Facets Of Motivation Research Articles

Exploring facets of student motivation using a Bass Ackward strategy and the conceptual lens of self-determination theory

Motivational constructs have proliferated in educational psychology, reflecting the complexity of what moves people to engage and learn. In this exploratory research, we focused on students’ motivation for higher education. Our goal was to understand how a wide range of motives are empirically and conceptually related. We also examined how this diversity of motivational content relates to the motivational typology postulated by Self-Determination Theory (SDT). In Study 1, we extracted items from a broad collection of measures, formatted them with a common set of instructions, and administered them to multiple samples of current and former U.S. college students. Using Goldberg’s (2006) Bass Ackward factor-analytic method, we distilled twenty-six distinct facets that capture a wide variety of motivational contents. Multidimensional Scaling (MDS) suggested a dimension that resembled SDT’s continuum of relative autonomy, with some facets similar to amotivation and others falling along a range from less to more autonomous or volitional forms of motivation. In Study 2, we administered these provisionally labelled motivational facets alongside SDT’s regulatory styles and a set of external criteria covering multiple outcomes of interest in higher education. MDS analyses replicated the general pattern found in Study 1, recovering a dimension resembling SDT’s continuum of autonomy. Motivational facets were also associated with external criteria in a theoretically coherent manner. We discuss the implications of these exploratory findings for understanding the structure of self-reported motivation and for theory and measurement of student motivation.

Is Intrinsic Motivation Related to Lower Stress among University Students? Relationships between Motivation for Enrolling in a Study Program, Stress, and Coping Strategies

Transitioning from high school to university can be a challenging time for students, associated with uncertainty and stress, in part resulting from the vast number of subjects to choose from. Research has shown positive associations between intrinsic motivation and student well-being. Considering the detrimental roles that students’ stress and possibly dysfunctional coping strategies can play regarding general well-being, we investigate relationships between these constructs. Motivation for enrollment in a study program was analyzed in n = 201 first- and higher-semester students with regard to different facets of motivation. Part of the freshmen sample (n = 40) completed an additional follow-up survey in their second semester, expanding on stress and coping strategies. Cross-sectional results showed different patterns of intercorrelation among the motivational facets, but no significant differences between first- and higher-semester students. Longitudinally, only motivation based on social influences decreased over the course of the first semester. Motivation did not prove to be a suitable predictor for retrospectively judged stress during the first semester, but intrinsic motivation, especially, showed encouraging connections to some coping strategies. The findings can be used to improve student well-being and reduce dropout rates, as well as to design suitable marketing strategies for universities.

Facets of Motivation towards Physical Well-Being and Psychosocial Performance of Student-Athletes

Facets of Motivation towards Physical Well-Being and Psychosocial Performance of Student-Athletes

Anxiety sensitivity in relation to smoking dependence motives among Latinx persons who smoke.

Hispanic/Latinx (hereafter Latinx) persons are an established tobacco disparities population in the United States (US). Past work has suggested that individual differences in anxiety sensitivity, or the fear of arousal-based sensations, is one important cognitive construct for smoking maintenance and relapse among Latinx persons who smoke. However, previous research has not examined if anxiety sensitivity is associated with motivational facets of smoking dependence among this tobacco disparities population. In the current study, anxiety sensitivity was explored in terms of smoking motives for primary, secondary, and overall cigarette dependence. Participants included 336 English-speaking Latinx adults in the US who smoked cigarettes daily (Mage = 35.53, SD = 8.65, 37.3% Female). Results indicated that anxiety sensitivity was statistically significantly and positively related to higher primary and secondary dependence motives and marginally statistically significant to cigarette dependence; findings were evident after adjusting for numerous theoretically relevant variables (e.g., depression). Overall, the current study is the first to document linkages between anxiety sensitivity and numerous motivational bases of tobacco dependence among Latinx persons who smoke from the US.

What are the principal and most effective strategies for motivational self-regulation? A systematic review and meta-analyses

The regulation of motivation is considered a key aspect of self-regulated learning (SRL) as it is presumed that maintaining an adequate level of motivation is essential for engagement, effort and persistence in academic tasks. In this review, we aimed to improve our understanding of motivational regulation strategies, their supposed antecedents and the educational implications. A search was conducted in Web of Science, Scopus, PsycInfo, and ERIC databases. Of 4027 records identified, 64 (75 studies) were deemed eligible after inclusion and exclusion criteria were applied and studies with low methodological quality were discarded. Data on 18 different motivational regulation strategies were available. Extrinsic/controlling types of strategies were reported to be used more frequently than intrinsic/autonomous strategies. Motivational regulation strategies were significantly associated with metamotivational beliefs, academic skills and adjustment. Available evidence supports assumptions of theoretical models on antecedents and academic implications of motivational self-regulation. Educational impact and implications statementThe present study provides a compendium of the different motivational self-regulation strategies studied to date, describes the nature of these and unifies the different denominations used. The available evidence on the frequency of use of the different strategies that has been collected may be useful for educators, enabling them to anticipate and adapt to the status of the different motivational facets in students. Drawing on theoretical models of motivational self-regulation, the interconnections between the use of the strategies and their supposed antecedents and the expected educational implications were explored. This will provide researchers and educators with an interpretive framework to draw upon when adapting to interindividual diversity in strategy use and when assessing the compatibility between educational practices and the efficient use and training of motivational strategies.

Coach–athlete relationship as a predictor of contextual motivation in weightlifters

Coach behaviour is an important predictor of athlete motivation (Jowett, 2017). The coach–athlete relationship can be defined as a dynamic interaction wherein the feelings, thoughts and behaviours of both athlete and coaches are mutually and causally interconnected (Jowett and Shanmugam, 2016, In Schinke, McGannon & Smith (Eds.), Routledge International Handbook of Sport Psychology, Relational Coaching in Sport: Its psychological underpinnings and practical effectiveness (pp. 471–484). Routledge). This present study explored the coach–athlete relationship through the lens of Self-Determination Theory. This multidimensional theory underscores various facets of motivation suggesting that coaches' behaviours influence athletes' motivation by directly influencing their three basic psychological needs (Deci & Ryan, 2008, Can Psych, 49, 182–185). The study builds on previous research highlighting the pivotal role of coaches in shaping positive sporting environments and the significance of closeness, commitment and compatibility in the coach–athlete relationship (Jowett & Nezlek, 2012, J Soc Pers Rel, 29, 287–301). The purpose of the present study was to further understanding of the association between the coach–athlete relationship and contextual motivation among weightlifters. Previous studies have expounded a motivational model of the coach–athlete relationship that outlined a sequence wherein coaches’ actions bear influence on athletes’ intrinsic and self-determined extrinsic motivation by shaping their perceptions of autonomy, competence, and relatedness (Mageau & Vallerand, 2003, J Sports Sci, 21, 883–904). It was hypothesised that a coach–athlete relationship scores would be a negative predictor of amotivation and external regulation (H1). It would, however, be a positive predictor of more intrinsic forms of motivation (H2). Specifically, those who perceive their coaches as supportive, understanding and competent will report higher levels of intrinsic motivation within the training environment. Following institutional ethical clearance (33249-A-Nov/2023-47988-1), a sample of male and female weightlifters (N = 20; females = 11) were asked to complete an 11-item version of Coach–Athlete Relationship Questionnaire (CART-Q; Jowett & Ntoumanis, 2003) and the 18-item Sports Motivation Scale (SMS-2; Pelletier et al., 2013). There was no time gap in the administration of the two questionnaires. A series of standard linear regression analyses was computed using CART-Q subscales as predictor variables and each SMS-2 subscale as the dependent variable. H1 was not supported, as the CART-Q subscales were not a significant negative predictor of amotivation and external forms of motivation. H2 was supported given that the CART-Q subscales were positive predictors of intrinsic motivation subscales.

Finding the Link Between Iranian EFL Teacher Motivation and Engagement via Ant Colony Optimization Algorithm and Fuzzy Decision Mode.

Teacher motivation is considred as one of the most decisive factorts infulencing teacher functioing as well as students' achievement. Many variable can develop teacher motoivation. In this study, it is presumed that teacher engagement, comprising three facets of emotional, behavioral, and cognitive influence teacher motivation. To examine this hypothesis, this study takes the initiative to utiliuze an innovative artificial intelliengce (AI)-inspired approach called Ant Colony Optimization (ACO) technique. ACO is an artificial intelligence (AI) algorithm originating from natural phenomena. The concept originates from biology and physics and specifically from ants' movements. ACO has the ability to find the connections between inputs and outputs, and it can find the most influencing inputs. Motivation was the output of the study, and the inputs were three different engagement factors. Based on the results, ACO reached a high R-value meaning that it could predict the output with a high accuracy. The findings of this study substantiate the wide-ranging and multifacsted potentials of AI, in particular ACO, in studying and predicting human functioning in academic settings.

The Importance of Motivation in Foreign Language Learning

Motivation is one of the most important factors in foreign language teaching and learning. It can be defined as the driving force that stimulates and sustains an individual's behavior toward a particular goal or objective. Motivation is a complex construct that can be influenced by various factors, such as personality, cultural background, social environment, and personal experiences. It is essential for language teachers to recognize the importance of motivation in language learning and incorporate motivational strategies into their teaching practices. This can lead to more effective and efficient language learning and a greater sense of engagement and ownership over the learning process for learners. In this paper, we will explore the importance and intricate facets of motivation in foreign language teaching and learning, including the diverse motivational models, types and orientations, and how they affect language proficiency.

Adherence Promotion With Tailored Motivational Messages: Proof of Concept and Message Preferences in Older Adults.

This study examined the feasibility of using tailored text messages to promote adherence to longitudinal protocols and determined what facets of text message tone influence motivation. Forty-three older adults (Mage = 73.21, SD = 5.37) were recruited to engage in video-game-based cognitive training for 10 consecutive days. Participants received encouraging text messages each morning that matched their highest or lowest ranking reasons for participating in the study, after which they rated how effective each message was in motivating them to play the games that day. After 10 days, participants rated all possible messages and participated in semi-structured interviews to elicit their preferences for these messages. Results showed that messages matching participants' reasons for participating were more motivating than mismatched messages. Further, participants preferred messages that were personalized (i.e., use second person voice) and in formal tones. Messages consistent with these preferences were also rated as more motivating. These findings establish the feasibility of using message tailoring to promote adherence to longitudinal protocols and the relevance of tailoring messages to be personal and formal.

Developmental trajectories of school-beginners' ability self-concept, intrinsic value and performance in mathematics.

Although research clearly demonstrates the importance of motivation in mathematics learning, relatively little is known about the developmental dynamics between different facets of mathematics motivation and performance, especially in the early years of schooling. In a longitudinal setting, we examined (1) how children's ability self-concept and intrinsic value in mathematics change over time during their first 3 years in school, (2) how those changes relate to each other and (3) how they connect with mathematics performance. The participants were 285 Finnish school-beginners (52.7% girls). Latent growth curve modelling was used to examine the developmental trajectories of children's ability self-concept and intrinsic value, and how those trajectories predicted later mathematics achievement (both mathematics test performance and teacher-rated grades), while controlling for previous mathematics performance and gender. The results showed significant decreases in children's ability self-concept and intrinsic value, but also significant individual differences in the trajectories. The strong dependency between the levels and changes in self-concept and intrinsic value led us to specify a factor-of-curves latent growth curve model, thus merging the trajectories of ability self-concept and intrinsic value into one common model. Subsequent results showed prior mathematics performance to predict change in children's mathematics motivation, and both the level and change in mathematics motivation to predict third-grade performance and teacher-rated grade. Our findings provide evidence for a developmental link between children's ability self-concept, intrinsic value and achievement. Achievement seems to enhance mathematics motivation, and positive motivation appears to support the further development of mathematics skills.

Using TED Talks Videos to Improve Speaking Skills Among Secondary Students in Kota Kinabalu, Sabah

This study investigates the incorporation of TED Talks videos as a pedagogical tool in secondary language instruction, with a specific emphasis on improving speaking fluency and students' attitudes toward learning. By recognizing the increasing importance of multimedia in language acquisition, the research aims to uncover the tangible benefits of integrating TED Talks videos into language lessons. Utilizing a quasi-experimental design with control and experimental groups, the study combined quantitative analysis of pre-tests and post-tests with qualitative insights gathered from a Likert questionnaire. The outcomes strongly indicated that students exposed to TED Talks videos exhibit significant advancements in their as indicated by the significant mean value of post-test scores between the experimental and control groups. Additionally, the research highlights the pivotal role of authentic materials in enhancing motivation and fostering positive learning attitudes. This research also delved into the wider implications of these findings for language instruction, underscoring the potential of multimedia resources to revolutionize conventional teaching methodologies. Beyond the classroom, the research envisions an education landscape where innovative techniques, such as the incorporation of TED Talks videos, reshape language teaching. By addressing pedagogical and motivational facets, the study advocates for contemporary resources to create engaging and effective learning experiences. The research encourages educators to explore how multimedia interacts with diverse learners and cultural contexts, ultimately promoting dynamic instructional approaches aligned with evolving educational needs.

Reliability of gamified reinforcement learning in densely sampled longitudinal assessments.

Reinforcement learning is a core facet of motivation and alterations have been associated with various mental disorders. To build better models of individual learning, repeated measurement of value-based decision-making is crucial. However, the focus on lab-based assessment of reward learning has limited the number of measurements and the test-retest reliability of many decision-related parameters is therefore unknown. In this paper, we present an open-source cross-platform application Influenca that provides a novel reward learning task complemented by ecological momentary assessment (EMA) of current mental and physiological states for repeated assessment over weeks. In this task, players have to identify the most effective medication by integrating reward values with changing probabilities to win (according to random Gaussian walks). Participants can complete up to 31 runs with 150 trials each. To encourage replay, in-game screens provide feedback on the progress. Using an initial validation sample of 384 players (9729 runs), we found that reinforcement learning parameters such as the learning rate and reward sensitivity show poor to fair intra-class correlations (ICC: 0.22-0.53), indicating substantial within- and between-subject variance. Notably, items assessing the psychological state showed comparable ICCs as reinforcement learning parameters. To conclude, our innovative and openly customizable app framework provides a gamified task that optimizes repeated assessments of reward learning to better quantify intra- and inter-individual differences in value-based decision-making over time.

Which Aspects of Visual Motivation Aid the Implicit Learning of Signs at First Exposure?

AbstractWe investigated whether sign‐naïve learners can infer and learn the meaning of signs after minimal exposure to continuous, naturalistic input in the form of a weather forecast in Swedish Sign Language. Participants were L1‐English adults. Two experimental groups watched the forecast once (n = 40) or twice (n = 42); a control group did not (n = 42). Participants were then asked to assign meaning to 22 target signs. We explored predictors of meaning assignment with respect to item occurrence frequency and three facets of visual motivation: iconicity, transparency, and gesture similarity. Meaning assignment was enhanced by exposure and item frequency, thereby providing evidence for implicit language learning in a new modality, even under challenging naturalistic conditions. Accuracy was also contingent upon iconicity and transparency, but not upon gesture similarity. Meaning assignment at first exposure is thus visually motivated, although the overall low accuracy rates and further qualitative analyses suggest that visually motivated meaning assignment is not always successful.

Leading Volunteer Motivation: How Leader Behaviour can Trigger and Fulfil Volunteers’ Motivations

Events such as pandemics, natural disasters, and other social issues reveal societies’ increasing reliance on voluntary unpaid workers. However, there is a decline in people’s willingness to volunteer with established organisations. While management research has shown that leadership plays a major role in motivating and retaining paid employees, further investigation is needed to understand how leadership motivates volunteers. This paper integrates leadership literature into a widely adopted volunteer motivation model through a narrative review, aiming to distil precise leader behaviours that could be used to fulfil or trigger people’s motivation to perform unpaid work. Our goal is to draw clear conceptual links between the different facets of leader behaviours and volunteer motivation and highlight the role of leadership in triggering and fulfilling volunteer motivation and therefore sustaining vital volunteer workforces. Limitations of our chosen approach, implications, and future research directions are discussed.

Why get high? Coping and enjoyment motives mediate elevated cannabis demand and cannabis-related outcomes.

Cannabis is the most used psychoactive substance among adolescents and is a public health concern. Cannabis demand is a quantifiable measure of the reinforcing value of cannabis and comprises two latent-factors-amplitude (maximum consumption) and persistence (sensitivity to increasing costs). Cannabis demand and cannabis motives are important predictors of adolescent cannabis use and associated problems; however, little is known about how these two facets of motivation are causally related. Cannabis motives are thought to represent the final common pathway to cannabis use and may explain why elevated demand is associated with use and consequences. The present study tested whether internal cannabis motives (coping and enjoyment) mediated longitudinal associations between cannabis demand, use (hours high), and negative consequences. Participants aged 15-18 years old (n = 89, Mage = 17.0, SD = 0.9) who reported lifetime cannabis use completed online assessments of cannabis demand, motives, use and negative consequences at baseline, 3-month, and 6-month follow-up. PROCESS mediation models revealed that enjoyment motives mediated the association between amplitude and persistence and use. In addition, coping motives mediated the association between amplitude and negative consequences. These findings suggest that internal motives, while differentially related to aspects of demand and cannabis outcomes, are important in understanding adolescent cannabis use. Prevention efforts aimed at limiting access to cannabis and increasing access to substance-free activities may be important targets for adolescents. Further, cannabis interventions targeting specific motives for using (e.g., to cope with negative affect) may be important for reducing cannabis demand. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Modeling Effort-Based Decision Making: Individual Differences in Schizophrenia and Major Depressive Disorder

BackgroundA critical facet of motivation is effort-based decision making, which refers to the mental processes involved in deciding whether a potential reward is worth the effort. To advance understanding of how individuals with schizophrenia and major depressive disorder utilize cost-benefit information to guide choice behavior, this study aimed to characterize individual differences in the computations associated with effort-based decision making. MethodsOne hundred forty-five participants (51 with schizophrenia, 43 with depression, and 51 healthy control participants) completed the Effort Expenditure for Rewards Task, with mixed effects modeling conducted to estimate the predictors of decision making. These model-derived, subject-specific coefficients were then clustered using k-means to test for the presence of discrete transdiagnostic subgroups with different profiles of reward, probability, and cost information utilization during effort-based decision making. ResultsAn optimal 2-cluster solution was identified, with no significant differences in the distribution of diagnostic groups between clusters. Cluster 1 (n = 76) was characterized by overall lower information utilization during decision making than cluster 2 (n = 61). Participants in this low information utilization cluster were also significantly older and more cognitively impaired, and their utilization of reward, probability, and cost was significantly correlated with clinical amotivation, depressive symptoms, and cognitive functioning. ConclusionsOur findings revealed meaningful individual differences among participants with schizophrenia, depression, and healthy control participants in their utilization of cost-benefit information in the context of effortful decision making. These findings may provide insight into different processes associated with aberrant choice behavior and may potentially guide the identification of more individualized treatment targets for effort-based motivation deficits across disorders.

Altruism or egoism – how do game features motivate cooperation? An investigation into user we-intention and I-intention

ABSTRACT Achieving cooperation between individuals is challenging and often driven by self-beneficial motives. On the other hand, people also seem capable of subordinating their personal interests and of engaging in cooperation for motives other than their own, i.e. out of altruistic impulses. One context in which both motivational facets can be observed is multiplayer online games. However, there is a lack of knowledge about how cooperation based on altruism and egoism develops in games, which also prevents us from transferring this knowledge as a form of gamification. In this study, we explore which game features are accountable for altruistic and egoistic sentiment, and how these distinctive demeanours induce cooperation in games, with the intent to also derive implications for gamification. We employ we-intention and I-intention theory and conduct a survey among players of the game Ingress (N = 206). Our findings imply that (1) cooperative game design can give rise to within-group altruism in form of enjoyment in helping others and cooperative goals, (2) altruism can lead to the formation of we-intentions, and (3) individualistic game features invoke I-intentions and self-centered motivations in games in the form of recognition-seeking. Theoretical and practical implications are provided for cooperative game and gamification design.

Chunking Strategy to Improve Students' Reading Comprehension: An Action Research

The study focused on Chunking Strategy to Improve Student’s Reading Comprehension in the Nonequivalent Control Group Design, a form of quasi-experimental group design. This research consisted of two groups (experimental and controlled groups). Both groups were given pre-test and post-test to determine whether the chunking strategy could improve the students' reading comprehension. This research was conducted on the Junior High School Students of Sibugay Integrated School. Moreover, The researchers used the Reading Comprehension Test Research Instrument by Wigfield and Guthrie (1995) which was developed to evaluate many facets of students' reading motivation. The findings revealed a significant difference in the post-test and pretest scores of the students who underwent the chunking strategy. The findings of this study affirmed that using a chunking method was useful for teaching reading comprehension in the educational process. The pre-test and post-test scores of the students showed significant improvement. By using this strategy, teachers may make it easier for students to comprehend and retain material, which will boost their performance.

Motivational Facets of Sustainable Entrepreneurship: A Systematic Review and Future Research Agenda

Entrepreneurial activity and especially sustainable entrepreneurship (SE) significantly impact the achievement of the sustainability transition. While we have a decent understanding of the drivers of entrepreneurial activity, there is limited knowledge and no systematic consolidation of existing work examining what motivates entrepreneurs to engage in SE. To address this issue, we conducted a systematic literature review analyzing 50 papers derived from the Scopus database since 2017. We found that the specific construct discussed in this literature is the Motivation for Sustainable Entrepreneurship (MSE) and argue that it is a combined construct comprising the motivation to have an impact on sustainability and the motivation to become an entrepreneur. We conclude by suggesting three areas for future research: First, a clear definition of MSE is needed, distinguishing what constitutes motivation for impacting sustainable development and motivation for engaging in entrepreneurship. Second, despite having a good understanding of the factors influencing MSE, these are often based on specific case-studies and could benefit from larger and more diverse samples as well as research methods. Third, we have a very limited understanding of the effect of MSE on new venture creation, entrepreneurial practices, performance, and success.

Disentangling motivation and engagement: Exploring the role of effort in promoting greater conceptual and methodological clarity.

Conflation over motivation and engagement has historically impeded research and practice. One reason for this is because definition and measurement have often been too general or diffuse-especially in the case of engagement. Recently conceptual advances aimed at disentangling facets of engagement and motivation have highlighted a need for better psychometric precision-particularly in the case of engagement. To the extent that engagement is inadequately assessed, motivation research involving engagement continues to be hampered. The present study investigates multidimensional effort (a specific facet of engagement) and how it relates to motivation. In particular, we examine the associations between specific positive and negative motivation factors and dimensions of effort, thereby shedding further insight into how different types of motivation interplay with different types of engagement. Drawing on data from a sample of 946 Australian high school students in 59 mathematics classrooms at five schools, this study hypothesized a tripartite model of academic effort in terms of operative, cognitive, and social-emotional dimensions. A novel nine-item self-report Effort Scale measuring each of the three factors was developed and tested for internal and external validity-including its relationship with multidimensional motivation. Multilevel confirmatory factor analyses were conducted to test the factor structure and validity of multidimensional effort. Additionally, doubly-latent multilevel structural equation models were conducted to explore the hypothesized motivation → engagement (effort) process, and the role of student- and classroom-level background attributes as predictors of both motivation and effort. Results supported the hypothesized model of tripartite effort and its distinctiveness from motivation, and showed that key dimensions of motivation predicted effort at student- and classroom-levels. This study provides implications and suggestions for future motivation research and theorizing by (1) establishing evidence for the validity of a novel engagement framework (multidimensional effort), and (2) supporting future measurement and practice in academic engagement juxtaposed with multidimensional motivation-critical for better understanding engagement, and motivation itself.