Motivation Experience Research Articles

The Weight of Caregiving, The Wait For Formal Support: Acknowledging Caregiver Responsibility in the Black Community

Identifying what cultural factors motivate family members to become caregivers can augment existing knowledge regarding family caregiving. This includes development of supportive services that are more culturally sensitive to family caregivers from distinct (Black) communities providing care for someone with Alzheimer’s disease or a related dementia. This paper reports on a study that found a reluctance among family caregivers in the Black community to utilize formal services. Twelve Black caregivers caring for family members with Alzheimer’s were interviewed. Seven received formal services and five were waitlisted for services. Questions included: (1) How does the experience of caregiving impact your sense of identity? (2) How does the experience of caregiving impact your motivation to continue providing care? (3) What types of supportive services do you believe would better meet your needs as a caregiver? Using a Heideggerian phenomenological approach, information garnered was interpreted, reviewed, and coded. Notable distinctions between caregivers waitlisted for supportive services versus those in receipt of services were identified. Recognizing how these distinctions related to the ability to adjust to changing care recipient needs while transitioning from having primarily a familial identity to a caregiver identity is crucial in applying services in line with the caregiver’s lived experiences.

Perceived goal structures and student outcomes: Consistency of motivational experiences within and across classrooms

Our study investigates whether motivation experiences are consistent between and within classrooms, focusing on students' perceptions of goal structures, personal achievement goals, and grades. We used multilevel structural equation modeling with data collected from 1268 ninth-grade students (51.7 % females; average age = 14.87; standard deviation = 0.39) placed in 72 classes. Our findings show that students' perceptions of goal structures vary across classrooms, and that shared mastery goal perceptions are positively associated with average classroom grades. Within classrooms, when individual students perceive more mastery-related messages, their personal achievement goals (both mastery and performance) are higher. However, only mastery goals, out of the two student achievement goal orientations, are positively linked with grades and mediate between mastery goal structures and grades. Moreover, students from less affluent families have lower scores on both goal orientations and observe fewer performance-oriented messages in their learning environment; boys report lower mastery orientation. Student background effects on grades are partly explained by achievement goals, suggesting that unequal motivational experiences may partly account for achievement gaps related to social inequalities.

IMPACTO DO TRATAMENTO FISIOTERAPÊUTICO EM CRIANÇAS COM SÍNDROME DE DOWN COM O USO DA REALIDADE VIRTUAL

This study presents a systematic literature review on the use of Virtual Reality (VR) in the physiotherapeutic treatment of children with Down Syndrome (DS). The research explores how VR can be an innovative tool to overcome the challenges of engagement and adherence to treatment, often observed in conventional therapies. The main objective is to evaluate the impact of VR on motor development and quality of life of these children. The methodology employed included the analysis of recent publications in electronic databases, focusing on studies involving children with DS aged 3 to 18 years. The selection criteria prioritized research addressing the use of VR in physiotherapeutic treatment and evaluating its impact on motor development, balance, and muscle strength. The review results indicate that VR offers a motivating experience, favoring engagement in Physiotherapy sessions. Efficacy was observed in stimulating mental, sensory, and neuromusculoskeletal functions, with adaptations to facilitate the understanding of games and concepts worked on. Improvements were notable in areas such as balance, global motor skills, and spatial organization. The review highlights the significant potential of VR as a complementary tool in the physiotherapeutic treatment of children with DS. The combination of VR with traditional Physiotherapy emerges as a promising approach, optimizing treatment and addressing various needs of these children. This study emphasizes the importance of future research with larger samples and long-term evaluations to more robustly establish the effectiveness of VR in this context.

The Effect of Video Camera, Microphone and Chat Box Use on Social Presence and Engagement in an Online Group Activity

With the rapidly expanding availability of online courses, concerns have been raised about student engagement and connection within the online environment. Using an experimental design, we examined the effects of video camera, microphone, and chat box communication mediums on students’ experiences of social presence, peer rapport, motivation, satisfaction, and anxiety. A total of 133 undergraduate students were randomly assigned to a video, audio, or chat box condition and asked to complete an online interactive group task and a post-task survey. One-ways ANOVAs indicated that participants in the chat box condition reported lower levels of social presence, peer rapport, motivation and satisfaction compared to both the video and audio conditions, with no differences between the video and audio conditions. Those in the video condition reported higher anxiety levels than those in the chat box condition. We recommend that students participate in their online classes using video cameras and/or microphones to increase engagement and interpersonal connections with peers.

Indulging in virtual luxuries: unveiling the allure of impulse buying in metaverse

PurposeThis study aimed to examine consumers’ impulse purchases of luxury products in the metaverse, specifically by exploring how consumers’ motivational and emotional experiences affect virtual luxury product purchases in the metaverse.Design/methodology/approachAn online survey was administered to a total of 230 users of various metaverse platforms in China. The data were analysed using partial least squares structural equation modelling (PLS-SEM) disjoint two-stage approach.FindingsThe findings indicated that motivational experience (goal importance and goal interest) and positive emotion (fantasy, feeling and fun) have positive effects on impulse buying of luxury products in the metaverse, but none for negative emotions (loneliness and isolation).Practical implicationsThis study indicated that understanding and leveraging consumers’ motivational experiences and positive emotions can drive their impulse buying behaviour of luxury products in the metaverse, hence providing virtual and brand retailers with a testbed for their products before they launch in the physical market.Originality/valueThis study enriches our comprehension of consumers’ metaverse luxury purchases by delving into the impacts of motivational and emotional experiences on impulse buying behaviours.

Challenges and opportunities for open access book publishing: A perspective from a society publisher in the geosciences

AbstractThe American Geophysical Union (AGU), a scholarly society serving the Earth and space sciences, has a conventional books portfolio with their publisher, Wiley, and a new partnership with the Geological Society of London for an open access (OA) book series. The latter serves authors who need (because of funding mandates) or want to publish OA and comes with added benefits, including a production workflow to facilitate faster times to online publication. Flexibility in how the costs of individual volumes can be covered aims to encourage uptake, but challenges lie ahead in ensuring that all authors can equitably choose OA for their book project. This commentary contributes to the collection in Area about the evolving OA books landscape, addressing many of the challenges described by Gandy, and describing the start of AGU's journey towards OA books. It brings a perspective from the sciences, where books are mostly large, edited volumes with many international contributors, many of them physical geographers. Their experiences of funding, motivation and recognition for contributing to books may be quite different to human geographers more familiar with the sole‐authored monograph format.

Which one? AI-assisted language assessment or paper format: an exploration of the impacts on foreign language anxiety, learning attitudes, motivation, and writing performance

In recent years, language practitioners have paid increasing attention to artificial intelligence (AI)’s role in language programs. This study investigated the impact of AI-assisted language assessment on L2 learners’ foreign language anxiety (FLA), attitudes, motivation, and writing skills. The study adopted a sequential exploratory mixed-methods design. Divided between an experimental group (receiving AI-assisted assessment) and a control group (receiving paper-format assessment), the participants were 70 intermediate English learners from two intact university classes in Bangladesh. The TOEFL iBT writing section measured writing skills, while the study also investigated perceptions and experiences of FLA, attitudes, and motivation using narrative frames. Thematic analysis of the narrative data showed that AI-assisted assessment greatly raised learners’ motivation, improved attitudes about language acquisition, and lowered FLA. According to quantitative analysis, the pretest writing abilities across groups showed no appreciable variation. Even though the difference was not statistically significant on the posttest, the experimental group exceeded the control group. The results of this study imply that AI-assisted assessments can generate a helpful learning environment, lower anxiety, improve attitudes, and increase motivation, thereby delivering useful information. Future studies should investigate long-term consequences, and further improvements to AI tools should optimize educational advantages—attitudes, motivation, and writing skills.

Navigating Academic Horizons: The Role of Location-Based Games in Multidisciplinary University Transition

The study focuses on the development and evaluation of a location-based game called CMU Journey, which is aimed at helping first-year students become acquainted with their new university setting during the phase of transition. The study’s three primary goals are to: (1) create a location-based game to improve knowledge acquisition related to university transition for freshmen; (2) evaluate the performance of the developed location-based game in supporting knowledge acquisition relevant to university transition; and (3) explore students’ experiences and perspectives with the location-based game designed for university transition. Using a mixed-methods approach, the study collects quantitative data through pre-post measures as well as qualitative data synthesis using an online open-ended questionnaire. Participants in the study are from Chiang Mai University’s Humanities and Social Sciences (N = 434), Technology and Science (N = 341), and Medical and Health (N = 256) programs. The findings show that students who finished the program learned considerable information about starting university, had a favorable attitude regarding studying due to the location-based game, and experienced motivation. An examination of both quantitative data from surveys and qualitative feedback from utilized data found a mix of both positive and negative comments from users. The results presented indicate the potential of location-based games as a beneficial tool for assisting with university transition, along with opportunities for future game design and implementation improvements.

Motivation strategies for non-linguistic students to learn a foreign language in the process of professional training using artificial intelligence technologies

Digital technologies have removed all restrictions in the availability of information in a foreign language and deformed the motivation of students of non-language specialties to learn a foreign language. The authors believe that artificial intelligence technologies have the potential to systematically and purposefully influence students' motivation strategies. The goal of the research is to identify main directions of implementing artificial intelligence technologies in the language training process in the context of different motivation strategies. The research methods used are analysis of secondary data, systematization, synthesis, generalization. The research results are the following: 1) approaches to the development of motivational strategies have been differentiated and the prospects of introducing artificial intelligence technologies into the system of student motivation have been described; 2) the necessity of internalizing motives for learning a foreign language have been substantiated; 3) the priority directions of using artificial intelligence technologies in the process of forming students' motivational experience have been described. Key conclusions: 1) the main condition for the effectiveness of the foreign language teaching system is the formation of conditions for the internalization of learning motives; 2) the student's motivational experience is formed through the application of different motivational strategies and in accordance with the motivational design of the training course; 3) a teacher can use different approaches to the formation of the author's portfolio of motivational strategies; 4) artificial intelligence technologies allow to optimize and increase the effectiveness of the process of developing foreign language competences, but they are used in the following ways.

Economic status as a predictor of motivational and affective experiences in physical education and physical activity intentions: a cross-sectional study in six European countries

ABSTRACT Lower economic status (ES) is associated with a less adaptive experience of school and physical activity. However, empirical evidence supporting the detrimental association of lower ES on the affective and motivational experience in Physical Education (PE) remains scarce. Using a large sample (N = 10,392) of adolescents from six countries (i.e., Greece, Spain, Italy, Portugal, England, Turkey), this cross-sectional study tested whether students’ family ES was associated with the satisfaction of their basic psychological needs in PE, and in turn with motivational and affective outcomes in PE and their out-of-school physical activity intention. Our secondary objective was to test whether these potential associations differed between countries. We further explored whether gender moderated the abovementioned relationship. Multigroup structural equation modelling showed that, in five of six countries (i.e., Greece, Spain, Italy, Portugal, England), a lower ES was associated with lower basic needs satisfaction with a small effect size (β = .10, p < .001), which in turn was associated with lower enjoyment (β = .75, p < .001), lower autonomous motivation (β = .83, p < .001), weaker out-of-school physical activity intention (p < .001, β = .36), higher displeasure (β = −.51, p < .001), higher controlled motivation (β = −19, p < .001) and stronger amotivation in PE (β = −.28, p < .001). Additional analyses indicate that basic psychological needs mediated the relationship between ES and motivational and affective experiences. Exploratory analyses suggested that the relationship between lower ES and the less adaptative motivational and affective outcomes was amplified among girls. This study provides new insights into how family lower ES and gender might interact to predict less adaptative motivational and affective experiences and outcomes in PE.

The Impact of Sports Tourism Motivation on Tourist Loyalty: The Chain Mediation Effect of Experience Quality and Tourist Satisfaction

ABSTRACTThis study adopts the perspective of the social exchange theory and S‐O‐R theory, taking the emotional bond formed between tourists and the tourism destination through interaction as a starting point. It introduces experience quality and tourist satisfaction to construct a chain mediation model of “tourist motivation—experience quality—tourist satisfaction—tourist loyalty” in the context of sports tourism. A total of 497 valid samples were collected for the study, and the hypotheses proposed were tested using AMOS 24 software. The research results indicate that sports tourism motivation, experience quality, and tourist satisfaction all have significant positive effects on tourist loyalty. Experience quality and tourist satisfaction have both independent and chain mediation effects between sports tourism motivation and tourist satisfaction. Finally, this paper discusses the implications of the research findings for theory and practice, the limitations of the study, and future research directions.

The Role of Religious Teachers in Increasing the Motivation of Students in Grade VII Catholic Religious Education and Budi Pekerti Subjects at Tri Sakti-1 Medan Junior High School

This study aims to determine the learning motivation of seventh grade students in the subject of Catholic Religious Education (PAK) and Budi Pekerti at Tri Sakti-1 Medan Catholic Junior High School, as well as the role of PAK teachers in motivating students. In this context, PAK teachers have a crucial role in improving learning motivation by providing appropriate encouragement and motivation to students. We expect this research to enhance the quality of education and boost students' learning motivation in schools. To be role models for students, PAK teachers must act as educators who not only teach religious values but also have broad insights and strong characters. The research methods used in this study are qualitative and quantitative. We used the qualitative method to delve deeper into students' perceptions and experiences of learning motivation from PAK teachers, while the quantitative method objectively measured the level of student learning motivation. We expect the results of this study to offer recommendations to PAK teachers, aimed at enhancing students' learning motivation and fostering the development of effective learning strategies at Tri Sakti-1 Medan Catholic Junior High School. Thus, this study has important implications for improving the quality of religious education and student character through the active and inspiring role of PAK teachers.

Affective and Motivational Experiences of Mindful and Distracted Walking at Moderately High Intensity

Affective and Motivational Experiences of Mindful and Distracted Walking at Moderately High Intensity

Gifted Students’ Academic Motivation During the COVID-19 Pandemic: A Qualitative Study in Croatia, Serbia, and Slovenia

Research suggests that the effect of emergency remote education on the motivation of gifted students during the COVID-19 pandemic differs from that observed in traditional students. The main aim of the present study was to explore the lived experience of academic motivation among gifted high school students in Croatia, Serbia, and Slovenia. Semistructured interviews were conducted with 47 gifted students aged 15 to 18, using the same methodological procedure in the three countries with similar educational backgrounds. Grounded in gifted students’ narratives about their academic motivation, we detected three groups of students who experienced decreased, no change in, or increased academic motivation. Furthermore, we identified group-specific patterns based on the most common activities and salient features of students’ school context, learning, and leisure time during the pandemic.

Effects of Demands and Resources in the Team Context

This study adds a social layer to the job demands-resources theory, applying social comparison and social identity theory to investigate the motivational and health impairment paths in the social context of teams. Specifically, within-team, between-team, and congruence/incongruence effects were tested. As predicted by theory, at within-team level, demands were found to be positively related to health impairments, and resources to motivation. At between-team level, only autonomy showed positive health effects. This study contributes to the scarce research on team-level effects, highlighting the role of the team context in shaping employee experiences of health and motivation.

The “Better Book” Approach to Addressing Equity in Statistics: Centering the Motivational Experiences of Students from Racially Marginalized Backgrounds for Widespread Benefit

Although improving racial equity in critical college courses such as introductory statistics is a laudable goal, making research-based progress toward that aim in a scalable manner remains a challenge. To translate psychological insights to benefit racially marginalized students, we implemented the “Better Book” approach, where instructors, researchers, and developers work together to improve an online textbook used in introductory statistics. The “Better Book” approach to equity assumes that racially marginalized students are a “canary in the coal mine”, alerting us to systemic issues that can affect a broader array of students. We started by finding places in the textbook where racially marginalized students reported higher perceptions of costs (the effort and time required to learn the content) than non-marginalized students. Then we drew upon suggestions from users to redesign the textbook where gaps in cost perceptions peaked. We then analyzed data from both the original and redesigned versions of the textbook to evaluate the impact on students who were subsequently enrolled in the course. Results showed that perceptions of cost were dramatically reduced in the experience of racially marginalized students but also the redesign resulted in an improved experience for all students.

Students’ motivational trajectories in vocational education: Effects of a self-regulated learning environment

Motivation is central for successful learning processes and lifelong learning. In the present study, the motivational development of vocational students in a learning environment promoting self-regulated learning (SRL) was examined in comparison to a control group with regular, teacher-centered instruction. The first aim was to examine the development of the dispositional and situational motivation of vocational students. The second aim was to gain a deeper understanding of the students' motivational experiences and the factors of the learning environment that promote and impede motivation. For this purpose, a mixed-methods design was applied. Through multilevel analysis, we investigated the development of dispositional motivation between the beginning and the end of the first year of vocational education (N = 159), as well as the development of situational motivation over the first 14 weeks using weekly motivation measures (N = 119). In addition, we interviewed 19 students from the SRL-promoting and regular school settings. The quantitative results revealed significant changes in dispositional and situational motivation over time. The qualitative results showed that the three basic psychological needs (relatedness, competence, and autonomy) were central determinants of the students’ motivation in both learning environments—albeit to varying extents. Overall, the SRL-promoting learning environment has positive effects on student motivation, but interindividual differences must be considered. Moreover, the results shed light on the coexistence of different motivation regulations within students and interindividual differences in the interpretation of the satisfaction of the three basic psychological needs.

Enhancing dental and medical students’ self-regulated learning through multiple choice questions: An evaluative study using machine learning

This article reports a mixed methods study that uses machine learning and thematic analysis to investigate student evaluation of multiple-choice questions (MCQ). The focus is on medical and dental students' experience of self-regulated learning and motivation. We evaluate two systems developed at Aarhus University: "MED MCQ" used by medical students and "MCQ anatomy" used by dental students. We evaluate through two surveys in SurveyXact with responses from 126 medical students and 70 dental students. We use topic modelling over free text responses. The machine-learning model identifies two groups of students who, in different ways, both experience the system as motivating and facilitating their learning process. The students experience increased self-regulated learning by being able to choose the form of presentation of questions and answer questions independently of the instructor. The article discusses how educators and developers can use MCQs to promote student learning and how to analyze open-ended questions. We discuss the potential for using machine learning and integrating MCQ systems into teaching.

Exploring Reading Motivation of Undergraduate Level Students: A Narrative Inquiry

Exploring Reading Motivation of Undergraduate Level Students: A Narrative Inquiry

Scoping Review of Available Culinary Nutrition Interventions for People with Neurological Conditions.

People with neurological conditions may face barriers to meal preparation. Culinary nutrition interventions aim to facilitate the building of knowledge and skills for meal preparation. This scoping review aims to map the available evidence for culinary nutrition interventions for people with neurological conditions and evaluate the quality of these interventions based on program design, delivery and evaluation. After a systematic search of online databases (MEDLINE, CINAHL, Embase, Scopus and Proquest) and reference lists, a total of ten publications describing nine interventions were included. Most interventions were designed for people with stroke and/or Transient Ischemic Attack (n = 3) and Multiple Sclerosis (n = 3); others were for traumatic brain injury (n = 1), mild dementia (n = 1) and Parkinson's Disease (n = 1). Overall, the included culinary nutrition interventions had good program delivery (inclusion of motivational experiences, delivered by appropriate health providers) but needed improvements in program design (lack of consumer engagement and neurological symptom accommodations) and evaluation (lack of complete process, outcome and impact evaluations). In conclusion, the evidence base for culinary nutrition interventions for people with neurological conditions remains sparse. To bridge the gap between theory and practice, it is important to consider the following aspects in culinary nutrition intervention planning/improvement: (I) the involvement of consumers; (II) the accommodation/tailoring for post-condition effects; and (III) the coverage of all disease-specific culinary nutrition aspects.