Motivation Experience Research Articles

Associations between pain intensity and urge to smoke: Testing the role of negative affect and pain catastrophizing

BackgroundCigarette smokers are more likely to experience pain than nonsmokers, and experimental research indicates that pain is a potent motivator of smoking. Urge to smoke is a predictor of early relapse, yet associations between pain and urge to smoke have yet to be tested among daily smokers. This study aimed to conduct the first crosssectional test of associations between current pain intensity and urge to smoke, and to test the role of negative affect and pain catastrophizing in relations between pain intensity and urge to smoke. MethodsParticipants (N = 229, 42.4% Female, 38.9% black/African American, Mcpd = 21.9) were recruited for a laboratory study of pain and smoking, and these data were collected at the baseline session. Data were analyzed using a series of regressions and conditional process models. ResultsCurrent pain intensity was positively associated with urge to smoke, and urge to smoke for the relief of negative affect. There was an indirect association via state negative affect, such that pain intensity was positively associated with negative affect, which in turn was associated with greater urge to smoke. Further, positive associations between pain intensity and urge to smoke were only evident among smokers who endorsed low (vs high) levels of catastrophizing. ConclusionsThese findings contribute to an emerging literature indicating that pain and related constructs are relevant to the maintenance of tobacco smoking. Future research should examine how painrelevant cognitive-affective factors may influence associations between the experience of pain and motivation to smoke tobacco.

The paradoxical effect of long instructions on negative affect and performance: When, for whom and why do they backfire?

For reasons of bureaucracy and safety, astronauts on the International Space Station are provided with excruciatingly detailed instructions and a lack of decision-making power, even for simple routine tasks. Besides being time-consuming, many astronauts report feelings of demotivation, irritation, and even defiance when confronted with this working method. Anecdotic evidence suggests that this method leads to situations where astronauts read instructions diagonally or avoid checking in with mission support, thereby ironically increasing the risk of error making. There is a need to consider under which circumstances, for whom, and why the provision of long instructions could be detrimental for well-being and performance. An experimental study with LEGO assembly tasks examined whether length of instructions (i.e. short versus long) and task complexity (simple vs. complex) impact negative affect, motivational experiences and performance of participants (N = 113, Mage = 18.75 ± 2.46 years). Long instructions for simple tasks provoked greater feelings of irritation, diminished the perceived value of instructions, and negatively influenced productivity and accuracy. The negative effect of long instructions on irritation was explained via decreased perceived value. Additionally, the effect of length of instructions on irritation differed for participants high versus those low in need for achievement.

Science in the Learning Gardens (SciLG): a study of students\u2019 motivation, achievement, and science identity in low-income middle schools

BackgroundScience in the Learning Gardens (henceforth, SciLG) program was designed to address two well-documented, inter-related educational problems: under-representation in science of students from racial and ethnic minority groups and inadequacies of curriculum and pedagogy to address their cultural and motivational needs. Funded by the National Science Foundation, SciLG is a partnership between Portland Public Schools and Portland State University. The sixth- through eighth-grade SciLG curriculum aligns with Next Generation Science Standards and uses school gardens as the milieu for learning. This provides the context to investigate factors that support success of a diverse student population using the motivational framework of self-determination theory.ResultsThis study reports results from 113 students and three science teachers from two low-income urban middle schools participating in SciLG. Longitudinal data collected in spring of sixth grade in 2015 and fall of seventh grade in 2015 for the same set of students included a measure of students’ overall motivational experiences in the garden (that combined their reports of relatedness, competence, autonomy, and engagement and teacher-reports of re-engagement in garden-based learning activities) to predict four science outcomes: engagement, learning, science grades, and science identity. Findings suggest that garden-based activities show promise for supporting students’ engagement and learning in science classes and in fostering students’ interest in pursuing science long-term.ConclusionsAs concern for social justice is growing based on the underachievement of students from minority groups, resurgence of the school garden movement over the last several decades provides an opportunity to tip the scales by engaging students in authentic, real-world learning of science and cultivating their interests in science with holistic garden-based learning. This study highlights the role of students’ views of themselves as competent, related, and autonomous in the garden, as well as their engagement and re-engagement in the garden, as potential pathways by which garden-based science activities can shape science motivation, learning, and academic identity in science. Findings also suggest that the motivational model based on self-determination theory can be useful in identifying some of the “active ingredients”—in pedagogy, curriculum, and social relationships—that engage students in these garden-integrated science learning activities.

Cross-age tutoring: how to promote tutees’ active knowledge-building

Cross-age tutoring is characterised by status and age differences between tutors and tutees. Tutees are often inactive in this setting, because responsibility for effective learning is transferred to the more experienced tutors. This study focused on improving the outcomes of cross-age tutoring for tutees by providing tutors with a tutor training session that emphasised knowledge-building instead of knowledge-telling. The tutors learned to encourage tutees’ autonomy, competence and active knowledge construction. In a quasi-experimental design, an experimental group of 74 tutors, who were 8th-grade secondary school students, received the tutor training in knowledge-building, and a control group of 82 tutors received no training. The students in both groups subsequently tutored 583 3rd-grade primary school students in small groups on elementary aspects of electric circuits. The tutoring process was videotaped and coded. Trained tutors showed more knowledge-building and less knowledge-telling behaviour. In the tutoring interaction with trained tutors, tutees showed more active behaviour and tutors showed more restrained behaviour. Tutees coached by trained tutors reported more experiences of autonomy, competence, and intrinsic motivation and learned more than tutees instructed by untrained tutors. The study showed that cross-age tutoring can be improved by providing tutors with training that focused on knowledge-building.

Anxiety is not enough to drive me away: A latent profile analysis on math anxiety and math motivation.

Mathematics anxiety (MA) and mathematics motivation (MM) are important multi-dimensional non-cognitive factors in mathematics learning. While the negative relation between global MA and MM is well replicated, the relations between specific dimensions of MA and MM are largely unexplored. The present study utilized latent profile analysis to explore profiles of various aspects of MA (including learning MA and exam MA) and MM (including importance, self-perceived ability, and interest), to provide a more holistic understanding of the math-specific emotion and motivation experiences. In a sample of 927 high school students (13–21 years old), we found 8 distinct profiles characterized by various combinations of dimensions of MA and MM, revealing the complexity in the math-specific emotion-motivation relation beyond a single negative correlation. Further, these profiles differed on mathematics learning behaviors and mathematics achievement. For example, the highest achieving students reported modest exam MA and high MM, whereas the most engaged students were characterized by a combination of high exam MA and high MM. These results call for the need to move beyond linear relations among global constructs to address the complexity in the emotion-motivation-cognition interplay in mathematics learning, and highlight the importance of customized intervention for these heterogeneous groups.

Interdisciplinary flipped learning for engineering classrooms in higher education: Students’ motivational regulation and design achievement

AbstractAn interdisciplinary approach can improve both functional and aesthetic design skills for undergraduate engineering students. In this paper, we designed and compared two flipped engineering classrooms, one involving only engineering students who worked on individual design tasks, and the other including groups of an engineering student and an art major student that performed design tasks collaboratively. Fifty‐one engineering students, 29 from the individual flipped classroom and 22 from the interdisciplinary flipped classroom participated in the study. During the semester, all students studied pre‐recorded video lectures and homework before the class and then participated in weekly engineering design activities either individually or in a group. Students’ motivational experiences and engineering design achievement were assessed at the end of the semester. The results showed that students’ preferences in employing motivational regulation between the two flipped classrooms were different. Also, the students participated in the interdisciplinary flipped classroom exhibited higher aesthetic design achievement.

The enjoyment of sanctioned aggression in rugby: The experience of a pioneering female Canadian team captain

The aim of the present qualitative case study was to examine the motivational experiences of a Canadian pioneering female rugby player with a particular focus on her insider experiences of sanctioned and unsanctioned aggression in rugby. Reversal theory was the theoretical framework that guided the study. A retrospective semi-structured interview was used. The findings indicated that her two primary motives for playing rugby were the enjoyment of physical contact (sanctioned aggression) and being a serious, physically fit, elite athlete playing rugby for the Canadian national team. In her interview statements, the participant recounted incidents where she was the recipient of illegal acts of unsanctioned aggression by opponents in international games. Also, as the perpetrator of two minor acts of unsanctioned anger aggression incited by opponents, the participant experienced unpleasant psychological responses. The results confirm the importance of sanctioned aggression in the motivation of a female rugby player and support reversal theory concepts and findings from previous research on different types of aggression in male team contact sports. As an important new case study, the findings add to the very limited previous published research on psychological aspects of women’s participation in rugby. The findings also have cautious relevance to understanding the role that physical contact and sanctioned play aggression may have in other women’s motivation for playing rugby. Suggestions are made for future qualitative research on aggression in women’s rugby with larger samples.

\u201cI\u2019ve made this my lifestyle now\u201d: a prospective qualitative study of motivation for lifestyle change among people with newly diagnosed type two diabetes mellitus

BackgroundDiagnosis with Type 2 Diabetes is an opportunity for individuals to change their physical activity and dietary behaviours. Diabetes treatment guidelines recommend theory-based, patient-centred care and advocate the provision of support for patient motivation but the motivational experiences of people newly diagnosed with diabetes have not been well studied. Framed in self-determination theory, this study aimed to qualitatively explore how this patient group articulate and experience different types of motivation when attempting lifestyle change.MethodsA secondary analysis of semi-structured interview data collected with 30 (n female = 18, n male = 12) adults who had been newly diagnosed with type two diabetes and were participants in the Early ACTID trial was undertaken. Deductive directed content analysis was performed using NVivo V10 and researcher triangulation to identify and describe patient experiences and narratives that reflected the motivation types outlined in self-determination theory and if/how these changed over time.ResultsThe findings revealed the diversity in motivation quality both between and within individuals over time and that patients with newly-diagnosed diabetes have multifaceted often competing motivations for lifestyle behaviour change. Applying self-determination theory, we identified that many participants reported relatively dominant controlled motivation to comply with lifestyle recommendations, avoid their non-compliance being “found out” or supress guilt following lapses in behaviour change attempts. Such narratives were accompanied by experiences of frustrating slow behaviour change progress. More autonomous motivation was expressed as something often achieved over time and reflected goals to improve health, quality of life or family time. Motivational internalisation was evident and some participants had integrated their behaviour change to a new way of life which they found resilient to common barriers.ConclusionsMotivation for lifestyle change following diagnosis with type two diabetes is complex and can be relatively low in self-determination. To achieve the patient empowerment aspirations of current national health care plans, intervention developers, and clinicians would do well to consider the quality not just quantity of their patients’ motivation.Trial registrationISRCTN ISRCTN92162869. Retrospectively registered

The Relationship Model between the Misconduct with Motivation Coaches Elite Female Athletes

The aim of this study was to present a model of the relationship between coaches' misconduct and the progressive motivation of elite female athletes. The method of the study was a factor analysis and in terms of implementation, it was a field study. The population of the study consisted of all elite female athletes composed of two team-based and two individual sports including cycling and rowing who were invited to the national team camp in 2016. The total sample size of 190 athletes were selected. Data was collected using questionnaires including Bloorizadeh’s examination of the experience of misconduct (2013), Lange and Frisch's progressive motivation (2006). Pearson correlation coefficient and regression analysis were used to predict the change and method of factor analysis, and T-test was used to examine the fitness of model and determining the effect was done by statistical softwares such as SPSS, Excel and SMART-PLS. The results of the study indicated that there were multiple relationships between the components of misconduct and the progressive motivation of elite female athletes. The components of misconduct explained the progressive motivation. Goodness of fit indices (NFI, SRMR), with their interpretation, showed that the model did not have a fairly suitable fitness and the indices should be interpreted with caution in SMART-PLS.

The Evolution of Seasonal Shopping Events: Global Perspectives

In this article, we define the phenomenon of seasonal shopping events (SSEs) and review the research on consumer behavior during such events. SSEs refer to specialized shopping events that frequently occur during and around national or religious holidays. They often reflect a celebration of cultural values and aim to appeal to a wide variety of experiential, hedonic, and other consumer motives. Retailers attract consumers by offering discounts, sales, and promotions related to gift-giving. SSEs often evolve into social and traditional occasions for friends and families. We describe four global examples of SSEs: Black Friday (U.S.), Fukubukuro (“lucky bag,” Japan), Singles’ Day (China), and Boxing Day (Canada, U.K., Australia, New Zealand, and South Africa). We examine these SSEs fromboth the consumer and retailer perspectives, review their histories, and indicate how they have grown beyond their cultures of origin. We then identify common patterns and elements associated with SSEs. We next provide a general framework for how successful SSEs have emerged and discuss the cultural and cross-cultural implications of the SSE phenomenon. Finally, we illustrate some of the ways that changes in the consumer and retail environments might affect the future of SSEs.

MOTIVATION OF PERSONNEL AS FACTOR OF FORMATION OF INTELLECTUAL CAPITAL OF ENTERPRISE: FOREIGN EXPERIENCE

The article examines the essence and main aspects of providing personnel motivation in modern economic conditions. The successful experience of motivation of personnel in foreign companies is considered. Motivational measures for domestic enterprises are proposed in the context of increasing productivity and forming the intellectual capital of business entities.

Parameters Inducing Motivational Surges in Second Language Learning

Motivational surges in language learning occur when a number of personal and contextual parameters come together to induce intense and long-term motivational experiences. In the second language learning literature, this phenomenon is known as the directed motivational current (Dörnyei, Muir, & Ibrahim, 2014). As a novel concept in the field, little is known about what might induce this extraordinary motivational surge. The current study empirically examined the parameters of nine participants who provided accounts of the conditions around the initial stages of their motivational currents. The qualitative analysis found that five factors triggered the motivational currents in the participants: emergent opportunities, negative emotion, moments of realization/awakening, new information, and meeting others who shared the goal. The study also revealed two main conditions necessary for a DMC to begin: goal/ambitions and perceived feasibility. The final section of this paper presents practical implications of the current findings in relation to how second language teachers and educators might benefit from the findings to help incite motivational surges in their language learners.

Community Consensus: Here’s to the “Typical” Member

President's column Not everyone can be the top dog, and I should know. I have spent a lot of my career in the middle of the pack. Some of my professors, who must be suffering from amnesia, gave glowing remarks about me as a student. Not true—I was average. I scrambled to get assignments done, scrambled to study for exams (and pass them). It seemed to me that I worked very hard for every little inroad that I gained. I graduated at one of the worst times in the history of our industry, 1986, and was one of the 37 members of my class of 38 who did not get a job. Throughout my career, I had bad luck as often as good luck. The good times were sweet, but the bad times were typical. The one thing that let me to excel in my career was my SPE involvement, and it made the difference between drudgery and enjoyment. Basically, I was a grinder (allow me to use an ice hockey term). An average middle or back-of-the-pack guy who enjoyed life but ground away during most of my career. What a glorious, normal place to be! Now for the good news: SPE is incredibly proficient at disseminating technical information and our very purpose is to make all members the best they can be, even the “average grinder.” At SPE, those members in the middle of the pack are really important, influential, and a well-regarded part of society. I love the stories of the hard worker beating the odds. My SPE career is full of them, and as I travel as SPE President, I am so proud to lift these people up by acknowledging their great work. No member is average—they are all superstars. People such as Howard Duhon, who has been likened to “the smartest man who ever lived.” But, if you asked Howard, he would say he is just a good ole boy from Louisiana. People such as the PetroBowl team from the University of Benin who, despite losing their team captain and other players to visa issues, traveled the world to attend ATCE in San Antonio. With only two players, this team made it to the championship final, taking second place. People such as Andrea Payer-Moser from the Vienna Basin Section who turned a routine presidential visit into a tremendous motivational experience for people in two countries. Twice.

The nexus of motivation–experience in the migration process of young Romanians

AbstractThis paper presents and explains the migration motivations and behaviour of young (age 16–35 years) Romanians. The originality of the paper lies in conceptualising the experiences and motivations of migration as a variable nexus during the migration process; that is, as a complex web of relations between motivations and types of migration experiences. A descriptive analysis introduces types of motivations for the first migration and for returning home. Dissatisfaction and opportunities in different spheres of life (job, education, family and friendship networks, and lifestyles) are the key variables explaining the dynamics within the nexus. This is contextualised by factors related to the individual, community, region, and country, in a multilevel perspective. The relationship between previous structures and the current migration motivations of Romanian youth are also addressed via a comparative European‐level analysis. The first hypothesis, about the lifestyle motivations of Romanian students, is not supported by the data. The second hypothesis, about similarities between Romanian youth and youth from Latvia and Slovakia, is consistent with the findings. The third hypothesis, on the similarity between Romanian youth and the youth from countries of simultaneous emigration and immigration (Spain, Italy, and Ireland) is partially supported only in the case of Italy. The paper draws on both quantitative survey data and semistructured interviews.

A motivational account of the undergraduate experience in science: brief measures of students’ self-system appraisals, engagement in coursework, and identity as a scientist

ABSTRACTAs part of long-standing efforts to promote undergraduates’ success in science, researchers have investigated the instructional strategies and motivational factors that promote student learning and persistence in science coursework and majors. This study aimed to create a set of brief measures that educators and researchers can use as tools to examine the undergraduate motivational experience in science classes. To identify key motivational processes, we drew on self-determination theory (SDT), which holds that students have fundamental needs – to feel competent, related, and autonomous – that fuel their intrinsic motivation. When educational experiences meet these needs, students engage more energetically and learn more, cumulatively contributing to a positive identity as a scientist. Based on information provided by 1013 students from 8 classes in biology, chemistry, and physics, we constructed conceptually focused and psychometrically sound survey measures of three sets of motivational factors: (1) students’ appraisals of their own competence, autonomy, and relatedness; (2) the quality of students’ behavioural and emotional engagement in academic work; and (3) students’ emerging identities as scientists, including their science identity, purpose in science, and science career plans. Using an iterative confirmatory process, we tested short item sets for unidimensionality and internal consistency, and then cross-validated them. Tests of measurement invariance showed that scales were generally comparable across disciplines. Most importantly, scales and final course grades showed correlations consistent with predictions from SDT. These measures may provide a window on the student motivational experience for educators, researchers, and interventionists who aim to improve the quality of undergraduate science teaching and learning.

The experience of being envied at work: How being envied shapes employee feelings and motivation

AbstractWe develop and test a theoretical framework delineating the dual affective and motivational experiences arising from perceptions of being envied in the workplace. We theorize that being envied can be pleasantly or unpleasantly experienced with opposite downstream effects on motivation and job performance. We test our model in two field studies using a sample of government employees (Study 1) and a sample of employees in the financial industry (Study 2). Our results indicate that being envied can elicit unpleasant mood and anxiety that influence work engagement and job performance in negative ways. In addition, we found that positive emotional experiences from being envied bolster work engagement and performance through positive mood but not pride. Implications of our findings are discussed.

An Exploratory Study on Adoptive Attitude, Motivation, and Adoptive Case Experience of Pre-adoptive Parents

An Exploratory Study on Adoptive Attitude, Motivation, and Adoptive Case Experience of Pre-adoptive Parents

Meaningful Experience Of Motivation To Power Seller With Orientation On Consumer Satisfaction For Identification Of Employee Benefits In The Textile Sales In South Surabaya

Purpose : How to influence meaningful experiences to motivate salespeople with an orientation on the identification Consumer satisfaction with the reward at the sales employee Textile in South Surabaya.
 Design/methodology/approach : The research approach used in this study is a quantitative approach, the research focuses on hypothesis testing. The data used is the data measured and will produce results that can be generalized. This study is causal because it will examine the influence between variables.
 Findings Based on the results of the regression analysis shows that the significance value (Sig) t is 0.025. Because the value (Sig) 0.025 t less than the level ? 5% (0.05), the satisfaction of reward (pay satisfaction) strengthening the influence of a meaningful experience (experienced meaningfulness) to motivate salespeople to make customer orientation significantly.
 Research limitations/implications : This study uses the sales advisor respondents. General job description of this section is to conduct the sale of textile unit according to the targets set, which includes the search for Consumers (prospecting), Negotiation, closing, administrative process of sales, delivery and complaint.
 Practical implications : A validity test is used to determine the extent of measuring instruments used actually measure what yang want to be measured. The test is performed using Pearson Product Moment Correlation.
 Originality/value : The results showed meaningful experience (experienced meaningfulness) significantly affect the motivation of salespeople to make customer orientation and satisfaction with rewards (pay satisfaction) strengthening the influence of meaningful experience (experienced meaningfulness) to motivate salespeople to make customer orientation significantly.

“Lanthanic Presentation” in First-Episode Psychosis Predicts Long Service Delay: The Challenge of Detecting Masked Psychosis

Background/Aims: Studies of pathways to care in first-episode psychosis have documented a substantial treatment delay occurring after patients enter mental health services. An initial presentation with neurotic rather than psychotic symptoms is common in first-episode psychosis. The term “lanthanic patient” has been used to refer to patients presenting with a reason for help-seeking that is unrelated to the underlying pathology. The aim of this study is to explore whether a lanthanic presentation is related to prolonged service delay. Methods: The sample comprises 62 patients with recent-onset psychosis. Data on sociodemographic, clinical, help-seeking, and pathway indicators were collected using a comprehensive, semistructured-interview schedule. Results: Service delay accounted for more than half of the overall treatment delay. An initially presenting complaint of neurotic symptoms was related to prolonged service delay. The effect remained after controlling for other potential risk factors of service delay. Conclusion: Anomalous experiences of pleasure, desire, or motivation are common in emerging psychosis. These difficulties are often misinterpreted as complaints of depression and anxiety by health professionals. The presence of such symptoms can introduce a focal vision on the part of health care professionals on the immediate presentation rather than the underlying psychopathology, leading to the underdetection of psychosis.

Blackboard facilitation: Reflection as a tool used to explore students experiences on Evidence-based Practice

Introduction: Limited resources require EBP management that meets patients’ needs and preferences using newest research and expertise. Seeking out the best practices will lead to decreased length of stay and costs [1]. An evidence-based curriculum embedded across courses and years in the academic and clinical setting fosters the best method of facilitation of evidence-based decision-making [2]. EBP is not fully integrated into the curriculum of undergraduate nursing students. The undergraduate nursing curriculum is where nursing students must be introduced to EBP thus making the need for EBP in the curriculum an essential priority. Methods: The study was qualitative in nature. An EBP module was facilitated on Blackboard. Census sampling was used to select participants to ensure valuable information applicable to the research [3]. Informed consent were obtained from all final year undergraduate nursing students that agreed to participate. To ensure anonymity no student identifiers were used. Reflective journals served as qualitative data and were collected via Blackboard. Data were analyzed by using Tech’s six steps of content analysis. The researcher did the coding of the data which was verified by an independent external expert. Text that reflects a specific theme can be adjoined to represent certain experiences. Results: Reflective journals consist of memory and indicate opinions, perceptions, patterns and trends. Students could utilize Blackboard in a positive and safe environment. Timely feedback on a regular basis is a motivating experience and assists students to work through distressful clinical events, should any occur. There was a significant change in the students’ beliefs on the significance of EBP. EBP implementation took place concluding that EBP in the curriculum will contribute to the use of research utilization in practice. Students experienced the teaching strategies useful and reflected professional development. Conclusion: The reflective journals on Blackboard included self-assessment that involved organizing behavior. The knowledge gained from the EBP process motivated the students to implement EBP in the clinical setting. The students were facilitated to skilfully reflect and learn from each clinical situation. If a student is guided during the reflective process, it can lead to lifelong learning. Key words: Evidence-Based Practice, Curriculum, Reflection.