetivo: analisar as variáveis sociodemográficas, qualidade de vida, autopercepção de saúde, motivação para aprendizagem e comportamento de adolescentes em 2018 e 2021. Método: estudo transversal observacional com 124 adolescentes em 2018 e 68 em 2021. Utilizou-se para a coleta de dados um Formulário para as variáveis sociodemográficas, Questionário Pediátrico de Qualidade de Vida, instrumento de Autopercepção de Saúde, Escala de Motivação para a Aprendizagem e Questionário de Capacidades e Dificuldades. A coleta dos dados foi realizada por formulários no Google Forms . Para a análise, utilizou-se estatística descritiva e regressão logística. Resultados: a maioria dos participantes pertencia à classe A. Na comparação entre 2018 e 2021, houve piora da avaliação de autopercepção de saúde. Na avaliação da QV pelos pais, houve diferença estatística significativa entre os escores das dimensões social e psicossocial. Entre os adolescentes, houve diferenças entre os escores da QV nas dimensões física e psicossocial. Conclusão: o adolescente com melhor avaliação da saúde mental teve maior chance de ter melhor qualidade de vida nos períodos investigados (OR=5,35 e OR=5,51). Estudantes mais novos apresentaram maior motivação para aprender, sendo que aumentaram em até 9,75 e 5,02 vezes a chance de melhoria da qualidade de vida nos dois períodos, respectivamente.

Quality of life, health perception, learning motivation and behavior of adolescents in an educational institution

Objetivo: analizar variables sociodemográficas, calidad de vida, autopercepción de la salud, motivación para el aprendizaje y comportamiento de adolescentes en 2018 y 2021. Método: estudio transversal observacional con 124 adolescentes en 2018 y 68 en 2021. Para la recolección de datos se utilizó un formulario para las variables sociodemográficas, Cuestionario de Calidad de Vida Pediátrica, instrumento de Autopercepción de la Salud, Escala de Motivación para el Aprendizaje y Cuestionario de Capacidades y Dificultades. La recolección de datos se realizó mediante formularios en Google Forms . Para el análisis se utilizó estadística descriptiva y regresión logística. Resultados: la mayoría de los participantes pertenecían a la clase A. En la comparación entre 2018 y 2021, hubo un empeoramiento en la evaluación de la autopercepción de la salud. En la evaluación de la CV por parte de los padres, hubo diferencia estadísticamente significativa entre las puntuaciones de las dimensiones social y psicosocial. Entre los adolescentes, hubo diferencias entre las puntuaciones de la CV en las dimensiones física y psicosocial. Conclusión: el adolescente con mejor evaluación de la salud mental tuvo mayores posibilidades de tener una mejor calidad de vida en los períodos investigados (OR=5,35 y OR=5,51). Los estudiantes más jóvenes mostraron una mayor motivación para aprender, aumentando la posibilidad de mejorar su calidad de vida hasta 9,75 y 5,02 veces en los dos periodos, respectivamente.

Связь стилей родительского воспитания c учебной мотивацией и эмоциональным состоянием подростков в условиях цифровизации

Background. The emotional state, the length of screen time and the level of educational motivation of schoolchildren are often a matter of concern for many parents. The study examines the relationship between educational motivation, the level of anger, and parenting styles from the adolescents’ point of view. Objectives. Identification and description of the specific interrelations between various aspects of parenting and the teenagers' motivation and anger in the context of global digitalization. Study Participants. The study involved 265 people (54% — female). The average age of the respondents was 13.8 years (M = 13.8, Me = 14, SD = 1.62). Methods. To study parenting styles, teenagers filled out the ad hoc questionnaire “Adolescents about parents”. The motivational and emotional components of the adolescents’ personality were examined by means of Andreeva & Prikhozhan’ questionnaire “Motivation of learning and emotional attitude to learning”. The level of digital engagement of adolescents was assessed on the basis of daily statistics of the average time spent using a mobile phone. Statistical analysis was performed using the general linear model (GLM) method in the Jamovi 2.3.16.0 program. Results. According to the results of the GLM model, the adolescents’ achievement motivation is negatively related to their average screen time. The level of educational motivation of adolescents is positively associated with the positive interest and autonomy provided by their parents. The teenagers’ level of anger is positively associated with directiveness, hostility and inconsistency of parents. According to the Wilcoxon test results, parenting styles such as directiveness, hostility and autonomy are more pronounced in fathers than in mothers. Conclusions. The most favorable parenting style for achieving high academic motivation and reducing the level of anger in adolescents is a pronounced positive interest and autonomy provided by parents along with a low level of directiveness, hostility and inconsistency. Achievement motivation has a negative relationship with the length of teenagers' screen time.

다문화청소년의 국가정체성 및 이중문화수용태도와 성취동기 사이의 종단적 관계

The purpose of this study is to explore the relationship between national identity, achievement motivation, bicultural acceptance attitude, and achievement motivation of multicultural adolescents focused on developmental change by finding longitudinal effects of national identity and bicultural acceptance attitude on achievement motivation, This study utilized data from the 4th one (1st grade in middle school) in 2014 to the 9th one (3rd grade in high school) in 2019 among the multicultural adolescents panel surveyed by the Korea Adolescents Policy Institute. The analysis cases was 1,072 people who responded to all surveys during the period. Data analysis was performed using SPSS Statistics 25 and Mplus8, and the latent growth model was applied. The analysis results are as follows. First, the higher the initial value(in 1st grade of middle school) of national identity of multicultural adolescents, the achievement motivation increases. Second, the initial value(in 1st grade of middle school) of national identity did not affect on the rate of change in achievement motivation. Third, the higher the rate of change of national identity as age increase, achievement motivation become higher. Fourth, the rate of change in achievement motivation of male student becomes higher than that of female students as age increases. Fifth, the higher the initial value(in 1st grade of middle school) of the bicultural acceptance attitude of multicultural adolescents has positive effects on the achievement motivation increases. Sixth, the initial value(in 1st grade of middle school) of the bicultural acceptance attitude of multicultural adolescents doesn’t have no effects on he rate of change in achievement motivation, Seventh, as the rate of change in the bicultural acceptance attitude of multicultural adolescents increases, the rate of change in achievement motivation also become higher. The rate of change is more important that the initial value in national identity and in the bicultural acceptance attitude in increasing achievement motivation of multicultural adolescents. This result shows active support is needed to promote steady development of national identity and bicultural acceptance attitude of multicultural adolescents. And we need to pay attention to prevent the decline in the rate of increase in achievement motivation among female students compared to male students growing into late adolescence.

Change in the motivation pattern of adolescents before and after participation in a multidisciplinary health promotion program

Introduction: there is evidence that multidisciplinary interventions are an efficient approach to achieving weight loss and other health-related goals. However, dropout rates of these programs are high among adolescents. The suggestion is that understanding the motivation of individuals to participate in these projects is fundamental to developing strategies for permanence and, consequently, promoting better results. Objective: the main aim of this study was to describe the motivations of overweight adolescents participating in a multidisciplinary health promotion project. Methods: this qualitative study was conducted from March to July 2021 using the Bardin content analysis technique. The tool used for data collection was the semi-structured interview, analyzed means by the software QSR NVivo 11 by grouping the speech into clusters. These, in turn, were evaluated in three categories: (1) motivation, (2) food, and (3) physical exercise. Results: the age of the participants was 13.8 ± 2.4 years old, with body mass index of 31.8 ± 8.5 kg/m². Regarding family income, 41.66% had a monthly payment of 3 to 6 minimum wages. Regarding parents’ educational level, 70.83% of mothers had completed higher education, while 29.16% had completed high school. According to the respondent’s answers, weight loss was the greatest motivation to participate in a multidisciplinary obesity treatment program. In category 2, it was observed that adolescents associated the act of eating with feelings such as anxiety and nervousness. In category 3, the impact of the pandemic was found under the modalities of physical exercise practiced. Conclusion: the results describe the motivation of overweight adolescents to participate in a multidisciplinary program, in addition to elucidating participants’ perception of their health and related habits, strategies for health promotion, and consequent improvement of the quality of life of these individuals.

POTENTIAL RISK FACTORS TO PREVENT THE RISE IN ELECTRIC CIGARETTE CONSUMPTION AMONG INDONESIAN ADOLESCENTS AGED 13 TO 15 YEARS OLD

Data showing a significant increase trend in sales of electronic cigarettes in Indonesia and users aged ≥ 15 years have increased tenfold to 6.6 million in 2021, and there has been no e-cigarette regulation. The purpose of the study is to provide evidence to support policies intended for increasing the number of electric smokers. Using data from the 2019 Global Youth Tobacco Survey with national representation. Simple and multiple logistic regression analyses (p < 0.05) were performed. The analysis states: 15% of youth 13-15 years old use e-cigarettes and most users are boys 13 years old, with a weekly disposable income below IDR 50,000. Multivariate analysis shows; friends or shop workers who provide e-cigarettes or attend events promoting tobacco products have a 15-fold greater influence on adolescents than the reference group. When compared to not seeing the advertisements, e-cigarette advertisements on the streets/stores/TV/ internet have the potential to increase adolescent motivation by 8 times. Nonsmokers who have tried tobacco products are potentially three times more likely to be interested in e-cigarettes than those who have never tried them. Adolescent smokers are twice as likely as nonsmokers to use e-cigarettes, and close friends who smoke are twice as likely as nonsmokers to influence e-cigarette use. Information shows that the previous Tobacco Advertising Promotion and Sponsorship Policy was ineffective, it needed to be strengthened with a total ban. It is critical to strengthen smoking cessation efforts, as well as raise parental and community awareness of the dangers of consuming tobacco products.

Impact of the Achievement Motivation of Middle School Teenagers from Multicultural Families on their Adaptation to School Learning Activities: The Mediating Effect of Career Attitude

This study aimed to determine whether the achievement motivation of adolescents from multicultural families in their third year of middle school influenced their adaptation to school learning activities. It also explored the mediating effect of career attitude on achievement motivation and adaptation to school learning activities. An analysis was performed on data obtained from students in the third grade of middle school who participated in the sixth wave of the Multicultural Adolescents Panel Study (MAPS). The main findings were as follows. Firstly, achievement motivation exhibited a positive correlation with both career attitude and adaptation to school learning activities. Secondly, the achievement motivation of adolescents from multicultural families and their career attitude both exerted a positive effect on their adaptation to school learning activities. Thirdly, the mediating effect of career attitude on the relationship between adaptation to school learning activities and achievement motivation of adolescents from multicultural families was verified.

Exploring the Impact of Parenting Styles on Academic Motivation and Achievement in Adolescents: A Cross-Cultural Literature Review in Middle School Students

This paper examined empirical studies on the relationship between parental attitude, parenting style, and childrens academic achievement. The work began with a review of the literature on parenting styles and their relationship to child development from a typological perspective, as well as current research on the relationship between parenting styles, academic motivation, and adolescent academic performance. Also, it reports a significant correlation between childrens academic achievement and parental style. The reviews findings indicate authoritative parental styles are associated with higher academic achievement among adolescents worldwide. For the other three parenting styles, cross-cultural and cross-societal findings remained inconsistent. In addition, the paper examined factors such as differences in parental styles between nations. Finally, the paper highlighted the significance of researching parenting styles and how they can be refined in the future. Based on the studys findings, it is recommended that parents and instructors collaborate to improve the academic achievement of middle school students.

Paralanguage in the Translation of Children’s Graphic Novels into Arabic: Jeff Kinney’s Diary of a Wimpy Kid

AbstractGraphic novels are marketed as helpful for reluctant young readers. The supplementation of text with visual stimuli as part of a multimodal narrative is often claimed to improve reading comprehension and motivation in children and young adolescents. The translation into Arabic of Jeff Kinney’s Diary of a Wimpy Kid series, by comparison, fails to deliver an equally engaging reading experience. In the Arabic versions of Rodrick Rules and Hard Luck, language acts as an obstacle to comprehension due to the misrepresentation of textual paralanguage, broadly defined as the written representation of nonverbal aspects of communication including tone, stress and volume. As paralanguage is also involved in character portrayal, this translation approach paints a rather dull image of the series’ protagonist Greg. Using the textual paralanguage typology proposed by Luangrath et al. (J Consum Psychol 27:98–107, 2017), the case is made here for closer attention in translation to the pragmatic meanings contained in textual paralanguage. As the novel evolves to incorporate an ever-expanding array of multimodal elements, so should the translation strategies involved in rendering these texts into other languages.

“Is it beneficial to stress grades to my child?” – Relationships between parental attitudes towards academic achievement, motivation, academic self-concept and academic achievement in adolescents

In this study we analyse the relations of parental attitudes towards academic achievement (process-centred vs. performance-centred) with self-representations, motivational orientations and academic achievement. Participants were 498 students attending 7th and 9th grades. To collect data we used a self-concept scale (Peixoto & Almeida, 1999), a scale of motivational orientations (Skaalvik, 1997), and a scale to assess parental attitudes towards academic performance (An-tunes & Fontaine, 2003). Correlation analysis showed positive associations between processes centred attitudes and academic self-concept, self-esteem, task orientation, and academic achievement. Performance centred attitudes were negatively correlated with academic self-concept, self-esteem and academic achievement, and positively related to self-enhancing ego orientation, self-defeating ego orientation and avoidance orientation. Structural equation modelling revealed different paths, in the relationship between parental attitudes and academic achievement, for process centred attitudes and for performance centred attitudes. Results in this study support the idea that the perception of parental attitudes centred in the process are related to positive outcomes while parental attitudes centred on performance are related to less positive outcomes. Finally, data in this study converges with the existing literature that highlights the mediating role of individual characteristics such as self-concept and motivational orientations in the relationship between parental attitudes and academic achievement.

Understanding the role of participatory-moral abilities, motivation, and behavior in European adolescents’ responses to online hate

Researchers have repeatedly discussed how to strengthen supportive and pro-social responses to online hate, such as reporting and commenting. Researchers and practitioners commonly call for the promotion of media literacy measures that are believed to be positively associated with countermeasures against online hate. In this study (conducted in 2021), we examined relationships between media literacy proficiencies of (1) moral-participatory motivation and abilities and, consequently, (2) the establishment of moral-participatory behaviors and the correspondence with prosocial responses to online hate. A sample of 1489 adolescents and young adults (16–22 years old) from eight European countries is examined. Results confirmed that higher participatory-moral motivation and behavior were significantly associated with stronger intentions to report online hate. Commenting on hateful online content, on the other hand, was significantly related to participatory-moral abilities and past experiences with online harassment. Implications for the role of social media literacy in the context of online hate are discussed.

When sustainability aligns with adolescent motives: development and validation of the Sustainability Motive-Alignment Scale (SMAS)

The sustainability motive-alignment hypothesis posits that adolescents will be motivated to act sustainably when they view sustainable behavior as aligned with their motives for autonomy and peer status. Based on this hypothesis, we developed the Sustainability Motive-Alignment Scale (SMAS), a brief self-report scale of individual differences in sustainability motive-alignment. In four studies across two relatively individualistic (U.S., Netherlands) and two relatively collectivistic countries (China, Colombia), the SMAS was reliable and valid as a single-factor scale; measurement invariant in terms of age and genders but measurement noninvariant in terms of culture, suggesting cultural differences in adolescents’ construals of sustainability motive-alignment; and positively associated with measures of sustainable attitudes, norms, self-efficacy, behavior, and climate change knowledge. Thus, sustainability motive-alignment can be assessed as a conceptually distinct psychological dimension underlying adolescents’ sustainable tendencies. We hope that our brief, psychometrically sound instrument will spark developmentally informed research on the psychological underpinnings of adolescent sustainability.

Bidirectional longitudinal relations between executive function and social function across adolescence.

Executive function (EF) and social function are both critical skills that continue to develop through adolescence and are strongly predictive of many important life outcomes. Longstanding empirical and theoretical work has suggested that EF shapes social function. However, there is little empirical work on this topic in adolescence, despite both EF and social function continuing to mature into early adulthood (e.g., Bauer et al., 2017). Further, adolescence might be a phase of life where social interactions can shape EF. We tested the longitudinal relation between EF and social function across adolescence utilizing a sample of 99 individuals (8-19 years) from the greater Austin area tested annually for 3 consecutive years. Although EF showed significant improvement in that span, the social function was largely consistent over age. Cross-lagged panel models revealed a bidirectional relation, such that Year 1 EF predicted social function in Year 2, and social function at Years 1 and 2 predicted EF in Year 3. When examining different components of social function, social motivation in earlier adolescence seemed to most consistently predict future EF outcomes, relative to other social functions. Our findings advance the field's theoretical understanding of how these two critical skills might develop alongside one another over adolescent development with particular emphasis on the role of social motivation on EF maturation. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Adolescent motivation for visiting urban green spaces and socio-demographic variations in a large dense city

Adolescent motivations for visiting urban green spaces (UGSs), a valuable component of urban outdoor built environments, mirror their needs, and influence their use and further their development and health. Understanding the motivations and related socio-demographic variations is necessary for effective planning and management of UGSs, particularly in large dense cities typically with scarce UGSs. However, no studies have directly focused on the adolescents' motivations or the socio-demographic variations. This research first addressed the gaps through questionnaire surveys of 651 randomly-selected primary to senior school students (10–18 years old) in Guangzhou, China. Descriptive statistics depicted the sample overview and the general motivations, and multivariate binary logistic regression studied the socio-demographic variations. The nature- and exercise-predominated multiple motivations justify multifunctional planning and design and multipurpose management of UGSs, with emphases on natural elements and facilities for exercise. The adolescents' motivations for visiting significantly varied with gender and particularly education level or age. These findings could add new insights into the research field of adolescents and UGSs. Decision-makers should consider these socio-demographic variations seriously in the decision-making processes of UGSs, for example, through a participatory approach to proactively collect adolescents' motivations and develop targeted measures to satisfy their special and varied needs on UGSs and to promote their usage. Because relevant research is highly scarce, however, further studies are needed to examine the associations of the adolescents' motivations with their socio-demographic characteristics, and should also include more factors influencing the adolescents’ motivations such as parental roles and UGS characteristics including spatial information.

Community-Delivered Evidence-Based Practice and Usual Care for Adolescent Attention-Deficit/Hyperactivity Disorder: Examining Mechanistic Outcomes

Previous research suggests that routine psychosocial care for adolescents with attention-deficit/hyperactivity disorder (ADHD) is an eclectic and individualized mix of diluted evidence-based practices (EBPs) and low-value approaches. This study evaluated the extent to which a community-delivered EBP and usual care (UC) for adolescents with ADHD produce differential changes in theorized behavioral, psychological, and cognitive mechanisms of ADHD. A randomized community-based trial was conducted with double randomization of adolescent and community therapists to EBP delivery supports (Supporting Teens’ Autonomy Daily [STAND]) versus UC delivery. Participants were 278 culturally diverse adolescents (ages 11–17) with ADHD and caregivers. Mechanistic outcomes were measured at baseline, post-treatment, and follow-up using parent-rated, observational, and task-based measures. Results using linear mixed models indicated that UC demonstrated superior effects on parent-rated and task-based executive functioning relative to STAND. However, STAND demonstrated superior effects on adolescent motivation and reducing parental intrusiveness relative to UC when it was delivered by licensed therapists. Mechanisms of community-delivered STAND and UC appear to differ. UC potency may occur through improved executive functioning, whereas STAND potency may occur through improved teen motivation and reducing low-value parenting practices. However, when delivered by unlicensed, community-based therapists, STAND did not enact proposed mechanisms. Future adaptations of community-delivered EBPs for ADHD should increase supports for unlicensed therapists, who comprise the majority of the community mental health workforce.