Different Aspects Of Motivation Research Articles

Do teachers’ beliefs about the nature and learning of mathematics affect students’ motivation and enjoyment of mathematics? Examining differences between boys and girls across six countries

Mathematics teachers’ beliefs are central to mathematics teaching and student learning. Because different aspects of motivation and affect—particularly enjoyment—primarily develop within the classroom context, examining how different teachers’ beliefs may affect student outcomes in mathematics is imperative. The current study examines teachers’ beliefs about the nature and learning of mathematics in connection to students’ motivation (i.e. intrinsic value, utility value and perceived competence) and enjoyment of mathematics across different settings by considering students’ mathematics achievement, gender and classroom composition (i.e. socioeconomic and behavioural). Data were collected from 3rd- and 4th-grade mathematics teachers (N = 686) and their students (N = 11,782) in six countries (i.e. Norway, Finland, Sweden, Portugal, Estonia and Serbia). A two-level structural equation modelling technique (TSEM) (i.e. student level and classroom level) with random slopes was employed to address our research questions. The results indicate that students’ intrinsic value and perceived competence positively relate to their enjoyment of mathematics in all six countries. Teachers’ beliefs about the nature and learning of mathematics moderate the within-classroom relationship between boys and girls and the motivation and enjoyment of learning mathematics in Portugal and Norway. Unlike boys, girls consistently perceive themselves as less competent in mastering mathematics, even in primary school. Classroom socioeconomic composition had a more pronounced influence on teachers’ beliefs in Sweden, Norway and Serbia. In relation to teachers’ beliefs, classroom behavioural composition was relevant in Estonia and Sweden. In Finland and Norway, classroom composition was essential to boys’ and girls’ differential motivation and enjoyment of mathematics learning.

Deconstructing Fitbit to Specify the Effective Features in Promoting Physical Activity Among Inactive Adults: Pilot Randomized Controlled Trial.

Wearable activity trackers have become key players in mobile health practice as they offer various behavior change techniques (BCTs) to help improve physical activity (PA). Typically, multiple BCTs are implemented simultaneously in a device, making it difficult to identify which BCTs specifically improve PA. We investigated the effects of BCTs implemented on a smartwatch, the Fitbit, to determine how each technique promoted PA. This study was a single-blind, pilot randomized controlled trial, in which 70 adults (n=44, 63% women; mean age 40.5, SD 12.56 years; closed user group) were allocated to 1 of 3 BCT conditions: self-monitoring (feedback on participants' own steps), goal setting (providing daily step goals), and social comparison (displaying daily steps achieved by peers). Each intervention lasted for 4 weeks (fully automated), during which participants wore a Fitbit and responded to day-to-day questionnaires regarding motivation. At pre- and postintervention time points (in-person sessions), levels and readiness for PA as well as different aspects of motivation were assessed. Participants showed excellent adherence (mean valid-wear time of Fitbit=26.43/28 days, 94%), and no dropout was recorded. No significant changes were found in self-reported total PA (dz<0.28, P=.40 for the self-monitoring group, P=.58 for the goal setting group, and P=.19 for the social comparison group). Fitbit-assessed step count during the intervention period was slightly higher in the goal setting and social comparison groups than in the self-monitoring group, although the effects did not reach statistical significance (P=.052 and P=.06). However, more than half (27/46, 59%) of the participants in the precontemplation stage reported progress to a higher stage across the 3 conditions. Additionally, significant increases were detected for several aspects of motivation (ie, integrated and external regulation), and significant group differences were identified for the day-to-day changes in external regulation; that is, the self-monitoring group showed a significantly larger increase in the sense of pressure and tension (as part of external regulation) than the goal setting group (P=.04). Fitbit-implemented BCTs promote readiness and motivation for PA, although their effects on PA levels are marginal. The BCT-specific effects were unclear, but preliminary evidence showed that self-monitoring alone may be perceived demanding. Combining self-monitoring with another BCT (or goal setting, at least) may be important for enhancing continuous engagement in PA. Open Science Framework; https://osf.io/87qnb/?view_only=f7b72d48bb5044eca4b8ce729f6b403b.

Psychometric Properties of the Persian Version of the Gaming Motivation Scale.

Gaming motivations are a central aspect of playing video games, and their importance to understanding both healthy and problematic gaming behavior has been increasingly elucidated. In this study, we aimed to translate the 18-item Gaming Motivation Scale (GAMS-18) to Persian and validate it in a population of Persian speaking gamers, specifically for the assessment of online gaming. After translation from English to Persian, content validity of the questionnaire was assessed by a panel of experts and test-retest reliability was calculated in a sample of 70 students. Data from an online survey of 791 Iranian online gamers were used for the assessment of construct validity using confirmatory factor analysis. The item content validity index and the scale content validity index for clarity and relevance ranged from 0.80 to 1.00. Internal consistency reliability of the GAMS-18 was 0.90 and the test-retest reliability was 0.89. The test-retest reliability of the GAMS-18 was 0.89, and the internal consistency was 0.90. The GAMS factors had acceptable correlation with other motivational scale such as Player Experience of Need Satisfaction. Incorporating the proposed additional error paths improved the model fit to an acceptable level. The Persian version of the GAMS can assess digital gaming behavior based on the six self-determination theory motivation types, and measures different aspects of motivation that other instruments. It is also demonstrated to have good reliability and validity and could be used in research on the motivations of online gamers in Persian-speaking populations.

Heterogēnas svešvalodu klases – universāla problēma Latvijas vidusskolās: izaicinājumi un risinājumi

According to data from the National Educational Content Centre, in the school year 2019/2020, only about 30 % of the students completing the centralised exam in English reached level B2, which is set as a goal in the educational standard. When analysing the results of the examinations in different schools and applying statistical deviance calculations, the authors concluded that there is a significant difference in the level of knowledge within the same class in all Latvian secondary schools, apart from state gymnasiums. The difference between the levels of knowledge is so vast, that effective learning is rendered virtually useless. In the second part of the article, the authors study how to ensure meaningful learning in heterogeneous classes, and when analysing the benefits of internal and external differentiation, as well as the different aspects of motivation, it is concluded that external differentiation, as well as setting an attainable goal that is personalized to each individual students existing level of knowledge, are optimal methods for effective learning in highly heterogeneous classes. In conclusion, the authors offer recommendations to foreign-language teachers and highlight topics for further discussion. 1. Evaluation of students’ knowledge level has to become the first step in the planning of foreign-language teaching. 2. Once the students’ level of knowledge has been evaluated, the teacher can effectively produce realistic goals for the students. 3. The teacher chooses the appropriate mode of differentiation (inner or outer) based on the students outlined goal. 4. The teacher assesses the students; both in regard to summative and formative assessments, purely based on the students’ outlined goals, regardless of their compliance with the educational standard. Two important topics can be brought to contention and further discussion, the first one being a more practical one, linked to the wider use of external differentiation in classrooms with students representing significant variances in their knowledge level, and the other a more philosophical point, linked to our students’ potential vision of themselves as language users and the compatibility of this vision with the language learning objectives expressed in the educational standard.

Motivarion — is one of the most important functions of management

This article provides information about one of the main functions of management. The answer to the most important question was received: «Why do people need motivation?» The main theoretical material on this topic is considered, which can help students and teachers become better acquainted with this problem. Also the concepts of motive and incentive are considered, which are directly related to motivation. Various points of view of scientists on this problem are presented. Different aspects of motivation are considered, which have strong influence and impact on the work of the entire production or the enterprise. The conclusion showed that this topic would always be relevant. A person should strive to achieve his goals and desires. The success of the whole team or the whole enterprise will always depend on the presence of motivation. Leaders have a responsibility to incentivize their employees if they are interested in the prosperity and development of their business.

Desarrollo de la motivación en estudiantes de secundaria mediante la implementación de un programa educativo en Artes Plásticas basado en el Aprendizaje Cooperativo

Esta investigación analiza el desarrollo de la motivación de estudiantes de octavo año de una institución de educación pública de Costa Rica en la clase de Artes Plásticas (AP) mediante la implementación de un programa educativo basado en el Aprendizaje Cooperativo (AC) (Johnson, Johnson &amp; Holubec, 1994). En cuanto a instrumentos y materiales, para realizar la investigación se adaptó y validó la Escala de Motivación Académica (EMA) (Manassero y Vázquez, 2000) para determinar la Motivación (M) en estudiantes de enseñanza secundaria. Para el proceso de recolección de la información se utilizaron técnicas cualitativas tales como el cuestionario y la observación con el fin de evidenciar los diferentes aspectos de la motivación. La población participante estuvo conformada por estudiantes de octavo año, entre los 13 y 15 años de edad. Asimismo se emplearon dos grupos: uno de estudio y otro control. Se concluye que el desarrollo de la motivación mejoró en el grupo experimental con la intervención de las estrategias procedentes del AC desde el acercamiento cualitativo. No obstante, los métodos cuantitativos de recolección de datos no aportaron evidencia estadísticamente significativa a favor del grupo de estudio ya que el instrumento no fue sensible al paso del tiempo. Por tanto, esta escala no se recomienda para estudios de diseño longitudinal experimental.

Why self-translate? – An autobiographical author-translator’s perspective

ABSTRACTMotivation has been studied in self-translation research rather extensively. Recent studies have indicated that many of those who choose to self-translate often describe their practice of self-translation as ‘painful’. If so, why do they keep self-translating? What are the purposes of self-translation? Some may choose to self-translate due to socioeconomic conditions such as exile or immigration, while others may be motivated to self-translate out of their own free will and for their artistic expressions. Self-translation is thus motivated by unique needs and drives and influenced by a number of factors such as distance. In this paper, focusing on different aspects of motivation, I ask the question ‘Why self-translate?’ rather personally as I, too, chose to self-translate – I translated my autobiography from Japanese (my first language) to English (my second language). In pursuit of answers to the question, I examine my own self-translation experience, while reviewing other self-translators’ experience and testimonials.

Gender differences in musical motivation at different levels of expertise

Recently, models have been developed that recognise the complexity of motivation. These set out the interactions that occur between environmental (cultural, institutional, familial, educational) and internal factors (cognition and affect) enhancing or reducing motivation. Despite this we know very little about gender differences in motivation in relation to playing an instrument. The current study aimed to address this issue, exploring gender differences in motivation and whether these changed as expertise developed. A total of 3325 children ranging in level of expertise from beginner through to Grade 8 level in independent instrumental music examinations completed a questionnaire that included a seven-point Likert scale with statements exploring different aspects of motivation. A principal components analysis was undertaken and six factors emerged: support and social affirmation; social life and enjoyment of musical activities; enjoyment of performing; self-beliefs; enjoyment of lessons, playing and practise; and disliking practise. The only statistically significant gender difference was in relation to self-beliefs with the boys consistently scoring higher. Further research is needed to establish why this is the case. The findings have major implications for education.

Chemogenetic activation of ventral tegmental area GABA neurons, but not mesoaccumbal GABA terminals, disrupts responding to reward-predictive cues.

Cues predicting rewards can gain motivational properties and initiate reward-seeking behaviors. Dopamine projections from the ventral tegmental area (VTA) to the nucleus accumbens (NAc) are critical in regulating cue-motivated responding. Although, approximately one third of mesoaccumbal projection neurons are GABAergic, it is unclear how this population influences motivational processes and cue processing. This is largely due to our inability to pharmacologically probe circuit level contributions of VTA-GABA, which arises from diverse sources, including multiple GABA afferents, interneurons, and projection neurons. Here we used a combinatorial viral vector approach to restrict activating Designer Receptors Exclusively Activated by Designer Drugs (DREADDs) to GABA neurons in the VTA of wild-type rats trained to respond during a distinct audiovisual cue for sucrose. We measured different aspects of motivation for the cue or primary reinforcer, while chemogenetically activating either the VTA-GABA neurons or their projections to the NAc. Activation of VTA-GABA neurons decreased cue-induced responding and accuracy, while increasing latencies to respond to the cue and obtain the reward. Perseverative and spontaneous responses decreased, yet the rats persisted in entering the reward cup when the cue and reward were absent. However, activation of the VTA-GABA terminals in the accumbens had no effect on any of these behaviors. Together, we demonstrate that VTA-GABA neuron activity preferentially attenuates the ability of cues to trigger reward-seeking, while some aspects of the motivation for the reward itself are preserved. Additionally, the dense VTA-GABA projections to the NAc do not influence the motivational salience of the cue.

Mastery Motivation in Children with Cerebral Palsy (CP) Based on Parental Report: Validity and Reliability of Dimensions of Mastery Questionnaire in Persian.

Introduction:The present study aimed to investigate validity and reliability of Persian Dimensions of Mastery Questionnaire (DMQ18) in children with cerebral palsy.Material and Methods:The original version was carried out through back translation into Persian, and then the construct validity was assessed by confirmatory factor analysis; and reliability was evaluated through Cronbach’s alpha (n=230). Intra-class correlation coefficient (ICC) was used for test retest reliability (n=32).Results:230 parents (155 (67.4%) mothers and 75 (32.6%) fathers) of children and adolescents with CP with an average age of 126.99±24.59 months participated in the present research. Non-questions excluded from the confirmatory factor analysis, and thus all questions remained. Internal consistency reliability and total score were acceptable in all domains (higher than 0.70) except for negative reactions, sadness/shame (Cronbach’s alpha of 0.414). Intra-class correlation coefficient of all domains and total score were significant (p<0.001).Conclusion:DMQ18 (parental report) was valid and reliable for children with cerebral palsy. It also provided valuable information about different aspects of motivation in CP children according to their parents’ opinion, and thus it can be used in clinical interventions.

Does excellence matter? The influence of potential for excellence on students’ motivation for specific collaborative tasks

ABSTRACTIt is often assumed that students with a higher potential for excellence are less motivated to collaborate. So far, the question remains whether this is actually the case. This survey study investigated the influence of business students’ (N = 389) potential for excellence on their motivation to collaborate on a business-related task. Different aspects of potential for excellence were taken into account, including intelligence, creativity, first-year grade point average (GPA), and personality. A structural equation modeling analysis was applied. The findings demonstrated that only GPA had a negative influence on students’ collaborative values, indicating that the assumption that students with a higher potential for excellence are less motivated to collaborate receives limited support. In addition, the findings showed that different aspects of potential for excellence were related to different aspects of motivation to collaborate. This indicates that the relationship between potential for excellence and motivation is more complex than often considered.

Adenosine A2A receptor deletion affects social behaviors and anxiety in mice: Involvement of anterior cingulate cortex and amygdala

Blockade of adenosine A2A receptors can potentiate motivation to work for natural reinforcers such as food. Conspecific interaction is a potent natural reinforcer in social animals that can be manifested as preference for social exploration versus other sources of novel stimulation. Deficiencies in this type of motivated behavior (social withdrawal) have been seen in several pathologies such as autism and depression. However, the role of A2A receptors in motivation for social interaction has not been widely explored. Social interaction paradigms evaluate the natural preference of animals for exploring other conspecifics, and the ability to differentiate between familiar versus novel ones. Anxiety is one of the factors that can induce avoidance of social interaction. In the present study, adenosine A2A knockout (A2AKO) and wild-type (WT) mice were assessed for social and anxiety-related behaviors. c-Fos immunoreactivity was evaluated as a measure of neuronal activation in brain areas involved in different aspects of motivation and emotional processes. Although A2AKO mice showed an anxious profile, they displayed higher levels of sociability and were less sensitive to social novelty. WT mice displayed a typical pattern of social recognition 24h later, but not A2AKO mice, which explored equally both conspecifics. There were no differences between strains in aggressiveness, perseverance or social odor preferences. c-Fos immunoreactivity in A2AKO mice was higher in anterior cingulate and amygdala compared to WT mice. Thus, A2A receptors appear to be potential targets for the improvement of pathologies related to social function.

A framework for designing socially assistive robot interactions

Robots are increasingly tested in different socially assistive scenarios. Future applications range from dieting, coaching, tutoring to autism therapy. In such applications the success of the system is commonly evaluated by the ability to encourage the user to keep up with a task. Hence, one important requirement for supportive systems is to have an interactional motivational model that formalizes the way how users can be assisted. In this paper we describe our framework for coordinating motivational interaction scenarios with socially assistive robots (SAR) in the context of sport assistance. We exemplify three different sport scenarios where we have used the same motivational interaction model. Furthermore, we show how this model can be used to systematically test the different aspects of motivation in the context of SAR in sport domains. Therefore, we have conducted an experiment to evaluate the importance of acknowledgement from SAR for human interaction partners. The results show that users exercise longer if acknowledgment is included into the motivational model.

Understanding motivational structures that differentially predict engagement and achievement in middle school science

ABSTRACTMiddle school has been documented as the period in which a drop in students’ science interest and achievement occurs. This trend indicates a lack of motivation for learning science; however, little is known about how different aspects of motivation interact with student engagement and science learning outcomes. This study examines the relationships among motivational factors, engagement, and achievement in middle school science (grades 6–8). Data were obtained from middle school students in the United States (N = 2094). The theoretical relationships among motivational constructs, including self-efficacy, and three types of goal orientations (mastery, performance approach, and performance avoid) were tested. The results showed that motivation is best modeled as distinct intrinsic and extrinsic factors; lending evidence that external, performance based goal orientations factor separately from self-efficacy and an internal, mastery based goal orientation. Second, a model was tested to examine how engagement mediated the relationships between intrinsic and extrinsic motivational factors and science achievement. Engagement mediated the relationship between intrinsic motivation and science achievement, whereas extrinsic motivation had no relationship with engagement and science achievement. Implications for how classroom practice and educational policy emphasize different student motivations, and in turn, can support or hinder students’ science learning are discussed.

Implicit theories of intelligence and motivation for learning mathematics in high school students

The paper focuses on the role of implicit views on the nature of intellectual abilities in high school students' motivation for learning mathematics. The research aimed to establish the effects of two opposed concepts of the nature of intelligence on different aspects of motivation for learning mathematics, as well as to study the latent area of the Motivation Scale for learning mathematics. The sample comprised 514 high school students, 45.4% of them male. The instruments used in the research were the Implicit Theories of Intelligence Scale and the Mathematics Motivation Scale: enjoyment, interest, lack of motivation and usefulness. The results of four multiple regression analyses point to the conclusion that the 'entity' view of the nature of intelligence contributes positively only to the lack of motivation factor, while incremental theories of intelligence have a positive effect on other aspects of high school students' motivation for learning mathematics. In view of the fact that knowledge of the structure of motivation and the factors affecting it is of great importance for educational outcomes, it would seem that the role of motivational programs in the context of mathematical achievement is particularly important for students who consider intelligence an unvarying entity.

Motivation in Reading Among Learners of English as a Second Language

The prominent significance of motivation on all skills of language learning is brilliant to all. Despite considerable researches have been done on motivation, there is no sufficient study on the effects of motivation on reading. So far, this study attempts to demonstrate influences of different types of motivation on reading of second language learners. Using a qualitative case study approach, this study examines different aspects of motivation affects on 20 Malaysian girls studying in Master Degree in University of Malaya. The candidates took part in an interview and all questions were explained to them and then they filled up a reconstructed Wigfield questionnaire. The challenge of identifying different types of motivation led to finding out that efficacy and competition in reading plays significant role in reading activities. In sum, the data is presenting the crucial issue that extrinsic and intrinsic motivation empowers each other.

Motivation and academic achievement in medical students

Background:Despite their ascribed intellectual ability and achieved academic pursuits, medical students’ academic achievement is influenced by motivation. This study is an endeavor to examine the role of motivation in the academic achievement of medical students.Materials and Methods:In this cross-sectional correlational study, out of the total 422 medical students, from 4th to final year during the academic year 2007–2008, at School of Medicine, Isfahan University of Medical Sciences, 344 participated in completion of the Inventory of School Motivation (ISM), comprising 43 items and measuring eight aspects of motivation. The gold standard for academic achievement was their average academic marks at pre-clinical and clinical levels. Data were computer analyzed by running a couple of descriptive and analytical tests including Pearson Correlation and Student's t-student.Results:Higher motivation scores in areas of competition, effort, social concern, and task were accompanied by higher average marks at pre-clinical as well as clinical levels. However, the latter ones showed greater motivation for social power as compared to the former group. Task and competition motivation for boys was higher than for girls.Conclusion:In view of our observations, students’ academic achievement requires coordination and interaction between different aspects of motivation.

A comparison of autonomous regulation and negative self-evaluative emotions as predictors of smoking behavior change among college students

This study compared autonomous self-regulation and negative self-evaluative emotions as predictors of smoking behavior change in college student smokers (N = 303) in a smoking cessation intervention study. Although the two constructs were moderately correlated, latent growth curve modeling revealed that only autonomous regulation, but not negative self-evaluative emotions, was negatively related to the number of days smoked. Results suggest that the two variables tap different aspects of motivation to change smoking behaviors, and that autonomous regulation predicts smoking behavior change better than negative self-evaluative emotions.

The role of desire, duty and intention in predicting attempts to quit smoking

Motivation to quit smoking predicts quit attempts, although little is known about the role played by its different aspects. This study assessed the predictive value of desire, duty and intention to quit, three different aspects of motivation. A longitudinal study was conducted involving a nationally representative sample of smokers assessed at baseline and 3 and 6 months later. Baseline assessment took place by face-to-face computer-assisted interviews; follow-up assessments by postal questionnaires. England. From April 2008 to June 2009, a total of 5593 adult smokers were recruited; 1263 were followed-up at 3 months and 1096 at 6 months. Three dichotomous measures of motivation to quit (wanting to quit, believing one ought to quit, intention to quit soon) were taken at baseline. Whether a subsequent quit attempt was made was recorded at 3- and 6-month follow-up. More smokers believed they ought to quit smoking than wanted to or intended to soon (39.0, 29.3 and 23.5%, respectively). Desire and intention were independent predictors of quit attempts at both follow-ups, whereas combining them did not add predictive value and duty was not a predictor. While the predictive value of desire or intention alone disappeared when accompanied by duty, their combination was robust against its negative effect. Desire and intention independently positively predict quit attempts, while duty appears to mitigate their effect. It would be worth monitoring all three aspects of motivation when evaluating the impact of smoking cessation interventions on motivation to quit.

The relationship between academic motivation and academic achievement students

Background: the purpose of this study was to explore the correlation between academic motivation and academic achievement among Tehran University students. MethodIn this cross-sectional correlation study, 252 Tehran University students were required to fill the academic motivation questionnaire. This 43-item questionnaire measured 8 aspects of motivation. Criterion for academic achievement was a mark which students themselves reported. Data were analyzed through using SPSS16 by means of Pearson Correlation coefficient. Results: Data analysis indicated positive and significant correlation between Academic Motivation and Academic Achievement. Furthermore subscales of task, effort, competition, social concern within eight subscales had a significant relationship with academic achievement. Conclusion: Regarding the results, students’ academic achievement requires coordination and interaction between different aspects of motivation.