Motivational Constructs Research Articles

Social annotation: what are students’ perceptions and how does social annotation relate to grades?

Social annotation is a teaching and learning technique in which students post comments on electronic course materials in a shared space. The purpose of this study is to examine students’ perceptions of social annotation in the context of motivation and social justice. In addition, the connections between social annotation and course grades were examined. Students in a face-to-face course engaged in social annotation on their course textbook and completed a questionnaire on their perceptions (N = 41). Based on the findings, students had higher overall motivation for social annotation compared with quizzes. In contrast, comparisons of motivation between social annotation and individual notetaking were mixed depending on the motivational construct. Students reported average higher-than-average opportunities for representational justice with social annotation (i.e. opportunities to share experiences and speak from their identities). Regarding grades, multiple social annotation constructs were positively associated with course grades. However, only active reading time appeared to be uniquely predictive of course grades. These findings suggest that social annotations promote active reading, which may encourage better understanding of the course content. Importantly, these findings indicate that students are motivated to engage in social annotation.

The structure of human motivation

BackgroundA unified model of human motivation has been recently introduced that integrates all prior “mini-theories” of motivation into a single, symmetrical model based on first principles: four life domains crossed by three levels of attainment, resulting in 12 discrete motivations. Evidence from a series of studies using a novel image-based method is used to test structural hypotheses derived from a unified model of human motivation.MethodThe studies employ large samples (810n to 986n) of working adults who conducted a time-constrained image-based exercise to measure the relative presence or absence of different emotional needs.ResultsThese studies provide support for the theoretical model, suggesting that there is substantial heuristic and practical value in a structured framework of motivating needs.ConclusionsFindings suggest that our theoretical model reflects deep interrelationships between discrete types of human motivation, and by linking specific measures to a comprehensive model of human motivation, researchers can have confidence that they have adequately measured the motivation construct.

Socio-cultural Implications of Self-Determination and Achievement Goal Theory Constructs of Motivation among Fijians athletes with Disabilities

Socio-cultural Implications of Self-Determination and Achievement Goal Theory Constructs of Motivation among Fijians athletes with Disabilities

Factors Influencing Substance Use Relapse in People Referring to Addiction Recovery Centers in Jiroft, Kerman

Background: Relapse is prevalent following substance abuse treatment. This study aimed to estimate and identify the factors that contribute to substance use relapse among addicts in the southern region of Kerman. Methods: A total of 390 individuals seeking treatment for addiction in 2021 were selected using a multi-stage sampling method. Data were collected through a researcher-developed questionnaire, which included demographic information and the health action process approach (HAPA) constructs regarding relapse prevention. Descriptive statistics, including frequency distribution tables, means, and standard deviations, were used to summarize the data. The correlation between HAPA constructs was assessed using Pearson’s correlation coefficient. The Kruskal-Wallis test and structural equation modeling (SEM) with AMOS 24 software were utilized to analyze the data. Results: The participants had a mean age of 33.39 years. The results (SEM) showed that there was a positive and significant relationship between action self-efficacy, behavioral intention, action planning, and the frequency of substance use relapse. The constructs of coping self-efficacy, recovery self-efficacy, action planning, and coping planning accounted for 18% of the variance in substance use relapse frequency. Conclusion: Motivational and voluntary phase constructs have a significant role in substance use relapse. Additionally, HAPA helps identify the factors contributing to relapse.

Behavioral Intentions to Use Energy Efficiency Smart Solutions under the Impact of Social Influence: An Extended TAM Approach

The role of social influence (SI) as a determining factor in accepting new technologies has been addressed in several studies using the initial or extended technology acceptance model (TAM). This research uses an adaptation of the extended technology acceptance model (TAM) to analyze the behavioral intention of Romanian consumers regarding the use of energy efficiency smart solutions (EESS) under the effect of social influence. Data were processed with the structural equation modeling technique (PLS-SEM). The sample consisted of 302 domestic electricity consumers in Romania. The study’s findings show that the respondents’ perceptions of the two social influence dimensions—network of friends, colleagues, or family (SI_FF); and public space (SI_PS)—and their effects on other conceptual model variables are significantly different. The main implications highlight that the proposed model addresses social influence on two levels (SI_FF and SI_PS), to highlight not only the differences in users’ perceptions, but also the main directions in which efforts to promote these technologies should be focused more intensively, in the context of implementing European policies regarding the reduction of energy consumption at the level of household consumers. An important component of the proposed model is the analysis of the role of hedonic motivation constructs, expected performance, perceived usefulness, and perceived ease of use in mediating the relationship between social influence and behavioral intention to use.

O.3.3-4 Development and validation of the obesity-specific decisional balance for Physical Activity questionnaire

Abstract Purpose Despite the crucial role of physical activity in obesity management, many patients remain insufficiently physically active. The decisional balance, from the transtheoretical model, represents the facilitators and the barriers associated with behavior change (e.g., engaging in regular physical activity). Studies have identified barriers to and facilitators of physical activity specific to the context of obesity. However, to date, there is no scale to measure them. The objective of this study was to develop and validate a preliminary version of the Obesity-specific Decisional Balance for Physical Activity (O-DBPA). Methods A series of studies was conducted with a total sample of 350 adults with obesity (Mage=44.3, SD = 14.7 years; MIMC=44.4, SD = 14.7 kg.m2). First, the clarity of the 50 items developed by the expert committee was examined. Second, the dimensionality of the scale was examined through confirmatory factor analyses. Third, reliability tests were performed (i.e., Cronbach's alphas, test-retest reliability). Fourth, theoretical validity of the O-DBPA was examined through its correlations with other theoretically related constructs (i.e., motivation, self-esteem). Results Clarity assessment revealed acceptable scores for all items (M = 6.2/7, SD = 1.1). Dimensionality testing led to reduce the scale to 21 items divided into two factors: facilitators of and barriers to physical activity. Each of these factors was composed of three subscales: physical, psychological, and environmental. The confirmatory two-factor model had the best fit indices: χ2(166)=323.67, CFI=0.95, TLI=0.93, RMSEA=0.052. Cronbach's alphas were acceptable or marginally acceptable (i.e., [0.61-0.88]). Temporal reliability, measured with a 4-week interval, was satisfactory. The O-DBPA subscales were significantly related to the motivation and self-esteem constructs in the expected directions, attesting to the theoretical validity of the scale. Conclusion The O-DBPA, composed of 21 items, presented good psychometric qualities. This new instrument allowed to examine the obesity-specific barriers to and facilitators of physical activity in French-speaking samples. This new scale offers promising clinical and research perspectives for the promotion of physical activity in adults with obesity.

Impact of Ethical Leadership on Job Satisfaction and Work-Related Burnout among Turkish Street-Level Bureaucrats: The Roles of Public Service Motivation, Perceived Organizational Support, and Red Tape

The present study examines the impact of ethical leadership on job satisfaction and work-related burnout (WRB) among street-level bureaucrats through the mediating roles of public service motivation (PSM), perceived organizational support (POS), and red tape by employing social exchange, conservation of resources, social learning, self-determination, and job demands-resources theories. Data from 712 street-level bureaucrats were collected in three waves in Turkey. The findings of structural equation modeling revealed that ethical leadership not only directly but also indirectly affects job satisfaction and WRB. Moreover, ethical leadership was effective in influencing employees’ perceptions of job demands and resources in public sector organizations. The results are consistent with theoretical predictions that PSM is a motivational construct influenced by leadership and job resources, which in turn affects employee outcomes. The results also indicated that job resources (i.e., perceived organizational support) played a more significant role than job demands (i.e., red tape) in determining the effects of ethical leadership on employee outcomes.

Chromatic Function in Schoenberg’s Little Piano Piece, op. 19, no. 1

The revival of Formenlehre studies has initiated a renewed interest in formal functions in atonal music. Schoenberg, who pioneered the study of formal functions, did not extensively analyze his atonal music from a formal point of view. Recent scholars, however, have drawn parallels between the formal construction of his atonal music and common-practice tonal music. One impediment to such analysis is the lack of a theory of counterpoint and harmony upon which formal-functional analysis rests. I propose a normative contrapuntal-harmonic structure for Schoenberg’s atonal music I call the “chromatic cadence.” I trace its origins to voice-leading techniques used by Schoenberg in his earlier tonal music and develop fundamental principles that guide the analysis and identification of the cadence in his atonal music. I conclude with a detailed analysis of Schoenberg’s piano piece, op. 19, no. 1, in which I examine the interrelationship of its motivic construction, contrapuntal-harmonic structure, and its formal functions.

ANALYZING THE CRITICAL SUCCESS FACTORS IN THE ONLINE-GAME DEVELOPMENT: A FRAMEWORK PROPOSAL USING THE DELPHI-TOPSIS METHOD

The online-game industry has increased exponentially in the last years, boosted by the global pandemic crisis, and it´s expected to continue growing. Moreover, specialized software (game engines) is used to develop online-games. This fast growth of both, online-game industry and game engines, shows the convenience for a better understanding of online-games´ development. Thus, this paper aims to define a critical success factors (CSF) framework in developing online-games, and it combines the Delphi and TOPSIS methodology. Concretely, its application follows. First, CSF were recognized from the literature. Second, they were verified by contacting software developers of the game engine Unity using Delphi methodology. Then, a numerical example of the TOPSIS methodology is shown. This method allowed to generate a framework of 21 critical factors, grouped in 3 dimensions: (1) Game content design, (2) Value added and (3) Game motivation. The results revealed that competition is the most important factor in the Social motivation construct. Also, Mission and tasks, and User interface are the most important factors in the Game content design dimension. Definitely, this framework provides a tool for decision making in the online-game development process. Keywords: TOPSIS, Delphi, online-games, video-games, game engine, critical factors, web software

Možnosti uplatnenia teórie regulačného súladu pri predikcii dosahovania cieľov

The main aim of the article is to point out the possibilities of researching the process of achieving goals from the perspective of regulatory fit theory. As part of the justification of this approach, the article presents the historically main theories of achieving goals – learning and performance goals (Elliot & Dweck, 1988), ego-involved and task-involved goals (Nicholls,1984), mastery and performance goals (Ames & Archer, 1988), which both may be in the dimension of approach or avoidance (Elliot & McGregor, 2001). Then attention is also focus to the motivational construct of regulatory focus (Higgins, 1997), which we connect with achieving goals. In the introduction, the achieved goals and types of regulatory focuses are presented in relation to their consequences. Mastery goals are focused on the development of one‘s own competence, and performance goals are characterized by the effort to overcome others, so they use social comparison. The approach dimension represents an effort to outperform others (performance goals) or one‘s previous performance (mastery goals), while the avoidance dimension represents an effort not to be worse than others (performance goals) or not to be worse compared to one‘s previous performance (mastery goals). For persons using the regulatory focus promotion, the occurrence of positive consequences is motivating, and for persons using the regulatory focus prevention, the fact that negative consequences do not occur is motivating. The article discusses the results of research dealing with which types of achievement goal (mastery and performance approach and avoidance goals) or regulatory focus (promotion and prevention regulatory focus) can be associated with more positive consequences in terms of achieving goals, while pointing out the inconsistency of these results. From this point of view, the hypothesis of regulatory fit appears to be a more unambiguous predictor of the success of achieving goals. Its principle is that the achieved performance goal is in accordance with an appropriate regulatory focus. For approach goals it is promotion regulatory strategy and for avoidance goals it is prevention regulatory strategy. In this case, regulatory fit is a better predictor of the success of achieving goals than the type of goal or regulatory focus itself. Even though the regulatory focus and achieved goals certainly have common features such as their definition through gains (promotion focus and approach goals) or losses (prevention focus and avoidance goals), they are different psychological constructs, because the goal rather represents the reasons for which behavior is realized and the regulatory focus is a concrete strategy for achieving goals. Thus, the fit between the focus and the type of goal may not always occur. At the end of the article we propose arrangements from the perspective of the regulatory fit hypothesis, which could improve the prediction of the success of the achieved goal. For example, studies conducted so far investigating regulatory fit did not take into account the possibility of changing the type of goal and the type of regulatory focus over time. Also, all studies are focused either on situational (which is relevant for the situation and is variable) or dispositional regulatory focus (a stable personality trait that refers to how a person typically strives to achieve a goal) independently and did not take into account that the fit between situational and dispositional regulatory focus equally positively predicts success in achieving the appropriate type of goal.

Investigating the predictive relations between self-efficacy and achievement goals on procedural and conceptual science learning

Self-efficacy and achievement goals represent two extensively researched motivational factors in education and have been related to numerous academic outcomes. However, little is known about how they relate to different types of problem-solving. Furthermore, while prior work has found these motivational factors are related, less work has examined them over time, during learning, and controlling for prior knowledge. The current study investigated the relations between these motivational constructs and procedural and conceptual problem-solving in middle school science. Sixth-grade science students’ self-efficacy and achievement goals were surveyed along with procedural and conceptual problem-solving before and after instruction. Results revealed students’ self-efficacy was positively correlated with both procedural and conceptual posttest performance. However, controlling for prior knowledge, self-efficacy only predicted conceptual performance. No relations were found between achievement goals and procedural or conceptual problem-solving. Additionally, results found that changes in mastery-approach goals were positively related to changes in self-efficacy beliefs.

Influence of Work Motivation, Interpersonal Skills, and Knowledge Construction on the Work Readiness of Vocational Students

Vocational high schools play an important role in connecting graduates to industry to provide professional workforce input. However, modern times demand an increase in the quality of complex human resources to effectively prepare them to work in the industry. This study examined the relationship between the effects of interpersonal skills and constructive knowledge on work readiness through work motivation. A quantitatively inferential method with a population of vocational high school students was employed. Data were obtained using the structural equation model with the analysis of moment structure 2.4 version application. The research findings showed that interpersonal skills and constructive knowledge have a significant positive effect on work readiness and work motivation interferes with the influence of interpersonal skills and constructive knowledge on work readiness. The results suggest that vocational schools that focus on work readiness need to pay attention to interpersonal skills, constructive knowledge, and work motivation, since they are essential for students. Moreover, this study implies that if we want to improve students’ work readiness, we must enhance their interpersonal skills and constructive knowledge of teaching and learning in vocational schools. Further research should empirically examine this issue to explore other factors that affect students’ work readiness.

The structural relationships among L2 motivation, out-of-class informal learning, and oral proficiency: A multiple-group structural equation modeling study

Second language (L2) motivation is the driving force behind L2 learning. It is of great pedagogical significance to explore how motivation factors, directly and indirectly, impact L2 oral proficiency. Based on data for all L2 learners as a composite group, Lin proposed and verified a conceptual model revealing the structural relations among L2 motivation factors (i.e. L2 interest, and perceived importance of speaking), behavioral variable (i.e. out-of-class L2 contact), and L2 oral proficiency. However, since gender differences and other learner subgroup differences in L2 motivation have been found by previous research, it is imperative to test whether this model is applicable across various learner subgroups. Based upon a dataset of 631 college students taking Chinese, French, Russian, and Spanish language classes in the United States, this study used multiple-group structural equation modeling (MG-SEM) to test the applicability of the model for L2 learners of diverse backgrounds. Key findings suggest adequacy of the model across the following subgroups: females vs. males; learners with vs. without at least two years of high school target language learning experience; and learners of commonly taught languages (i.e. Spanish and French) vs. less commonly taught languages (i.e. Chinese and Russian). However, pronounced differences in the applicability of the model are evident in comparisons of heritage and non-heritage language learners. There are significant differences in the relationships between L2 interest, perceived importance of speaking, and L2 oral proficiency, which are stronger for non-heritage learners. More research efforts are needed to fully understand the uniqueness of heritage learners’ motivation constructs and motivation process.

KONSTRUKSI MOTIF DALAM PEMBUKTIAN PERKARA PIDANA

Hans Jonas in the Ethics of Responsibility states that "Every time you take an action, also imagine the consequences of that action, meaning that if the action is bad then also imagine the bad consequences that will occur, conversely if the action is good then also imagine the good consequences that will occur, or in other words every action has good consequences such as rewards, as well as bad consequences, such as punishment." The purpose of this study is to examine the construction of motives in proving a criminal case based on positive law in Indonesia. The method used is normative juridical with analytical descriptive analysis by searching secondary data through various relevant legal materials. From the research it was concluded that motive plays an important role in proving the elements of a crime in a criminal case, especially those associated with elements of error and in the future motives will be increasingly relevant in relation to the goals and guidelines of sentencing.

Towards a parsimonious model of faculty motivation, engagement, and work performance: A case study of a Chinese university.

The domain of faculty internationalization is under-researched, especially in the context of China. Extant research does not lend itself to applied insight, despite offering theoretical and methodological precision. Based on the motivational systems theory, this study developed a parsimonious measure of overall faculty motivation (including capacity beliefs, context beliefs, emotions, and goals) and investigated its effect on work performance through the mediating effect of engagement in internationalization among faculty in a Chinese research-centric university. Data of 229 faculty members were analyzed using a structural equation modeling approach. Faculty responses indicated that: i) the second-order overall faculty motivation scale is superior to individual items in measuring the effect of overall faculty motivation on faculty engagement and work performance; ii) overall faculty motivation positively influences faculty engagement; iii) overall faculty motivation promotes work performance; iv) faculty engagement mediates the relationship between overall faculty motivation and work performance. Faculty responses indicated that the effect of the second-order overall faculty motivation construct is superior to individual items in terms of its effect sizes on faculty engagement and work performance. More so, the measurement model showed that overall faculty motivation exerts a direct and indirect (faculty engagement) positive effect on work performance. Chinese universities should align the goals, capacity belief, context belief, and emotions of faculty with national/institutional goals to yield superior engagement for better performance.

Are curiosity and situational interest different? Exploring distinct antecedents and consequences.

A controversy over the distinction between curiosity and situational interest has recently resurfaced. Nonetheless, empirical research comparing the two is noticeably lacking. We attempted to fill this gap and provide much-needed evidence of the distinction between curiosity and situational interest by examining the antecedents and consequences of the two constructs. We assessed enjoyment, novelty, uncertainty and surprise as potential antecedents and information seeking, individual interest, career intention and achievement as potential outcomes of curiosity and situational interest among 219 Korean sixth graders in the domain of science. Of the hypothesized antecedents, enjoyment during science class related most strongly to students' situational interest in science, whereas novelty in science class related most strongly to students' science curiosity. Uncertainty and surprise in science class related to only science curiosity and not situational interest in science. Among the outcomes considered, situational interest in science related to only students' individual interest in science. In comparison, science curiosity related significantly to all science outcomes measured in this study. Science curiosity also significantly mediated the relationships between the antecedents and outcomes in science. Together, these results support the distinction between curiosity and situational interest and suggest different ways to promote each motivation construct depending on desired outcomes in the science classroom.

The Importance of Pre-employment Job Motives in Predicting Voluntary Salesforce Turnover in the Gig Economy

ABSTRACT Purpose Given the considerable visible and hidden costs associated with voluntary job turnover and the fact that independent contract workers (“gig workers”) can change jobs with ease, it is imperative for managers and scholars to understand the reasons why someone joins a company in an effort to hire workers who will stay with the company longer. Method A commercial research panel company, Dynata, was used to collect data from current and former independent contract workers. After a rigorous screening protocol, data were collected retrospectively from 495 current and 456 former direct sellers, since direct selling is one of the oldest forms and largest categories of gig work. A binary logistic regression analysis enabled prediction of voluntary job turnover based on the number of reasons for joining the company. Findings Findings from statistical analysis of the reasons for joining a company showed that the greater the number of reasons given for joining, the greater the likelihood of staying with the company. Additionally, statistically significant differences were observed between the current and former direct sellers for nine of the 12 reasons investigated. Importantly, from a predictive modeling perspective, it was possible to predict whether a direct seller would stay with the company or quit the company based on the number of reasons for joining the company. Implications The research has implications for both theory and practice. Utilizing theoretical underpinnings from organizational and behavioral management literatures, pre- and post-employment variables establish the framework for pursuing a better understanding of pre-employment motives for joining a company. Despite calls for more research on individual differences in joining a company, past research efforts may have been hindered by the failure to explore new approaches, new agendas, and new methodologies. Theoretically, the research shows that there is a need to ensure the inclusion of pre-employment motive constructs in examining the construct of voluntary job turnover. Managerially, the cost of turnover is significant, and this is particularly true for salesforce turnover. Reducing the rate of voluntary salesforce turnover even by a small percentage could (1) lead to greater effectiveness, efficiency, and profitability for companies, (2) result in less time invested in a job for which an individual is not necessarily motivated to pursue successfully long-term, and (3) ensure consistent product and service delivery for customers. Originality Little is known about gig workers, and this research project focuses on one of the original gig workforce cadres, direct selling. Additionally, this research is unique in its approach to collecting data retrospectively from current and former independent contract workers as well as in the predictive abilities offered by the data and subsequent statistical modeling.

외국인 아동의 L2 한국어 및 L3 영어 학습 동기 비교 연구

This comparative study investigates the motivation underlying second language (L2) Korean and third language (L3) English learning among immigrant children from multicultural families in South Korea. Utilizing a questionnaire developed by Jeon and Kim (2015), 56 participants provided their status of motivational constructs, including ideal L2/L3 self, ought-to L2/L3 self, instrumental motivation, motivated behavior, attitudes towards target languages, and integrative orientation. The results revealed divergent motivational patterns for L2 and L3 learning, influenced by factors such as gender, grade, and linguistic proximity. Further, integrative orientation surfaced as a crucial predictor for children’s intended learning efforts in both L2 and L3. Interviews with teachers who taught the participants L2 Korean and L3 English also supported the quantitative results. In accordance with previous studies, these findings underscored the dynamic nature of foreign language learners’ motivation. Taken together, this study suggests recognizing the distinct attributes of each motivational system and devising pertinent motivational strategies for L2 and L3 teaching.

Detected Affect During Online Mathematics Learning Mediate Self-Report Motivation Changes: Examining a Motivation-Affect Regulation Model

This study investigates relationships between detected affect during online learning and self-reports concerning motivational constructs in mathematics. Students reported their self-concept, interest, and values in mathematics before and after learning mathematics on an online intelligent tutoring system for one academic year over the autumn and spring semesters. Students’ experiences of engaged concentration, confusion, frustration, and boredom were detected using log files from the system. The participants included over 8,000 2nd- to 8th-grade students in the United States who used an intelligent tutoring system, Reasoning Mind, during the academic year of 2017-2018. Path analyses with mediating effects indicate that students initially perceiving high self-concept are less frustrated in both autumn and spring. Students interested in mathematics experience initial disengagement and later confusion in online mathematical problem-solving. This result calls for cross-platform support from teachers and system designs, especially for students interested in traditional mathematical teaching and learning. For theory, this study posits the Motivation-Affect Regulation (MAR) model, highlighting the mediating effects of motivation effect. Results find that the earlier self-concept can be mediated by fewer frustrations in online learning and lead to later self-concept. Interest triggers early disengagement and late confusion during online learning. Value is not mediated by affect. In methodology, structural equation modelling with mediating models offers opportunities to investigate more complex relationships when common measures are collected across time. Both offline pedagogical designs and online learning system designs need to consider the gaps between different formats of learning. Students with a high interest in learning mathematics in real classrooms may fail to adjust themselves easily to online mathematical problem-solving and experience disengagement in the early stages (one semester) and confusion in the stages (after one semester).

Exploring the motivations and emotions of Filipino learners of languages other than English: a structural equation modelling approach

ABSTRACT Despite rich insights that the experience of Global South countries like the Philippines could offer in understanding emerging trends in SLA research, i.e. learning languages other than English (LOTEs), studies conducted in this context are few and far apart. The study explored the motivations and emotions of 389 Filipino learners of LOTEs who accomplished a 76-item questionnaire. Six factors of LOTE motivation and two factors of LOTE emotions were simultaneously analysed using Structural Equation Modelling (SEM). Composite reliability measures showed that these factors were valid and reliable. Six sets of model fit measures indicated a good fit for the final SEM model. Initial and final direct effects showed that the six factors of LOTE motivation significantly influenced LOTE enjoyment and LOTE anxiety. Against the backdrop of studies dominated by the Japanese and Chinese experiences, the Filipino experience has shown to be equally susceptible to the influences of globalisation and the hegemony of English on learning languages other than English. The final SEM model of LOTE learning among Filipinos is instructive of the multifaceted LOTE motivation, but it also captures the effects of motivational constructs in the ‘flowering of emotions’ in the context of learners acquiring a language other than English.