Motivational Strategies Research Articles

Exploring Preparedness, Motivation, Communication Tools and Strategies for the Engagement of Facilitators in Interprofessional Education

Interprofessional education (IPE) case-based events aim to nurture effective communication and active engagement among students from diverse disciplines. Facilitators play a critical role in the success of these events, yet limited research explores how to best prepare and motivate facilitators to fully engage students. This study addresses this gap by examining structured facilitator preparedness, motivational factors, and communication tools that enhance student engagement. Seven facilitators with prior IPE experience participated in semi-structured interviews to share their perspectives on preparation, motivation, and effective communication strategies. The interviews, lasting 45 to 60 minutes, were guided by questions adapted from Dalhousie University's Interprofessional Facilitation Scale (IFS) and included standardized prompts for discussion. Transcriptions of the sessions were analyzed to identify actionable strategies for facilitator development. The results revealed that structured preparation materials, such as case study notes and facilitation guides, significantly enhanced facilitators’ confidence and readiness to lead sessions. Motivation was closely tied to facilitators’ commitment to creating interdisciplinary collaboration and improving student learning outcomes. Effective communication tools, including structured prompts and guided discussion frameworks, were found to support student engagement and meaningful group interactions.This study provides educational institutions with practical strategies for enhancing facilitator training and support, emphasizing the importance of tailored preparation, motivational reinforcement, and effective communication techniques. These findings contribute to the development of stronger interdisciplinary collaboration and enriched student learning experiences in IPE settings.

Evaluation of Teaching and Learning Strategies for Enhancing Achievement Motivation among Post Graduate Students

Evaluation of Teaching and Learning Strategies for Enhancing Achievement Motivation among Post Graduate Students

How Self-Regulated Learning Is Affected by Feedback Based on Large Language Models: Data-Driven Sustainable Development in Computer Programming Learning

Self-regulated learning (SRL) is a sustainable development skill that involves learners actively monitoring and adjusting their learning processes, which is essential for lifelong learning. Learning feedback plays a crucial role in SRL by aiding in self-observation and self-judgment. In this context, large language models (LLMs), with their ability to use human language and continuously interact with learners, not only provide personalized feedback but also offer a data-driven approach to sustainable development in education. By leveraging real-time data, LLMs have the potential to deliver more effective and interactive feedback that enhances both individual learning experiences and scalable, long-term educational strategies. Therefore, this study utilized a quasi-experimental design to examine the effects of LLM-based feedback on learners’ SRL, aiming to explore how this data-driven application could support learners’ sustainable development in computer programming learning. The findings indicate that LLM-based feedback significantly improves learners’ SRL by providing tailored, interactive support that enhances motivation and metacognitive strategies. Additionally, learners receiving LLM-based feedback demonstrated better academic performance, suggesting that these models can effectively support learners’ sustainable development in computer programming learning. However, the study acknowledges limitations, including the short experimental period and the initial unfamiliarity with LLM tools, which may have influenced the results. Future research should focus on refining LLM integration, exploring the impact of different feedback types, and extending the application of these tools to other educational contexts.

The Influence of Mix Freeze Group Strategy and Motivation Toward English Foreign Language Students’ Reading Comprehension Ability

This research was aimed at knowing the students’ reading comprehension ability who were taught through mix freeze group strategy and conventional teaching; the reading comprehension of high motivated students who were taught through mix freeze group strategy and conventional teaching; the reading comprehension of low motivated students who were taught through mix freeze group strategy and conventional teaching; the interaction between both model of teaching and motivation toward students’ reading comprehensioan ability. This reserch was a quasi-experimental research by factorial 2x2 design. The data were collected by using test and questionnaire. Based on the research findings and data analysis, it can be concluded that: 1). Students’ reading comprehension ability who are taught through mix freeze groups strategy are better than those of conventional teaching. 2). High motivated students’ reading comprehension ability who are taught through mix freeze groups strategy are better than those of conventional teaching. 3). Low motivated students’ reading comprehension ability who are taught through mix freeze groups strategy are better than those of conventional teaching. 4) There is no interaction between mix freeze groups strategy and conventional teaching and motivation toward students’ reading comprehension ability. It means that mix freeze groups strategy and conventional teaching can be used without considering students’ pre-requisite motivation. The data shows that mix freeze groups strategy is more effective than conventional teaching. It could be concluded that students’ reading comprehension ability is not affected by motivation but mix freeze groups strategy.

Systematic Review of Interventions in Early Pregnancy Among Pregnant Individuals at Risk for Hyperglycemia.

The maternal metabolic environment in early pregnancy can influence fetal growth trajectories. Our objective was to identify interventions initiated in early pregnancy (<20 weeks gestation) in pregnant individuals with risk factors for hyperglycemia and report their impact on primary (neonatal adiposity, small for gestational age, large for gestational age, macrosomia) and secondary outcomes (gestational weight gain, maternal hypertensive disorder, birth injury, NICU admission, preterm delivery, emergency cesarean section). We searched Cochrane Central database, Medline, Embase, CINAHL databases, and clinicaltrials.gov (September 2024) for clinical trials published between 2009 - 2024. Search terms included the key words "early OR during" OR "first trimester OR second trimester" AND "gestation OR pregnancy" OR "prenatal care" AND "insulin resistance" OR "metabolic health" OR "diabet*" OR "body composition" OR "obes*" OR "weight gain" OR "gestational diabetes" OR "hyperglycemia" OR "metabolic syndrome" AND "clinical trial." Randomized controlled trials (RCTs) and other trials reporting interventions initiated before 20 weeks gestation in participants with singleton pregnancies at risk for hyperglycemia (overweight and/or obesity, history of type 2 diabetes, and/or history of GDM) that reported at least one primary outcome were included. Studies had to be conducted with humans in high income countries as defined by the World Bank, written in English. We used the Downs and Black checklist to evaluate the methodological quality and risk. Data was extracted independently and any questions were resolved through group discussion. Interventions were categorized and synthesized by type. 21,924 records were identified and 70 full-text articles met inclusion criteria. 65 articles were RCTs. Eight intervention categories were identified: diet only, physical activity or exercise only, diet and physical activity or exercise combined, lifestyle counseling, supplements, pharmaceuticals, early GDM screening, and mixed interventions. Only 12 studies reported statistically significant effects on primary neonatal outcomes. Interventions initiated in early pregnancy (<20 weeks) among pregnant individuals at risk for hyperglycemia that include one or more of the following strategies can reduce risk of excess neonatal adiposity, macrosomia, large for gestational age and small for gestational age neonates: goal-setting and motivational strategies to improve diet and increase physical activity through individual and group sessions; lifestyle coaching that included behavioral techniques designed to empower participants by fostering autonomy in a supportive environment; structured group exercise classes three times per week; and personalized dietary recommendations.

대학 신입생 대상 학습전략 하위요인에 의한 학업성취 예측 및 군집 분석 사례 연구

Objectives The purpose of this study is to lay the foundation for establishing a customized teaching and learning support system by clustering students based on the Learning Strategy Test (MLST) for freshmen in universities. Methods For this purpose, 1,503 freshmen from A university in G city were diagnosed using the MLST to analyze their personality, motivation, emotion, and behavior characteristics. Descriptive statistics, regression analysis, cluster analysis, and cross-analysis were conducted, focusing on the sub-factors and related variables of the MLST. Results The analysis of MLST sub-factors according to learners' academic achievement revealed that for personality characteristics, the scores for self-efficacy, outcome expectation, and conscientiousness decreased as academic achievement decreased. Learning motivation and competitive motivation also decreased with academic levels, while avoidance motivation was higher in the top academic group. In emotional characteristics, depression was lowest in the lower academic group but higher in the top group compared to the middle groups. Behavior characteristics scores decreased with lower academic achievement, but memory strategy scores were lower in the top group compared to middle groups. Regression analysis showed that MLST sub-factors explained 19.5% of academic achievement, with learning time, personality, and behavior characteristics being significant variables. When all 17 variables were included, the explanatory power increased to 22.9%, with notable contributions from self-efficacy, competitive and avoidance motivation, class listening, and test strategies. Four clusters were modeled based on MLST sub-factors: Yellow Light, Red Light, Blue Light, and Green Light. Cross-analysis showed significant differences when comparing these clusters with types based on study quantity and learning strategies (latent, stagnant, diligent). Conclusions This study holds significance as a foundational study to link the MLST tests conducted for freshmen in universities to more customized learning support

CAPABLE TRANSPLANT: ADAPTATION OF CAPABLE FOR USE WITH OLDER ADULTS WITH INACTIVE STATUS AWAITING KIDNEY TRANSPLANT

Abstract Over 800,000 Americans live with end-stage kidney disease (ESKD), disproportionally affecting older adults. This group represents just 1% of Medicare’s Fee for Service (FFS) population, yet utilizes greater than 7% Medicare FFS resources. Rates of kidney transplantation (KT), the preferred treatment for ESKD, have risen 5-fold for older adults since 1990 but there is vast heterogeneity in access to KT. Older adults are more likely to be listed as inactive (on the waitlist but ineligible for KT) and, inactive status is associated with a 2.2 fold increased risk of waitlist mortality compared to those that remain active. Barriers to active status are multi-factorial but frequently modifiable and include symptoms such as fatigue, depression and stress, pain as well as loss of physical function, social isolation, and decreased health literacy. Using community participatory research and human centered design, we used photos, interviews, persona development, storyboarding and focus groups to identify three barriers unique to this population around the themes of: mental fortitude, support and communication. Our CAPABLE adaptation, called CAPABLE Transplant, incorporates greater motivational and communication strategies for the person and the home as well as a robust digital literacy component to address the needs of this population. An open-label pilot phase helped to solidify all aspects of the adaptation with resulting 30-person pilot randomized control trial on-going. This presentation will focus on the human centered design adaptation process and results thus far.

Characteristics and Expectations of Low-Paid Workers in the Care Services Sector in Poland

The article analyses the specific nature of work among elderly caregivers in Poland as a low-paid group and identifies these employees’ expectations towards employers. In the context of an aging society, which increases the demand for caregiving services, the low level of compensation and social prestige associated with this profession poses a significant challenge that may negatively impact employees’ engagement and job satisfaction. The study is based on literature review, a survey method directed at caregiving sector employees and statistical data analysis, which enabled a comprehensive identification of factors affecting their motivation and expectations. The results indicate the need to implement motivational strategies aimed at improving working conditions and enhancing job satisfaction among caregivers. Applying such solutions may contribute to increased productivity and reduced employee turnover in this professional group.

Project Manager's Soft Skills and Project Performance: A Case of Transforming Eastern Province Through Adaptation Project in Bugesera District, Rwanda

The purpose of this study was to investigate the effect of project manager’s soft skills on performance of Transforming Eastern Province Through Adaptation (TREPA) Project in Bugesera District, in Rwanda. The specific objectives of this study was to assess the effect of project manager’s conflict resolution skills on performance of TREPA Project in Bugesera District; To find out the effect of project manager’s motivation skills on performance of TREPA Project in Bugesera District; To determine the effect of project manager’s leadership skills on performance of TREPA Project in Bugesera District; and to examine the effect of project manager’s communication skills on performance of TREPA Project in Bugesera. The theories that guided this study were Theory of goal setting, Theory of communication, Theory of agency and Theory of decision. The study employed a descriptive and correlational research designs. Target population was 1753 participants including project managers, project team members and beneficiaries. The sample size was 326 respondents selected by using formula proposed by Yamane. Researchers used a random sample sampling to select participants from the entire population, followed by a stratified sampling strategy to divide them into manageable subsets. When collecting data, the researcher used questionnaire, documentary analysis, interview schedule and observation guide. The collected data was analyzed using mixed methods, descriptive statistics, correlational analysis and multiple linear regression analysis with the help of Statistical MS Excel. The data presented, analyzed and interpreted in line with research objectives. The predictors (conflict resolution skills, leadership skills, communication skills and motivation skills) and the performance of TREPA Project in Bugesera District are well correlated (R value of 0.819). There is a 0.341coefficient for conflict resolution skills (t=6.205, p=0.000), a 0.143 coefficient for leadership skills (t=2.641, p=0.009), a 0.182 coefficient for communication skills (t=3.420, p=0.001), and a 0.276 coefficient for motivation skills (t=5.316, p=0.000). This means that Transforming Eastern Province Through Adaptation Project iproves in direct correlation with the level of each of these factors. These coefficients have meaningful statistical significance and major roles in contributing to the performance of TREPA, since their p-values are considerably below the normal significance thresholds of 0.05. Based on these findings, it is recommended that Bugesera District invest in comprehensive training programs focused on developing project managers' conflict resolution and leadership skills. Furthermore, the implementation of regular communication workshops and motivational strategies would be highly beneficial for the TREPA Project.

أثر استراتيجيات الموارد البشرية في الرئاسة العامة لشؤون المسجد الحرام في مدى تحقيقها رؤية المملكة 2030

The research aims at strategic planning for human resources. The results showed that the General Presidency applies strategies aimed at improving job performance, such as continuous training, leadership development, and modern technologies. It was found that there is a significant investment in digital transformation, which supports process automation and improves efficiency. It became clear that the Presidency faces challenges in areas such as job localization and achieving a balance between employee needs and the organization's goals. It also showed that training programs aimed at achieving the standards of Vision 2030 were enhanced, especially in the areas of leadership and visitor service. The study also aims to increase focus on motivation strategies to enhance job satisfaction and productivity. The Presidency seeks to improve recruitment and professional development mechanisms to ensure attracting the best competencies and localizing jobs. With the continuation of performance evaluation and linking results to indicators for measuring the goals of Vision 2030. It became clear that the Presidency plays a pivotal role in human resources strategies in enabling the General Presidency for the Affairs of the Grand Mosque to contribute to achieving the Kingdom's Vision 2030. However, it requires continuous review of these strategies to ensure adaptation to national and international variables and requirements.

From Motivation to Engagement in ELT: Evidence-Based Strategies for Transformation

Enhancing learner engagement in English Language Teaching (ELT) necessitates a comprehensive understanding of effective strategies that motivate and sustain active participation. This paper explores how secondary level English teachers enhance learner engagement through motivational strategies. Using a qualitative approach, data were collected through semi-structured interviews and classroom observations of five experienced teachers. The study revealed six key strategies: personalizing learning content, creating supportive classroom environments, promoting autonomy, integrating technology, fostering peer collaboration and providing clear and timely feedback. The findings demonstrate that tailoring lessons to students’ interests, using technology to create dynamic learning experiences and fostering collaboration and autonomy effectively re-engage unmotivated learners while encouraging ownership and sustained enthusiasm for language learning. By aligning instructional practices with students’ interests and real-world contexts, the study offers practical insights for creating inclusive, learner-centered classrooms. Although context-specific, the study emphasizes the value of differentiated instruction and innovative approaches in addressing the diverse needs of learners, which, in turn, leads to more effective and inclusive engagement practices in ELT classrooms.

Application of psychological model-ARCS motivational strategies in teaching table tennis curriculum in elementary schools

Application of psychological model-ARCS motivational strategies in teaching table tennis curriculum in elementary schools

Association Between Breastfeeding Peer Support and Confidence in Breastfeeding.

Peer support programs may be effective for supporting breastfeeding among diverse groups, and in reducing disparities. This study provides insight regarding the implementation and outcomes of a peer breastfeeding support program. (1) to examine how participation affected the outcomes of breastfeeding motivation, confidence, and coping strategies; and (2) to evaluate satisfaction with the program. This was a cross-sectional, retrospective study. Seven pilot sites in the United States uniquely implemented a federally-funded peer support program for low-income women. Data were collected using a survey and focus groups/interviews. Over 12 months, 1,296 women participated, comprising 615 peer support pairs. A total of 401 women responded to the survey. Twenty-three focus groups and 63 interviews were conducted across the seven sites. Participants who enrolled in the program during pregnancy: t (189) = -6.55, p < 0.001, and after the baby was born: t (170) = -2.59, p = 0.001, gained confidence in breastfeeding. More satisfied participants were more likely to breastfeed longer: F (7,352) = 12.75, p < 0.001, and cope with breastfeeding challenges: F (7,352) = 7.83, p < 0.001. Effective operation strategies of the peer breastfeeding support program have significantly influenced participant satisfaction. Introducing peer support for low-income women to share their breastfeeding experiences would be beneficial in enhancing breastfeeding rates. However, the generalizability of these findings may be limited to this U.S. federally-funded peer support program.

Anxiety to Motivation: The Effect of Educational Background on Students’ Second Language Acquisition and the Role of Teachers in English Speaking Practice at the Tertiary Level in Bangladesh

This thesis's motive is to recognize the challenges that university students face while trying to speak English because of the effect of their educational background and it aims to uphold the role of teachers to assist students in overcoming those challenges using motivation and teaching strategies according to social-psychological aspects of Applied Linguistics. The data are collected from Army-governed universities, Schools, and Colleges from a sub-district and a renowned education consultant center in Bangladesh. There were 100 participants, and it used a mixed method. The failure of students to speak English at the tertiary level, this research identifies the possible barriers and suggests some solutions that will be effective for all English speakers. In most cases, the highest obstacles are anxiety, inferiority, lack of self-motivation, and dependency on the native language in academics. It also finds that the focus is mostly given to writing skills in the mentioned institutions as well as motivation, co-curricular activities, building a friendly and interactive environment in the classroom, improving the assessment policy, and equal facilities in educational institutions can overcome these challenges. It indicates the social, economic, and psychological obstacles that may block students from Speaking English in a public place and offers some methods to build student-friendly classrooms where students' both extrinsic and intrinsic motivation can be boosted.

The contribution of motivational constructs to motivational and affective strategy use

This paper identifies the contribution of the different dimensions of motivational constructs, i.e., self-efficacy, task value, learning goal orientation, and performance goal orientation to motivational and affective strategy use. The findings of the regression analyses suggested that the dimensions altogether contribute significantly to motivational strategy scores but do not lead to significant changes individually. Regarding affective strategies, the findings identified that self-efficacy and performance goal orientation stood out regarding contribution to affective strategy use.

Motivational Teaching Strategies in EFL Writing Class: Insights from Lecturer Perceptions

The implementation of motivational strategies not only promotes a positive attitude towards writing but also encourages more effective development of students’ writing skills. This study explores lecturers’ insights on how they perceive the motivational teaching strategies in their English writing class. This study employs a qualitative approach with two English writing lecturers from Maros Muslim University as participants. Semi-structured interviews and classroom observation were the instruments used to collect the data and the data were analyzed using thematic analysis. The results show that both lecturers implement motivational strategies effectively by utilizing positive reinforcement, active learning strategies, and addressing students’ difficulties. Positive reinforcement significantly improves students’ motivation and writing performance. It was strengthened by the observational data that showed both lecturers constantly praised students whenever they responded positively during learning process. Lecturers emphasize that giving active learning strategies can motivate students to engage actively in writing tasks, which can enhance motivation and writing proficiency. The lecturers also acknowledge that addressing students’ difficulties is essential in reducing their anxiety and fostering confidence in writing. Recognizing and responding to students’ difficulties can reduce anxiety and encourage them to share their thoughts more confidently in writing.

The Predictive Effects of L2 Writing Anxiety on Motivational Regulation Strategies: A Person‐Centered Approach

ABSTRACTUsing a person‐centered approach, the present study aimed to investigate the potential profiles of motivational regulation strategies for writing (MRSW) and examine the predictive effect of L2 writing anxiety on the membership of MRSW profiles. Data were collected from a sample of 604 secondary school students with two questionnaires. The Second Language Writing Strategies for Motivational Regulation Questionnaire (L2WSMRQ) was employed to identify the possible MRSW profiles, and the Second Language Writing Anxiety Inventory (SLWAI) was administered to reveal the association between these profiles and L2 writing anxiety among this population. Three distinct profiles (i.e., low, medium, and high MRSW profile) were identified via latent profile analysis. Multinomial logistic regression revealed that cognitive anxiety and avoidance behavior served as effective predictors of the membership of MRSW profiles. These findings may shed light on the heterogeneous configuration patterns of strategy use in EFL writing and provide practical implications for practitioners and researchers aiming to offer personalized instructions tailored to different profiles and anxiety levels.

Assessment of Strategic Knowledge of Learning From Errors in Higher Education

Abstract: In higher education settings, students are confronted with learning materials and topics of great difficulty. Therefore, learning from errors and dealing with them in an adaptive way tends to be important. Besides facets such as error culture, students’ learning in such situations might differ due to individual differences in strategic knowledge of dealing with errors while learning. In this study, we developed a scenario-based test that aims to measure strategic knowledge of learning from errors in higher education settings. Besides cognitive–behavioral strategies, affective–motivational regulation strategies were considered and a standard of comparison was derived through expert rating. The article addresses the evaluation of the psychometric properties of this test in German. Analyses relied on a sample of 178 university students. Findings showed good signs of unidimensionality. Construct reliability and test difficulty tended to be lower than optimal. Relationships with students’ tendencies to deal adaptively with errors in learning were also explored. Finally, research desiderata and areas of application are discussed.

Gamification: Intervention Experience to Improve Motivation and Performance in Anatomy

Introduction. The factors that best predict academic performance are motivation, learning strategies, and classroom climate. In this context, gamification has advantages for promoting these variables. Objective. The objective of this research was to evaluate the effect of a gamified strategy on motivation and academic performance in the anatomy and physiology of systems course. Method. The MSQL-SF questionnaire was administered to 81 nursing students to assess their perception regarding motivation and learning strategies. Motivation, in turn, considered the dimensions of task value and test anxiety. Learning strategies assessed metacognitive strategies, resource management, and intrinsic orientation. The effect of strategy on performance was analyzed using students' grades. Results. The main results suggest that 70% of students feel anxious about evaluations, and 50% express difficulties in adapting a study schedule. Both findings are related to motivation. Regarding academic performance, there were no significant differences between the control and experimental groups. Conclusion. The use of gamification in learning anatomy constitutes a supplement that has shown to have rapid adherence and affinity with health students in activities that are playful, entertaining, and based on collaborative learning. However, its evidence regarding performance is limited.

A design thinking approach to integrate supply chain networks for circular supply chain strategy in Industry 4.0

PurposeEmbracing circular economy principles in integrating supply chain networks is pivotal for firms navigating the complex terrain of Industry 4.0, as it addresses the urgent need for sustainable competitive advantage in the rapidly evolving service design landscape. Moreover, promoting responsible consumption and production practices within these networks ensures the efficient use of resources, minimizing waste and environmental impact while fostering long-term sustainability.Design/methodology/approachThis study emphasizes the integration of design thinking principles as a strategic response to the challenges posed by emerging design systems in Industry 4.0, with a focus on effectively meeting user requirements and managing competitive pressures within circular supply chain strategies.FindingsAn empirical study validates the impact of the ROCKET model, utilizing data mining to uncover the underlying patterns of thought and action among participants, thereby providing insights into facilitating a circular supply chain strategy. The findings present a robust framework and identify key motivational factors from a project management perspective, specifically tailored for young innovators. The study underscores the importance of effectively integrating supply chain networks, not only to enhance collaborative experiences but also to empower innovators to develop operational protocols aligned with the ROCKET model, thus advancing the circular economy agenda within the Industry 4.0 landscape.Originality/valueLeveraging design thinking, widely recognized for its versatility and pivotal role in fostering innovation, this research investigates the cognitive frameworks and mindsets that drive the innovation journey and its outcomes. Despite its potential, a noticeable gap between experienced design professionals and novices can result in prolonged R&amp;D timelines, quality control issues and resource allocation challenges, which impede effective supply chain integration. To address this gap, the study introduces the ROCKET model, inspired by motivational strategies to support innovation management, with a particular emphasis on integrating supply chain networks to promote a circular economy within the Industry 4.0 context.