Levels Of Intrinsic Motivation Research Articles

Relational governance in the ITO: the role of self-determination theory and the mediating effect of control perceived

ObjetivoLos investigadores en la materia reconocen la importancia de la relación entre contratista y contratado en el proceso de externalización de las tecnologías de la información (TI). Sin embargo, poco se sabe sobre el impacto del perfil del gestor en este proceso. Así, el objetivo de esta investigación fue analizar el impacto de la percepción de competencia, autonomía y relación de los gestores públicos en la gobernanza relacional (GR), así como, identificar el efecto del control percibido en esta relación.Diseño/metodología/enfoqueEste estudio utiliza un abordaje cuantitativo para investigar el impacto de las características de comportamiento de los gestores de TI a partir de la teoría de la autodeterminación (TAD). Los datos fueron recolectados en instituciones públicas brasileñas que actúan en las áreas de educación, finanzas, estadística y tecnología, y las hipótesis fueron identificadas y evaluadas utilizando la técnica de modelado de ecuaciones estructurales por mínimos cuadrados parciales (PLS-SEM).ConclusionesLos resultados identificaron que la autodeterminación de los directivos está relacionada con la percepción de control, en consecuencia, repercute en el GR al proporcionar sentimientos de competencia y autonomía capaces de construir una relación beneficiosa con el proveedor de TI.Implicaciones prácticasEste estudio promueve la comprensión de que la alta dirección necesita apoyar la autonomía de los directivos para aumentar sus niveles de motivación intrínseca a la hora de gestionar las entregas de los proveedores.OriginalidadLa aplicación de la teoría de la autodeterminación al contexto de la subcontratación de TI proporciona nuevos conocimientos sobre la mediación del control percibido al explicar la relación entre las expectativas y motivaciones de los directivos como un importante impulsor de la GR.

Type of school and origin as conditioners of motivational development in post-compulsory secondary education

The aim of this research was to examine different variables as mediators of intrinsic motivation levels in a representative sample of 3049 Spanish students. The research design was quantitative, non-experimental, descriptive, cross-sectional and ex post facto, using as main instrument the Educational Motivation Scale-Short Form. Outcomes reveal greater levels of self-determined motivation in non-national students and found that intrinsically oriented goals favoured academic achievement. Likewise, educational centre type acted as a modulating factor, with higher motivation scores being found to exist at public centres. Finally, greater motivational development could be determined in vocational training compared to that seen in baccalaureate studies. Overall findings lead to the interpretation of important practical implications. The value attributed to the practical component of teaching and professional practice indicates that they represent key elements of professional training which favour motivation. Along these same lines, the more favourable motivation seen in foreign students suggests that certain sociocultural values characterise these individuals which place value on educational opportunities.

Information literacy and recent graduates: Motivation, self-efficacy, and perception of credit-based information literacy courses

The present study aimed to explore graduate students' motivation, self-efficacy, and perceptions of credit-based information literacy (IL) courses at a research university in China. A mixed-methods approach was employed, with 405 questionnaires and ten follow-up interviews conducted. The findings indicated that graduate students displayed high levels of intrinsic motivation and self-efficacy toward the IL course. In other words, they were conscious of the importance of IL in their future academic pursuits. However, only a small portion (18.76 %) of students perceived librarians as the most appropriate person for the course. Moreover, in terms of the format of course format, the majority of participants preferred a blend of lectures and group activities over online learning. There was also agreement among the participants that the focus of IL courses should go beyond basic information search skills and include training in learning strategies. The study also found that gender played a role in shaping motivation and perception levels, with female students generally scoring higher. The findings of this study provide valuable insights for librarians to enhance their credit-based IL courses, catering to the specific needs and preferences of graduate students.

Developing speaking skills in EFL young learners through visual and audiovisual materials

The acquisition of speaking skills in a foreign language is considered a challenge, especially for young learners. Research suggests that Affective Factors (AF), such as anxiety and motivation, may contribute to the blockade of the learning process and can hinder the participation, attention, and interest of students in class. Therefore, search for better teaching materials, tools, and methodologies that enhance students’ motivation to learn is constant. As much of this line of research is developed outside of Latin America and focuses on teenagers or older, this study aimed to evaluate the effects of audio-visual materials on students’, ages 8-9, speaking skills and their engagement with the lessons in an Ecuadorian primary public school. To do so, this study used a mixed method approach to collect qualitative and quantitative data. Quantitative data was collected through a pre-test and pos-test and a motivational test questionnaire, and qualitative data was collected through the student’s feedback on the use of the proposed material via a focus group. The results show that audio-visual materials have a greater influence on grammar and vocabulary. In addition, evidenced low levels of anxiety and high intrinsic motivation had a positive influence on the acquisition of speaking skills.

Development and Effectiveness of I-Algebra Module Towards Malaysian Year Five Pupils’ Achievement and Motivation

This study aims to develop and evaluate the effectiveness of the I-Algebra module, which employed the Normative Algebra Strategy (NAS). The development of the module was based on the adaptation of the Sidek model. The study also analyses the effect of the module on year five pupils' achievement and motivation. Quantitative approaches with the quasi-experimental design used for this study. Module was developed based the two phases stated in Sidek model, first phase is the draft phase of the module and the second phase is the phase that tries and evaluates the module. The module was evaluated by a panel of three experts to determine the content validity of the module. To determine the reliability and effectiveness of I-Algebra module, a pilot study was conducted which involved 30 year five pupils. The respondents were chosen using cluster sampling methods where they were divided equally into the treatment and the control groups. Data were analysed using SPSS software version 25 for inferential analysis, which involved the independent sample t-test and paired sample t-test. The findings showed I-Algebra teaching module had the values of Cohen's Kappa 0.86 and Cronbach Alpha 0.95. The comparison of mean scores for the control group and treatment group showed a significant improvement in post-test but the mean scores for the treatment group were higher. All the treatment group pupils had a high level of intrinsic motivation after the post-experiment. In a conclusion, the validity content and reliability of the I-Algebra teaching module are satisfactory and high respectively, and this module can have a positive impact in terms of achievement and motivation. The use of the I-Algebra teaching module implies the improvement of pupils' learning on the selected topics. As an implication, this study provides new ideas, guidance and information to teachers, especially Mathematics teachers. I-Algebra teaching module can help the pupils to master the selected topics more effectively.

The Role of Personality Risk and Protective Factors in Living with Covid-19: A Longitudinal Study.

Earlier research has shown the significant role of personality in serving as risk or protective factors in psychological wellbeing. However, it is less clear the extent to which personality plays in coping with the Covid-19 pandemic. The aim of the current study was to examine the role of a personality risk factors such as self-criticism, and personality strengths such as efficacy and intrinsic motivation representing resilience in predicting psychological outcomes in response to the Covid-19 pandemic. As part of a broader longitudinal study, personality measures were assessed at ages 23 and 29, and Covid-19-related outcomes were measured at age 41 on a subsample of 83 Israeli participants, who were approached after the first lockdown that was implemented (April 2020). Findings showed that self-criticism measured at age 23 anticipated greater Covid-19-related distress and lower satisfaction at age 41. Decrease in self-criticism from age 23 to 29, which indicates developmental progress toward maturity, explained lower non-adaptive emotional reactions at age 41- lower distress and lower anxiety. In addition, a higher level of intrinsic motivation at age 29 explained a greater likelihood to expect post pandemic growth. Findings highlight the role of personality in addressing unexpected stressful events such as the current Covid-19 pandemic.

Motivation Profile of Youth Greco-Roman Wrestlers; Differences According to Performance Quality.

Athletes have to possess high motivation levels to perform each training session and competition at the highest level. Thus, the motivation of the wrestler is essential to reach the highest performance quality. The research included 47 Greco-Roman wrestlers aged 17.71 ± 1.62 years. Variables included anthropometric indices, sports motivation assessed by the revised Sport Motivation Scale (SMS-II), and competitive success (medal winners and non-winners at the National Championship). The Cronbach's alpha coefficients checked the internal consistency of the SMS-II. Differences between performance quality were determined by Cohen's d effect sizes, and MANOVA for motivation and anthropometric variables/body build variables. In the total sample, wrestlers had high levels of intrinsic motivation (5.97 ± 0.90), integrated (5.99 ± 0.83), and identified (6.08 ± 0.82) regulation, while they had low amotivation (2.53 ± 0.98) and external regulation (3.26 ± 1.24). Successful wrestlers had significantly higher intrinsic motivation than less successful wrestlers (Cohen's d = 0.76, moderate effect size). Results evidenced that wrestlers have high self-determined motivation, which is vital for maximal performance and persisting in sports. Future research should investigate wrestlers from other age groups to ultimately determine the sport motivation profile of wrestlers and enable their optimal sports development.

A proof-of-concept study exploring the effects of impulsivity on a gamified version of the stop-signal task in children.

This proof-of-concept study provides an appraisal of a remotely administered gamified Stop-Signal Task (gSST) for future use in studies using child sample. Performance on the standard Stop-Signal (SST) task has been shown previously to differentiate attention-deficit-hyperactivity-disorder groups from controls. As is the case with the SST, it was envisaged that those with greater impulsivity would perform worse than those with lower levels of impulsivity in the gSST. The potential advantage of the gSST is that it could be perceived as less monotonous than the original SST and has the potential to provide higher data quality in child samples, however future research will need to be conducted to determine this. The gSST was administered remotely via video chat to 30 child participants within a community sample aged 8-12 to investigate the effect of ADHD symptoms and intrinsic motivation on gSST performance. Qualitative data was collected based on feedback from participants to gain insight into how the gSST was received by participants. A positive correlation was observed between impulsive/hyperactivity and gSST performance, however there was insufficient evidence to suggest that impulsivity predicted performance. With regards to accuracy, results suggested that impulsivity level significantly predicted the rate of go-omission errors. No relationships were observed between intrinsic motivation inventory (IMI) subscales and performance or IMI and impulsivity. Nevertheless, mean IMI scores were overarchingly high for each of the IMI subscales, suggesting that regardless of performance and/or level of impulsive behaviour, the child sample obtained in this study demonstrated high levels of intrinsic motivation, which was supported by the predominantly positive subjective feedback provided by the child participants. The present study provides some evidence based on quantitative and qualitative results for the efficacy of gSST for use with children. Future research with a larger sample of children is warranted to examine how performance on the SST and gSST compare/differ.

Motivational background of work addiction: the role of perceived demanding organizational conditions

PurposeIn the literature, work addiction is proposed to be considered a construct that requires an extensive approach for understanding it; consequently, it should be analyzed as the interaction between personal and situational factors. Therefore, the aim of the present study was to examine the mediating role work motivation plays in the relationship between perceived demanding organizational conditions and employee work addiction.Design/methodology/approachA cross-sectional study was conducted on a convenience sample of 669 workers from different organizations in Lithuania. Data were collected using online self-administered questionnaire. To test a mediation model, a structural equation modeling path analysis was performed.FindingsDemanding organizational conditions (i.e. work addiction of a manager, the workload, a work role conflict, a competitive organizational climate and the family-unsupportive organizational environment) were related to increased work addiction through higher extrinsic motivation. The mediator of intrinsic motivation yielded different results: the indirect relationship between demanding organizational conditions and work addiction was significant only at lower levels of intrinsic motivation. Even having controlled work motivation as a mediator, the proposed direct links remained significant in most cases.Originality/valueThe study gives a profound understanding of work addiction and explains the mechanism activated by an organization that is of great importance for its development and maintenance.

Comparing intrinsic and extrinsic motivation in bilingual children and their monolingual peers

Building from previous research showing a bilingual advantage in school, the present study investigated the link between bilingualism and academic motivation. We asked whether bilingual students would exhibit higher levels of intrinsic or extrinsic motivation than their monolingual peers, how intrinsic and extrinsic motivation would change over time, and the extent to which those forms of motivation would be in tension with one another. Relative to their monolingual peers, we expected bilingual students to (1) report higher levels of both intrinsic and extrinsic forms of motivation, and (2) show a weaker negative correlation between intrinsic and extrinsic forms of motivation. Bilingual status, intrinsic motivation, and extrinsic motivation were measured at two time points in a diverse sample of 1047 3rd-grade through 8th-grade students (851 monolingual, 196 bilingual). Bilingual students reported significantly higher levels of both intrinsic and extrinsic motivation than monolingual students. They also showed a sharper decline in intrinsic motivation from fall to spring. Intrinsic and extrinsic forms of motivation were negatively correlated for monolinguals, but unrelated for bilinguals, suggesting that the two motive types may be less antagonistic among students who speak a language other than English at home. These differences may be driven by both cognitive (e.g., executive functioning skills) and cultural (e.g., family cohesion, interdependent orientation) factors, and may inform educators who wish to support learning for students from diverse groups.

Tell Me What To Do Not How To Do It: Influence of Creative Outcome and Process Goals on Creativity

ABSTRACTThe current research examines the utility of using creative outcome goals and process goals to enhance creativity. We propose that although creative outcome goals are likely to have a direct positive impact on creativity, the relationship between process goals and creativity is mediated by creative process engagement. Results from an experimental study demonstrated that creative outcome goals, particularly specific creative outcome goals, relate directly as well as indirectly to outcome creativity through creative process engagement. Creative process goals, however, impact outcome creativity only indirectly through creative process engagement. Process goals also had a negative impact on perceptions of autonomy, which resulted in lower levels of intrinsic motivation and ultimately creativity. The findings suggest that goals can be effective for enhancing both creative process engagement and outcome creativity; however, care should be taken to ensure that goals do not negatively impact autonomy.

Intent to transfer learning amongst adult learners with differential learning orientations

In Singapore, the government has invested significant resources into its SkillsFuture training programmes, which were established with the goal of ensuring that the skills of workforce members remain current and continue to meet the demands of the global economy. To ensure that these initiatives yield the best outcomes, however, learners must actually transfer what they have learned to their workplaces post-completion. The present study drew upon data collected as part of a larger research programme that focused on the topic of adult learners’ motivations and intent to transfer in further learning programmes. In the present study, cluster analysis was used to identify whether adult learners in one polytechnic (n=444) fell into distinct ‘learning orientation’ profiles based on their learning motivation goals and levels of intrinsic and extrinsic motivation to learn. This analysis suggested three distinct learning orientation profile clusters (Idealists, Self-Actualists and Pragmatists), who differed significantly in terms of their learning motivation and intent to transfer. Other differences observed between these clusters (i.e., whether they received rewards for programme completion; whether they were given a choice about enrolling into the training programmes; in the level of support they received to attend the programmes; and the perceived relevance of the programmes to their own situations) also underscored potential ways in which the SkillsFuture initiative and associated further learning programmes could be enhanced to maximise their ultimate benefits for workplaces. Implications for policies and strategies to achieve this goal are discussed.

The Level of Motivation and Effort Regulation, and the Relationship between Motivation and Effort Regulation

This study aimed to determine the levels of intrinsic motivation, extrinsic motivation, and effort regulation and to demonstrate whether the two determinations of motivation are related to effort regulation. For the measurement, the Motivated Strategies for Learning Questionnaire created by Pintrich and Garcia (1991) was utilized. 12 questions among a total of 81 questions from the MSLQ were selected: four questions from the intrinsic motivation scales, four questions from the extrinsic motivation scales, and four questions from the effort regulation scales. A total of 98 participants completed a survey for this study. The results showed that the students demonstrated the higher levels in intrinsic motivation (M= 5.77, SD= ,909) than in extrinsic motivation (M= 5.36, SD= 1.115). In addition, the levels of effort regulation of the participants in this study also were high. In the results related to the relationship between the two determinations and effort regulation, intrinsic motivation was found to be less correlated to effort regulation, while extrinsic motivation was determined to likely be correlated to effort regulation. Based on these results, this study suggests that instructors or teachers should facilitate their students in order that they be motivated as well as make use of effort regulation while learning of English.

An Analysis of Students’ Motivation in Learning English During Pandemic Covid-19 at the Seventh Grade of SMPN 1 Bukit Batu

This research is motivated by most of the students have low participation in learning English during pandemic COVID-19. The aim is to know Students' intrinsic motivation and Students’ extrinsic motivation in learning English during pandemic COVID-19. The method used is a survey method with a quantitative descriptive approach. The subjects of this research are the students of seventh grade of SMPN 1 Bukit Batu in the academic year of 2021/2022. The sampling technique used is simple random sampling, the researcher takes the sample using lottery so that this study used 86 students to be used as samples. The data in this study were obtained by distributing questionnaires in the form of statements using a Likert scale. Data analysis techniques using descriptive statistics. The results of this study show that 1) The average level of students' intrinsic motivation in learning English during the pandemic COVID-19 is in the excellent category. 2) Average level of students' extrinsic motivation in learning English during the pandemic COVID-19 in the Good category

Comparing the Academic Motivation among Ethnic Majority and Minority Malaysian Students and Its Relation to Academic Self-Efficacy

The interest of this study is driven by literature on ethnic minorities’ issues on the occurrence of lower academic performance that have been reported in various educational sectors. Past research have shown that academic motivation is a component that is positively related to academic self-efficacy. In Malaysia, ethnic disparity and polarization are becoming an emerging phenomenon among its students Therefore, this study wishes to begin an investigative step to conduct a comparison of academic motivation between the ethnic majority and minority students, and its relationship to academic self-efficacy. This primary aim of this research is to identify the level, differences and relationship between academic motivation and academic self-efficacy of students from ethnic majority and minority in Malaysia. This study was conducted at a local public university located in Selangor, Malaysia involving a total of 133 respondents from various faculties. A self-administered questionnaire via Google Form was used as a medium for data collection process. Academic motivation subscale was derived from Academic Motivation Scale (AMS-C 28) and Academic Self-Efficacy Scale (ASE) to measure the academic motivation (intrinsic and extrinsic) and academic self-efficacy respectively. Data was analyzed using both univariate and bivariate analysis. The result showed that both groups reported to have higher level of academic motivation, intrinsic motivation and moderate level of extrinsic level. There is no significant difference between academic motivation (intrinsic and extrinsic) and academic self- efficacy among the two ethnics. However, there is significant relationship between academic motivation and academic self-efficacy. The research concluded that the first objective and third objective was achieved but not the second objective on the differences due to limited sample. Therefore, future recommendation includes expanding the sample size to a more wider and inclusive population across higher education institutions in Malaysia.

Correlates of Job Satisfaction among Female Non-Academics

This study aims to determine the relationship between motivation, emotional intelligence and job satisfaction among female non-academics in Universiti Putra Malaysia (UPM). A total of 154 respondents were involved in the study. A self-administered questionnaire was used in the data collection. Result revealed that respondents had high levels of extrinsic motivation, intrinsic motivation, emotional intelligence and job satisfaction. Extrinsic motivation (r = 0.33, p < 0.01), intrinsic motivation (r = 0.44, p < 0.01) and emotional intelligence (r = 0.48, p < 0.01) were significantly correlated with job satisfaction. There was also a significant difference in job satisfaction between marital status, (F (2,150) = 8.16, p < 0.05), where the divorced female respondents exhibited higher job satisfaction than the single and married female respondents. Multiple regression analysis revealed that intrinsic motivation (? = 0.22, p < 0.05) and emotional intelligence (? = 0.31, p < 0.001) were the significant predictors of job satisfaction. Respondents’ intrinsic motivation and emotional intelligence were important in influencing job satisfaction. Thus, by understanding the positive impact of motivation and emotional intelligence towards job satisfaction among female non-academics, it helped to ensure the high quality of job satisfaction while maintaining the performance of higher learning institutions in Malaysia.

Examining academic motivation levels of undergraduate students taking distance education during the covid-19 pandemic in terms of various variables

The aim of this study is to investigate the academic motivation levels of undergraduate students taking distance education during the pandemic in terms of various demographic and technology-related variables. The research was designed with survey model. Data of the study were collected from 170 undergraduate students. "Academic Motivation Scale" and personal information form were used as data collection tools. The collected data were analyzed with Kendall's tau correlation test, independent sample t-test and one-way analysis of variance. According to results of the study, it was found that academic intrinsic and extrinsic motivation levels of the undergraduates taking distance education are high and their amotivation levels are low. It was determined that there were significant differences between the students' thoughts on whether to pursue postgraduate education in the future and their academic intrinsic and extrinsic motivation levels, but there was not any significant difference between amotivation dimension. Also, it was found that there were significant relationships between technology usage proficiency and intrinsic motivation of undergraduate students. Lastly, it was determined that there were significant relationships between average daily usage time of technological devices and their academic extrinsic motivation. Suggestions were offered in accordance with the results of the study.

Evaluation of the motivational characteristics of higher education students in music from the perspective of Self-Determination Theory

Higher education students in music respond to a very vocational profile, so that, we start from the general hypothesis that their motivation toward these studies is very high. The aim of this study is to analyze the educational motivation of students of higher education in music from centers located in the Atlantic axis—Galicia and Northern Portugal—according to personal and social variables: sex, family ties with music, country, and center of studies. The results show that women present levels of intrinsic motivation to knowledge and achievement while men are generally more unmotivated. The comparison by country and type of center shows that Portuguese students are more motivated than students taking these studies in Spain. In relation to family ties related to music, it is observed that they do not have a significant influence on their motivation at this educational stage.

A Moderated Mediation Model of Academic Supervisor Developmental Feedback and Postgraduate Student Creativity: Evidence from China.

Academic supervisors plays a significant role in the cultivation of postgraduate students, but little is known about how academic supervisor feedback affects their creativity. This study hypothesizes and tests a moderated mediation model to explore how and when academic supervisor developmental feedback (ASDF) affects postgraduate student creativity (PSC), including the mediating effect of intrinsic motivation and the moderating effect of creative self-efficacy. After collecting three-wave time-lagged data from 374 postgraduate students and their academic supervisors, SPSS and Amos software were used to test the research hypotheses and the whole model. The results show that ASDF is positively related to intrinsic motivation and PSC. Intrinsic motivation not only has a positive effect on PSC, but it also plays a mediating role in the relationship between ASDF and PSC. Creative self-efficacy plays a moderating role in the relationships between ASDF, intrinsic motivation, and PSC, that is, ASDF can cause postgraduate students with high creative self-efficacy to develop higher levels of intrinsic motivation than those with low creative self-efficacy, which ultimately leads to more PSC. These findings not only enrich the literature on feedback, motivation, and creativity research in the field of education, but also provide some suggestions for promoting PSC from the perspective of universities, academic supervisors, and postgraduate students.

Psychological Femininity and Masculinity and Motivation in Team Sports

It is hypothesized that levels of femininity and masculinity may be relevant to specific types of engagement in action. For this reason, the aim of this study was to search for relationships between psychological dimensions of femininity and masculinity and different forms of motivation, as well as their specific parts, among women and male athletes practicing team sports games. We researched 49 women aged 19 to 32 years representing sports such as football, handball, hockey, volleyball, and basketball and 56 men aged 18 to 31 years practicing football, hockey, volleyball, basketball, and handball. The respondents completed the Inventory to Assess Psychological Gender (IPP) and the Polish adaptation of the Sport Motivation Scale (SMS). It was determined that the psychological dimension of femininity was (in the male group) positively related to the dimension of amotivation, i.e., the lack of perception of a relationship between one's action and the outcome. In turn, the psychological dimension of masculinity was positively related to the motivation to know, motivation to accomplish, and motivation to experience stimulation, as well as the overall level of intrinsic motivation and the overall dimension of extrinsic motivation. Furthermore, the masculinity dimension is, in male athletes, related to the level of the introjection motive, i.e., the process of integrating accepted patterns.