Extrinsic Goals Research Articles

Students motivation as predictors of learning satisfaction in a synchronous hybrid learning space

Although student motivation competencies were observably strong predictors of student learning satisfaction in wholly on-site or online contexts, the relationship between student motivation and student learning satisfaction in synchronous hybrid learning spaces was understudied. Consequently, the purpose of this study was to investigate student motivation as the learning competency that predicts student learning satisfaction in synchronous hybrid learning space. This study utilized a descriptive research design to gather quantifiable data from the 169 respondents from a Technical and Vocational Education and Training (TVET) institute located in Kuching, Sarawak. These respondents’ motivation competencies and learning satisfaction in a synchronous hybrid learning space were investigated and the data collected were statistically analysed to investigate the extent to which student motivation affects student learning satisfaction in a synchronous hybrid learning space. The study's findings demonstrated that student motivation namely, intrinsic goal orientation, extrinsic goal orientation, and self-efficacy, can predict student learning satisfaction in synchronous hybrid learning spaces in addition to traditional on-site and online learning settings. To add value and further support the potential of this learning environment, the results of this study were meant to guide practice and policy relating to the design and implementation of synchronous hybrid learning.

Creating Spiritual Value: The Islamic Way to Integrate Environmental and Social Responsibilities

Purpose — While previous social and environmental accountability (SEA) research has been focused on company scenarios, in non-profit organizations (NPO), SEA has received little attention. This study focuses on traditional Islamic organizations as NPOs that provide commodities and services with the goal of increasing social value for the community at large. Accordingly, the current study aimed to develop a theoretical framework by elaborating the value system of main Islamic teachings to highlight the spiritual value of social and environmental consciousness and action. Design/methodology/approach — By employing the phenomenology approach through a way of interviews with several leaders as key persons in Al-Huda, this study found four major contributions were added to the existing literature. Findings — First, the belief in tauhid (Islamic monotheism) is the most fundamental aspect of the emotional spirit of social and environmental behavior. Second, the analysis shows that social and environmental responsibility was attached to personal responsibility. Third, the social and environmental responsibilities were aimed mostly at protecting the Islamic faith (aqidah). Fourth, analysis shows that accountabilities were for management and public purposes (horizontally) and for worship aspects (vertically). Practical implications — This case study emphasizes forms of social and environmental responsibility specific to Islamic entities, which may not be true in other entities. Originality/value — It shifts extrinsic goals such as economic motivation, profit, and business reputation in social and environmental activities into intrinsic and inherent moral responsibility. Keywords — Social and Environmental Sustainability; Tauhid; Worship; Holistic. Paper type — Case study

Investigating The Motivators and Hindrance for Learning

Motivation is regarded as one of the significant variables to be examined in the process of learning. Exploring motivation is vital to arouse learners’ enthusiasm for learning to ensure learning activities run smoothly. This study is conducted to investigate the motivators and hindrance for learning by embedding motivational factors which consist of affective components, expectancy components and value components. This study utilises quantitative methodology and 148 respondents responded to the survey. The survey utilised 5 Likert scale and it comprises four sections: demographic; value component; expectancy component; and affective component. The major findings postulate that all three components influence the learners’ motivation. To summarise, value components which are fuelled by intrinsic and extrinsic goal orientation, as well as task value beliefs influence the learners’ motivation. Next, expectancy components encompasses learners’ perception of self- efficacy, and control beliefs for learning also influence learners’ motivation. On the other hand, affective component which derives from test anxiety significantly influences the learners’ motivation. Meanwhile, there is an association found between affective components and value components and a significant association is demonstrated between expectancy components and value components. Nevertheless, the findings predicate that there is no association between affective components and expectancy components. The findings of this study are imperative to understand underlying factors that influence learner’s motivation in learning process as it assists the instructors to choose appropriate approach to be delivered in the class. Considering the limitation of this study, future researchers are proposed to add moderating variable such as gender because the learners’ achievement motivation and educational experience could be related to the differences between male and female learners’ motivation.

Beyond experiential spending: Consumers report higher well-being from purchases that satisfy intrinsic goals.

Consumption is thought to be a goal-directed behaviour often marketed as a source of happiness. However, it has yet to be tested whether we associate greater happiness with purchases that help us move towards our goals-goal satisfaction mechanism-or whether spending behaviours that help us primarily to attain intrinsic goals-such as affiliation or self-growth-are linked to higher well-being as self-determination theory would predict. Across two studies, intrinsic goal satisfaction was associated with greater well-being, rather than the purchase helping the consumer to satisfy their goals. Moreover, intrinsic goal satisfaction predicted significantly more variance in well-being (13%-16%) than the material-experiential purchase typology (2%-5%) used in past research. Finally, higher dispositional extrinsic goals predicted both extrinsic and intrinsic goal satisfaction through consumption suggesting that materialistic individuals might use consumption as a strategy to seek the attainment of intrinsic goals. These findings suggest that future research should shift the focus from the purchase (what is bought) to the consumer (who is spending money and why) when looking at the links between spending money and happiness. Finally, this report hints that future interventions aiming to reduce excessive consumption should explore lessening people's extrinsic goals.

Life aspirations, school engagement, social anxiety, social media use and fear of missing out among adolescents

Fear of Missing Out (FoMO) – people’s intense concerns that they might miss pleasant moments that their peers may enjoy—has been found to relate to a variety of undesired outcomes, including poor academic functioning. Yet, little is known about why some students may exhibit more FoMO than others. In this cross-sectional study with a sample of Turkish adolescents (N1 = 506; 50.8% males; Mage = 15.8 years; SD = 0.83), we examined to what extent intrinsic and extrinsic life goals for using social media predict FoMO over and above social anxiety. We found through path analyses that extrinsic goals of attaining popularity, garnering attention, and conveying a positive image of oneself to others related to FoMO which in turn related to lower grades by means of in-class distraction and out-of-class study interference. Taken together, the present results suggest that the goals that adolescents try to attain through social media use may explain why FoMO might be more prevalent in that age group.

The Investigation of Self-Regulated Learning among Low Proficiency EFL Students

This study aimed at investigating (1) the characteristics of self-regulated learning (SRL) among low proficiency EFL students and (2) the variation for SRL among students with different English proficiency. Participants were 85 Thai university students who were categorized as low proficiency EFL students based on their Test of English for International Communication (TOEIC) score. These students were divided into two groups: G1 and G2. The results revealed that students in the G1 group had a significantly lower TOEIC score than the students in the G2 group. For the investigation of SRL, the exploratory factor analyses (EFA) demonstrated ten subscales: Five for motivational and five for learning strategy factors. Multiple regressions that determined the influences of SRL on proficiency revealed that the students who possessed higher task value and intrinsic goal orientation were more proficient. On the contrary, if the students had higher test anxiety, they were less proficient. Students in the G1 and G2 groups differed significantly for extrinsic goal orientation. The students in the G2 group (with higher TOEIC score) had more extrinsic goal orientation than did the G1 group students. For Learning strategy in SRL, a multiple regression for learning strategy factors revealed that there were correlations between elaboration and critical thinking and proficiency of Thai EFL students. This factor was a significant predictor of the variation of proficiency. Significant differences were also found between the G1 and G2 groups in peer learning. The lower proficient group tended to rely more on their peers and seek for help. For pedagogical implications, teachers need to provide motivational environments in order to improve the mental state of low proficiency students. Attention should be paid to students who cannot perform well in class in order to raise their confidence and lessen anxiety in learning English.

The Role of Blended Learning on Moderating Self-Motivation to Mitigate Foreign Language Anxiety among EFL Students

The purpose of this study is twofold: (1) it looks at how much foreign language anxiety and self-motivation there are among EFL students, and (2) to determine if learning preferences interact with self-motivation to lessen FLA, i.e., moderate this relationship. To do this, 232 EFL students from the 2020–2021 academic year were randomly chosen to participate in a survey method at three universities in central Saudi Arabia: Qassim University, Majmaah University, and Shaqra University. SPSS was used for descriptive analysis, where Macro Process Hayes Plug-In was used for the moderated regression analysis. The findings showed a moderate level of internal and extrinsic goal orientation, control over learning beliefs, self-efficacy, task value, social engagement, instructor support, as well as anxiety related to learning a foreign language. Additionally, it was determined that participant demographic factors had no statistically significant impact on any of the distinct dimensions of self-motivation or anxiety related to learning a foreign language. More significantly, blended learning was found to have a greater negative impact on foreign language classroom anxiety than face-to-face learning and e-learning, indicating that it has a greater impact on increasing self-motivation to lessen classroom anxiety.

Goal-Setting Behavior of Workers on Crowdsourcing Platforms: An Exploratory Study on MTurk and Prolific

A wealth of evidence across several domains indicates that goal setting improves performance and learning by enabling individuals to commit their thoughts and actions to goal achievement. Recently, researchers have begun studying the effects of goal setting in paid crowdsourcing to improve the quality and quantity of contributions, increase learning gains, and hold participants accountable for contributing more effectively. However, there is a lack of research addressing crowd workers' goal-setting practices, how they are currently pursuing them, and the challenges that they face. This information is essential for researchers and developers to create tools that assist crowd workers in pursuing their goals more effectively, thereby improving the quality of their contributions. This paper addresses these gaps by conducting mixed-method research in which we surveyed 205 workers from two crowdsourcing platforms -- Amazon Mechanical Turk (MTurk) and Prolific -- about their goal-setting practices. Through a 14-item survey, we asked workers regarding the types of goals they create, their goal achievement strategies, potential barriers that impede goal attainment, and their use of software tools for effective goal management. We discovered that (a) workers actively create intrinsic and extrinsic goals; (b) use a combination of tools for goal management; (c) medical issues and a busy lifestyle are some obstacles to their goal achievement; and (d) we gathered novel features for future goal management tools. Our findings shed light on the broader implications of developing goal management tools to improve workers' well-being.

Effectiveness of immersive virtual reality training in nasogastric tube feeding education: A randomized controlled trial

BackgroundGiven rapidly aging societies worldwide, improving the quality of long-term care through the cultivation of immense nursing assistants is critical. Accordingly, developing a satisfactory learning model to improve the learning outcomes of nursing assistant students is imperative. ObjectiveThis study tested the hypothesis that students in long-term care departments who underwent immersive virtual reality (IVR) training would have significantly (1) higher levels of knowledge about the skills of nasogastric tube feeding, (2) higher learning motivations (i.e., intrinsic and extrinsic motivations, task values, and self-efficacy), (3) lower cognitive load, and (4) higher satisfaction than a control group. DesignA randomized controlled trial with pretest and posttest design. Settings and participantsWe randomly assigned 107 students from the long-term care departments of two universities in central Taiwan to the IVR group (n = 54) or the control group (n = 53). MethodsThe IVR group learned the procedure of nasogastric tube feeding through IVR, whereas the control group watched a 15-min 2D video. The participants filled pretest and posttest questionnaires on nasogastric tube feeding knowledge. After the experiment was completed, the participants answered another questionnaire on their learning motivations, cognitive load, and learning satisfaction. ResultsThe nasogastric tube feeding knowledge improved significantly in the IVR and control groups after the intervention, with no significant between-group differences. The IVR group scored significantly higher than the control group on extrinsic goals, task value, and satisfaction; nevertheless, they also experienced a significantly higher cognitive load. ConclusionsBoth the IVR training and the traditional 2D video improved the learning outcomes of the nursing assistant students. The students were more satisfied with IVR than with the conventional learning model and indicated that IVR inspired their extrinsic learning motivations and perceived task value. However, IVR incurred a high cognitive load, which must be addressed in future course designs.

The influence of moral identity on green consumption.

Existing studies show that moral identity promotes green consumption, but its influence mechanism and boundary conditions remain unidentified. However, moral identity includes internalization and symbolization, which affect green consumption in different ways. Advertising goal framing also has an impact on green consumption. Existing studies often focus on moral identity internalization but neglect the role of moral identity symbolization and fail to fully consider the interaction, mechanism, and boundary conditions between moral identity and advertising goal framing. This study assumes that advertising goal framing includes both intrinsic and extrinsic goals. We attempt to verify the combined influence of internalization and symbolization of moral identity, advertising goal framing, and moral awareness on green purchasing intention. Through two experiments, we found that: (1) the internalization and symbolization of moral identity can promote consumers’ green purchasing intention; (2) consumers with high internalization of moral identity have more positive responses to intrinsic goal advertising; (3) moral awareness can enhance the combined influence of moral identity internalization and intrinsic goal advertising on consumers’ green purchasing intention; and (4) self-consistency and social approval mediate the combined impact of moral identity and advertising goal framing on consumers’ green purchasing intention. This study enriches the literature on the influence of moral identity on green consumption. Businesses can also draw on these findings to improve the effectiveness of green marketing.

초등학생이 지각한 창의적 학교 환경과 미래목표가 행복감을 매개로 창의성에 미치는 영향

This study examined the effects of the creative school environments (friend support, teacher support, teacher's controlled attitude) and future goals (extrinsic goals, intrinsic goals) on children's creativity through perceived happiness. For analysis, 10th data (age 9) from the Korean Children Panel were used. Mediation analyses revealed that social support from friends and teachers was positively related to children's creativity through the mediating effects of perceived happiness. On the other hand, teachers' strict and controlled attitudes negatively affected children's happiness, which lowered students' creativity. In addition, the mediating effect of perceived happiness on the relation between children's future goals and creativity was statistically significant. It suggests that children with intrinsic future goals (e.g., helping others, building a happy family) are happier, in turn, more creative than those with extrinsic future goals (e.g., making a lot of money, being famous). The theoretical and practical implications, as well as the limitations of the current study, are discussed.

The Behavioral Regulation in Exercise Questionnaire (BREQ-4): Psychometric evidence of introjected approach regulation in Portuguese health club exercisers

The assessment of motivation has been a key aspect to the understanding of exercise participation, and research grounded in self-determination theory has presented valid and reliable instruments for that purpose. Given the need to continually refine this latent construct, the present study aimed to translate, adapt, and psychometrically validate a subscale targeting the approach facet of introjection, and to test the pattern of associations between motives for practice, basic psychological needs satisfaction/frustration, and behavioral regulations encompassing the validated introjection subscale, in a sample of health club exercisers.For that purpose, two studies were developed with a total of 1216 health club exercisers. In Study I (n = 806), Confirmatory Factor Analysis and Exploratory Structural Equation Modeling analysis to test the motivational continuum encompassing the introjected approach subscale were performed. In Study II (n = 410) associations and structural models between intrinsic and extrinsic goal contents, basic psychological needs satisfaction and frustration, and behavioral regulations with the new subscale were tested.The correlated seven-factor model with 21 items in Study I displayed good psychometric properties (CFA: χ2 = 481.977 (168), p < .001, CFI = 0.936, TLI = 0.915, SRMR = 0.037, RMSEA = 0.048; ESEM: χ2 = 178.672 (84), p < .001, CFI = 0.980, TLI = 0.949, SRMR = 0.014, RMSEA = 0.037). The introjected approach regulation added to the preexisting factorial structure did not affect the validity and reliability of the instrument. The results from Study II supported a theoretically expected pattern of associations, in which the introjected regulation of approach is positioned between introjected avoidance and identified regulation along the motivational continuum. Additionally, path estimates depicted criterion validity for the new subscale. All in all, this work presents preliminary evidence for an introjected approach regulation subscale that can be used in health club practices for a better understanding of the motivational quality of exercise practice.

"There for The Right Reasons": New Zealand Early Childhood Professionals' Sense of Calling, Life Goals, Personal and Spiritual Values.

Using a mixed-method approach, this present study examined the roles of calling and the relation between life goals and spiritual values among early childhood professionals in New Zealand. Among the 102 participants who completed the surveys, 24 participated in the follow-up individual interviews. In line with previous research, results showed that the five spiritual values-conformity, universalism, tradition, benevolence, and security-positively correlated with at least three intrinsic life goals, but showed a negative correlation with at least three of the four extrinsic goals. In addition, all non-spiritual values-self-direction, stimulation, hedonism, achievement, and power-correlated negatively with at least three of the intrinsic life goals. A similar pattern was found between the correlation between all non-spiritual values and extrinsic life goals. Interview data showed that participants who self-identified as having experienced a call to work with young children actively engaged with their calling. They also affirmed that their calling was experienced at a deeply personal and emotional level. Participants also recognized the important impact of life goals, personal and spiritual values on their work. This paper concludes with implications for future research and practice.

Online learning in higher education: Examining the predictors of students' online engagement.

In this study, the effects of remote learning attitude, extrinsic and intrinsic goal orientation on the dimensions of online engagement were examined. 293 teacher candidates at a state university in Turkey participated in the research. PLS-SEM was used to analyze the data. In all models, relationships related to online collaboration with peers, online communication with instructor, participation in online classes, and completing assignments and tasks were confirmed. The relationships between the attitude towards attending online courses and the skills and emotional dimensions of engagement were confirmed. The relationships between intrinsic goal orientation (IGO) and skills and emotional dimensions of engagement are significant. Extrinsic goal orientation (EGO) is only related to the performance dimension of engagement.

Students' Motivation and Perception in Learning Social Science Using Distance Learning Modality during COVID-19- Pandemic

Aims: This paper assessed the motivation and perception of Grade 12 public school students in learning social science during the pandemic. It also investigated the difference in their motivation and perception.&#x0D; Study Design: Descriptive-comparative design.&#x0D; Place and Duration of Study: School Division of a Component City in Northern Negros Occidental, between January 2021 to July 2022.&#x0D; Methodology: The study utilized the descriptive-comparative design. The study was assessed by 436 stratified randomly sampled students. The assessments were gathered using the modified motivation and perception questionnaires. In analyzing the data, mean, standard deviation, Mann Whitney, and Kruskal Wallis were employed.&#x0D; Results: Generally, the motivation (M=3.83, SD= 0.67) shows an agreeable result. The extrinsic goal orientation (M=4.15, SD= 0.88) is rated highest with an agreeable result, and social engagement (M=3.46, SD= 0.92) is the lowest with a neutral result. Meanwhile, they have agreeable perceptions (M=3.69, SD= 0.65) with perceived value (M=3.79, SD= 0.79) as highest and perceived teachers' attitude (M=3.46, SD= 0.89) as lowest. Moreover, there was no difference in their motivation when group according to sex [U=21954.5, p=0.721] and track [U=22104.0, p=0.875]. While a significant difference in academic performance [χ2(4)=53.069, p=0.000]. In terms of perception, it found no difference when grouped according to sex [U=22309.0, p=0.771] and track [U=22163.0, p=0.912]. While a significant difference in academic performance [χ2(4)=32.042, p=0.000].&#x0D; Conclusion: The study implies the need to address students' motivation and perception issues to ensure their quality learning of social science.

Predicting Intrinsic and Extrinsic Goal Contents Pursuit on Social Media.

Goal contents pursuit reflects the motivational personality and can be an excellent indicator to predict individuals' life satisfaction and daily behaviors. However, due to the expense and subjective bias of questionnaires, it is challenging to obtain individual data and explore the effects of goal contents pursuit in conventional studies. Social media provides individuals with a communication context that can be used as a proxy to infer personality based on a massive of media footprints information. This study obtained 456 Weibo active users' self-reports of goal contents pursuit scale and their online behaviors that is established to train a competent machine learning model, which then successfully identifies the classification of intrinsic and extrinsic goals. From the perspective of Weibo users' features (i.e., basic, interactive, linguistic, and emotional features), the systematic comparison shows the significant differences in the pursuit level of intrinsic and extrinsic goals. This study advances the methodology of employing machine learning and online data to objectively delineate individual goal contents pursuit and paves the way to explore a massive number of individuals' personalities and behaviors.

The Interaction between Basic Psychological Needs, Decision-Making and Life Goals among Emerging Adults in South Africa

The interaction between emerging adult psychological well-being and decision-making, in South Africa, has not been explicitly explored in Self-Determination Theory. Life goals have been thought to play a role in the interaction between basic psychological needs and decision-making to promote psychological well-being. The current study, therefore, aimed to examine whether the decision-making styles employed, and the life goals which were deemed important, contribute to the understanding of the satisfaction or frustration of the basic psychological needs of emerging adults in South Africa. Data were collected cross-sectionally, using a secure, online survey among 1411 participants. The interaction between decision-making, life goals and basic psychological needs variables were examined using descriptive statistics, Pearson correlations and hierarchical regression analyses. The results in the study suggest that adaptive (vigilant) decision-making and intrinsic life goals were significant predictors for the satisfaction of the basic psychological needs. Some forms of maladaptive decision-making and extrinsic goals were predictors of the frustration of basic psychological needs. The variance explained by the various models were between 15.6–32.6%, with the results suggesting all models were significant. The results provide a novel contribution to emerging adult well-being in South Africa and Self-Determination Theory, with the implications for society, research and practice discussed.

Writing creatively to re-story the experience of waiting

ABSTRACT Memories call out to us from our subconscious, revealing the stories that have yet to be told. This paper explores the memories of stories that resonate with the experience of waiting in middle age. It is written as a personal essay to capture the complex and nuanced emotions evoked by the aging process. Middle age can be felt as a vacuous space since many of life’s major milestones have already been met. Increased responsibilities can further trigger a mindless busyness that causes us to drift. We may subsequently wait mechanically and without purpose, as we drift from one extrinsic goal to another. Alternatively, we can learn how to wait with faith and hope as we hold out for what contains intrinsic value. Crafting our experiences of waiting through aesthetic language and literary works can help us to redefine waiting through a more receptive, vibrant, and growth-evoking lens so that it becomes a space for savouring life’s richness.

Explicit strategy-based instruction in L2 writing contexts: A perspective of self-regulated learning and formative assessment

Recent studies have pinpointed the critical and optimal role of self-regulated learning (SRL) in strategy instruction in second/foreign language (L2) research. To provide empirical grounding for developing self-regulated, strategic learners, this study developed an integrated model of SRL strategy instruction which was integrated with formative assessment and a process-genre approach and then examined its effects on L2 writing quality and motivational beliefs. This was a quasi-experimental research design, in which the experimental group received a 16-week SRL strategy instruction while the comparison group received a regular writing course over the same time period. Pretest, posttest, and delayed posttest of writing performance were conducted to examine students’ changes in writing quality in terms of content, organization, vocabulary, language, and mechanics. A self-report questionnaire was administered to both groups in the pretest and the posttest to investigate the development of motivational beliefs (i.e., task value, intrinsic goal orientation, extrinsic goal orientation, control of learning beliefs, and self-efficacy of learning and performance). Results of mixed factorial ANOVAs revealed the experimental group outperformed the comparison group in the overall writing scores and the subscores (e.g., content, organization, vocabulary, and language) in the posttest and the delayed posttest. In addition, the intervention helped students develop a higher level of task value, extrinsic goal orientation, control of learning beliefs, and self-efficacy of learning and performance. Data collected from reflective journals showed that EFL students reported increased levels of self-regulated, strategic behavior as a results of engaging in classroom formative assessment activities. • Formative assessment promotes effects of self-regulation instruction. • Self-regulation strategy intervention improved L2 writing quality. • The intervention improved students’ task value and extrinsic goal orientation. • The intervention helped students develop active control of their learning beliefs. • The intervention helped students become more self-efficacious in learning to write.

The role of motivation in predicting academic success of Medical students in Online Courses

Objective: To assess the correlation and predictive value of different constructs of motivation in achieving academic success in online medical course. Study Design: Cross sectional, analytic study using Convenience sampling. Place and Duration: The study was conducted in the Anatomy Department at Foundation University Medical College 1st June 2020 to 1st Dec 2020. Methodology: First and Second year MBBS Students (n=210) undergoing an online course were administered the “Motivational strategies” component of “Motivated Strategies for Learning Questionnaire” in which the students rated themselves on Likert scale. After the course, the students were assessed by a test. The “Motivational constructs” which included, “Intrinsic Goal Orientation, Extrinsic Goal Orientation, Task value, Control of Learning Belief, Self-efficacy for learning and performance and Test Anxiety” were considered as independent variables, whereas the test scores were the dependent variable. The normality of the data was confirmed and Correlation coefficient for each scale with the test scores was calculated using Pearson’s test. Significance was calculated using ANOWA. A p value of ≤ 0.05 was considered statistically significant. Predictive validity of motivational scales for academic success were calculated for both courses by applying Multiple Regression analysis. Results: The Correlational coefficient was highest for “Test Anxiety”(r=-0.718). Multiple Regression analysis revealed that 71.9% (R square=0.719) of the variance is explained by “Test Anxiety” and “Extrinsic goal orientation.” The Beta value “Test anxiety” was -0.576 making it the largest contributor to the variance. Conclusion: Among the Motivational constructs, “Test Anxiety” has the strongest correlation and is a powerful negative predictor of Academic success in online medical course. Keywords: Academic success, Extrinsic Goal Orientation, Intrinsic Goal Orientation, Motivation; Online course, Test Anxiety