Instrumental Motivation Research Articles

Kako premagati krč pri pisanju? Motivacija in stališča študentov o uporabi ChatGPT kot pripomočka pri pisanju v angleščini za posebne namene

Employing a mixed-method design (Pearson correlation, ANOVA analyses, and thematic analysis), the study explores the complex interplay between student motivations, English proficiency levels, and the perceptions of ChatGPT as a writing assistance tool. The results reveal a lack of significant correlation between overall motivation to learn English and ChatGPT usage, suggesting independence between motivational levels and technology adoption. The respondents (N=79) expressed polarized attitudes, with a majority praising ChatGPT’s versatility, speed, and accuracy, while a substantial number voiced concerns about its potential limitations. Finally, the study identifies that the most developed instrumental motivation aligns with increased ChatGPT usage, underscoring its practical appeal by which ChatGPT is perceived as a handy tool that can complement the respondents’ instrumental motivation to achieve their professional goals. The findings contribute to a deeper understanding of user experiences with AI-driven writing tools in language learning contexts.

Factors Associated with STEM Career Expectations of Greek 15-Year-Old Students

AbstractScience, technology engineering, and mathematics (STEM) professions offer competitive earnings, tend to be compatible with technological advances, and are predicted to remain in high demand in the future. Many countries, including Greece, have prioritised STEM education on their educational agendas, aiming to prepare students for careers in these fields. In this study, we investigated factors that may predict Greek students’ STEM career expectations through analysing data from the 2015 cycle of the Programme for International Student Assessment (PISA). In doing so, we categorised the responses of 4910 15-year-old students to the question “What kind of job do you expect to have when you are about 30 years old?” into STEM and non-STEM professions, following a wide approach that included health and medical professions in the STEM category and a narrow approach that excluded these professions from the STEM category. Binary logistic regression results showed that student enjoyment of science, instrumental motivation, interest towards broad science topics, and their science performance were associated with their career expectations across both approaches; family economic, social, and cultural status was associated with students’ career expectations within the wide approach only, while gender and achievement motivation were associated with students’ career expectations within the narrow approach only. The differences in the factors predicting students’ career expectations between the two approaches indicate that transparency in the definitions and operationalisations of STEM is needed within the relevant research.

Investigating the Educational and Social Factors Affecting Saudi EFL Learners' Attitudes toward Learning English

This study aims to investigate the attitude of Saudi EFL learners toward learning English as a foreign language, their motivation, and contextual and surrounding factors affecting their attitudes positively or negatively. Out of the population that comprises students studying in levels 1 & and 2 of the graduate programs at Business College, PSAU, 216 EFL learners of Saudi Arabia were selected through a simple random sampling method. A self-designed questionnaire with partial adoption of modified items from existing studies was sent to the students to collect their responses. The quantitative approach (descriptive quantitative design) revealed that Saudi EFL students typically exhibited a high level of positivity toward English as a foreign language, and they demonstrated a high level of instrumental motivation but a lower level of integrative motivation toward English. The use of Spolsky’s (1969) and Gardner’s (1985) Second Language Learning Model and Second Language Acquisition theories respectively revealed that certain educational and social factors (e.g., English learning situation, language teachers, and parents) had an advantageous effect on Saudi EFL learners. In the same way, different social and educational factors, such as peer groups, educational settings, and educational environments, have been found negatively impacting learners' motivation and their desire to speak or learn the language. The study implies that the factors (learning physical environment, teaching material, peer groups) affecting the learners’ attitude negatively should be improved. The study would be beneficial to instructors and students in understanding the elements that impede language acquisition and assist them in attaining outstanding and effective English skills.

Sex-dependent effects of acute stress in adolescence or adulthood on appetitive motivation.

Intensely stressful experiences can lead to long-lasting changes in appetitive and aversive behaviors. In humans, post-traumatic stress disorder increases the risk of comorbid appetitive disorders including addiction and obesity. We have previously shown that an acute stressful experience in adult male rats suppresses motivation for natural reward. We examine the impact of sex and age on the effects of intense stress on action-based (instrumental) and stimulus-based (Pavlovian) motivation for natural reward (food). Rats received 15 unsignaled footshocks (stress) in a single session followed by appetitive training and testing in a distinct context. In Experiment 1, stress occurred in either adolescence (PN28) or adulthood (PN70) with appetitive training and testing beginning on PN71 for all rats. In Experiment 2, stress and appetitive training/testing occurred in adolescence. Acute stress in adolescent females suppressed instrumental motivation assessed with progressive ratio testing when testing occurred in late adolescence or in adulthood, whereas in males stress in adolescence did not suppress instrumental motivation. Acute stress in adulthood did not alter instrumental motivation. In contrast, Pavlovian motivation assessed with single-outcome Pavlovian-to-instrumental transfer (SO-PIT) was consistently enhanced in females following adolescent or adult stress. In males, however, stress in adolescence had no effect, whereas stress in adulthood attenuated SO-PIT. Acute stress in adolescence or adulthood altered instrumental motivation and stimulus-triggered Pavlovian motivation in a sex and developmentally specific manner. These findings suggest that the persistent effects of acute stress on Pavlovian and instrumental motivational processes differ in females and males, and that males may be less vulnerable to the deleterious effects of intense stress during adolescence on appetitive motivation.

Case Study of Innovative Second Language Learning Activities for Saudi Women Undergraduates Learning English

Gardner described second language (L2) instrumental motivation, where the learning goal is practical application, and Dörnyei described L2 motivation based on the learner’s vision of their future, ideal L2 self. In the Arabic-speaking Kingdom of Saudi Arabia (KSA), Vision 2030, a new countrywide strategic plan, emphasizes English mastery for business and provides new vocational avenues for women. KSA women now have instrumental L2 motivation for occupational purposes but lack models on which to base their future ideal L2 selves. While they face additional barriers to L2 acquisition due to an ineffective L2 learning environment (L2LE), and societal features that dissuade Saudis from interacting with each other in English, educational technology such as the Padlet could be used to surmount those obstacles. This case study presents an innovative, student-centered use of Padlet to teach speaking strategies (SSs) to an L2 female KSA higher education class while avoiding direct L2 dialogue and maintaining L2 motivation (n = 33). Students were provided an instructor-led lesson and offered the choice of either using the Padlet or doing a similar individual audio activity. Thirty students participated in five SS lessons, and by the third lesson, Padlet was the activity of choice, with 97%, 83% and 77%, choosing it over the audio activity for lessons three through five, respectively. Qualitative responses consistently supported that the Padlet was successful at increasing student-centered collaborative applied peer learning in this female KSA higher education classroom without requiring direct interaction in the L2, and keeping L2 motivation levels high.

Motivation in learning english as foreign language: How Do santri view them?

This study aimed to students' integrative and instrumental orientations and focuses on knowing the motivation of santri in learning foreign languages at LPBA Nurul Jadid. This study used descriptive qualitative method. The writers used questionnaire and interview as instruments to collect the data. The writers adapted the questionnaire from Gardner’s Attitude, Motivation Test Battery (AMTB) with the integrative and instrumental Scales. The respondents of this study were elementary, intermediate and Advanced level of Lpba nurul jadid student. There were all 90 students. The findings describe that the questionnaire results reveal a consistent trend of disagreement among participants regarding integrative motivation. In contrast, instrumental motivation receives a predominantly positive response. Interviews with representative santris provide additional depth to the findings. The recognition of English as a global language and its practical utility emerges as a significant driving force. Santris express a preference for interactive and enjoyable learning methods, such as games, highlighting the importance of engaging instructional approaches. The results of this study concluded that while challenges exist, the positive reception of instrumental motivation suggests opportunities for educators to leverage practical and utility-focused approaches in English language instruction.

The relationship between Instrumental and Integrative Motivation on the Students’ Writing Ability

The question of which motivation is more prevalent among learners has been heavily debated. This study aimed to determine the link between instrumental and integrative motivation and learners' writing performance. The participants were 75 L2 students from one of Palangka Raya's Islamic Institutes. The data were gathered via a questionnaire and writing. Normality, linearity, multicollinearity, elasticity, and autocorrelation were also calculated as assumption tests. Multiple linear regression was used in the analysis. The findings revealed that instrumental motivation (x2) contributed 70.15% to writing performance, while integrative motivation (x1) contributed 17.03%. The effective contribution was 87.00% in total. The r-square value was also 0.87. Instrumental (x1) and integrative (x2) motivations accounted for 87.00% of the variance in writing performance (y). Overall, motivation was found to significantly impact learners' writing performance (F= 244.87, p = 0.00). This indicated that learners with high instrumental and integrative motivation tend to perform well in writing. This meant that both motivation and writing performance were major predictors of learner performance. In L2 writing, instrumental motivation contributed more than integrative motivation. It was advised that lecturers provide more integrative incentives during the writing class learning process.

Students’ Integrative and Instrumental Motivation for Learning English as a Second Language

Objective: This research investigates the influence of integrative and instrumental motivations on English Language Learning (ELL) among students in private educational institutions within the United Arab Emirates (UAE). It aims to discern which type of motivation—integrative or instrumental—exerts a greater impact on second language acquisition. Method: A quantitative research methodology was employed, utilizing a 44-item questionnaire adapted from the Motivation Test Battery. The study sample consisted of 101 English as a Second Language (ESL) students. Statistical tools such as regression analysis and correlation coefficients were used to analyse the data, providing insights into the relationships between motivational types and language acquisition success. Results and Discussion: The study revealed a positive correlation between both integrative and instrumental motivations and ELL. Notably, integrative motivation had a more substantial influence on the ESL outcomes compared to instrumental motivation. These results underline the complexity of motivational impacts on language learning, with integrative motivation playing a pivotal role. Research Implications: The findings suggest that educational strategies that enhance integrative motivation could be more effective in promoting successful language learning. This could involve fostering a deeper connection with the language community and culture, thereby enriching the educational experience and outcomes for ESL learners. Originality/Value: This study contributes to the existing body of knowledge by focusing on the comparative impacts of integrative and instrumental motivations in the context of the UAE—a region where such studies are seldom conducted. The insights regarding the predominant influence of integrative motivation add a valuable dimension to the global discourse on second language acquisition, especially in multilingual and multicultural learning environments.

Theorizing collective action—Instrumental collectivism as a key concept for explaining workplace collective action

AbstractThis article addresses workplace collective action. Through a discussion of instrumental and norm‐driven motivations for workers' collective action, it is argued that most workers are driven mainly by instrumental motivations—meaning, that they aim to achieve certain outcomes. Consequently, the theoretical concept of instrumental collectivism from Alan Fox is utilized to explain and understand collective action. Finally, six conditions facilitating workplace collective action, including an ideational and hence constructivist element, are identified and discussed providing a more nuanced theoretical framework of workers' collective action that allows for workers' agency and refutes that instrumentalism per se leads to individualized behavior.

Students’ motivation for learning languages inself-determination

The article concentrates on the relationship between self-determined motivation and language learning. It focuses on different types of motivation such as intrinsic and extrinsic motivation and how they affect students' engagement and performance in language learning. The study was researched through a Google form survey consisting of 10 questions. The study examines a model of self-determination theory that emphasizes autonomy, competence, and relatedness in the development of motivation. In addition, the article discusses the relevance of understanding integrative and instrumental motivation in the context of language learning. The article also highlights the importance of self-determined motivation in developing autonomous language learning and increasing students' readiness for language learning. The research is based on the model of self-determination theory, which emphasizes autonomy, competence and interconnectedness as key elements contributing to motivation. In addition, the article emphasizes the importance of understanding integrative and instrumental motivation in language learning. It also highlights the key role of self-motivation in language learning and increasing students' readiness to master the language.

“Shared Online, Made People Envious, Felt Good”

An online survey of 200 participants was conducted on the experiences of sharing material and immaterial artifacts, focusing on interaction with non-media content types. The survey included six categories of sharing: music preferences, travel plans, sports activities, apartments and vehicles, virtual items in online games, and dietary preferences. The study identified factors that motivate participation in content-mediated interaction: discovery, curating self, connectedness, collaboration, enjoyment, and instrumental motivations, as a set of six motivating factors driving contemporary sharing practices. The authors consolidated findings from earlier work on motivations to share personal content, validating the set of motivating factors with the six selected non-media types of content. The results suggest that both extrinsic and intrinsic motivations affect content sharing practices. Furthermore, motivating factors were mapped to the reported positive and negative experiences, in order to understand their relation and to discuss their capacity to guide user experience design.

Navigating Motivation: Freshmen’s Quest for English Proficiency in Taiwanese University Contexts

English language proficiency is crucial in today’s globalized world, prompting Taiwanese universities to mandate one to four years of English courses. With the implementation of a national bilingual education program for college students, universities aim to enhance English proficiency through Freshman English courses, facilitating a smooth transition to English-mediated instruction in subsequent years, particularly in specialized subjects. Despite the official emphasis on English’s importance for future success, the effectiveness of language instruction hinges on understanding students’ motivations. This study investigates English learning motivations among Taiwanese undergraduates, utilizing a Likert-scale questionnaire to discern general trends. The sample comprises 360 undergraduates from a northern Taiwanese university, with factor analysis revealing five motivational factors: intrinsic appreciation, instrumental motivation, external expectations motivation, exam-driven motivation, and interpersonal influence. These findings offer valuable insights into the multifaceted nature of English language learning motivations among Taiwanese freshmen, contributing to existing literature by highlighting nuanced motivational factors. The identified motivational factors hold implications for both theoretical understanding and pedagogical approaches, providing educators with insights to tailor instruction to students’ diverse motivations. This study aims to enrich the discourse on language learning motivation and serve as a foundation for future research in similar contexts.

ASASIpintar Student’s Attitude and Level of Motivation Towards ESL (English as A Second Language) Class

This study is conducted to find out the attitude and motivation of ASASIpintar students in learning English as a second language. The research problem is whether there is an attitudinal problem in learning English as a second language. If there is, suggestions need to be suggested to overcome this problem. The number of participants involved in this study is 100 participants. In this study, there are three objectives which is to a) find out the correlation between attitude of ASASIpintar students and their grades, b) find out which aspect has the highest correlation to attitude in ASASIpintar students, and c) to determine which level of motivation ASASIpintar students have higher towards learning English as a second language. The research question will be what is the main aspect of an attitude of an ASASIpintar student? Also another question would be are students more motivated to study English as a second language instrumentally or integrative in ASASIpintar. The assumption made in this study is that attitude is positively correlated to the grades obtained and instrumental motivation is higher than integrative motivation. However, the model of this study is conducted on special and talented ASASIpintar students thus the results obtained differ from past researches

AI Technology panic-is AI Dependence Bad for Mental Health? A Cross-Lagged Panel Model and the Mediating Roles of Motivations for AI Use Among Adolescents.

The emergence of new technologies, such as artificial intelligence (AI), may manifest as technology panic in some people, including adolescents who may be particularly vulnerable to new technologies (the use of AI can lead to AI dependence, which can threaten mental health). While the relationship between AI dependence and mental health is a growing topic, the few existing studies are mainly cross-sectional and use qualitative approaches, failing to find a longitudinal relationship between them. Based on the framework of technology dependence, this study aimed to determine the prevalence of experiencing AI dependence, to examine the cross-lagged effects between mental health problems (anxiety/depression) and AI dependence and to explore the mediating role of AI use motivations. A two-wave cohort program with 3843 adolescents (Male = 1848, Mage = 13.21 ± 2.55) was used with a cross-lagged panel model and a half-longitudinal mediation model. 17.14% of the adolescents experienced AI dependence at T1, and 24.19% experienced dependence at T2. Only mental health problems positively predicted subsequent AI dependence, not vice versa. For AI use motivation, escape motivation and social motivation mediated the relationship between mental health problems and AI dependence whereas entertainment motivation and instrumental motivation did not. Excessive panic about AI dependence is currently unnecessary, and AI has promising applications in alleviating emotional problems in adolescents. Innovation in AI is rapid, and more research is needed to confirm and evaluate the impact of AI use on adolescents' mental health and the implications and future directions are discussed.

수학학습 정의적 영역을 이용한 대학 이공계 전공 예측 기계학습 분석

This study developed and analyzed models to predict the selection of STEM majors in college based on the affective domain characteristics of students during their middle and high school years, using data from the Korean Education Longitudinal Study 2005. Instrumental motivation, intrinsic motivation towards mathematics, self-efficacy in mathematics, and beliefs about intelligence were used as independent variables for prediction based on the data from the second grade of middle school and the first grade of high school. Logistic models, Multi Layer Perceptron (MLP) models, and Random Forest models were applied, and the optimal prediction model was sought by comprehensively considering various indicators. In the case of using the data from the second grade of middle school, the MLP model showed superior predictive power compared to other models. In the case of using the data from the first grade of high school, all models did not show good predictive power. The model based on the data from the second grade of middle school was deemed to have practical applicability. These results suggest that while the affective domain regarding mathematics is an important factor in the choice of a STEM major, more diverse variables and complex models are needed for predicting majors during high school years. Additionally, while recognizing the limitations of machine learning models, more theoretical discussions are needed on the relationship between major selection and the affective elements of mathematics, and it is hoped that various prediction models will be developed and used in actual practice.

A multivariate model for explaining gender differences in commitment to volunteering in the COVID-19 pandemic: The Israeli case.

This study examined gender differences in commitment to volunteering and its explanatory variables among Israeli volunteers in the first wave of the coronavirus disease 2019 pandemic. Commitment to volunteering was assessed based on tendency to continue volunteering over time, expected intensity of volunteering, and tendency to recommend volunteering to others. The sample included 173 men and 331 women. The social-structural and psychological approaches formed the theoretical basis for explaining commitment to volunteering. Data processing was conducted through path analysis. For both genders, routine volunteering explained commitment to volunteering over time. Instrumental motives for volunteering were stronger for men than for women. A positive correlation was found for both genders between the level of anxiety and motive to escape from reality through volunteering. For women, fear of contracting the coronavirus correlated negatively with expected intensity of volunteering. Recommendations are made to volunteer organizations to adopt a gender-sensitive approach when managing volunteers in an emergency.

Looking a gift horse in the mouth: Suspicion of large gift expenditures undermines gift appreciation

AbstractPrior work shows that gift recipients are surprisingly insensitive to the amount of money givers spend, even though more expensive gifts represent a greater investment by givers and impart greater value to recipients. We suggest that recipients' apparent indifference may be explained by competing reactions to gift expenditure. Specifically, we propose that recipients are not unresponsive to gift expenditure, per se, but that money's association with instrumentality means that conspicuous monetary expenditures can cause recipients to contemplate givers' instrumental motives (i.e., become suspicious). Four studies show that large gift expenditures can cause recipients to become suspicious of givers' motives and that suspicion undermines recipients' otherwise positive reactions. We further show that expenditures that are less strongly associated with instrumentality (time and effort) and gifts that have a weaker association with money and instrumentality (experiential gifts) are less prone to suspicion and are appreciated more.

Students' Interest in Learning English at Iain Syekh Nurjati Cirebon: Study of Instrumental and Integrative Motivation

Motivation is vital for learning and mastering a language. Motivation related to second language learning is integrative and instrumental motivation. This research aims to describe students’ interest in learning English from the terms instrumental and integrative motivation. The research design is quantitative descriptive. The information obtained is interpreted as tables, diagrams and sentences. The research location is at the IAIN Syekh Nurjati Cirebon campus for the odd academic year 2023-2024. The sample size was 100 students studying English using simple random sampling techniques. Data collection tools are questionnaires related to instrumental and integrative motivation, with 20 statements. The results show that integrative motivation is higher than instrumental motivation for various reasons. The instrumental motivation of students' desire to study English leads to the conclusion that their motivation is tied to their employment, future profession, and education. Regarding integration motivation, they recognized that English is a crucial language for worldwide communication. They are also eager to visit English-speaking countries, engage with native speakers, and utilize English with English-speaking friends or acquaintances. The majority of students learn English because of integrative motivation.

Linguistic and non-linguistic factors impacting EMI academic success: a longitudinal study

AbstractThis study explored changes in English language proficiency and several non-linguistic factors during four years of English medium instruction (EMI) in two academic disciplines in a Turkish university setting. Moreover, it also investigated whether changes (if any) had a predictive impact on the academic success of EMI students. In addition, potential differences between disciplines were also investigated. The participants were 241 EMI students from Business Administration (n = 117) and Mechanical Engineering (n = 124) programmes. Our findings revealed that in addition to the language proficiency scores, various non-linguistic factors, including self-efficacy, ideal L2 self, motivation, self-regulation skills, and anxiety levels, changed throughout EMI education. However, only English proficiency and instrumental motivation emerged as positively significant predictors of EMI success.Our findings also revealed that the increase in participants' intrinsic motivation scores was a significant negative predictor of EMI success. These results are discussed and implications are given regarding the impact of linguistic and non-linguistic factors in EMI contexts.

Motivation and attitude of English language learning among nursing students

Background: Proficiency in speaking English is an individual's ability to convey thoughts and desires verbally to anyone. However, it can be challenging to develop this skill without continuous self-training. One effective approach is through peer or classmate interactions, as well as guidance from English language instructors. Numerous factors influence the success of students in learning English, and motivation and attitude are crucial aspects needed by nursing students to master the language.Purpose: To identify the description of motivation and attitude among nursing students in learning English, providing input for learning achievement targets for English courses and the most suitable learning methods to enhance the language skills of nursing students at Murni Teguh University.Method: A quantitative research method with a descriptive design was employed. The total sampling technique was used, and 157 respondents willingly filled out the questionnaire from a total population of 167 individuals. Instruments for measuring motivation and attitude were adopted from previous studies with established validity. Data analysis utilized Univariate data analysis.Results: Instrumental motivation among respondents (90.5%) was higher than integrative motivation (88.9%). The majority of respondents had high motivation at 89.6%. Meanwhile, most respondents exhibited good attitudes at 41.2%, followed by fairly good attitudes at 36.4%, and poor attitudes at 22.4%.Conclusion: Nursing students at Murni Teguh University demonstrate high motivation and positive attitudes toward learning English. However, this does not align with the English language proficiency of the respondents.Suggestion: It is highly recommended for future researchers to include additional variables such as interest in learning, self-concept, self-efficacy, the cause-and-effect correlation between each researched variable in English language learning, and the use of effective English teaching methods to enhance the English language proficiency of nursing students.