Higher Levels Of Intrinsic Motivation Research Articles

EFL Teachers’ Work Tasks Motivation towards Class Preparation, Teaching, and Evaluation of Students

Abstract Introduction: Motivation plays a central role in teachers’ instructional practices. Teaching quality and teacher effectiveness contribute positively to student achievement. In line with this, teachers face several tasks in their profession, and they exhibit various motivational levels consisting of different motivational constructs, such as intrinsic, introjected, identified, external motivation, and amotivation. Therefore, this study aims at revealing Turkish EFL teachers’ motivations towards the work tasks of class preparation, teaching, and evaluation of students, which all teachers have to conduct in their profession. Methods: To collect data, Work Tasks Motivation Scale for Teachers was used. The sample consisted of 1786 EFL teachers teaching throughout Turkey in all types of schools and locations across seven geographical regions. Results: The quantitative data revealed that motivational constructs vary according to the work tasks of class preparation, teaching, and evaluation of students indicating that teacher motivation has a multifaceted nature and is a non-uniform construct. Discussion: The results indicated that Turkish EFL teachers did not value the task of classroom preparation, while the task of evaluation of students seemed to be valued. Gender-based differences also indicated that female teachers had higher amotivation and external regulation levels towards classroom preparation and teaching despite their higher levels of intrinsic motivation towards evaluation of students. In addition, considering age variable, the younger group of EFL teachers were found to be more intrinsically motivated towards teaching and evaluation of students compared to the older groups while being more amotivated towards the task of classroom preparation. Limitations: Despite the high number of the participants, the findings of the study are limited to the analyses of quantitative data as the main source. Conclusions: The findings of the study indicated that EFL teachers working in all regions and cities of Turkey demonstrated high levels of a) amotivation towards classroom preparation, b) introjected regulation towards teaching, and c) intrinsic motivation towards evaluation of students. Moreover, EFL teachers’ work task motivations displayed variations based on their gender, their age, the location and the type of their school. Further research could investigate potential reasons for the differences in EFL teachers’ motivation levels while further increasing the reliability of the results by integrating qualitative data through interviews, observations, or teacher diaries.

Academic motivation and self‐directed learning readiness of nursing students during the COVID‐19 pandemic in three countries: A cross‐sectional study

It is crucial to evaluate student academic motivation and self-directed learning (SDL) readiness while teaching online or flexibly. During the coronavirus disease 2019 pandemic, there were few investigations on the link between academic motivation and SDL readiness. This study investigated the connection between academic motivation and SDL readiness and the three academic motivation domains' predictive features. This cross-sectional study used convenience sampling to recruit 1187 nursing students from four nursing colleges in three countries. We utilized the Academic Motivation Scale College Version and Self-directed Learning Readiness Scale for Nurse Education to collect data. Descriptive and inferential statistics were employed to analyze the data. Extrinsic motivation received the highest mean. Most nursing students exhibited SDL readiness, whereas "desire for learning" was rated the highest dimension of SDL readiness. We found significant differences in nursing students' intrinsic and extrinsic motivation and amotivation between the three countries. Finally, country, gender, and intrinsic motivation were significant predictors of the nursing students' SDL readiness. Among Filipino, Saudi, and Thai nursing students, their SDL readiness is influenced by the intrinsic motivation domain. Therefore, nursing students with higher levels of intrinsic motivation are proactive learners for SDL.

Are CLIL Teachers-to-be Motivated? A Qualitative Study

In recent years, CLIL has gained momentum in Europe and many have been the authors who have analysed the relationship between CLIL and motivation. The vast majority of these studies have focused on learner motivation (Doiz et al., Lasagabaster, Lasagabaster and Sierra, Seikkula-Leino). This study aims to redress that balance by examining teacher motivation, more specifically, the extent to which teachers-in-training of CLIL are motivated. Participants are final-year Primary Education degree students at UCLM (M=21.5), who completed an open-ended questionnaire examining both intrinsic and extrinsic motivations. Results demonstrated significantly high levels of intrinsic motivation.

First steps in the physician-scientist pipeline: a longitudinal study to examine the effects of an undergraduate extracurricular research programme

ObjectivesMedicine is facing a physician-scientist shortage. By offering extracurricular research programmes (ERPs), the physician-scientist training pipeline could already start in undergraduate phases of medical training. However, previous studies into the...

Does goal setting matter? The impact of employee-level and organizational-level goal properties on public employees' perception of performance appraisal fairness

PurposeThis study examines the relationship between goal properties, both at the employee and organizational-level, and the perceived fairness of the performance appraisal system by federal employees.Design/methodology/approachWe describe the theoretical framework regarding goals and employee perceptions of performance appraisal fairness. We then develop and test four hypotheses, exploring the relationships among variables using five years of the FEVS data. To strengthen the research design, we created an agency-level dataset, by calculating agency-level averages for all the covariates. Instead of examining 500,000 federal employees each year, we are examining 80 federal agencies. Creating a panel dataset at the agency level allows us to make stronger statements about causality than using cross-sectional data.FindingsThis study finds a significant positive relationship between goal setting factors and employees' perceived fairness of performance appraisals: perceived employee-level goal difficulty and perceived organizational-level goal specificity at the agency level. The study results show that certain control variables, such as intrinsic motivation, play important roles in predicting public employees' perceived fairness of performance appraisals. Federal employees who have a higher level of intrinsic motivation show a more positive perception toward performance appraisal fairness. The appropriate use of extrinsic rewards and intrinsic motivation, combined with effective goal setting strategies in public organizations, may enhance public employees' perceived fairness of performance appraisal systems.Research limitations/implicationsThis study used the FEVS, necessitating the reduction of the sample size to agency level averages to create a panel dataset. Also, this study was limited to federal agencies in the United States, so research results may lack generalizability.Originality/valueThis paper fulfills an identified need to avoid cross-sectional research design and leverage longitudinal panel data.

Context matters: Self-regulation of healthy eating at different eating occasions.

Self‐regulation plays an important role in healthy eating behaviors. The current research explores temporary fluctuations in self‐regulation next to variations between individuals. In an online observational study, 892 participants (Mage = 44.3, SD age = 12.7) monitored their self‐regulation three times a week before a meal moment for 3 weeks. To analyze the data, a random intercept and slopes model was used, including variables on within‐individual level (i.e. meal moment, tiredness, distractedness, social, and physical environment) and variables on between‐individual level (i.e. self‐efficacy, intrinsic motivation, and perception of social and physical opportunity). Self‐regulation was found to be higher at breakfast compared with dinner (estimate = −0.08, p < .001), higher at home than out‐of‐home (estimate = −0.08, p < .001) and lower when individuals are more tired (estimate = 0.04, p < .001) and distracted (estimate = 0.07, p < .001). Moreover, self‐regulation was higher for individuals with higher levels of intrinsic motivation (estimate = 0.19, p < .001) and self‐efficacy (estimate = 0.41, p < .001). Insights from this research advance our knowledge regarding temporal influences on self‐regulation and can provide input for behavior change tools such as personalized dietary advice.

Supportive management practice and intrinsic motivation go together in the public service

Drawing on over 4,000,000 individual and 2,000 agency observations across five countries, this paper examines the relationship between features of an employee's work environment and intrinsic motivation in public agencies. It finds that practices which foster employees' sense of autonomy, competence, and relatedness are associated with substantially higher levels of intrinsic motivation across a broad range of settings. This is true both at the individual and agency level and when examining changes within agency over time. These patterns appear to be at least partially a result of differential selection in and out of the agency, with lower levels of supportive practices associated with greater desire to exit for employees with higher levels of intrinsic motivation. Nonfinancial elements of job design are strongly associated with intrinsic motivation, as are potentially more difficult to alter features of an agency, such as satisfaction with compensation and managerial quality. There is also suggestive evidence that the relationship between agency practices and employee intrinsic motivation is stronger when tasks are more difficult to monitor.

The Effects of Technological Supervision on Gig Workers: Organizational Control and Motivation of Uber, Taxi, and Limousine Drivers

Does supervision from technological platforms alter gig workers’ motivation and perceptions of control? We address this question with two field studies set in the passenger livery industry. A between-subjects field survey (n=50) finds that while UberX drivers perceive significantly greater organizational control compared to taxi drivers, they do not report significantly higher levels of intrinsic motivation, needs satisfaction or enjoyment of work. In a follow-up within-subjects field experiment (n=79), we seek to identify the causal impact of technological supervision on drivers’ perceptions of control and motivation. Black car limousine drivers who sometimes work on the UberBlack platform are randomly assigned to respond to questions about their perceptions while driving either for Uber or their limousine company. Limousine drivers in the Uber condition report greater market control and enjoyment of the work. We draw several conclusions: 1) large differences between gig workers and incumbent workers are selection effects, and 2) Uber’s platform modestly increases perceptions of market control and task enjoyment with 3) no negative impact on motivation or needs satisfaction. We discuss the implications for employment relationships and human resources management.

The role of prelaboratory assignments in the improvement of academic performance and enhancement of intrinsic motivation in human cadaveric anatomy

Cadaveric dissection is a core component of teaching in human anatomy. However, students often attend the cadaver laboratory with limited preparation, which detrimentally impacts their learning. The use of pre-laboratory assignments (PLAs) that require students to prepare for a cadaver dissection session has been reported to improve student performance and encourage higher-order understanding of educational material. In the context of active learning, high levels of intrinsic motivation (IM) in students are associated with greater effort, and consequently better overall academic success. However, the maintenance of the IM of students in anatomy is often challenging for educators. This study aimed to explore the role of PLAs in the improvement of academic performance and enhancement of IM in occupational therapy students enrolled in a human anatomy course. One cohort of students were expected to complete PLAs prior to each cadaveric dissection session. The PLAs required students to write a brief anatomical description of each anatomical structure. The control group consisted of students who were not required to complete similar PLAs. Students who were advised to complete PLAs had a higher score on the practical examinations, and enhanced IM as compared to students in the control group. Further, the qualitative responses of students indicated that students perceived PLAs to be useful in the learning of anatomy. Therefore, PLAs are a valuable teaching tool, and represent a crucial element in revitalizing the anatomy curriculum.

Investigating the Types of Motivation of TESL Students in A Higher Education Institute in Malaysia

The purpose of this study is to investigate the types of motivation of students from a Higher Education Institute, the School of Education and Social Sciences in learning English language. The research instrument was adapted from Gardner’s Attitude/Motivation Test Battery (AMTB). The questionnaire has 28 items 14 items from intrinsic motivation and 14 items from extrinsic motivation. Students from a Higher Education Institute, Shah Alam, Malaysia participated in answering the questionnaire. The findings reveal that, the participating students do have high level of intrinsic motivation and extrinsic motivation, but if to compare between these two types, intrinsic and extrinsic motivation, the Participating students’ intrinsic motivation are slightly higher than their level of extrinsic motivation. The researcher concludes that the participating students rely on intrinsic motivation rather than extrinsic motivation.

An Open Trial of Metacognitive Remediation Therapy and Pharmacotherapy to Promote Smoking Cessation among Individuals with Psychotic-Spectrum Disorders.

Introduction Individuals with psychotic-spectrum disorders may smoke due to the ameliorating effect of nicotine on the cognitive deficits that accompany these illnesses. Metacognitive remediation therapy (MCR) has been shown to produce improvements in cognitive functioning among individuals with psychotic-spectrum disorders and provides a foundation for a novel smoking cessation intervention for this population. Aims To complete an open investigation of pharmacotherapy and a modified version of MCR [MCR to Quit (MCR-Q)] in promoting smoking cessation among individuals with psychotic-spectrum disorders. Methods Forty-nine individuals with a psychotic-spectrum disorder and who currently smoke cigarettes participated in MCR-Q while also receiving evidence-based smoking cessation pharmacotherapy. Tobacco use was assessed as follows: (i) prior to MCR-Q, (ii) immediately after completing MCR-Q, and (iii) six weeks after completion of MCR-Q. Results/Findings. During participation in MCR-Q, nearly 80% of participants made a 24-hour quit attempt. Following the completion of MCR-Q, participants experienced reductions in level of nicotine dependency and exhaled carbon monoxide, with reductions in nicotine dependency sustained six weeks after completion of MCR-Q. Over the course of their participation in MCR-Q, participants reported strong therapeutic alliance with their MCR-Q therapist and high levels of intrinsic motivation with regard to completing MCR-Q exercises. Conclusions The results from the current study suggest cautious optimism with regard to the use of MCR-Q in combination with medication for individuals with psychotic-spectrum disorders who want to quit smoking.

Measuring the impact of incorporating systems thinking into general chemistry on affective components of student learning

Recently, there has been an increased interest in incorporating systems thinking content into various chemistry classrooms. One promise of systems thinking is that students will be able to connect typical chemistry concepts learned in lectures with real-life situations through context-rich instruction. Such experiences may impact affective factors related to learning such as motivation and attitude of students. These factors have often revealed negative orientation for students in chemistry courses, where the majority of students are externally motivated, whereas intrinsic motivation is positively correlated with students’ course performance. A modified Situational Motivation Scale (SIMS) and the short version of the Attitude towards the Subject of Chemistry Inventory (ASCIv2) were used to assess whether a systems-thinking instructional approach resulted in changes in students’ motivation and attitudes in general chemistry. Pre- and post-survey data suggest that a first-semester chemistry course that incorporates systems thinking does not induce significant positive changes in students’ motivation. End of the semester motivation and attitude levels were correlated with students’ ACS exam scores, where students with higher levels of intrinsic motivation showed better performance on the ACS exam. Although the results obtained in this study were not optimistic, they suggest several areas of study within systems thinking instruction as potential areas to improve both instruction and student reception of the systems thinking components of instruction.

The effect of digital platforms in the motivation of future primary education teachers towards mathematics

Motivation is a key element of daily life. At present, ICTs are considered to be highly motivating elements that are of great importance in all sectors of the society. The objective of this research study is to measure and assess the intrinsic motivation level of university students aiming to become Elementary School teachers regarding the use of digital platforms in their math classes. Using the Self-Determination Theory and the Intrinsic Motivation Theory, these students were given a test with 20 questions based on the Intrinsic Motivation Inventory. The results support the conclusion that all participants had a high level of intrinsic motivation, which was highest in students with no previous experience in the use of said resources. It is important to improve, through motivation, the knowledge and skills of future teachers regarding the use of ICTs to enable them to awaken their students’ interest in mathematics and facilitate their learning process.&#x0D; &#x0D; Keywords: Intrinsic motivation, ICTs, digital platforms, math classes, school teachers.

Training Novices to Discriminate Retinal Diseases Using Perceptual Learning

Perceptual learning refers to the enhanced ability of users to pick up information from a class of stimuli and is achieved through rapid, repeated stimulus exposure with feedback. Classifying optical coherence tomography images of age-related macular degeneration (AMD) scans as either the wet or dry subtype is an extremely difficult perceptual task that typically requires years of training. The purpose of this study was to develop techniques to quickly train users to classify AMD retinal scan images as wet or dry. To determine whether gamification techniques might aid perceptual learning, half of the participants received a gamified feedback during training while the other half received informational feedback only. Results demonstrated significant improvement in AMD image classification for both the gamified and non-gamified groups, even on retinal scans never encountered during training. Participants in the gamified group, however, had higher levels of intrinsic motivation for the task.

The Influence of Intrinsic Motivation on Pay Satisfaction Among Caregivers in Residential Home for the Elderly in China: The Mediating Role of Job Burnout.

ABSTRACTBackgroundAccording to the theory of compensating differentials, caregivers with high levels of intrinsic motivation should exhibit a higher-than-average satisfaction with their pay. Whereas studies conducted in Western countries have provided empirical evidence for the theory of compensating differentials in various care settings, few studies have been conducted in China that focus on caregivers employed in residential homes for the elderly (RHE). The sociodemographic characteristics of caregivers in China different significantly from their counterparts in Western countries.PurposeThis study was developed to analyze the mediating role of job burnout to assess the influence of intrinsic motivation on pay satisfaction among caregivers in RHE.MethodsStructural equation modeling was used to examine the influences of intrinsic motivation on pay satisfaction in a sample of 1,212 caregivers employed in RHE in China by analyzing the mediating role of job burnout.ResultsIntrinsic motivation was found to relate positively to pay satisfaction (β = .11, p < .05). Negative relationships were identified between intrinsic motivation and job burnout (β = −.46, p < .01) and between job burnout and pay satisfaction (β = −.13, p < .01). Job burnout was found to have a significant mediating effect on the relationship between intrinsic motivation and pay satisfaction (β = .06, p < .01).Conclusions/Implications for PracticeA significant relationship was found between intrinsic motivation and pay satisfaction, with job burnout playing a mediating role in caregivers employed in RHE in China. This research has profound implications for nursing education, practice, and research. First, greater efforts should be focused on instilling nursing values in nursing students to foster intrinsic motivation. Second, nonpecuniary rewards may be offered to caregivers to acknowledge the values of care work and strengthen intrinsic motivation. Third, a supportive working climate should be fostered to reduce job burnout. Fourth, caregivers should be informed of their rights to decent pay and their right to bargain collectively through unions. Fifth, appropriate public policies should be implemented to provide pay for caregivers at levels that recognize and appreciate their intrinsic motivation.

The teacher career cycle and initial motivation: the case of Slovenian secondary school teachers

ABSTRACT This article focuses on the career cycle and initial motivation of secondary school teachers in Slovenia and is based on the Teacher Career Cycle Model. The aim of the study was to determine whether there are differences in the career stages and motivation in terms of teachers’ gender, mode of formal education and length of work experience in teaching and whether there are any correlations between the stages and motivation. The study included 94 secondary school teachers who completed the Slovenian version of the Career Choice Scale and Career Development Scale. The results show that female teachers are more intrinsically motivated in choosing the profession, while male teachers are more insecure in the profession. Teachers who completed concurrent programmes show a higher level of intrinsic motivation for the teaching profession and a major wind-down was apparent for teachers with 21 years or more of work experience in teaching.

Middle school students’ academic motivation in Turkey: Levels of perfectionism and self-efficacy

The purpose of the current study was to understand to what extent Turkish middle school students’ self-efficacy and perfectionism scores explained their academic motivation. Findings from this study have potential to influence counseling interventions, education, and future research. First, findings show that perceptions of self-oriented perfectionism were associated with lower levels of amotivation, lower levels of extrinsic motivation, and higher levels of intrinsic motivation. Findings also suggest that perceptions of socially prescribed perfectionism did not have a relationship with amotivation and had a negative relationship with extrinsic motivation as well as a positive relationship with intrinsic motivation. Finally, self-efficacy continues to be an important factor in outcomes among middle school students and extends previous findings that self-efficacy has been related with students’ resilience, achievement, and perseverance of effort. Based on this study’s findings, we provide implications for practitioners and researchers. One way to increase students’ self-efficacy is to foster hope for the future. Narrative therapy is another way to help students increase their levels of self-oriented perfectionism.

Correlation of medical students' situational motivation and performance of non-technical skills during simulation-based emergency training

BackgroundNon-technical skills (NTS) are an indispensable element of emergency care and need to be prevalent alongside with good technical skills. Though, questions of how to teach (instructional design) and improve NTS effectively remain unresolved. One adjustment screw to enhance performance of NTS, which is detached from instructional designs and learning efforts might be motivation. Theoretical models and observational studies suggest that high levels of intrinsic (situational) motivation result in better performance and better learning. Therefore, this study analyzed the influence of motivation on performance of NTS, by exploring if high levels of intrinsic motivation lead to better performance of NTS in medical students.MethodsIn this prospective cross-sectional cohort study, the authors assessed the correlation of situational motivation and performance of NTS within a cohort of 449 undergraduates in their 1st to 4th year of medical studies, in a total of 101 emergency simulation trainings. Situational motivation was measured with the validated Situational Motivation Scale (SIMS), which was completed by every undergraduate directly before each simulation training. The NTS were evaluated with the Anesthesiology Students´ Non-Technical skills (AS-NTS) rating tool, a validated taxonomy, especially developed to rate NTS of undergraduates.ResultsStudent situational motivation was weakly correlated with their performance of NTS in simulation-based emergency trainings.ConclusionAlthough motivation has been emphasized as a determining factor, enhancing performance in different fields and in medicine in particular, in our study, student situational motivation was independent from their performance of NTS in simulation-based emergency trainings (SBET).

Tipos de motivación en relación a la ansiedad ante los exámenes en el alumnado de educación primaria

La ansiedad ante los exámenes supone una problemática creciente en el contexto académico, si bien su estudio en la etapa de Educación Primaria es todavía escaso. El presente trabajo pretende profundizar en los factores que subyacen a este fenómeno, analizando el papel que desempeñan la motivación extrínseca e intrínseca en el desarrollo de la ansiedad ante los exámenes. Se analiza también el efecto del género en esta relación. En el estudio participaron 274 estudiantes de quinto y sexto curso de Educación Primaria, seleccionados mediante un muestreo por conveniencia. Para la medida de la ansiedad ante los exámenes y del tipo de motivación se utilizaron cuestionarios validados. La capacidad predictiva de la motivación sobre la ansiedad ante los exámenes se determinó mediante un análisis de regresión lineal múltiple. Las diferencias de género se estimaron mediante la prueba de T de Student para muestras independientes. Los resultados evidenciaron que la motivación intrínseca constituye un predictor negativo significativo de la ansiedad ante los exámenes, siendo la motivación extrínseca un predictor positivo estadísticamente significativo. Las mujeres evidenciaron niveles significativamente más altos en motivación intrínseca que los hombres. No se encontraron diferencias de género significativas ni en motivación extrínseca ni en ansiedad ante los exámenes. Estos hallazgos parecen indicar que la motivación intrínseca es un factor de protección frente a la ansiedad ante los exámenes en Educación Primaria, y la motivación extrínseca, un factor de riesgo. Se sugieren algunas pautas para el profesorado con el fin de prevenir o reducir la tendencia del alumnado a experimentar ansiedad ante los exámenes.

Exploring how student motivation relates to acceptance and participation in MOOCs

ABSTRACT In recent years, MOOCs have become firmly established as valid e-learning environments and, as such, have been developed by many universities using different types of platform. Given the voluntary nature of MOOC enrollment, motivation is crucial to our understanding of why students register for and complete these courses. The present study explores the motivations that characterize MOOC participants and how they relate to technology acceptance variables (data collected via questionnaires) and participation variables (observational data collected via the platform). Our results indicate that students show exceptionally high levels of intrinsic motivation. However, extrinsic motivation also plays a relevant role, suggesting that the two are not mutually exclusive. Although only intrinsic motivation appears to be systematically associated with differences in technology acceptance, both are associated with differences in participation, but in contrasting ways. Our results provide insights that will enable us to improve MOOC design in order to enhance participant satisfaction, particularly when different sources of motivation are involved. Future research based on the modeling of technology acceptance and participation will also benefit from this study.