Motivational Dynamics Research Articles

Analyzing the role of Facebook-based e-portfolio on motivation and performance in English as a second language learning

This study investigates the role of Facebook posts as online triggers for English as a Second Language (ESL) learner’ motivation and performance. The study explores the motivational dynamics of how Facebook language influences learning in the community by exploring the interconnectedness of emotional linguistic strategies. A mixed-methods approach was adopted to collect Facebook posts and open coding and thematic coding techniques were employed to analyze the data. The participants were administered pre- and post-tests to collect their performance outcomes for t-tests. The findings reveal that Facebook posts about learning English as a second language (L2) provide primary motivation for learners and promote their performance. These posts are triggers for their L2 understanding and enhance their language learning motivation and performance. Their affirmation and agreement, sharing of personal experiences and testimonials, reflection, seeking advice and guidance work as projectors in the motivational strategies of ESL learners. Furthermore, motivation is facilitated by the use of attractive Facebook posts. Additionally, practical implications highlight the importance of creating supportive and engaging language learning environments. Further research is recommended to explore motivational dynamics in different digital contexts and platforms.

Self‐determination theory and its implications for team motivation

AbstractDespite decades of research on teams, there are still gaps in our understanding of motivational dynamics within teams and the emergence of team‐level motivation. We advance a new team motivation model that invokes self‐determination theory (SDT), multilevel theory, emergence processes, and identity construction. Using the conceptualization of motivation offered by SDT, we define team motivation as a collective source of energy driving the direction, intensity, and persistence of team activities. By using SDT to develop the process‐based team motivation emergence model, we describe the role of human psychological needs that are involved in the emergence of this collective construct. An interpersonal feedback loop intertwined with a team process feedback loop predict how team members' individual motivations converge and then transform into team‐level motivation through a process of identity construction. Propositions for testing the model are advanced, as well as suggestions for methodological and analytical considerations.

An examination of motivation factors driving investor behaviours towards socially responsible community energy initiatives

Community energy initiatives play a significant role at the grassroots level in the transition to Renewable Energy Communities and a low-carbon economy. However, these initiatives are hampered by multiple barriers at the market, institutional, organisational, and individual level. Funding cuts of state-supported feed-in tariff (FiT) policy in major markets such as Germany, Japan, China and the additional capping of the number of new installations that could be accredited under the FiT scheme in the UK. In light of these market changes and the need to accelerate the development and growth through the creation of new and/or complementary future community energy models consisting of private investors, a detailed understanding of the dynamics of community energy investor characteristics and socio-psychological motivations is increasingly important. First, a review is conducted including the theories that underpin and explain the factors that affect investor behaviour, after which a conceptual framework to examine investor behaviours towards socially responsible community energy initiatives is developed. The framework is used as the basis to construct and administer a survey involving sampling of 295 UK investors in community energy initiatives and the subsequent statistical analysis of the survey data and discussions of the findings. The results first capture the differences among investors with differing regional affect and investment behaviours. The study also provides the needed insight into better understanding the dynamics of investor characteristics and motivations of community energy initiatives. Results also indicate that investors are predominantly ethically-oriented, particularly toward environmental concerns. Additionally, community and social factors also appear to play significant roles in investor participation while financial orientation is least dominant.

Unveiling the Dynamics of Extrinsic Motivations in Shaping Future Experts’ Contributions to Developer Q&A Communities

Developer question and answering communities rely on experts to provide helpful answers. However, these communities face a shortage of experts. To cultivate more experts, the community needs to quantify and analyze the rules of the influence of extrinsic motivations on the ongoing contributions of those developers who can become experts in the future (potential experts). Currently, there is a lack of potential expert-centred research on community incentives. To address this gap, we propose a motivational impact model with self-determination theory-based hypotheses to explore the impact of five extrinsic motivations (badge, status, learning, reputation, and reciprocity) for potential experts. We develop a status-based timeline partitioning method to count information on the sustained contributions of potential experts from Stack Overflow data and propose a multifactor assessment model to examine the motivational impact model to determine the relationship between potential experts’ extrinsic motivations and sustained contributions. Our results show that (i) badge and reciprocity promote the continuous contributions of potential experts while reputation and status reduce their contributions; (ii) status significantly affects the impact of reciprocity on potential experts’ contributions; (iii) the difference in the influence of extrinsic motivations on potential experts and active developers lies in the influence of reputation, learning, and status and its moderating effect. Based on these findings, we recommend that community managers identify potential experts early and optimize reputation and status incentives to incubate more experts.

Motivational Dynamics as Mediation: The Influence of Leadership and Organizational Culture on Employee Performance

This research was conducted to examine things that influence the influence of leadership and organizational culture on employee performance through motivation as an intervening mediation in banking companies. The type of research used in this research is quantitative research with the population and sample in this research being company employees totaling 65 respondents. The results of the research show that leadership and work culture do not have a positive and significant direct influence, while leadership and work culture have a positive and significant direct influence, and motivation has a positive and significant direct influence, as well as the indirect influence of leadership and work culture on performance. through motivation it has a positive influence and motivation is full mediation. Therefore, seeing the importance of motivation as mediation, companies must always pay attention to employees in providing direct and indirect allowance facilities.

Motivational Dynamics in Education: Exploring Current Learning Theories

This article explains the dynamics of motivation in education with an emphasis on contemporary learning theories. Motivation is identified as the main psychological factor that influences the learning process. This article also discusses contemporary educational theories, such as constructivism, connectivism, self-determination theory (SDT), and social cognitive theory. This research uses a literature study methodology to analyze concepts and determine their implications for student motivation in an educational context. Research findings show that SDT theory prioritizes autonomy, social competence, and interpersonal relationships as key components for increasing student motivation. In education, Social Cognitive Theory emphasizes observation and modelling, while Constructivism advocates active learning and the relevance of material to students' daily lives. Especially in the digital era, connectivism emphasizes the importance of information networks and collaboration in education. Integrating key aspects of these theories can provide a foundation for responsive and holistic learning strategies, creating learning environments that are stimulating, relevant, and motivating for students across the educational spectrum.

Motivational drivers of costly information search

Acquiring information that aids decision-making is subject to a trade-off of accuracy versus cost, given that time, effort, or money are required to obtain decision-relevant information. Three studies (N = 2010) investigated the motivational dynamics shaping the priorities that govern this trade-off. Motivational orientations related to both the decision-making process and its outcome were examined. Regulatory focus theory describes two broad orientations to goal pursuit: promotion focus, prioritizing eager achievement, versus prevention focus, prioritizing vigilant security. We hypothesized that when the framing of a decision-making task activates a prevention focus rather than a promotion focus, individuals would be more willing to assume the costs of acquiring additional information before making their decisions. To test this hypothesis, participants made incentivized decisions with the option of acquiring additional information before making a final decision; importantly, obtaining this information incurred financial costs. Results consistently confirmed that prevention-focused decision makers were indeed more willing to assume the costs of acquiring additional information than promotion-focused individuals. The first two studies involved a scenario where participants were indifferent to the specific outcome of the decision process; accuracy was their only concern. In the final study, searchable, accuracy-enhancing information was also related to decision makers' partisan political preferences. Regulatory focus and the preference for partisan-congenial information were observed to be co-occurring but functionally orthogonal drivers of costly information search. Thus, prevention-framed messages can motivate the search for decision-relevant information, even when this search is costly and could lead to disagreeable data.

Antecedents of innovative behavior in public organizations: the role of public service motivation, organizational commitment, and perceived innovative culture.

This study examines the dynamics of public service motivation (PSM), organizational commitment, and perceived innovative culture and their collective influence on innovative behavior in public organizations. It uniquely focuses on intrinsic motivational factors, extends the scope of motivational studies to the public sector, and highlights the crucial role of organizational culture in fostering innovation. A web-based survey was administered to 1,021 public servants in the central government of the Republic of Korea. Structured questionnaires were used to collect data, and structural equation modeling (SEM) was employed to analyze the relationships between the variables. The SEM results confirmed positive correlations between PSM and both organizational commitment and innovative behavior. However, contrary to expectations, organizational commitment did not significantly predict innovative behavior. Additionally, no mediating effect of organizational commitment was observed. Notably, perceived innovative culture was found to moderate the relationship between PSM and organizational commitment, and between organizational commitment and innovative behavior, particularly in environments with a strong innovation focus. These findings underscore the significance of PSM in spurring innovative behavior in the public sector, broadening our understanding of intrinsic motivation. This study also accentuates the influence of organizational culture on these dynamics. In practical terms, this suggests the importance of nurturing individuals with high PSM and fostering an environment that balances perceived innovative culture. While contributing to the fields of organizational psychology and public administration, this study has certain limitations and indicates the need for further research in various contexts.

Leadership and entrepreneurial choices: understanding the motivational dynamics of women entrepreneurs in Mexico

Leadership and entrepreneurial choices: understanding the motivational dynamics of women entrepreneurs in Mexico

Leadership and entrepreneurial choices: understanding the motivational dynamics of women entrepreneurs in Mexico

Leadership and entrepreneurial choices: understanding the motivational dynamics of women entrepreneurs in Mexico

University professors’ conceptions of academic motivation and the impact of their practices on the motivational dynamics of Chemistry students

Resumo: O estudo analisou concepções docentes sobre a motivação e possíveis impactos de suas ações na motivação de licenciandos em Química. Para isso, adotamos a abordagem qualitativa, considerando os contextos e buscando significados em relatos e manifestações docentes. Houve a participação de sete docentes de duas Instituições Federais de nível superior, selecionados considerando-se as diferentes subáreas de atuação na Química e a voluntariedade em participar da pesquisa. Os dados foram coletados no segundo semestre de 2022 mediante entrevista semiestruturada e analisados com o auxílio da Análise Textual Discursiva. Os resultados evidenciaram pouco conhecimento dos entrevistados em relação aos processos motivacionais, havendo maior ênfase nas abordagens tradicionais e preocupação com as dimensões cognitivas e técnicas em detrimento das psicológicas e socioemocionais. Espera-se que esta pesquisa contribua para promover discussões acerca da importância da motivação na formação de professores de Química, despertando interesse e amadurecendo o tema no campo educacional.

A Study on the Impact of Douglas Mcgregor’s Theory X And Theory Y in Oil and Natural Gas Corporation (ONGC)

This study explores the application and implications of Douglas McGregor's Theory X and Theory Y within the context of the Oil and Natural Gas Corporation (ONGC), a prominent entity in India's energy sector. McGregor's theories present contrasting views on employee motivation and management, where Theory X perceives employees as inherently lazy and needing strict supervision, while Theory Y posits that employees are selfmotivated and thrive in an empowering environment. The research aims to assess the prevalence of Theory X and Theory Y characteristics among ONGC employees through a descriptive analysis using secondary data and a primary survey conducted via a Likert scale questionnaire. The study examines demographic factors such as age, gender, designation, income, and experience to understand how these variables influence motivational dynamics within the organization. By analyzing these perspectives, the study seeks to provide insights into employee motivation levels at ONGC and recommend strategies for enhancing organizational performance and employee engagement in the energy sector.

Unraveling Motivation in English Language Learning: Insights from Non-EFL University Students

Motivation plays a pivotal role in the success of second language acquisition, as indicated by numerous studies. While it has long been acknowledged that motivated learners tend to achieve better outcomes, various taxonomies have emerged to differentiate motivation types. The two widely recognized classifications are intrinsic/extrinsic and integrative/instrumental. This cross-sectional research aims to comprehensively discuss and analyze the four types of motivation exhibited by students at one of the private university in Indonesia enrolled in English for International Communication (TOEIC-based) classes. A structured questionnaire based on Gardner's Attitudes/Motivation Test Battery (AMTB) was utilized as the research instrument. The study spanned one year, during which students were exposed to a minimum of two TOEIC-based classes. The research sample, consisting of 446 students, was thoughtfully selected through purposive sampling techniques. This sample was further stratified, with 254 students drawn from the third-fourth semesters and 192 students from the fifth-sixth semesters. The findings, presented in numerical format, revealed that a majority of students demonstrated high levels of motivation across all motivation classifications. This research sheds light on the motivation dynamics of the students, providing valuable insights for educators and language learning practitioners.

Competition and Participation in Combat Sports:A Case Study of Combat Sports Clubs at Loughborough University

This study explores the nature of the relationship between competition and engagement in combat sports, aiming to move beyond existing research that primarily focuses on motivation and competition's general role in sports participation. This paper therefore seeks to examine motivations for participation in combat sports. The influences of participating in competitions in combat sports, and how competition affects sustained sport participation in combat sports in particular. This study adopted a qualitative case study approach involving 10 semi-structured interviews with participants in combat sports clubs. The interviews were recorded and transcribed, and then analyzed thematically. The findings present four main themes:1.Motivation to participate in combat sports 2.Benefits to participants from competitions 3.Challenges to participating in competitions 4.Importance of competition on retention in combat sports. In summary, this study contributes novel insights and evidence pertaining to the motivational dynamics and inherent value associated with participation in combat sports. Moreover, it critically assesses the role that competition plays in sustaining long-term engagement within the realm of combat sports.

Exploring the Dynamics of Athletes' Enjoyment and Self-Determined Motivation, and of the Motivational Climate in Youth Football: A Longitudinal Perspective.

We aimed to explore a short period longitudinal interplay between athletes' enjoyment and their self-determined motivation and motivational climate in youth football. We recruited 109 youth football athletes (79 males, 30 females) through a convenient sampling method. We included individuals within the 12-17-year-old age range, with a mean age of 14.31 (SD = 1.46) years. To examine these proposed associations, we performed hierarchical multiple regression analyses and found that enjoyment at pre-season assessment (T1) and self-determined motivation and a task-involving sport climate at mid-season (T2) were significant predictors of mid-season enjoyment (at T2). However, self-determined motivation and task-involving climate at T1 did not significantly contribute to the model. These findings emphasize the importance of initial enjoyment and an evolved self-determined motivation, and task-involving climate in understanding later enjoyment in sport. Coaches, practitioners, and policymakers should prioritize strategies that enhance intrinsic motivation, provide opportunities for autonomy, and cultivate a supportive and growth-oriented environment.

The Role Of Ambition For Freedom In Entrepreneurship Education As Entrepreneurial Motivation

Entrepreneurship plays a crucial role in advancing the Indonesian economy with the potential to reduce unemployment and support economic growth. Although the government intensively encourages the spirit of entrepreneurship, there are still obstacles, especially related to not daring to face business risks. Amid the pandemic, unemployment is rising, prompting some individuals to turn to self-employment as a way of surviving. However, the number of entrepreneurs in Indonesia is still below international standards, reflecting obstacles to stimulating entrepreneurial interest. Phenomenological research on the role of ambition for freedom as an entrepreneurial motivation among students and alumni of Commerce Education at State University of Malang is still limited. Further understanding of ambition for freedom in the context of entrepreneurial learning at universities is needed to inform effective educational strategies, encourage interest in entrepreneurship at the local level, and support national economic growth. This study used a descriptive qualitative approach. The subject of the study involves Students. Data was collected through observation, interviews, and documentation. Data analysis involves the reduction, display, and inference of data, with tringulation used to ensure validity. The results showed that comprehensively, the findings of the three data collection methods consistently supported the central role of Ambition for Freedom in motivating Commerce Education students to choose and succeed in entrepreneurial careers. These overall findings provide a deep understanding of the dynamics of intrinsic motivation in the context of entrepreneurial learning. This research provides a strong foundation for advanced research related to the development of entrepreneurial learning strategies that focus more on aspects of intrinsic motivation. In addition, longitudinal research can provide a clearer picture of the long-term impact of entrepreneurial learning on the careers of students and alumni.

Motivational Dynamics of Intermediate Chinese Learners in a COVID-Induced Remote IPA-Informed CSL Curriculum: A Case Study From a CDST Lens

Abstract Grounded in a complex and dynamic systems theory (CDST) perspective of L2 learning motivation, this year-long longitudinal study examines evolving motivational dynamics of two intermediate Chinese as a Second Language (CSL) learners at a Sino-US joint-venture university in China during the COVID-19 pandemic. Adopting Higgins’ framework of motivation, this case study focuses on the interplay of learner motivation for value, control, and truth effectiveness and contextual factors in shaping the contrastive motivational trajectories of two CSL learners who displayed discrepancy in the improvement of Mandarin oral proficiency. In particular, the two contextual factors of interest are an Integrated Performance Assessment (IPA) -informed CSL curriculum and COVID-induced remote online learning. We focus on how learners co-adapted with the “here-and-now” manifestations of these contextual factors and how their motivational dynamics and learning behaviors evolved based on multiple interrelated layers of the temporal-spatial context. The findings show that CSL learners’ motivational dynamics were shaped by multiple overlapping and interrelated motivations related to value, control, and truth effectiveness, which emerged out of the contingencies and affordances in the learning context. The learner-context co-adaptations play a significant role in directing relevant motivational dimensions and thereby shaping the overall identity of the whole system. This empirical study contributes to CSL and L2 motivational studies by exploring the applicability of a CDST approach and a global motivational framework to study intermediate CSL learners’ motivational dynamics and how they individually co-adapted with an innovative curricular design and the perturbance during the COVID-19 online teaching and learning process. The paper reflects on the effectiveness and applicability of IPA in an intermediate-level CSL curriculum from a motivational perspective and offers insights into understanding and promoting the complex learner motivation during COVID-19 for language educators.

The Impact of Written Corrective Feedback on Enhancing Second Language Writing Skills: A Comprehensive Review

This review explores the dynamic landscape of written corrective feedback (WCF) in the context of second language (L2) writing, aiming to provide a comprehensive understanding of its influence on language proficiency. Examining various typologies of WCF, including direct and indirect approaches, as well as focused, unfocused, and comprehensive strategies, the paper navigates through the theoretical frameworks guiding their application in L2 writing development. A key focus is on the frequency of WCF and its nuanced effects on learners' writing performance. By synthesizing empirical studies, the review elucidates the short-term and long-term impacts of corrective feedback on aspects such as accuracy, fluency, and complexity. Striking a balance between the amount and timing of corrective interventions emerges as crucial in optimizing the efficacy of WCF. The review also delves into the interplay between learner factors—such as proficiency level, motivation, and individual differences—and the reception and integration of corrective feedback. Understanding how these factors shape the impact of WCF contributes to tailoring instructional strategies to meet diverse learner needs. In conclusion, the paper offers practical insights for educators, highlighting the need for targeted WCF interventions aligned with learners' proficiency levels and motivational dynamics. By providing a nuanced exploration of WCF in L2 writing, this comprehensive review informs both research agendas and instructional practices, contributing to the ongoing enhancement of second language education

The Relationship Between Effects of Extrinsic Motivation and Intrinsic Motivation in Children's Educational Development

Education stands as a globally paramount subject, a cornerstone of human development and progress. In an increasingly competitive world, parents often grapple with how to instill a genuine love for learning in their children. The notion of extrinsic and intrinsic motivation in childrens educational development presents a compelling avenue for exploration. its essential to delve into the intricate interplay between these two types of motivation, shedding light on their effects and implications. As parents and educators navigate the realm of childrens education, a nuanced understanding of motivation is paramount. Extrinsic motivation, with its assortment of verbal and tangible rewards, can be a potent tool to catalyze learning engagement. However, the potential risks of dampening intrinsic motivation must be approached with caution. Striking a balance between extrinsic incentives and the inherent joy of learning is crucial for nurturing well-rounded, intrinsically motivated learners. The intricate interplay between extrinsic and intrinsic motivation underscores the need for a holistic approachone that encourages a genuine passion for knowledge while harnessing the positive aspects of rewards. In the pursuit of optimal educational development, acknowledging and harmonizing these motivational dynamics is an essential step toward fostering lifelong learners poised for success in an ever-evolving world.

Understanding the dynamics of study motivation: An in-depth analysis of teachers perceptions in primary schools

Understanding the dynamics of study motivation: An in-depth analysis of teachers perceptions in primary schools