High Level Of Motivation Research Articles

Impact of Human Resource Management Policies and Practices on Employee Motivation, Commitment and Performance

The primary goal of this study is to demonstrate how human resource management (HRM) policies and practices, which include employee job status, job security, internal promotion, and individualized rewards, have a substantial impact on employee motivation and commitment and their level of performance in the organization. Employees of commercial banks, insurance companies and financial companies at the managerial and assistant levels were included in this study. According to the study, there is a substantial and positive association between HRM policies and practices with that of employee motivation, and commitment. Similarly, a high level of employee motivation and commitment would contribute to the improvement of their level of performance in the institution as they accomplish the allocated duty based on their best efficiency, ability, and knowledge. It is the reason that management of the organization needs to focus on the improvement of employee job status, job security, internal promotion, and individualized rewards along with other variables of HRM policies and practices so that employees would feel motivated and committed to the accomplishment of assigned jobs. It is essential for the improvement of employee performance and also the overall performance of the organizations so that they can sustain and perform business activities in society for a long duration of time.

Assessing benefits of computer-based video training and tools on learning outcomes and motivation in mechanical engineering education: digitalized intervention and approach

Traditionally, laboratory work has been a common approach to facilitate the acquisition of practical skills and familiarize the undergraduate students, particularly engineering students, with specialized tools and equipment. However, the conventional in-person labs often experience challenges such as limited resources and space, instructor availability, and inflexible schedules. The emergence of digital tools and the recent COVID-19 pandemic have prompted educators to reconsider their teaching methods. To this effect, this paper introduces an innovative approach and teaching methodology to address the challenges in traditional engineering education within the laboratory. It presents a methodology that combines cost-effective instructional videos and portable kits to promote autonomous development of practical skills in undergraduate engineering students. The proposed teaching methodology was grounded on the Descriptive Decision theory and Learning-Oriented Assessment (LOA), which are theoretical framework and type of students’ learning outcome (SLO) model that studies the rationality behind the decisions that the users are disposed to make, as well as level of outcome of the students’ learning process or performance. Motivation among the students was assessed using the Model of Academic Motivation Inventory (MUSIC Inventory) to evaluate the impact of the proposed teaching method and learning intervention on the interest of the students. The method was implemented in four independent courses at two different campuses of Tecnologico de Monterrey. The results show that the proposed learning approach was effective in helping students develop hard skills with reduced instructor intervention. Moreover, high levels of motivation was reported through the MUSIC methodology and test administered to the participating students at the end of the courses. The outcome of this study can be used to inform and support the curriculum design by the educators, promote effective policy and decision making by the university leaders, and encourage wide adoption of the digitalized-education.

Creative space and scientific trajectory of academician V.N. Chernigovsky – first academic secretary of the department of physiology of the USSR Academy of Sciences

The article analyzes the prerequisites and conditions for choosing Academician V.N. Chernigovsky, academician-secretary of the Department of Physiology of the USSR Academy of Sciences, created in 1963. For this purpose, the scientific potential and creative success, career growth and individual qualities of Academician V.N. Chernigovsky within the framework of the methodological approach of “protected space” were considered. He was characterized by a high level of achievement motivation, he had high efficiency, and was characterized by thoroughness and accuracy in carrying out scientific work. V.N. Chernigovsky successfully developed a new direction in the field of visceral physiology and made a significant contribution to the idea of interoception. He worked hard, achieved results step by step, which added up, enhancing their combined effect and creating the basis for his recognition and career advancement. V.N. Chernigovsky had significant administrative experience in leading two leading physiological institutes. Creative space of academician V.N. Chernigovsky, his scientific trajectory and personal characteristics brought him to the forefront as a candidate for the position of Academician-Secretary of the new Department of Physiology of the USSR Academy of Sciences. Election of Academician V.N. Chernigovsky’s appointment to the position of academic secretary was not an accident, a game of chance or luck. This was the result of his intensive scientific and organizational work, which were predetermined by his personal qualities.

A Configurational Perspective on the Quality of Managers’ Counterfactual Reflections

Counterfactual reflection (CFR)—thinking about “what might have been if”—can enhance learning from experience, but only if the CFR is high-quality. Yet, what shapes differences in CFR quality remains largely unknown. Because managers typically reflect on experiences by concomitantly considering relevant factors and their collective interdependencies, we suggest that CFR quality is causally complex. To investigate this possibility, we interviewed 129 managers. In these interviews, they reflected on recently concluded business-to-business negotiations. Using fuzzy-set qualitative comparative analysis, we find three equifinal configurations of negotiation factors associated with high-quality CFR and eight associated with low-quality CFR. Drawing on the interviews, we identify managers’ ability to disentangle causal linkages in their past negotiation and their motivation for high-quality CFR in the present as plausible mechanisms underlying differences in CFR quality. We find high-quality CFR only following experiences where managers possess high levels of both situation-specific ability and motivation. In contrast, experiences that leave managers feeling unable or unmotivated due to high satisfaction, indifference, or defensiveness, are linked to low-quality CFR. Overall, our study advances understanding of why there are differences in CFR quality by linking past experiences with managers’ abilities and motivation. From a managerial perspective, we suggest that organizations avoid “one size fits all” approaches to CFR. Instead, we recommend actionable measures for both reflecting managers and their supervisors to address the specific reasons that prevent managers from engaging in high-quality CFR after their negotiation experiences.

Development of Learning Achievement and Motivation in Learning Mathematics of Grade 10 Students by Cooperative Learning

This research developed academic achievements to attain a pass rate of 70% and assessed student motivation in studying mathematics. The target group consisted of 40 Grade 10 students during the second term of the 2023 academic year at Sarakham Pittayakhom School under the Mahasarakham Secondary Educational Service Area Office. The tools used in this research included (1) a plan for organising 12 cooperative learning activities, (2) a mathematical achievement test on the topic of logarithmic functions, (3) a measure of mathematical learning motivation and (4) a diary record. Statistical data included percentages, means and standard deviations. Content analysis was employed as qualitative data and the action research model was divided into three cycles as Cycle 1 organized cooperative learning activities using the TAI technique with 40 students. Thirteen students (32.50%) passed the 70% criterion, while 27 (67.50%) did not. The average motivation score was 3.46, indicating moderate motivation among all the students. Cycle 2 implemented the STAD technique with the same group. Twenty two students (55%) passed the 70% criterion, while 18 (45%) did not. The average motivation score increased to 4.24, showing high motivation levels. Cycle 3 utilised the Think-Pair-Share. Thirty nine students (97.50%) passed the 70% criterion, with only one (2.50%) failing. The motivation score further increased to 4.46, suggesting very high motivation levels. After completing the operating circuits, almost all the students met the required academic achievement criterion in mathematics and exhibited high levels of study motivation.

The Effects of Instructional Approaches and Motivation on Students’ Reading Comprehension at MTS’s Amal Shaleh Simalingkar

Reading comprehension is a fundamental skill that serves as the foundation for effective learning and intellectual growth. GSSR's comprehensive approach extends beyond the classroom, fostering a lifelong appreciation for reading. A significant area of focus in educational psychology is the relationship between motivation and reading comprehension. This relationship has been shown to influence student engagement, perseverance, and, ultimately, academic achievement. The objective of this study was to ascertain whether the GSSR approach is more effective than the non-GSR treatment. Additionally, the study aimed to determine whether students with high levels of motivation demonstrate superior reading comprehension skills compared to those who are less motivated. Finally, the study sought to investigate whether there is a relationship between teaching the GSSR approach versus the conventional approach and the level of motivation on students' reading comprehension. This study employed a quantitative research design. The study was conducted at MTS Amal Saleh. The study sample consisted of 62 students from grades 8A, 8B, and 8C. The data analysis employed descriptive analysis, the Wilcoxon test, and the N-gain Score test. The findings indicated that the GSSR approach was more effective than the conventional method in enhancing students' reading comprehension. The success rate for the former was 55%, while the latter was 81.81%. Additionally, the students' mean scores were 70.25 and 77.75, respectively, for classes 8B and 8C. The enhancement of students' reading comprehension with high motivation yields superior outcomes compared to the improvement of students' reading comprehension with low motivation. This was demonstrated by the fact that the GSSR + Motivation method resulted in a 76.81% increase in the pass rate and a 38.44-point increase in the average score.

Effectiveness of teacher’s training program for tobacco control in schools of Lucknow: A Quasi-experimental study

Introduction: Teachers play a crucial role in influencing the attitudes and behaviors of their students. Their knowledge, attitude, and practice towards tobacco use, have a direct impact on strict implementation of School Tobacco Control Policies. The present study aimed to assess the effectiveness of the teacher’s training program, Choose Health by Avoiding Tobacco (CHAT) for tobacco control measures in schools of Lucknow. Materials and Methods: The study was a Quasi experimental study conducted among 120 school teachers from six Government High Schools in Lucknow. An interactive training session on various tobacco-related topics was conducted. Knowledge gained was assessed by comparing post-test scores with pre-test scores. McNemar’s test was employed to assess change in knowledge before, after, and after 1 month of the training program. Wilcoxon signed-rank test was used to compare the mean of pre-, post-, and follow-up test scores. Results: The prevalence of tobacco use was 21.7% among the participating school teachers. The female teachers did not consume tobacco in any form. There was a significant improvement in the mean post-test score as compared to the pre-test score (P < 0.001), with no significant attrition of knowledge gained after one month. A 94.2% of the participants reported that the training session conducted has motivated them to quit tobacco use. Evaluation of the six participating schools on their compliance with the “Tobacco Free Educational Institute” (ToFEI) Guidelines, demonstrated some improvement in implementation of these guidelines within two months of the training session as compared to baseline observations. Conclusion: The present study showed that the CHAT interactive educational intervention program was effective in improving knowledge related to tobacco and its laws to protect minors from the tobacco epidemic. The intervention also resulted in a high level of motivation among teachers to choose a tobacco-free life.

PECULIARITIES OF COMMUNICATIVE LEADERSHIP COMPETENCE

This article discusses the features of communicative competence, which is an integral part of modern leadership, ensuring successful interaction in a diverse and rapidly changing environment. Leaders with high communication skills can adapt to the challenges of the time, maintain a high level of team motivation, and achieve their goals. The authors explore the key aspects and characteristics of leaders' communicative competence. It is crucial for successful team management in a globalized and culturally diverse environment. In addition, the paper presents the main components of communicative leadership competence, analyses the works of domestic and foreign scholars on leadership competence, studies modern views of communicative leadership competence, and considers the leadership competence of future teachers of English. It is known that communicative leadership competence is an integral part of the professional training of future teachers of English. High communicative skills allow teachers to interact effectively with students and colleagues, create a positive and productive learning environment, and contribute to their personal and professional growth.

Motivational Factors Influencing the Choice of Medical Studies and Future Career Plans among Montenegrin Students.

There is a concerning trend of emigration among highly educated individuals in Montenegro. This includes medical professionals who seek better job opportunities abroad. The aim of the present study was to identify the primary motivational factors driving Montenegrin medical students to pursue a career in medicine, and whether these factors undergo changes over the course of their studies. A cross-sectional study included 210 medical students in Montenegro, 27.62% were males, and 72.38% were females. The mean age of the students was 21.90 years (SD=3.05) (range 19-39). Their academic motivation was analysed using the Academic Motivation Scale, previously validated in various cultural contexts. The results showed that autonomous motivation levels were higher than controlled motivation levels (p<0.001) among students in Montenegro, which has been previously associated with better learning outcomes. Students with medical doctors among their family members had higher extrinsic motivation related to rewards and punishments (extrinsic motivation with external regulation p=0.018). Amotivation showed a trend of increasing as the students got closer to graduation (p=0.057). Only 8.1% of students planned a career in primary healthcare, and 1% wished to specialize in family medicine. This study's findings, which indicate high levels of autonomous motivation among medical students, are of significant importance. They contribute to a comprehensive understanding of the motivation factors among medical students and young healthcare professionals in Montenegro. Moreover, they provide a basis for the implementation of strategic interventions to retain highly skilled medical professionals within the country's workforce, thereby addressing the concerning trend of emigration among this group.

Effectiveness of Using Fun Minds Flash in Improving Vocabulary Retention Among Year 5 Remedial Pupils

Vocabulary retention is vital for learning a language and proficiency in English. This will enable effective recall and use in various contexts in which enhancing both productivity and receptiveness that are complimentary for speaking, writing, listening and reading. However, nowadays, it was found from the practicum insights that there were poor English vocabulary retention especially among remedial students that are known to require extra support for learning difficulties. The contributors’ factors were coming from focus difficulties, language proficiency problems and anxiety issues. Not only that, but traditional teachers also often overlook the diverse learning needs of these pupils. In this study, the factors of lack of interactive tools, anxiety management and multimedia integrations were analysed, and it highlighted the potential of 'Fun Mind Flash' as an interactive tool designed to enhance vocabulary retention through tactile and auditory learning experiences. It includes personalised and customised word cards with audio structures for pronunciation and contextual usage. The token reinforcement system was also used in this study to explore the innovative solutions to improve vocabulary retention among primary ESL remedial pupils. The methods used in this study were mixed approaches of quantitative and qualitative methods. As a result, based on quantitative findings, the post-test scores indicated the effectiveness of the interactive tools (Fun Mind Flash) and found to help increase the vocabulary knowledge and application of English. Qualitative findings found that observations and interviews discovered high levels of engagement, motivation and meaningful learning outcomes. Students were found to be more interested in their learning and able to cope with their anxiety during the sessions of learning. This study suggested further studies on long-term impact of Fun Mind Flash and as well comparing it with other interactive tools, the integrations of advanced technologies to adapt with the diverse cultural contexts.

Peculiarities of the influence of the level of motivation for cognitive activities on the development of future teachers’ intellectual abilities

Introduction. The article considers the problem of developing Education students’ intellectual abilities at different levels of their cognitive motivation. The purpose of the study is to reveal how low and high levels of motivation for cognitive activities influence the development of the psychological system of intellectual abilities in different periods of Education students’ learning and professional activities. Materials and Methods. The study follows the system-genetic variant of the activity-based approach, which enables the authors to explain the influence of personality abilities (motivation) on the development of the abilities of the subject of the activity (intellectual abilities). The main methods employed include a survey, testing, analysis of regulatory documents and scholarly literature on the research problems. The sample consisted in 156 undergraduate students majoring in Education. Results. The authors have revealed a nonlinear nature of the influence of cognitive motivation on the development of intellectual abilities of Education students. It was found that an increase in cognitive motivation does not lead to an increase in absolute indicators of intellectual abilities and the level of general intelligence; its influence is manifested in a change in the structural organization of intellectual abilities in different periods of learning and professional activities. A high level of cognitive motivation ensures successful restructuring of intellectual abilities at the beginning of teacher training, testing new methods of intellectual activities in the middle of the degree course, optimization of the structure of intelligence at the end of studying. Thus, the influence of cognitive motivation on intellectual development is mediated by the acquisition of experience in educational and professional activities, requiring testing different methods of arranging students’ intellectual activities. Conclusions. Managing the process of developing motivation and intellectual abilities in a future teacher should take into account the complex nature of relationships between these psychological phenomena. The effect of pedagogical influence on motivation and, as a consequence, intellectual development is of a delayed nature, mediated by the acquisition of experience in solving educational and professional problems by future teachers at different stages of pursuing the degree programme.

Exploring the Challenges of L1 Negative Transfer among Vietnamese English Language Learners: A Qualitative Study

The current study aimed to gain insight into the nuanced challenges that Vietnamese learners encountered due to the interference of their native linguistic structures and norms. This qualitative study explored the experiences of Vietnamese learners in acquiring English, focusing on the influence of negative L1 transfer. This study focused on the influence of negative transfer from their first language (L1) by drawing upon in-depth interviews and observational data from a group of Vietnamese university students. The results showed that despite exhibiting high levels of motivation and enthusiasm for learning English, Vietnamese learners struggled with the shadows of L1 interference in areas such as pronunciation, syntax, and idiomatic expressions. The tonal nature of the Vietnamese language led to intonation patterns in English that deviated from native norms. Direct translations also contributed to unidiomatic English, indicating a deep influence of L1 thought patterns. Additionally, cultural contexts embedded within the Vietnamese language presented challenges, as some concepts and expressions lacked direct English equivalents. Although students faced various obstacles, they utilized a variety of adaptive techniques to lessen the impact of negative transfer. These techniques included code-switching, peer correction, and self-reflection. The study emphasized the significance of recognizing and comprehending the significant role of L1 when creating English language educational programs and teaching techniques for Vietnamese students. By illuminating the specific challenges and adaptive strategies of these learners, educators could personalize their approaches, leading to a more comprehensive and efficacious language-learning atmosphere.

Особенности учебно-профессиональной мотивации студентов — будущих педагогов с разным локусом контроля

&lt;p style="text-align: justify;"&gt;The article presents the results of a study of the educational and professional motivation of future teachers with different locus of control. The study involved first-year students of the Pedagogical Education direction (n=80) aged 17 to 21 years (M=18.6; SD=0.83). The following methods were used: &amp;ldquo;Motivation of studying at a university&amp;rdquo; (T.I. Ilyina), &amp;ldquo;Test questionnaire of subjective localization of control&amp;rdquo; (SLK) (S.R. Pantileev, V.V. Stolin). As a result of the study, it was determined that the locus of control is an important factor determining the educational and professional motivation of first-year students: students with an internal locus of control have a higher level of motivation than students with an external locus of control. Statistically significant differences were revealed in the motives of &amp;ldquo;gaining knowledge&amp;rdquo; and &amp;ldquo;mastering a profession&amp;rdquo; among students with different locus of control. The indicators of the "graduation" motive do not statistically differ between external and international students. The authors propose recommendations for improving the educational and professional motivation of first-year students in accordance with the peculiarities of their locus of control.&lt;/p&gt;

Examining Chinese EFL learners’ acceptance of mobile-assisted vocabulary learning applications and its influencing factors

Abstract Significant advancements in mobile technology have offered tremendous potential for mobile-assisted vocabulary learning (MAVL). Given the relatively few studies on learners’ acceptance of MAVL, this study integrates the Technology Acceptance Model (TAM) with the Self-Determination Theory to assess participants’ acceptance and motivation levels regarding MAVL applications and to identify predictors of users’ intention to utilise these applications. Questionnaire data from 270 Chinese English as a foreign language university students revealed that the participants exhibited a strong intention to learn English vocabulary via mobile applications, and they reported high levels of motivation. Additionally, structural equation modelling analysis results indicated that perceived usefulness, perceived ease of use, and perceived competence accounted for 61 % of the variance in users’ behavioural intention to use MAVL applications, which demonstrated a stronger explanatory power than the original TAM. Perceived autonomy and perceived competence, however, failed to predict usage intention of MAVL. The proposed theoretical framework extends the original TAM and offers implications for application developers, suggesting the importance of designing user-friendly applications.

Does academic motivation contribute to the self-esteem of students at the graduate level? A case study of universities in the southern districts of Khyber Pakhtunkhwa, Pakistan

This study explored the impact of students' academic motivation on self-esteem at the graduate level. The respondents of this study were 375 university students enrolled in a Bachelor of Science (BS) program in nine disciplines from all four public sector universities in the southern districts of Khyber Pakhtunkhwa. Two standardized questionnaires, i.e., the Academic Motivation Scale, a tool consisting of 28 items for measuring academic motivation, and Rosenberg's Scale for measuring self-esteem, consisting of 10 items that measure self-respect by assessing both positive and negative emotional states about the self, were used. In light of the objectives and hypotheses, mean, and standard deviation (SD) were used to find out the level of academic motivation and self-esteem of the students. Linear regression was applied to find out the impact of students' academic motivation on their self-esteem. Moreover, an independent t-test was used to explore the difference in academic motivation and self-esteem between male and female students. There was no significant difference in the academic motivation and self-esteem of the students at the graduate level. The results showed that the university students at the graduate level had a high level of academic motivation and self-esteem. A unit change in overall academic motivation, knowledge, and stimulation parts of intrinsic motivation and identified and external regulation of extrinsic motivation bring 0.678, 0.218, 0.223, 0.122 and 0.172 change in self-esteem, respectively, while the constructs i.e., accomplishment (intrinsic motivation), introjected (extrinsic motivation), and amotivation are non-significant as p &amp;gt; 0.05.

Enhancing Vocabulary Mastery in Narrative Text through Wordwall Game

Enhancing vocabulary mastery through the Wordwall game is important because students often face several common difficulties in mastering English vocabulary, such as lack of engagement, limited exposure to new words, and difficulty in retaining vocabulary. This study aims to answer whether the use of the Wordwall game can improve eighth-grade students' English vocabulary mastery. Classroom action research was conducted using four stages: planning, acting, observing, and reflecting. Data were gathered via observation, questionnaires, and testing. The study revealed that integrating the Wordwall game enhanced vocabulary proficiency and increased motivation among students in their English language acquisition. The game stimulated students' comprehension and retention of relevant vocabulary, fostering their enthusiasm for acquiring English. In addition, there was a notable improvement in students' proficiency in vocabulary. The study showed that students who used the Wordwall game had higher vocabulary test scores compared to before using the game. This study provides evidence that students have attained favorable learning outcomes and exhibit high levels of motivation to expand their vocabulary through the Wordwall game. They recognized that the Wordwall game was beneficial in facilitating their acquisition of English vocabulary. It is recommended that teachers use this strategy and regularly evaluate teaching techniques.

Analyzing Student's Motivation Towards Science Learning in Junior High School

Motivation is one of the factors that influence student learning outcomes, especially science learning. Motivation has an impact on the results of students' learning and must be concerned to enhance student motivation. This research aims to investigate Junior High School students' motivation in science learning. The survey method, which is a quantitative research method, was used in this research. The instrument named Students' Motivation Towards Science Learning Questionnaire (SMTSLQ), and open-ended questions were applied to Junior High School students who studied in Junior High School, West Java, Indonesia. The participants of this research are 1018, with 622 female and 396 male students. The collected data was analyzed with descriptive statistics, then supported by the answers to open-ended questions from the students. The findings showed that the average self-efficacy is 3.38, active learning strategies is 3.83, science learning value is 3.68, performance goal is 2.9, achievement goal is 3.69, and learning environment stimulation is 3.39. The total average is 3.52, which means the students in Junior High School are categorized as having a high level of motivation in science learning. Based on the students' answers to open-ended questions, they are motivated to learn science because science is fun and interesting to learn, and teachers are able to provide experiences from experiments. Meanwhile, students who are not motivated to learn science because science is a complex subject and difficult to understand, and teachers who give a lot of assignments without experimentation

Using Two-Way Immersion Program in Teaching English in Kazakhstan: Teachers’ View

The Program of Two-way immersion is a form of integration students from two different groups and contemporary studying of two languages and subjects on these languages. The method as a method was appeared in Canada in the early 1960s. The program of TWI adherence to the following criteria: 1. The number of students is the same in two group; 2) groups gathered into one group according to the main subjects; 3) all main subjects are taught in two languages simultaneously. Two types of TWI program: 50\50; 90\10. This qualitative study aims to examine teachers’ views on the implementation the bilingual program into educational process of Kazakhstan. The literature review showed that Two-way immersion program is one of the innovative methods within the trilingual education of Kazakhstan, that not sufficiently studied and approved. It was hypothesized that TWI program makes an effect on trilingualism of Kazakhstan. For checking the awareness of this program, it was conducted an experimental work in Karaganda Buketov University, Kazakhstan. (103 teachers from the faculty of foreign languages, within five departments: Department of foreign philology; Foreign languages department; Department of translation theory and practice; Department of the theory and practice of foreign language training; Department of the practical foreign language course)The results demonstrate that this program is not sufficiently studied, becomes relevant in the educational process and informative, as well as to create the necessary methodological recommendations. The usage of TWI program improves the system of bilingual education in Kazakhstan, expands the level of professional readiness of teachers and students, develops high levels of academic competence and motivation.

The Effectiveness of Student Team Achievement Division (STAD) and Directed Reading Thinking Activity (DRTA) Strategies in Teaching Reading Comprehension to Students with Different Levels of Motivation at MAS Ahmad Dahlan Tegal

This study aims to investigate the effectiveness of the Student Team Achievement Division (STAD) and Directed Reading Thinking Activity (DRTA) strategies in teaching reading comprehension to students with different levels of motivation at MAS Ahmad Dahlan Tegal. This study used a 2x2 factorial design. This study conducted at MAS Ahmad Dahlan Tegal. The participants of the study included Group X B comprising 25 students, and Group X D comprising 26 students. The students will be classified into high and low motivation and will be taught with different teaching strategies. The instruments of the study are tests, questionnaire, and observation. This result showed that STAD and DRTA strategies are effective to teach reading comprehension. The mean post-test score in the experimental group I was 75.40, while the mean post-test score in the experimental group II was 74.43. In addition, the mean post-test score in the experimental group I was recorded as 73.60, while the mean post-test score in the experimental group was 67.33 II. It can be concluded that STAD and DRTA strategies effective in improving students’ reading comprehension to both of high and low levels of motivation. Keywords: Reading comprehension, STAD strategy, DRTA strategy, Motivation

The Effect of Work Communication, Work Motivation and Work-Life Balance on Employee Performance with Job Satisfaction as an Intervening Variable

This study investigates the impact of work communication, work motivation, and work-life balance on employee performance at Look Beauty Studio Tulungagung, with job satisfaction serving as an intervening variable. Utilizing a quantitative research methodology, data were collected through structured questionnaires distributed to employees. The analysis employed statistical techniques to examine the relationships between the variables. The findings reveal that effective work communication, high levels of work motivation, and a well-maintained work-life balance significantly enhance employee performance. Furthermore, job satisfaction is identified as a crucial mediator in these relationships, indicating that improvements in these areas lead to higher job satisfaction, which in turn boosts overall employee performance. These insights provide valuable implications for managerial strategies aimed at optimizing employee performance through targeted improvements in communication, motivation, and work-life balance.