Intrinsic Motivation Research Articles

Exploring how generative AI contributes to the motivated engagement and learning production of science-oriented students

Generative AI is transforming the educational landscape by offering new ways for students and educators to engage in personalized, adaptive learning. Unlike traditional tools, generative AI enables students to access a vast repository of information, interact with content in real-time, and generate responses, which collectively support individualized learning pathways. This study explored the role of generative AI, particularly ChatGPT, in students’ self-directed learning (SDL) process. College students (n=15) from science-oriented programs were purposively sampled to be interviewed. Findings revealed that students used AI to enhance efficiency in completing tasks, generate content, and engage in deeper learning experiences. Students reported that AI tools, such as ChatGPT, helped break down complex subjects, provided instant feedback, and allowed them to manage learning at their own pace. These features supported autonomy, motivation, and competence, core components of SDL, by enabling students to make independent learning choices and confidently tackle challenging content. Student narratives illustrated how generative AI aided in organizing study material, understanding science topics, and even learning to troubleshoot code, which supported mastery of complex science program skills. The findings also suggested that AI tools contributed to active learning, as students engaged more meaningfully with content, enhancing their analytical and problem-solving abilities. The integration of generative AI in education may shape future pedagogical approaches, enabling educators to promote personalized and adaptive learning environments that support students' intrinsic motivation, SDL, and critical thinking.

The Role of Pedagogical Reflexology in Fostering Teacher’s Professional Reflection in Neuropedagogy

<p dir="ltr"><span>The article is the first to address how teachers can evaluate their professional reflection within the neuroscience framework. The authors discuss the potential and conditions for teachers’ self-monitoring, driven by internal personal stimuli. The article aims to offer a preliminary overview of neuropedagogical literature, paving the way for further research. Additionally, it seeks to outline the neurophysiological basis of teachers’ professional reflection and conduct a demonstrative sociological quasi-experiment. This experiment supports the main thesis that reflexivity, reflection, and self-reflection in teachers when driven by intrinsic motivation, can function both as a professional tool and as a subject of transformation in neuropedagogy, while also being measurable and interpretable through neuroscientific approaches. The authors used methods of relevant selection and systematic analysis of scientific sources, along with pedagogical modelling, which involved developing an algorithm to stimulate and sustain natural teacher reflection. They also applied quasi-experimental surveys to assess the presence and level of awareness of three distinct stages of professionally significant reflection among teachers.</span></p><p dir="ltr"><span>The study reveals that many existing theories of reflection within academic discourse fail to enhance the effectiveness of professional teacher reflection adequately. This reflection can become natural and ongoing when grounded in one’s internal emotional stimuli, with minimal external influences. The authors established the importance of distinguishing and measuring the phenomena of reflexivity, professional reflection, and self-reflection, which can be incorporated into the broader neuro-structure of a specialist’s self-regulation. These concepts can also be applied to the theory of pedagogical reflexology. The international significance of the article lies in the potential to apply the self-monitoring model of professional reflection for teachers within the neuropedagogical framework of teacher training programmes. This approach combines the authors’ methodical strategies. Its effectiveness suggests that the model can serve as a framework for fostering professional reflection in current educational contexts.</span></p><div><span><br /></span></div>

What Drives Clinicians to Teach While Caring for Patients?

Past medical education scholarship has explored what to teach, how to teach it better, and the evaluation of what these efforts provide learners. Missing from this dialogue has been the question of what clinician-educators gain from teaching. In this Invited Commentary on Frija-Gruman and colleagues' article "Learning Through Teaching: How Physicians Learn Medicine in Authentic Clinical Contexts," the authors go beyond how and what clinician-educators learn through teaching to what drives clinicians to teach while caring for patients. Using a conceptual framework put forth by Daniel Pink built around the intrinsic domains of autonomy, mastery, and purpose, the authors posit that there are deep-seated psychological motivational principles underpinning the passion for teaching. The authors explore how teaching within patient care uniquely fosters and enhances autonomy (choice over what to do and how), mastery (the pursuit of betterment), and purpose (doing something that feels deeply meaningful and important), and in doing so, they present their rationale for how teaching gives back more to the teacher than is typically recognized. The authors then discuss the obstacles to the realization of teaching's full potential and conclude with a call for recognizing the intrinsic motivators as a key element for clinician-educators and clinical education to thrive.

Personal and workplace factors influencing the resilience of nurses caring for women with cervical cancer in a resource-constrained setting in Ghana.

Cervical cancer has been identified as the fourth most common form of malignancy affecting and killing women globally. Nurses caring for cervical cancer patients are exposed to emotional and psychological distress due to late presentation and the burden of care. Resilience has been identified as one of the effective ways of helping nurses to cope well with the stress of oncology nursing, but this remains undetermined in Ghana. This study explored personal and workplace factors influencing the resilience of nurses caring for women diagnosed with advanced cervical cancer (stage III and IV) in a resource-constrained setting in Ghana. Using a qualitative approach, we recruited twenty nurses and midwives who had worked for a year and above caring for advanced-stage cervical cancer patients at the national referral hospital in Ghana. We conducted in-depth interviews between July, 2022 to September, 2022 which were audio-taped with participants' consent. Transcription was done verbatim, and analysis conducted using thematic analysis approach with the aid of NVivo 10.0. The results revealed experience as a safety toolkit, inherent desire to help/care for the patient, emotional numbness and maintaining professional outlook as personal factors influencing resilience among the participants. Regarding the workplace factors influencing resilience, we identified the main theme of demands of caregiving for advanced cervical cancer patients with the following sub-themes; severity of cases managed, nature of care rendered, activities of care given, reshuffling, schedules and gender mirroring as an exacerbator of psychological suffering. Resilience among nurses and midwives caring for terminally ill cervical cancer patients is influenced by longer years of service, intrinsic motivation to work as a nurse, and the defense strategy of emotional numbness and professionalism at the individual level. Also, the huge demand of caregiving serves as a major workplace factor affecting the resilience of nurses and midwives. We recommend strategies such as regular ward conferences and in-service trainings aimed at enhancing job-experience, inherent desire to render care and professionalism be adopted in resource-constrained settings to improve nurses' resilience. In addition, political actors and management of hospitals must prioritize allocation of resources for advanced cervical cancer care with particular focus on providing more specialized nurses and midwives.

Students’ Writing Ability By Using AI Generative Tools; Diffit, Brisk, Mendeley

This study examines the impact of three AI generative tools—Diffit, Brisk, and Mendeley—on university students’ writing perceptions and motivation. A mixed-methods approach combined quantitative pretest and posttest assessments with qualitative insights from interviews and classroom observations. The participants, 27 students from Universitas Ekasakti Padang, were purposively sampled and randomly assigned to groups based on the AI tool used. Quantitative results revealed that the Diffit group achieved self-efficacy improvements from 80% (initial) to 90% (post-intervention), with a task value of 60%. The Brisk group showed consistently high self-efficacy (90%) and task value (90%), achieving an 80% writing proficiency score. In contrast, the Mendeley group recorded self-efficacy scores of 100% initially, dropping to 60%, but maintained a writing proficiency score of 80% due to a task value of 80%. Findings highlight self-efficacy as the most critical factor influencing writing improvement, supported by task value, intrinsic motivation, and perceived usefulness. Recommendations include integrating AI tools to build students’ confidence, aligning tasks with personal goals, and fostering intrinsic motivation. This study demonstrates the effectiveness of AI tools in enhancing writing proficiency by addressing students' cognitive, emotional, and motivational needs.

Fostering Sustainable Development Through Women’s Entrepreneurship: Psychosocial Factors and Attitudinal Mediation in Colombian Higher Education

University female entrepreneurship has seen significant growth in Colombia in recent years. This study aimed to examine the psychosocial factors that determine the entrepreneurial intent of Colombian university women, specifically analyzing how entrepreneurial attitude mediates the relationship between these factors and the intent to engage in entrepreneurship using a structural equation modeling approach (SEM). A total of 409 university students from various higher education institutions in Colombia participated by completing an online survey. The results demonstrated that extrinsic motivation (β = 0.178 moderate intensity), family environment (β = 0.127 moderate intensity), innovation (β = 0.462 very intense), and intrinsic motivation (β = 0.117 low intensity) positively influence entrepreneurial attitude, which in turn has a significant positive effect on the intent to engage in entrepreneurship (β = 0.709 very intense). Furthermore, innovation, extrinsic motivation, family environment, and intrinsic motivation indirectly influence entrepreneurial intent through their impact on attitude. In conclusion, this study provides a deeper understanding of the psychosocial mechanisms that drive female entrepreneurship in the Colombian university context and lays the groundwork for the design of educational programs and public policies that enhance the talent and entrepreneurial aspirations of women in higher education.

The effects of a four-month skateboarding intervention on motor, cognitive, and symptom levels in children with ADHD

Objectives and methodsThis study aimed to investigate whether a four-month skateboarding workshop can positively affect attention-focusing skills and postural control in terms of static and dynamic balance in addition to symptoms of ADHD in school-aged children (N = 58). Kinematic and kinetic movement analysis, attention-focusing tests as well as symptom questionnaires were employed to measure differences caused by the skateboarding intervention. A weekly skateboarding workshop was conducted with children diagnosed with ADHD which intended to encourage children to autonomously engage in physical activity. Group differences were analyzed using a generalized linear mixed model. A partial correlation was used to investigate possible relationships between the variables.ResultsA preceding analysis confirmed that children with ADHD perform statistically significantly inferior in the employed tests of balance and concentration ability than unaffected peers of the same age. The main analysis showed that after the skateboarding intervention, children with ADHD were able to improve cognitive and motor test performances as well as symptom expression significantly. Significant improvements were likewise found in the waitlist control group, these were however less pronounced compared to those of the skateboarding intervention group. The correlation analysis revealed that there is no reciprocal influence between cognitive and motor skills, nor between motor skills and ADHD symptomatology in the present patient group. Possible explanations are discussed.ConclusionSkateboarding as a form of movement intervention can be considered an effective method for children with ADHD to deal with their symptoms and deficits. An intervention period of four months has helped children with ADHD discover and embrace an informal sport like skateboarding, thereby finding enjoyment in movement and practice a skill from intrinsic motivation. To retain the benefits, it is advisable to practice a sport on a long-term basis. Thorough conceptualizations to implement this type of therapy await further research.

Unveiling the link between self-regulated learning and academic success: a longitudinal study on Chinese medical students.

Self-regulated learning (SRL) has been the focus of medical education, with the belief that mastering effective SRL strategies can significantly contribute to the academic achievements of medical students, thereby establishing a robust foundation for their future clinical practice. Despite the importance of SRL, empirical evidence linking SRL to academic performance has been mixed. This study aims to quantify the association between SRL and the academic performance of medical students. A one-year longitudinal study was conducted consisting of two waves separated by one year, wherein students from China Medical University who were enrolled in the clinical medicine program in 2018 were randomly selected and followed. Participants provided socioeconomic information in the first wave and completed the Self-regulated Learning Perception Scale (SRLPS) in both waves. Participants' academic performance was assessed using Grade-point Average (GPA) scores for the following year. Fixed-effects models were utilized to address potential endogeneity issues when investigating the association between SRL and academic performance based on the longitudinal data collected. The final sampled data consisted of 395 medical students who completed two rounds of questionnaires. The overall score of SRL was positively correlated with academic performance insignificantly (β = 0.007, SE = 0.004). However, the domain, Learning motivation and action, was significantly positively correlated with academic performance (β = 0.052, SE = 0.020), while the other domain, Lack of self-directedness, was significantly negatively correlated with academic performance (β=-0.037, SE = 0.009). Enhancements in certain self-regulated learning behaviors, like cultivating intrinsic motivation for learning, positively correlated with the academic performance of Chinese medical students. However, the negative correlation with self-directedness in learning highlights the multifaceted nature of SRL and the complexity of its relationship with students' educational outcomes.

Emergency department nurses’ intrinsic motivation: A bridge between empowering leadership and thriving at work

BackgroundThe relationship between empowering leadership, intrinsic motivation, and thriving at work among emergency department nurses is unclear. Thriving at work can raise employees’ job satisfaction and lower their tendency to quit. High workloads and unpleasant workplace experiences may result in emergency department nurses thriving less at work. It has been demonstrated that intrinsic motivation and empowering leadership are both linked to thriving at work in employees. AimTo investigate the relationship between empowering leadership and thriving at work among emergency department nurses, as well as the mediating function of intrinsic motivation in this relationship. MethodsThe 337 emergency department nurses were polled using general information questionnaire, Empowering Leadership Scale, Intrinsic Motivation Scale, and Thriving at Work Scale. Structural equation modeling was used for data analysis. ResultsPositive relationships existed between thriving at work and empowering leadership and intrinsic motivation. Intrinsic motivation was a mediator of the relationship between empowering leadership and thriving at work. ConclusionsIntrinsic motivation is one mechanism by which empowering leadership can influence emergency department nurses thriving at work. Nurse managers should adopt an empowering leadership style and take steps to activate the intrinsic motivation of emergency department nurses, thereby increasing nurses’ ability to thrive at work.

Investigating the relationship between mathematics motivation and mathematics anxiety in 4th grade primary students with and without a diagnosis of giftedness

The aim of this study is to examine the relationship between mathematics motivation and mathematics anxiety in 4th grade primary school students who are diagnosed as gifted and those who are not, in terms of some variables. A descriptive and relational screening model was used in the study. The sample of the study consisted of 500 students, 250 of whom were diagnosed as gifted (SAC students) and 250 of whom were not diagnosed as gifted, selected from different regions of Turkey. The Mathematics Motivation Scale and the Mathematics Anxiety Scale were used as data collection instruments. As a result of the analyses, a significant negative relationship was found between mathematics anxiety and intrinsic motivation, extrinsic motivation and total motivation, and a significant positive relationship was found between mathematics anxiety and motivation. In the regression analysis it was found that all motivation sub-dimensions predicted mathematics anxiety. There was no significant relationship between mathematics motivation and mathematics anxiety in 4th grade female students with and without giftedness. A significant negative relationship was found between mathematics anxiety and intrinsic motivation, extrinsic motivation and total motivation in 4th grade male students with and without giftedness. A positive significant relationship was found between maths anxiety and motivation. When the results of the regression analysis were analyses, it was found that all motivation sub-dimensions predicted mathematics anxiety. A significant difference was found in the sub-dimensions of intrinsic motivation and extrinsic motivation of the participating students' mathematics motivation, but no significant difference was found in the sub-dimension of motivation. There was a significant difference between the mathematics anxiety levels of 4th grade students diagnosed as gifted and those not diagnosed as gifted.

How Do Famous Artists Write about Their Metacognition, Self-Regulation and Creative Problem-Solving?

Creative metacognition, creative self-regulation, and creative problem-solving are three key concepts stemming from distinct psychological traditions. However, all three involve planning, monitoring, regulation, and self-evaluation in the creative process. Therefore, the objective of the present study was to describe and compare how these three models are exhibited in the cases of five professional artists, as depicted in their autobiographical writings. The artists were selected based on maximum-variation sampling to represent different artistic fields: Stephen King, Salvador Dalí, Patti Smith, Terry Gilliam, and Arnold Schwarzenegger. A theory-driven thematic analysis, using the Metacognitive Awareness Inventory, the Creative Self-Regulation Questionnaire, and Mumford's model of Creative Problem-Solving, revealed both commonalities and differences in the ways these artists apply metacognitive knowledge, and self-regulatory and problem-solving strategies in their creative processes. Furthermore, the study identified several elements not included in these models, such as the need for a psychologically safe environment, the roles of extrinsic and intrinsic motivation, and the perceived value of creativity.

Tuberculosis treatment interruption: a qualitative exploration of barriers, challenges, coping strategies and facilitators in Malaysia.

Tuberculosis (TB) treatment interruption undermines the effectiveness of TB medications and jeopardizes treatment outcomes. This study aimed to explore barriers, challenges, coping strategies and facilitators of TB treatment interruption to understand the treatment pathway in achieving successful outcomes. In-depth interviews were conducted at public health clinics in Sarawak, Malaysia, utilizing a phenomenological approach. Thirty patients who experienced TB treatment interruption with eventual successful treatment were purposively selected based on various reasons for treatment interruption to obtain diverse viewpoints. The audio-recorded transcriptions underwent thematic and content analysis. Five major themes emerged under barriers and challenges: socioeconomic, patient, therapy, healthcare and condition-related factors. Notably, financial burdens led individuals to prioritize work over health. Adverse drug reactions resulted in inappropriate self-medication and healthcare dissatisfaction. Medication error with suboptimal dosing was another facet leading to treatment forfeiture. Lack of knowledge about treatment duration and medication adherence, along with negative personal factors such as laziness, dishonesty and forgetfulness were reported. Participants employed coping strategies to confront barriers and challenges, including acceptance and commitment to disease and treatment, self-adaptation in mental, physical and social aspects, and self-management of minor adverse events. Fear of disease worsening, previous experiences, social and financial supports, along with intrinsic motivators, were essential facilitators that prevented interruptions. Interconnectivity across the explored dimensions contextualized the understanding of TB treatment interruption and offered valuable information for designing patient-centered intervention strategies. Improving patient education coupled with tailored interventions addressing psychosocial and economic barriers is crucial for ensuring TB treatment completion.

Exploring the Potential of Blockchain Technology in Digital Tax Administration to Enhance Tax Compliance

This research seeks to enhance the technology acceptance model (TAM) by examining cognitive belief factors, specifically the influence of perceived usefulness and perceived ease of use, on taxpayers' intentions to utilize blockchain technology. This investigation explores both the direct and indirect effects of perceived enjoyment. This research also examined the impact of behaviour, specifically the trust factor, on perceived usefulness and perceived ease of use. We extended the TAM by assessing the mediating influences of the perceived enjoyment factor. The research employs a survey methodology. We collected data from 213 individual taxpayers. However, we were only able to process the data of 155 respondents. Questionnaires serve as a valuable tool for gathering data through Google Forms. We analysed the data using PLS-SEM. The research findings indicate that there is a form of mediation where the perceived usefulness of blockchain technology has a notable impact on taxpayers' intentions to use it, either directly or through the perceived enjoyment it brings. Perceived enjoyment also mediates the influence of perceived ease of use on taxpayers' intentions to use blockchain. Moreover, taxpayer trust has effectively influenced taxpayers' perceptions that technology is user-friendly and advantageous. To improve the level of service provided to taxpayers, tax authorities must leverage the advancements of the information technology era. The research findings make a valuable contribution to the tax authorities' readiness to adopt a blockchain-based tax administration system. The results highlight the significance of the authority's efforts to enhance taxpayers' intrinsic motivation when using tax information technology. Creating a user-friendly and enjoyable experience that brings joy, excitement, and comfort can achieve this.

Towards a refined insight into physical education teachers’ autonomy-supportive, structuring, and controlling style to the importance of student motivation: a person-centered approach

ABSTRACT Background: Physical education (PE) teachers face the challenge of managing their classroom and directing students’ learning in a way that engages students in a motivating manner. For this reason, numerous studies have examined the impact of PE teachers’ autonomy-supportive, structuring, and controlling style. Most research relied on a variable-centered approach, but a person-centered approach is warranted as in reality these styles co-occur. Prior person-centered research examined the combinations of autonomy support and structure, autonomy support and control, and structure and control. In the current study we take the next step by examining combinations of the three most prevalent styles in PE teachers. This investigation is particularly relevant as many PE teachers believe that being perceived as controlling might not be detrimental if they are also seen as autonomy-supportive and/or structuring. Purpose: To further understand the interplay of an autonomy-supportive, structuring, and controlling style, this study simultaneously investigated all three styles using a person-centred approach. The first aim was to examine how students perceive PE teachers’ combined use of an autonomy-supportive, structuring, and controlling style. The second aim was to investigate whether students’ motivation differed according to the profile they perceived their teacher to be in. Method: A sample of 673 secondary school students (M age = 13.82, SD = 1.25 years) reported on their PE teachers’ autonomy-supportive, structuring, and controlling style, and their motivation for PE. Hierarchical K-Means Cluster analyses and MANCOVA tests were performed. Findings: Results showed that in the eyes of the students, PE teachers employed different combinations of autonomy support, structure, and control to different degrees, as six different profiles were found. Students who perceived their teacher as more need-supportive displayed higher levels of intrinsic motivation, integrated, and identified regulation, particularly when students perceived their teacher as high on both autonomy support and structure. In contrast, students who perceived their teacher as more controlling displayed more extrinsic regulation and amotivation, even when students simultaneously perceived their teacher as need-supportive. Students who perceived their teacher as higher on all three styles displayed higher levels of introjected regulation, suggesting that this mixture of styles elicits internal pressure. Conclusion: In conclusion, according to the students, PE teachers can combine certain autonomy-supportive, structuring, and controlling behaviors to different degrees, indicating that classifying PE teachers as either need-supportive or controlling may be inaccurate. Students who perceived their PE teacher as highly autonomy-supportive and structuring and lowly controlling reported the most optimal motivational outcomes. The detrimental effect of a perceived controlling style was evident, even when the teacher was additionally perceived as autonomy-supportive and structuring. This finding challenges the common belief among PE teachers that being perceived as controlling is not harmful when simultaneously being perceived as autonomy-supportive and controlling. Interestingly, both need-supportive and controlling styles were positively related to students’ introjected regulation.

CHARACTERISTICS OF EXPERIENCED EDUCATORS: A QUALITATIVE ANALYSIS OF PHYSIOTHERAPISTS' PERSPECTIVES ON PATIENT EDUCATION

Introduction: Patient education is a specific type in which physiotherapists provide patients and their caregivers with information to improve their health status. Physiotherapists who possess the competencies needed to provide high-quality patient education are key to meeting the educational needs of patients. This paper aimed to investigate the characteristics of expert educators according to the opinion of physiotherapists with experience in patient education. Methods: This descriptive qualitative study was conducted through individual interviews with physiotherapists with experience in patient education while working in a hospital. The interviews were audio recorded and transcribed verbatim. Data were analyzed using thematic approaches. The results: Twenty-five physiotherapists from Bosnia and Herzegovina who worked in physical medicine and rehabilitation clinics for an average of 14 years participated in the research. Being sensitive to the patient's interests and learning needs and adapting education to each patient's needs and the context of the situation are the hallmarks of a professional educator. Educational support resources, observation, experiential training, and guidance from experienced educators are examples that enhance competency development. Conclusion: Expert patient educators demonstrate sensitivity to the patient's learning needs and the ability to individualize the patient's education. A supportive learning environment, intrinsic motivation, and awareness of the value of patient education were considered the main factors needed to become an expert educator. Experienced educators expressed the need for continuous education and collegial support. Keywords: experience, educator, physiotherapist, perception

Fantasy Sports Participation in Young Adults

This study aimed to understand comprehensively the motivations and constraints underlying fantasy sports participation among young adults (18-25) in India. The study applied a motivation and constraint model in the Indian landscape, wherein youth groups who played and did not play fantasy sports were surveyed. Given the issue of the legality of fantasy games in India and its linkage with gambling, two additional factors of addiction and morality were added. The findings of the multiple regression show that participation in fantasy sports among the youth is influenced by intrinsic motivation instead of monetary benefits, pride, or social interaction. Constraints affecting the potential participation of non-players include addiction, consuming valuable time, causing loss of money, and perceived capitalistic exploitation for stakeholders' profit. Producers of fantasy games need to enhance engagement levels to foster intrinsic motivation instead of external among the youth and safeguard them from addiction and gambling.

“It Always Comes Back to Intrinsic Motivation”: A Qualitative Investigation into Facilitators of Engagement and Well-Being Across the Many Roles of a Dance Artist

ABSTRACT Although “making it” in dance has long been associated with a performance career, few dancers solely perform and many also pursue choreography and/or teaching. Considering these many ways of being a dance artist, the aim of this study was to understand (a) the psychological characteristics which are perceived to be facilitative of engagement and well-being in dance, and (b) the experiences that dancing itself provides that encourage engagement and well-being. Eight dancers in vocational ballet training and 17 professional dance artists, all of whom had performed and/or taught and/or choreographed, participated in semi-structured interviews which were analyzed using thematic analysis. Key themes of a) intrinsic motivation to dance, b) psychological characteristics in the dancer, and c) basic psychological need satisfaction in dance were found. It is important to equally nurture intrinsic motivation across dance training, performance, choreography, and teaching to promote engagement and well-being across the training and career span.

The Effect Of Three-Step Interviews The Students’ Reading Motivation in Teaching Reading

Background: This research is motivated by the low reading motivation of students in reading classes during English lessons. This is due to the lack of analysis by some teachers regarding students' needs, which is also caused by the repetitive use of the same learning activities in reading classes, thereby reducing students' interest in learning activities and their desire to read and understand texts. In this study, the researcher focuses on students' intrinsic motivation and uses a learning activity called the Three-Step Interview. Purpose: This study aims to observe the impact of using the Three-Step Interview activity in English teaching, specifically in improving students' reading motivation in reading classes. Methode: This study employs quantitative and qualitative research methods with an experimental approach. The research population consists of 11th-grade science students at SMA Negeri 4 Padang. The sample includes class XI IPA 2 as the experimental group, with 32 students. The Three-Step Interview treatment was given twice, and a comparison treatment was applied twice in the experimental class. The material taught is related to monologue text types based on the curriculum. The instruments provided were questionnaires and tests. Result: The analysis showed an average questionnaire score of 73.97 and 74.43, with an average pre-test score of 79.2 and a post-test score of 81.55. Hypothesis testing was conducted using the t-test, and it was found that the t-table < t-calculated, with values of 1.67 < 1.73 and 1.67 < 1.72. Conclusion: Thus, the hypothesis in this study was accepted, leading the researcher to conclude that the Three-Step Interview significantly improves students' reading motivation in reading classes during English lessons.

Transformation of Student Motivation Through the Use of Quizizz in Language Learning: A Longitudinal Approach in Secondary Education

This study aims to explore the transformation of student motivation in language learning through the use of the Quizizz gamification platform with a longitudinal approach. Quizizz was chosen because of its gamification elements that can increase student engagement and motivation to learn. A quantitative approach with an experimental design was used to measure changes in students' motivation in the experimental group using Quizizz and the control group using conventional learning methods. A total of 60 high school students participated in the study, with motivation measurements taken at the beginning, middle, and end of the semester. The results showed that the use of Quizizz significantly increased student motivation in the long term compared to conventional methods, with a steady increase at each measurement point. Further analysis showed a positive correlation between gamification elements in Quizizz, such as points and leaderboards, and students' intrinsic motivation. All research hypotheses were accepted, which confirms that Quizizz is not only effective in increasing students' motivation to learn but also maintaining their enthusiasm for learning the language. This research makes an important contribution to the use of digital platforms in education, as well as supporting the implementation of the Independent Curriculum that encourages flexibility and a student-centered learning approach. Quizizz as a gamification platform can be an effective tool in language learning at the secondary education level, potentially increasing student motivation on an ongoing basis.

Financial Status and Its Influence on the Academic Motivation of Senior High School Students

This study addresses a research gap in understanding the impact of financial status on academic motivation among senior high school students. While financial status is widely studied for its effects on academic performance, its relationship with academic motivation remains understudied, particularly within the Philippine context. This research aims to clarify this link, using Self-Determination Theory, Expectancy-Value Theory, and Achievement Goal Theory to frame the motivational processes potentially influenced by financial background. Conducted among a stratified random sample of 266 senior high school students at Mindanao Mission Academy, the study employed a quantitative correlational design, utilizing an adapted survey instrument based on Moneva et al. (2020). Data analysis included descriptive statistics, Pearson correlation, ANOVA, and simple linear regression. Results show a weak yet statistically significant positive correlation between financial status and academic motivation (r = 0.178, p < 0.01), though ANOVA indicates no significant motivation differences across financial groups (p > 0.05). These findings imply that while financial stability provides a slight motivational boost, students’ motivation is driven by internal factors more than financial circumstances. Implications underscore the need for support systems that foster intrinsic motivation across socioeconomic backgrounds, and recommendations include developing inclusive, motivation-enhancing programs that prioritize goal setting and self-efficacy.