Different Levels Of Motivation Research Articles

Ценностные ориентации современных подростков с разным уровнем мотивации достижения успеха

Ценностные ориентации современных подростков с разным уровнем мотивации достижения успеха

Designing for engagement with self-monitoring: A user-centered approach with low-income, Latino adults with Type 2 Diabetes

Background and significanceData-driven interventions for health can help to personalize self-management of Type 2 Diabetes (T2D), but lack of sustained engagement with self-monitoring among disadvantaged populations may widen existing health disparities. Prior work developing approaches to increase motivation and engagement with self-monitoring holds promise, but little is known about applicability of these approaches to underserved populations. ObjectiveTo explore how low-income, Latino adults with T2D respond to different design concepts for data-driven solutions in health that require self-monitoring, and what features resonate with them the most. Material and methodsWe developed a set of mockups that incorporated different design features for promoting engagement with self-monitoring in T2D. We conducted focus groups to examine individuals’ perceptions and attitudes towards mockups. Multiple interdisciplinary researchers analyzed data using directed content analysis. ResultsWe conducted 14 focus groups with 25 English- and Spanish-speaking adults with T2D. All participants reacted positively to external incentives. Social connectedness and healthcare expert feedback were also well liked because they enhanced current social practices and presented opportunities for learning. However, attitudes were more mixed towards goal setting, and very few participants responded positively to self-discovery and personalized decision support features. Instead, participants wished for personalized recommendations for meals and other health behaviors based on their personal health data. ConclusionThis study suggests connections between individuals’ degree of internal motivation and motivation for self-monitoring in health and their attitude towards designs of self-monitoring apps. We relate our findings to the self-determination continuum in self-determination theory (SDT) and propose it as a blueprint for aligning incentives for self-monitoring to different levels of motivation.

Strategic Management and Retention of Talent: Challenges in the Portuguese Army

Organizations are made up of people, their most important asset. The Armed Forces are no exception in this context, quite the opposite. Despite all the developments in military equipment, especially in the last century, the human component continues to be a determining factor in the overwhelming majority of the weapons systems. The investments that have been made to the military, in terms of academic, technical and operational training, have contributed to increasing their skills and abilities in a professional career that, today, is facing even more asymmetrical challenges. Different levels of motivation, different career aspirations linked to organizational constraints and different economic contexts, have led to an increasingly difficult strategic management of human resources in the military areas, such as the Portuguese Army. This article addresses the urgency of retaining talent in the Portuguese Army, at a time when this branch of the Portuguese Armed Forces is confronted with new assignments, missions and challenges.

Sudanese EFL Students' Preferred Learning Styles and Evaluation Techniques

The effectiveness of learning in any language is usually determined by the type of learning styles adopted by the language learner himself. This study traces the heterogeneous learning style used by EFL undergraduate students in the department of English language, Faculty of Education, University of Khartoum in Sudan. The study took place during the academic year 2016 / 2017. Undergraduate students have miscellaneous strategies they recommend to use promptly inside the classroom. To function productively in classrooms, teachers should think about their students' favored learning styles because at this university level students have different backgrounds, strengths, weaknesses, concerns, desires, and even they have different levels of motivation and styles to studying. Thus, teachers should be more acquainted with the divergent methods to their students' better learning. A questionnaire was given out to (205) male and female students which covered twenty-five indispensable items in learning styles. Students responses were analyzed statistically to measure the efficiency of these learning styles used by the students in the department of English language and work out whether the distribution of learning styles was distinct over the four years of the program. Results revealed that there existed notable mismatch and correspondences in learned style choices. This indicated that students have affirmative perspective towards learning styles. Thus, teachers should regard their students' preferred learning styles and try to use different teaching styles inside the classroom to avoid monotonous classes that are not harmonized with their students' learning styles. Suggestions are stated for required future research in finding out how language learning styles can reinforce students in becoming more competent foreign language learners. Keywords : Learning styles, Evaluation techniques, Sudanese EFL students DOI : 10.7176/JEP/10-3-15

Relationship of psychophysiological characteristics with different levels of motivation in judo athletes of high qualification

Aim : to study the connection of psychophysiological characteristics with different levels of motivation in judo athletes of high qualification. Material: highly qualified athletes were examined, members of the National Judo Team (men). All athletes (n = 25) were divided into three groups, depending on the level of motivation to achieve success. Results: it is established that the high level of motivation for achieving success in judo is provided by activation of neurodynamic, cognitive functions and the level of light resistance. Athletes with a high level of motivation to achieve success is observed the predominance of the values of neurodynamic functions: endurance of the nervous system; speed of visual reactions. Athletes with an average level of motivation to achieve success identified higher values: productivity, speed, accuracy, effectiveness of verbal information. Athletes with a predominance of avoidance of failure motivation have a preference for other groups in the speed, efficiency and stability of the processes of thinking and processing information. Conclusions: judo athletes with a predominance of motivation to avoid a failure form coping strategy to prevent psycho-emotional stress. This helps to minimize the exhaustion of vegetative resources in conditions of extreme sports activity. Judo athletes with high level of motivation to achieve success, the presence of mental state of relative comfort is associated with the search for support among others and orientation toward internal beliefs.

Improving Students’ Motivation in Learning ICT Course With the Use of A Mobile Augmented Reality Learning Environment

Studies have shown that many Malaysian non-technical students have low motivation in learning ICT course due to a number of reasons, such as a lack of learning practice and effective learning applications. In view of such a problem, the researchers carried out a quasi-experimental study to examine the impact of a novel mobile augmented reality learning application (MARLA) on students’ motivation in learning a topic of a university ICT course. The research was based on the pretest-posttest control group design, and the study sample consisted of 120 non-technical undergraduates majoring in social science, with a mean age of 19.5 years. They were divided into an experimental group and a control group. The dependent variable was students’ motivation in learning, and the independent variables were learning method and gender. The experimental group used MARLA on their mobile devices to learn one of the topics of the ICT Competency course, namely Computer System; whereas the control group used a similar application on their desktop computers. The Intrinsic Motivation Inventory (IMI) was the research instrument used to measure students’ motivation before and after learning sessions, which spanned 6 hours. Utilizing the SPSS (version 21), an analysis of covariance was performed, showing there was a main effect attributed to gender only, with male and female students attaining mean scores of 4.24 and 3.90 respectively for the motivation construct. This finding showed male students were more motivated than their opposite counterparts. In contrast, no such main effect attributed to learning method was observed, as evidenced from the mean scores of 4.08 and 4.07 of the experimental group and control group respectively for the measured construct, suggesting both methods were both equally effective. Additionally, there was an interaction effect between gender and learning method, with male students attaining different levels of motivation based on learning method. Arguably, such a mobile learning tool can be used to help non-technical undergraduates learn with greater motivation, but its success will rely on proper planning and implementation by considering students’ demographic background.

Cardiotocography interpretation skills and the association with size of maternity unit, years of obstetric work experience and healthcare professional background: a national cross-sectional study.

We aimed to examine whether cardiotocography (CTG) knowledge, interpretation skills and decision-making measured by a written assessment were associated with size of maternity unit, years of obstetric work experience and healthcare professional background. A national cross-sectional study in the setting of a CTG teaching intervention involving all 24 maternity units in Denmark. Participants were midwives (n = 1260) and specialists (n = 269) and residents (n = 142) in obstetrics and gynecology who attended a 1-day CTG course and answered a 30-item multiple-choice question test. Associations between mean test score and work conditions were analyzed using multivariable robust regression, in which the three variables were mutually adjusted. Participants from units with > 3000 deliveries/year scored higher on the test than participants from units with < 1000 deliveries/year (3000-3999 deliveries/year: mean difference 0.8, p < 0.0001; > 4000 deliveries/year: mean difference 0.5, p = 0.006). Participants with < 15 years of work experience scored higher than participants with > 15 years of experience (15-20 years of experience: mean difference - 0.6, p = 0.007; > 20 years experience: mean difference - 0.9, p < 0.0001). No differences were detected concerning professional background. CTG knowledge, interpretation skills and decision-making measured by a written assessment were positively associated with working in large maternity units and having < 15 years of obstetric work experience. This might indicate a challenge in maintaining CTG skills in small units and among experienced staff but could also reflect different levels of motivation, test familiarity and learning culture. Whether the findings are transferable to the clinical setting was not examined.

Motivation and Autonomy in Learning English as Foreign Language: A Case Study of Ecuadorian College Students

This quantitative research aims to examine how different levels of motivation relate to frequency of occurrence of autonomous language learning activities undertaken by undergraduate students. Eight hundred and sixty-two college students from 10 vocational training programs of a public university located in Ecuador, South America, participated in this study. Spratt’s questionnaire that regards ‘autonomy and motivation’ as a cyclical interaction in the language learning process, was updated by the researchers, adding digital education elements. The data were analyzed using the program SPSS v24.0.0 The results showed that there was a significant relationship between: the language learning stimulation generated by professors and the participants’ learning attitudes. In addition, it was determined that the most frequent language practices in which the participants showed greatest autonomy were: listening to songs in English language, worrying about the correct pronunciation, and noting down interesting words or expressions in English.

Leadership – Training of Military Specialists in Particular Disciplines Focused on Mathematical Modelling

The primary mission of the Faculty of Military Leadership consists in providing university education for military professionals to become qualified experts, educated in military science and specially trained for the military service, able to fulfil a socially important role in carrying out security and state defence. In accordance with legislation in the students are also prepared for a “second career” after finishing their active service in the Army. This is not an easy goal. A quality commander should be thoroughly trained, able to make right decisions, know tactical and strategic levels of leadership, accomplish correct judgement, vision and planning, implementation and progress…, just a few terms frequently quoted and referred to this problem. Managers must often deal with factors that are beyond their control. Labour force has changed and grown during the past few decades; therefore, personnel managers must develop alternative attitudes in order to face current demands. Personnel directors must be cognizant of the many individual differences that are among employees: there are varying education levels, physical abilities, psychological and behavioural attributes, different levels of motivation, personality characteristics, etc. The paper deals with the situation of military professionals´ education at University of Defence in Brno, Czech Republic. Keywords: Crisis situation; Mathematical modelling; Training of military specialist

Gamified learning: A role-playing approach to increase student in-class motivation

A modern and successful tackle on education is represented by new teaching techniques which imply online courses, collaborative assignments, dynamic grading systems, real-time feedback and motivational inserts into the process of learning. Elearning together with massive open online courses (MOOCs) have seen a recent rise in popularity and integrate many of the aspects that enable distant students to take part in higher levels of education. While the perspective of migrating towards a pure online environment is in line with the trend of the younger generations, most professional and intellectual skills can only be effectively learned through physical attendance and practical guided work. Yet, the main concern highlighted in this paper is the weak point of most classic educational systems: the constant decreasing motivation it gives students - individuals who have grown and are embedded in many virtual realities form where they draw the needed intrinsic motivation and energy. To overcome this limitation, we introduce an educational platform named Gamified, which simplifies the educational and grading systems in modern schools and universities. It relies on the fundamental aspects of the theory of Gamification, namely bringing motivational elements from (video) games into non-game contexts. It does this through the abandonment of grades (seen by us as negative feedback, a demotivator), and integration of heroes, accumulated experience, levels, level-ups, achievements, quests, guilds, and other representative elements taken from role-playing games (positive feedback at different levels of motivation). Not only do these elements sound familiar to a vast majority of todays students, but they also trigger interest in the new approach to learning. We validate this technique over a period of 3 years on different generations of college students, compare the results with control groups, a present what we believe is remarkable feedback - both in terms of grades and participation, as well as in student attitude towards learning.

Using Data Mining on Students’ Learning Features: A Clustering Approach for Student Classification

Students have different levels of motivation, approaches to learning, and intellectual levels. The better that instructors understand these differences, the better the chances they have of improving their quality of teaching. To explore differences thoroughly, we focuses on three crucial factors in student learning features – i.e., personality, learning style and multiple intelligences – and propose an approach effective in classifying students for the purpose of instructing instructors while optimizing their teaching process. We collected data on learning features from a class of 58 college students and analyzed these data by using principal component analysis (PCA) and then classified them using Ward clustering. Results of experiments indicate that our proposal effectively classifies students based on their learning features and that classification results facilitate instructors in creating personalized teaching strategies.

Collaborative learning in architectural education: Benefits of combining conventional studio, virtual design studio and live projects

AbstractCombinations of Conventional Studio and Virtual Design Studio (VDS) have created valuable learning environments that take advantage of different instruments of communication and interaction. However, past experiences have reported limitations in regards to student engagement and motivation, especially when the studio projects encourage abstraction or are detached from context or reality. This study proposes a hybrid approach that overcomes these limitations by blending conventional studio, VDS and live projects. This blend aims to foster opportunities from within a real design situation, while promoting different levels of motivation and engagement. Two case studies comprising academic projects between the University of Los Andes, Colombia and the University of Nottingham, UK were used to validate the approach. In these, students interacted with peers, teachers, people from industry and the community to build 1:1 scale projects, with budgets and timeframe constraints. The study proved that students could successfully work collaboratively and build confidence in their own abilities when placed in a real setting, which enabled interactions face‐to‐face and at a distance to solve a challenge and achieve a common goal. The article reports on lessons learnt from these collaborative learning experiences, which reflect on contemporary cross‐cultural design practiced today.

Attitudes, Motivations and Beliefs about L2 Reading in the Filipino Secondary School Classroom: A Mixed-methods Study

This study is a two-part investigation. The first part focuses on ESL learners' attitudes and motivations for reading in the target language. The second part deals with ESL teachers' beliefs about motivating L2 learners to read. The study involved 100 ESL learners ( N =100) and 30 teachers ( N =30) from rural schools in Mindanao, the Philippines. All the participants were recruited through convenience sampling. In other words, participants were selected based on their convenient accessibility and proximity. The current study is a mixed-methods project. Both quantitative and qualitative methods were employed to collect different types of data. The instruments used were: a L2 reading attitude survey, a questionnaire dealing with motivations for L2 reading, a survey on beliefs about motivating L2 learners to read in English, a semi-structured interview and a L2-reading-lesson observation. The quantitative data were statistically analysed. Whenever appropriate, the data were presented in tables and on graphs. The qualitative data were analysed through thematic coding and used to support the quantitative data. The findings show that students have both positive and negative attitudes towards various aspects of L2 reading. They also have different levels of motivation for reading in English, with female participants having higher scores than male participants. The teachers, on the other hand, hold diverse beliefs about motivating learners to read in English. No significant correlation was found between teacher beliefs and students' motivations for reading in English. After the findings have been described, implications for teacher education and instructional practice are offered.

Evaluation of an alcohol screening and brief advice training programme for NHS general dental practitioners.

Primary care dentists are in a unique position to screen for alcohol misuse and provide brief advice to patients; however, lack of knowledge and confidence are some of the barriers cited for their reluctance to do so. This study describes the evaluation of a novel brief alcohol advice training programme specifically designed and tailored to the needs of NHS general dental practitioners. The training programme was developed as part of a feasibility trial and included a mixture of theoretical and practical elements. During 8 h of highly interactive sessions, participants took part in role-plays, including scenarios of patients of varying age groups, oral health status, dental attendance and different levels of motivation. Training manuals and other resources were also given. Knowledge, attitudes and confidence scores were assessed before and after the sessions. Wilcoxon matched-pairs signed-ranks and McNemar's tests were used to compare participants' performance before and after the completion of the programme. Significant positive changes were observed in all training objectives. There was an overall improvement of 23% in levels of knowledge, a 40% increase in positive attitudes towards alcohol screening and intervention and 80% increase in confidence scores. Fidelity assessments of the implementation of the intervention in the trial showed that dentists who completed the training successfully went on to screen for alcohol misuse and provide brief advice to patients. NHS dentists can be successfully trained with the relevant knowledge, attitudes and confidence needed to deliver alcohol screening and brief advice to patients.

English Language Learning in the Malaysian School Setting: Where Can We Find 10,000 Hours? A Theoretical Perspective

In these days of standardized assessments in education that seek to measure the rate of learning in all subject matters, the question is seldom asked, “Just how long does it take to become proficient?” No matter the subject, we all agree that some amount of practice is necessary for basic proficiency and that more will be needed to really master a skill or subject area. But how much is difficult to say because different individuals come to the task with different levels of motivation and opportunity to learn. In the case of learning a second or foreign language different theories predict that a two to five year “structured exposure” is needed for either a basic communication or an academic level of proficiency (Cummins, 1980) respectively. This paper proposes that the range can be described in terms of hours. Based on the concept from Outlier s by Gladwell (2008), this paper proposes that 10,000 hours is the target “time-on-task” required for academic proficiency in second language learning. The implications for school language study is readily apparent. If we want academically proficient second language speakers, those individuals will need to have access to the target language in numbers vastly greater than school can provide in its standard curriculum. Keywords: Second language learning, curriculum development, foreign language learning, time-on-task, international education, exchange programs, English as a foreign language 1. Introduction

Selecting team players: Considering the impact of contextual performance and workplace deviance on selection decisions in the National Football League.

Contextual performance and workplace deviance likely influence team functioning and effectiveness and should therefore be considered when evaluating job candidates for team-based roles. However, obtaining this information is difficult given a lack of reliable sources and the desire of job applicants to present themselves in a favorable light. Thus, it is unknown whether those selecting employees for teams incorporate prior contextual performance and workplace deviance into their evaluations, or whether doing so improves the quality of selection decisions. To address these issues, we examined the impact of prior task performance, contextual performance, and workplace deviance on National Football League (NFL) decision maker (organizational insider) and external expert (organizational outsider) evaluations of college football players in the NFL draft, using a content analysis methodology to generate measures of contextual performance and workplace deviance. Our findings indicate that insiders value contextual performance more than outsiders, which is likely because of differing interests and goals that lead to different levels of motivation and/or ability to acquire information about prior contextual performance. We also propose that prior task performance, contextual performance, and workplace deviance will predict player performance in the NFL. Our results support this prediction for task and contextual performance. In addition, we investigated the quality of insider and outsider judgments using Brunswik's (1952) lens model. Implications of our findings for the team selection, contextual performance, and workplace deviance literatures are discussed.

Can MOOCs be interesting to students? An experimental investigation from regulatory focus perspective

This study examines how we can better encourage students to learn from a Massive Open Online Course (MOOC), which is one of the most significant supplementary ways of learning (in-class learning being primary). Drawing on the regulatory focus theory, I propose that, to students with a different regulatory-focus (promotion-focus or prevention-focus), different types of advocates (promotion-oriented or prevention-oriented advocates) yield different levels of motivation in students engaged in MOOC learning. The experimental results suggest that proper matching—such that promotion-oriented advocates match with promotion-focused students, and prevention-oriented advocates match with prevention-focused students—significantly increases students' motivation to learn from an MOOC and their evaluation of the MOOC as helpful, but they typically do not yield positive evaluations from students regarding the enjoyment of MOOC learning. Both theoretical and practical implications are discussed.

The influence of planning, support and self-concordance on goal progress and job satisfaction

Purpose– The purpose of this paper is to test the combined influence of working towards self-concordant goals with goal planning and supervisory support on goal progress and job satisfaction.Design/methodology/approach– The data were collected among prison guards. The analysis takes into account a multilevel perspective on goals by differentiating between within- and between-person variance.Findings– The results showed that there was no direct effect of self-concordance on goal progress. Goal progress depended on combining self-concordant goals with conscious planning and receiving supervisory support. Furthermore, it was found that job satisfaction and goal progress influenced each other over time.Research limitations/implications– The findings confirm that to understand the influence of self-concordant goals within organizations, planning and supervisory support are essential elements for achieving goal progress. This research is the first to confirm the interrelatedness of goal progress and job-satisfaction over time.Originality/value– The multilevel intra and interpersonal approach provides a more thorough insight into the processes involved with goal striving. It emphasizes the importance of differentiation between the different levels of motivation in Deci and Ryan’s self-determination theory, especially when applied within the work context.

Students’ Motivation toward English Language Learning at Undergraduate Level

The main purpose of this descriptive research is to explore the fact that why students are less motivated towards English language learning at undergraduate level. It also throws light upon the very facts of motivation with regard to the factors like student-teacher relationship, class room environment, self esteem or self respect, and willingness to communicate. Motivation plays a major part in learning a second language. It creates very powerful communicative factors by planting in them the seeds of self confidence. It is the responsibility of a teacher to create a comfortable environment in the class. The teacher should make the environment student-centered because if a student feels valued in the class, he or she would be more interested in learning a second language. The population of this research consisted of 199 students at undergraduate level from University of Sargodha (UOS) Women Campus Faisalabad, Pakistan. For this purpose the researchers formed a questionnaire on the four point Likert’s scale on the different levels of motivation and gave the students maximum time to solve the questionnaire. The results and findings of the research show that motivation has a great role in learning with regard to the above mentioned factors. Keywords: Motivation, ELT, ESL, Pakistan, learner, undergraduate

Student Motivation and Learning Strategies of Students from USA, China and Bangladesh

To better understand the motivation and strategies used by students around the world, a comparative study among three different countries was performed.The current study used the Motivated Strategies for Learning Questionnaire (MSLQ) questionnaire to collect responses from students in public and private universities of Bangladesh.The results were also used to compare the differences between public and private universities of Bangladesh, as there is a national debate on the quality of these two types of universities in Bangladesh.The number of students that participated in this study was 164 with 143 from private universities and 21 from public universities. The number of lower responses from public universities may be an indicator of their lack of motivation to participate in this study. MSLQ questionnaires have been used and adapted by universities across the world as a valid instrument to measure the level of motivation and the learning process.The survey consists of 18 questions to evaluate motivation and learning strategies. The results of the responses from Bangladesh were compared with a previous study between students of USA and China [9] .There was no significant difference between public and private universities in Bangladesh in most of the categories.However, some differences were observed among these three countries indicating that students from different geographical regions may have different levels of motivation and learn differently. DOI: http://dx.doi.org/10.11591/ijere.v3i4.6288 Normal 0 false false false MS ZH-CN X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:Table Normal; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin:0in; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:Times New Roman,serif;} table.MsoTableGrid {mso-style-name:Table Grid; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-unhide:no; border:solid windowtext 1.0pt; mso-border-alt:solid windowtext .5pt; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-border-insideh:.5pt solid windowtext; mso-border-insidev:.5pt solid windowtext; mso-para-margin:0in; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:Times New Roman,serif;}