Intrinsic Motivation Research Articles

The effect of different visual feedback interfaces of music training games on speech rehabilitation in hearing-impaired children: An fNIRS study

Singing plays a critical role in enhancing musicality, sound discrimination, and attention, and proves advantageous for speech rehabilitation in children with hearing impairments. Computer-based training games are well-suited to the learning behaviors of children, with substantial evidence suggesting that music training augments speech training capabilities in this demographic. Despite this, there is a lack of detailed exploration into the design of interactive online music training interfaces tailored for these needs. This study investigates brain activation changes using two visual feedback singing games, analyzed through functional near-infrared spectroscopy: a serious game (SG) and an entertainment game (EG) with visually enhanced feedback. It also assesses the efficacy of home-based music training software for speech rehabilitation.Methods involved recording oxygenated hemoglobin concentration (Delta [HbO]) signals from the prefrontal cortex, motor cortex, occipital lobe, and temporal lobe in 21 children (average age: 9.3 ± 1.9 years) during two singing interface experiments. Subjects also completed the Intrinsic Motivation Inventory (IMI) questionnaire post-experiment.Main results showed that brain regions, particularly the temporal lobe, exhibited stronger and more pronounced activation signals with the SG interface compared to the EG, suggesting that SG is more effective for speech system rehabilitation. The Intrinsic Motivation Scale results revealed higher acceptability for SG than for EG. This study provides insights into designing online speech rehabilitation products for children with hearing impairment, advocating for better interactive training methods from a neuroscience perspective.

Exploring the Relationships among Perceived Teacher’s Autonomy Support, Motivational Regulations, and Social-Emotional Outcomes

The present study examined the relationships among perceived teacher’s autonomy support, four motivational regulations (external, introjected, identified, intrinsic), and four social-emotional outcomes (self-efficacy, resilience, test anxiety, and perceived stress). A total of 130 primary students aged between 10 and 11 (M = 10.36; SD = 0.48) were recruited in Singapore. In particular, the mediating effects of four motivational regulations in the relationship between teacher’s autonomy support and social-emotional outcomes were tested using bootstrapping method. Results of the study indicated that external regulation and intrinsic motivation were two mediators between teacher’s autonomy support and test anxiety. Surprisingly, introjected regulation was positively associated with test anxiety and perceived stress and functioned as a significant mediator between teacher’s autonomy support and test anxiety and perceived stress. Teacher’s autonomy support may serve as a potential approach to develop students’ positive social-emotional outcomes such as self-efficacy and resilience while reduce negative social-emotional influences such as test anxiety and stress through activating students’ motivational resources. The present study provides novel insights into the relationships between SDT and four social-emotional outcomes by considering the four types of motivational regulation as mediators to investigate the effects of perceived teacher’s autonomy support on students’ SEL-related outcomes.

Changes in Intrinsic Motivation and Self-Efficacy

Grades in introductory STEM courses can impact intrinsic motivation (IM) and self-efficacy (SE). We used an exploratory approach to examine trends in grades and how IM and SE impact students’ grades. It is known that most first-generation (FG) college students are from underrepresented backgrounds (URM), and that these students are least likely to persist in STEM fields. Therefore, gaining a better understanding of motivation in our most underserved students could be critical to improving their success in introductory biology courses and ultimately future persistence in STEM. We found that, on average, URM FG students received the lowest final grades and experienced the greatest declines in IM and SE. This research informs the way we may think about changes in motivation and self-efficacy in our introductory biology courses as these lay the foundation for future learning and success.

Acquisition Intrinsic or Extrinsic motivators; Boom or Bust on performance; The case study of Fast Food Operations in Egypt

Acquisition Intrinsic or Extrinsic motivators; Boom or Bust on performance; The case study of Fast Food Operations in Egypt

Between Public Guidelines for User Involvement and Ideals About Free Research: Using Collaborative Autoethnography to Explore Researcher Experiences From a User Involvement Process.

User participation is a prerequisite for receiving research funding in healthcare in Norway. Despite many positive benefits, studies report challenges from users' and researchers' perspectives. Limited knowledge exists concerning researchers' experiences in scenarios where the users are professionals within healthcare and research. The aim of this retrospective study was to explore and reflect on personal experiences as researchers from a process of planning and developing research questions for a PhD project, following the James Lind Alliance guidelines, which were a requirement for funding. We focused on how the process of collaboration with a specific group of users influenced the researchers' sense of selves. We used a qualitative design based on collaborative autoethnography, exploring personal experiences from a sociocultural point of view. Two of the three researchers in the team recollected their experiences from the user involvement process while applying the James Lind Alliance guidelines. We used different data sources to develop two autoethnographic narratives. The narratives were analysed using thematic analysis. The autoethnographic narratives demonstrate the complexity of user involvement from the researchers' perspectives. We identified four themes in the analysis: intrinsic and extrinsic motivation, competing paradigms, hierarchy and dual roles. The accounts illustrated the researchers' ambivalence within the process, indicating that they feared a loss of control over the direction of the research project. The narratives visualised a struggle to appear as credible researchers, illustrating how the involvement of a specific group of users and adherence to a specific guideline for user involvement influenced the researchers' experiences of their roles and identities in the collaboration. The results point to the relevance of the sociocultural backdrop; researchers might become frontline providers of policy implementation in research, balancing tensions between regulatory constraints, user involvement and researchers' professional identity and research ideals, when a specific, detailed procedure for user involvement is required. Two user panels comprising participants from clinical practice, education and research, along with a service user, collaborated in the planning and development of research questions for a PhD project. This autoethnographic study elaborates this process.

Charity Starts at Home: Understanding What Drives Children from Economically Disadvantaged Communities to Engage in Social Action

This study explores motivations and barriers to social action in children from economically disadvantaged communities, through the lens of Construal Level Theory. Results from a qualitative study involving 40 children in the United Kingdom (engaged and non-engaged in social action) suggest that a concrete, place-based understanding of social action (low-level construal) and intrinsic motives drives children to engage. An abstract and decontextualized understanding of social action (high-level construal) and concrete responsibilities such as caring for family (low-level construal) often hinders engagement. Contrary to expected trends, motivations to engage in social action are more associated with intrinsic benefits. Social identity needs act both as motivators (disproving negative views about children) and as barriers (maintaining a sense of “coolness”). Our study contributes to knowledge by suggesting that a place engagement approach, which embraces low-construal aspects and is “closer to home,” may help both motivating and overcoming barriers to child volunteering in economically disadvantaged communities.

Stability and change in achievement goals during the COVID-19 pandemic: Protective factors contributing to motivational resilience

Motivation is the process by which goal-directed behavior is initiated, energized, and sustained. The type of achievement goals endorsed by students is one of the most significant constructs in motivational research in educational contexts. It is often assumed that achievement goal endorsement is stable over time. However, that may have changed given the outbreak of COVID-19. Data were collected from a sample of undergraduate students in China (n = 300) representing various majors and academic classifications. A 2 x 2 achievement goal framework comprising mastery-approach, mastery-avoidance, performance-approach, and performance-avoidance goals was then compared before and during emergency distance education. Our study results revealed that only scores on performance-approach goals decreased significantly across the two learning conditions (t = 11.66, p < .001), suggesting students were less likely to focus on demonstrating competence relative to others during emergency distance education. However, individual differences were detected between high-achievers and low-achievers in terms of performance-approach goal endorsement during emergency distance education. More importantly, scores on mastery-approach goals did not significantly decrease (t = 1.75, p = .08), suggesting students’ intrinsic motivation remained constant during emergency distance education. While technology support did not positively predict mastery-approach goal endorsement during emergency distance education, student-perceived teacher support and physical learning environment were two significant predictors, implying the power of human connection in online learning during COVID-19.

Work motivation and teams

This paper presents a novel technique to measure motivation for working on a task using deviations from the money-maximising benchmark in a real-effort experiment. Although we find that average output increases in response to team incentives and observation, we also find that workers with high intrinsic motivation do not respond to team incentives. The reason is that highly motivated workers already work hard, and team incentives are not strong enough to overcome the high cost of additional effort.

Young sanctuary-living chimpanzees produce more communicative expressions with artificial objects than with natural objects

In humans, interactions with objects are often embedded in communicative exchanges. Objects offer unique affordances to explore, carry functions and hold cultural relevance, which can shape children’s interactions and communication. Research indicates that the use of artificial objects, such as certain toys, helps promote pre-linguistic communication, consequently impacting language development. Given that chimpanzees use objects extensively compared to other great apes, and considering the differences between chimpanzees and bonobos in intrinsic motivation for tool use and the extended developmental period during which they learn to use objects, it is reasonable to expect that objects may influence chimpanzees’ communication. Here, we examined interactions of 31 immature sanctuary-living chimpanzees with non-novel artificial and natural objects and tested their vocal and facial expressions, applying methods previously designed for children. Our results showed an increase in these expressions associated with artificial objects. These findings provide the first empirical evidence that chimpanzee communicative expressions may be influenced by inherent properties of objects, potentially promoting varied communication, comparable to the impact distinctive objects have on pre-linguistic children. By exploring this connection between object-centric interactions and communication, this study reveals deep phylogenetic roots where objects may have shaped great ape communication and possibly evolutionary foundations of language.

STUDI KAUSALITAS MOTIVASI DAN DISIPLIN KERJA TERHADAP KINERJA KARYAWAN BANK MUAMALAT KCU FATMAWATI

The aim of this research is to determine the influence of work motivation and discipline on employee performance at PT Bank Muamalat KCU Fatmawati partially and simultaneously. The method used is descriptive quantitative. The sampling technique uses a saturated sampling technique from a population of 60 as samples. The method used to test and analyze the influence partially and simultaneously uses hypothesis testing (t test and f test). This study investigates the significant impact of work discipline and work motivation on employee performance. Data analysis reveals that work discipline has a substantial influence on performance, with a contribution value of 0.933. This suggests that adherence to rules and punctuality play a crucial role in enhancing employee output, as supported by reinforcement theory and time management principles. Additionally, work motivation shows a significant effect on performance, with a contribution value of 0.672, highlighting the importance of intrinsic motivation factors, such as achievement and recognition, in driving employees to excel. The findings underscore the need for a comprehensive approach in performance management, emphasizing both the establishment of strong disciplinary practices and the cultivation of high motivation levels to optimize employee performance.

INTRINSIC MOTIVATION OF DISTANCE LEARNERS IN HIGHER EDUCATION INSTITUTIONS

As information and communication technologies and learner characteristics in higher education develop, so do distance education methods, which are implemented at various levels by higher education institutions. The involvement of students in the learning process is one of the most crucial factors to consider throughout the distance education application transformation, which might change depending on the conditions. At this point, it can be stated that the intrinsic motivation levels of learners involved in distance learning play a decisive role in participating in learning processes. Therefore, examining the intrinsic motivation levels of distance learners is seen as an element that needs to be emphasized. This justifies the study’s goal, which is to analyze the intrinsic motivation levels of students who get distance education from higher education institutions concerning factors including age, gender, employment, and educational status. The relational survey model, one of the general survey models, was utilized in this study, which included 327 distance learners. In terms of distance education applications, the findings of the study have a guiding nature for the administrators working in higher education institutions. The analyses carried out revealed that there were no significant differences in the intrinsic motivation levels of distance learners according to their gender, employment situation, or level of education. Furthermore, it has been found that as people get older, their intrinsic incentive for learning grows. A list of recommendations based on the data gathered within this study is provided at the end.

Exploring the Relationship Between Leadership Styles and Employee Motivation in the Context of Contemporary Management

The objective of this research is to examine the relationship between leadership styles and employee motivation in the context of contemporary management. This research employs a literature review approach to analyse various leadership theories, including transformational, transactional, autocratic, democratic, laissez-faire, and servant leadership. Each leadership style is evaluated in relation to employees' intrinsic and extrinsic motivation. The findings indicate that transformational and democratic leadership styles have the most significant influence on employees' intrinsic motivation, whereas transactional and autocratic leadership styles emphasize extrinsic motivation. This study contributes to contemporary management literature by providing insights into the importance of tailoring leadership styles to employees' motivational needs to achieve optimal performance.

Can Gratitude Help to Craft Your Career? The Role of Prosocial Motivation and Intrinsic Motivation.

Career crafting offers a new approach for individuals to cope with changing career situations. However, few studies have focused on personality-related antecedents that stably predict career proactivity. Additionally, as individuals' careers are embedded in various social relationships, career crafting involves significant social interaction. Our study focuses on gratitude, which is related to social interaction, suggesting that gratitude fosters an appreciation for interpersonal relationships, providing a beneficial impetus for career crafting. A quantitative approach was adopted with a three-wave survey with 825 responses, and SPSS 26 and Mplus 8.3 were used as the analytical software for confirmatory factor analysis, hierarchical regression analysis, and path analysis. We conducted an empirical examination employing a moderated mediation model grounded in the framework of proactive motivation. The results revealed a positive correlation between gratitude and career crafting, with prosocial motivation mediating this relationship. Simultaneously, intrinsic motivation moderated the relationship between prosocial motivation and career crafting. Our study emphasizes gratitude's role in career crafting and explores how it, along with prosocial motivations, drives proactive behaviors, responding to calls for relational work redesign and examining interactions between intrinsic and prosocial motivations in careers. It has important practical implications for individuals, organizations, and career counselors.

Transformational Leadership and Intrinsic Motivation on Employee Performance in the Mechanical Division of Pt.Astra Internasional (Tbk) Toyota Auto 2000 Bumi Serpong Damai Branch, South Tangerang.

This study examined the impact of transformational leadership and intrinsic motivation on employee performance. A quantitative approach was adopted, employing a saturated sample consisting of all 54 employees. Data analysis involved validity and reliability tests, classical assumption checks, regression analysis, correlation coefficients, coefficients of determination, and hypothesis testing. The results revealed that transformational leadership positively influences employee performance. The regression equation Y = 37.836 + 0.115X1 indicated a weak relationship, with a correlation coefficient of 0.294. The coefficient of determination (R2) of 0.119 suggests that transformational leadership accounts for 11.9% of the variance in employee performance, while other factors explain the remaining 88.1%. Hypothesis testing further supported this relationship, with a calculated t-value of 2.680 exceeding the critical value of 1.675 (p <.05), thus confirming H1. Intrinsic motivation also demonstrated a positive impact on employee performance. This was evident in the regression equation Y = 20.529 + 0.517X2. Hypothesis testing corroborated this finding, with a calculated t-value of 3.164 surpassing the critical value of 1.675 (p <.05). Finally, the combined effect of transformational leadership and intrinsic motivation on employee performance was explored through the regression equation Y = 23.637 + 0.136X1 + 0.582X2. The coefficient of determination for this model was 0.171, indicating that these two factors collectively explain 17.1% of the variance in employee performance. H3 was accepted following an F-test that confirmed its significance (F = 5.265, p <.05).

Impact of Motivational Speech on Psychological Need Satisfaction and Intrinsic Motivation of Young Adults

This study aimed to investigate the impact of motivational speeches on psychological need satisfaction and intrinsic motivation of young adults utilizing a pretest-posttest quasi experiment method. A total of 25 students was selected via non-probability purposive sampling. The study utilized the Basic Psychological Need Satisfaction and Frustration Scale (BPNSFS; Chen et al., 2015) and the Intrinsic Motivation Inventory (IMI; Ryan & Deci, 2000). Pretest measurements were taken from participants three weeks before and after viewing the motivational video “Formula for Success”. Post-test data was collected to evaluate the impact of the video. The results indicated a significant increase in psychological need satisfaction after the speech and a positive correlation between psychological need satisfaction and intrinsic motivation. No significant differences were found across gender, educational institutions and area of living. This study highlights the importance of motivational speech in increasing intrinsic motivation and psychological wellbeing offering a basis for future educational and motivational research. This study is likely to provide ground work for future studies.

Parental Involvement in Modular Learning Delivery

Providing ongoing support, resources, and clear communication channels can help parents effectively contribute to their child’s learning journey in a modular learning environment. It is in this context that this paper aimed to determine the level of parental involvement in modular learning delivery in a National High School. Data needed for this descriptive study was collected from 260 parent-respondents using a self-made 30–item survey questionnaire that has passed the rigorous tests of validity and reliability. The findings revealed a high level of parental involvement in the modular learning delivery. The same findings were found when respondents were grouped according to age, sex, educational attainment and family income. Subsequent analysis showed no significant difference in the level of parental involvement in modular learning delivery, except when respondents were grouped by education and family income. This study calls for establishing a collaborative partnership between parents, teachers, and students where parents can play a crucial role in cultivating their child’s intrinsic motivation and love for learning. Keywords: Education, parental involvement, modular learning delivery, Negros Oriental, Philippines

Survey of Student’s Physical Education Learning Motivation at SD Negeri 09 Rawamangun during the Pandemic

This study aimed to investigate the motivation levels of students at SDN 09 Rawamangun in the context of physical education during the pandemic. The primary focus was to assess how motivation influenced their engagement with physical education classes delivered remotely. Employing a survey research method, the study utilized a questionnaire as the main instrument for data collection. The sample comprised 70 students from SDN 09 Rawamangun, selected through total sampling, who participated in sports learning activities from home due to pandemic restrictions. The data analysis involved calculating the average response for each statement to gauge the motivation levels. The findings indicated that motivation in physical education was influenced by two main dimensions: intrinsic and extrinsic motivation. For the intrinsic dimension, 53 students (76%) were categorized as having very high motivation, while 17 students (24%) fell into the high motivation category. Conversely, in terms of extrinsic motivation, 32 students (46%) were rated in the very high category, and 38 students (54%) were categorized as having high motivation. These results suggest a strong overall motivation among students, with both intrinsic and extrinsic factors playing significant roles in their engagement with remote physical education.

The Effect of Primary School Children’s Sleeping Habits on School Motivation

Background and Objective The objective of this study was to determine effects of primary school age children’s sleep habits on school motivation.Methods Research data available between February 9, 2024, and April 6, 2024 were collected online. The study group consisted of primary school children. Written with the consent of their parents who voluntarily participated in collecting research data. Socio-demographic data were collected online from 250 primary school children living in Hakkari, Türkiye using, Sleep Hygiene Index (SHI) and Academic Intrinsic Motivation Scale (AIMS). These children were selected with a convenience sampling method, one of the improbable sampling methods. SPSS 26.0 data analysis program was used for statistical analysis of data obtained in the study. Independent sample t-test, anaysis of variance (ANOVA), and Pearson correlation were used to analyze the data.Results Of the study group of primary school children, 45.7% were boys and 54.3% were girls. There were significant differences in effects of gender factor on primary school children’s SHI and AIMS sub-dimension scores of achievement requirement, social acceptance, fear of failure, and expertise (p < 0.05).Conclusions Age and class status of primary school children’s sleeping habits can affect school motivation. Gender is a variable that can affect sleep hygiene and school motivation.

Influence of tenure policies on job satisfaction, motivations, and experiences of language teachers in Macau’s higher education

Despite being controversial, teacher tenure policies are understudied, particularly in higher education contexts outside the Western world. Using semi-structured interviews with 15 university faculty members, this study explored how tenure systems influence the teaching practices, motivations, and job satisfaction of language teachers in Macau's universities. It was revealed that Macau implemented competitive, “up or out” tenure policies that were based on research output. Faculty were anxious as vague expectations heightened research priorities over teaching quality and student support. Requirements also strained collegial relationships as faculty goals focused on promotion. Veteran professors demonstrated resilience, maintaining intrinsic motivation despite policies. They advocated improving policies by promoting transparency, balancing workloads, accommodating disciplines, and communicating effectively. Using empirical data, this study identifies key policy implications for supporting teacher motivation while balancing inequality constraints. It provides empirical insight into optimizing tenure for teacher engagement and fulfillment.

The Effect of Online Scenario Based Learning on English Writing Motivation and Self-Efficacy Beliefs of University Students

The aim of this research is to investigate the impact of online scenario-based English writing instruction on the motivation for English writing and self-efficacy beliefs among university students. The research, conducted as action research, involved a group of 14 students enrolled in the English preparatory program at a state university in the Marmara Region of Türkiye during the fall semester of the 2020-2021 academic year. Eight scenario activities were prepared as part of the online scenario-based English writing instruction. Action plans were developed to enhance students’ writing motivation and self-efficacy beliefs. The implementation of the prepared action plans consisted of four cycles and eight weeks. To collect data, the “English Writing Motivation Scale” and the “English Paragraph Writing Self-Efficacy Scale” were used. Dependent groups t-test was applied to compare the mean scores on the same sample group, and Wilcoxon signed-rank test was used when the data did not exhibit a normal distribution. Quantitative analysis revealed a significant increase in students’ intrinsic motivation to write in English following the online scenario-based English writing instruction. Additionally, it was observed that online scenario-based writing instruction enhanced students’ self-efficacy beliefs in writing in English. These promising results suggest the incorporation of online scenario-based writing activities in English writing instruction.