Motivational Constructs Research Articles

THE EFFECT OF INDIVIDUAL CHARACTERISTICS, WORK CULTURE, TEAMWORK, AND WORK DISCIPLINE ON EMPLOYEE PERFORMANCE WITH MOTIVATION AS AN INTERVENING VARIABLE AT THE REGIONAL SECRETARIAT OF KARIMUN REGENCY

Human resources are important in an organization or agency if they have an active and quality nature. So that organizational goals can be achieved easily if they are encouraged by increasing the potential of their human resources, in a government agency the Regional Secretariat of Karimun Regency is also very necessary, with increasing employee performance on individual characteristics, work culture, teamwork, work discipline, and motivation factors that become benchmarks for employees in carrying out their obligations at work. The research uses a quantitative approach. The result of this research is that all X variables have an indirect effect, which has a greater value than the variables that directly affect employee motivation and performance. The greatest indirect effect is work discipline with a total of 2873. According to the data managed it shows the R-square value of the Performance variable of 0.148. The R-square value of 0.148 means that the variability of the Performance construct which can be explained by the Variability of Motivation is 14.8% while the remaining 85.2% is influenced by other variables outside those studied, which means that the influence of all exogenous constructs of all variables X on Y is weak. The R-square value of the Motivation variable is 0.720. The R-square value of 0.720 means that the variability of the Motivation construct can be explained by the variability of the construct of all X variables of 72.06% while the remaining 28% is influenced by other variables outside the one studied, which means the influence of all exogenous constructs of all X variables on Z including very strong.

In the Eye of the Hurricane: Careers under Lockdown

The COVID-19 pandemic has created career disruptions and shocks for many individuals, due to layoffs, reduced work hours and increased work–life conflict. Our study aimed to explore individual-level perceptions of people regarding their careers during the first lockdown in the UK, and to test potential implications of the situation for individuals’ career sustainability. For a deeper understanding of these perceptions, we used a sequential mixed-methods research design. First, we conducted a qualitative study, using semi-structured interviews to explore how people perceive their careers during early stages of the pandemic. We identified two themes that characterize the common experiences during this time period, namely employer support and careful optimism, that play an important role in the way careers unfold. Then, in the quantitative study, we conducted an online survey to empirically test a research model that links the concept of employer support with employability, career satisfaction and mental well-being. We also investigate the mediating role of career empowerment, which is a motivational cognitive construct that captures individual cognitions of agentic control over one’s career. Our research provides a rich snapshot that depicts people’s perceptions of careers during a shock event, which has both theoretical and practical implications.

The impact of combining SRSD instruction with a brief growth mindset intervention on sixth graders’ writing motivation and performance

Self-Regulated Strategy Development (SRSD) is an evidence-based instructional approach combining background knowledge, writing, and self-regulation strategies to improve students’ writing motivation and performance. While the positive impact of SRSD on writing performance variables is well-established, mixed findings were found for motivational variables, namely self-efficacy. In addition, the impact of SRSD on motivational constructs other than self-efficacy—such as implicit theories—has received considerably less attention. In this study, we examined the impact of an SRSD instructional program about opinion text writing on two extensively studied writing performance variables (i.e., text quality and text length) and on two motivational variables (i.e., self-efficacy and implicit theories). Moreover, we tested whether adding a brief growth mindset intervention to SRSD instruction would result in gains in writing motivation and performance. To this end, we enrolled 191 sixth graders, from 11 classes, and their Portuguese language teachers to participate in a six-week intervention study. Using a quasi-experimental design, the classes were assigned to one of three conditions: (a) an active control condition (three classes); (b) an SRSD group (four classes); (c) an SRSD plus growth mindset intervention group (henceforth, SRSD + GM; four classes). Our results showed that both the SRSD and the SRSD + GM generally did not significantly differ from the active control group in self-efficacy and implicit theories of writing at posttest. The only exception was self-efficacy for ideation. Of note, the SRSD and the SRSD + GM groups outperformed the active control group in terms of text quality and text length. Our findings did not reveal an added value of a brief growth mindset intervention for SRSD instruction. Overall, our study showed that a six-week SRSD instructional program was effective in improving students’ self-efficacy for ideation and writing performance. However, the brief nature of both SRSD and mindset interventions may have precluded a broader positive impact on motivational beliefs, such as self-efficacy for conventions, self-efficacy for self-regulation, and implicit theories.

Motivational Design for Web-Based Instruction in Health Professions Education: Protocol for a Systematic Review and Directed Content Analysis.

Web-based instruction plays an essential role in health professions education (HPE) by facilitating learners' interactions with educational content, teachers, peers, and patients when they would not be feasible in person. Within the unsupervised settings where web-based instruction is often delivered, learners must effectively self-regulate their learning to be successful. Effective self-regulation places heavy demands on learners' motivation, so effective web-based instruction must be designed to instigate and maintain learners' motivation to learn. Models of motivational design integrate theories of motivation with design strategies intended to create the conditions for motivated engagement. Teachers can use such models to develop their procedural and conceptual knowledge in ways that help them design motivating instruction in messy real-world contexts. Studies such as randomized controlled trials (RCTs) and other quasi-experimental designs that compare different motivational design strategies play a critical role in advancing models of motivational design. Synthesizing the evidence from those studies can identify effective strategies and help teachers and researchers understand the mechanisms governing why strategies work, for whom, and under what circumstances. The planned review aims to analyze how studies comparing motivational design strategies for web-based instruction in HPE support and advance models of motivational design by (1) controlling for established risks to internal validity, (2) leveraging authentic educational contexts to afford ecological validity, (3) drawing on established theories of motivation, (4) investigating a wide breadth of motivational constructs, and (5) analyzing mediators and moderators of strategy effects. The planned review will use database searching, registry searching, and hand searching to identify studies comparing motivational design strategies for web-based instruction, delivered to learners in HPE. Studies will be considered from 1990 onward. Two team members will independently screen studies and extract data from the included studies. During extraction, we will record information on the design characteristics of the studies, the theories of motivation they are informed by, the motivational constructs they target, and the mediators and moderators they consider. We have executed our database and registry searches and have begun screening titles and abstracts. By appraising the characteristics of studies that have focused on the motivational design of web-based instruction in HPE, the planned review will produce recommendations that will ensure impactful programs of future research in this crucial educational space. PROSPERO CRD42022359521; https://tinyurl.com/57chuzf6. DERR1-10.2196/42681.

Sociocultural Contexts and Relationships as the Cornerstones of Students' Motivation: Commentary on the Special Issue on the "Other Half of the Story".

This special issue on the development of academic motivation covers many issues that are groundbreaking in the field of motivation and interpersonal relationships. In this commentary, I discuss the following elements: (a) the challenges of integrating central motivational constructs; (b) interpersonal relationships as supports for motivation at school; (c) school or cultural contexts that sustain motivation; (d) new avenues for research. I hope that the articles in this special issue will stimulate new research that would have the potential to advance the field but that would also be useful to research professionals working day to day with children and adolescents.

Exploring the dynamics of situated expectancy-value theory: A panel network analysis

Students' competence beliefs and task values are proximal psychological predictors of their achievement-related choices and academic achievement. Situated expectancy-value theory (SEVT) suggests that these beliefs are situationally sensitive and interact over short periods of time. In the present study, we explored the dynamic nature of students' situation-specific expectancy-value beliefs in five sections of an introductory calculus course across one semester (11 weeks, N = 429). Using psychometric network analysis, we examined how facets of the SEVT framework are related between persons (i.e., between-person network), within situations (i.e., within-person contemporaneous network), and from one time point to the next across one semester (i.e., within-person temporal network). Results suggested that differences existed among motivational constructs across the three networks in that costs and positively-valenced facets of motivation (i.e., competence and values) were relatively independent of each other within a given situation, but showed some significant cross-lagged effects over time. Our results suggest that interventions to support students in STEM should target positively and negatively valenced constructs (i.e., values and costs).

The complex nature of human operant gambling behaviour involving slot games: Structural characteristics, verbal rules and motivation

Gambling behaviour is likely to be strongly influenced by operant learning principles. Most forms of gambling, and most notably slot machine play, follow a random ratio (RR) schedule of reinforcement that should lead to rapid and extinction-resistant behaviour. In this paper we highlight the caveats that need to be applied when generalising animal models of learning to human behaviour. Studies need to be cognisant of the role of verbal rules and cognitive appraisals of contingency; the ability for participants to self-modify important elements of reward schedules; potential differences between concurrent and longitudinal schedule preferences; and, the role of important human motivations in financial decision-making. In particular, we believe that operant approaches to gambling may need to incorporate a greater focus on FOMO (or the fear of missing out) as a motivational construct that may explain some of the observed patterns of behaviour, including riskier behaviours, on slot games. The implications of these observations for future research and harm minimisation are discussed.

Understanding the motivations of food bank volunteers: Applying self‐determination theory and functional motivations theory

AbstractWe assessed the motivations, commitment, and subjective well‐being (SWB) of 441 food bank volunteers, using motivation scales derived from self‐determination theory and functional motives theory. Replicating the findings of Sheldon, Wineland, Venhoeven, and Osin's (2016) study of environmental activists, all motivation scales could be located on the autonomous or controlled motivation factors specified by self‐determination theory (SDT). In addition, SDT's intrinsic motivation construct was the best predictor of volunteer commitment and SWB. As a novel angle, we compared food bank volunteerism to a second free time activity, that was focused on the self rather than helping others. Participants reported less self‐determined motivation and lower SWB in the food bank activity, suggesting that volunteerism may impose costs, compared to self‐focused activities. We interpret the latter results via the Eudaimonic Activity Model (Martela & Sheldon, 2019), concluding that activities that sound eudaimonic, based on their virtuous aims, are not necessarily so, based on their underlying motivations.

Key factors influencing motivation among health extension workers and health care professionals in four regions of Ethiopia: A cross-sectional study.

Although Ethiopia has improved access to health care in recent years, quality of care remains low. Health worker motivation is an important determinant of performance and affects quality of care. Low health care workers motivation can be associated with poor health care quality and client experience, non-attendance, and poor clinical outcome. Objective this study sought to determine the extent and variation of health professionals' motivation alongside factors associated with motivation. We conducted a facility based cross-sectional study among health extension workers (HEWs) and health care professionals in four regions: Amhara, Oromia, South nations, and nationalities people's region (SNNPR) and Tigray from April 15 to May 10, 2018. We sampled 401 health system workers: skilled providers including nurses and midwives (n = 110), HEWs (n = 210); and non-patient facing health system staff representing case team leaders, facility and district heads, directors, and officers (n = 81). Participants completed a 30-item Likert scale ranking tool which asked questions across 17 domains. We used exploratory factor analysis to explore latent motivation constructs. Of the 397 responses with complete data, 61% (95% CI 56%-66%) self-reported motivation as "very good" or "excellent". Significant variation in motivation was seen across regions with SNNPR scoring significantly lower on a five-point Likert scale by 0.35 points (P = 0.003). The exploratory factor analysis identified a three-factors: personal and altruistic goals; pride and personal satisfaction; and recognition and support. The personal and altruistic goals factor varied across regions with Oromia and SNNPR being significantly lower by 0.13 (P = 0.018) and 0.12 (P = 0.039) Likert points respectively. The pride and personal satisfaction factor were higher among those aged > = 30 years by 0.14 Likert scale points (P = 0.045) relative to those aged between 19-24years. Overall, motivation was high among participants but varied across region, cadre, and age. Workload, leave, and job satisfaction were associated with motivation.

Effects of supervised high-intensity interval training on motivational outcomes in men with prostate cancer undergoing active surveillance: results from a randomized controlled trial

BackgroundUnderstanding the motivational effects of supervised aerobic high-intensity interval training (HIIT) may help men with prostate cancer undergoing active surveillance initiate and maintain exercise behavior, however, few studies have addressed this question. This report explored exercise motivation in men with prostate cancer undergoing active surveillance participating in a randomized exercise trial.MethodsThe Exercise during Active Surveillance for Prostate Cancer (ERASE) trial randomized 52 men with prostate cancer on active surveillance to the HIIT exercise group or the usual care (UC) group. The exercise program was supervised aerobic HIIT conducted three times per week for 12 weeks. The motivation questions were developed using the Theory of Planned Behavior and included motivational constructs, anticipated and experienced outcomes, and barriers to HIIT during active surveillance.ResultsThe HIIT group attended 96% of the planned exercise sessions with 100% compliance to the exercise protocol. Motivation outcome data were obtained in 25/26 (96%) participants in the HIIT group and 25/26 (96%) participants in the UC group. At baseline, study participants were generally motivated to perform HIIT. After the intervention, the HIIT group reported that HIIT was even more enjoyable (p < 0.001; d = 1.38), more motivating (p = 0.001; d = 0.89), more controllable (p < 0.001; d = 0.85), and instilled more confidence (p = 0.004; d = 0.66) than they had anticipated. Moreover, compared to UC, HIIT participants reported significantly higher perceived control (p = 0.006; d = 0.68) and a more specific plan (p = 0.032; d = 0.67) for performing HIIT over the next 6 months. No significant differences were found in anticipated versus experienced outcomes. Exercise barriers were minimal, however, the most often reported barriers included pain or soreness (56%), traveling to the fitness center (40%), and being too busy and having limited time (36%).ConclusionMen with prostate cancer on active surveillance were largely motivated and expected significant benefits from a supervised HIIT program. Moreover, the men assigned to the HIIT program experienced few barriers and achieved high adherence, which further improved their motivation. Future research is needed to understand long-term exercise motivation and behavior change in this setting.Trial registrationClinicaltrials.gov, NCT03203460. Registered on June 29, 2017.

The motivation for physical activity is a predictor of VO2peak and is a useful parameter when determining the need for cardiac rehabilitation in an elderly cardiac population.

Exercise-based cardiac rehabilitation (CR) is an essential contributor to a successful recovery for elderly cardiac patients. The motivation for physical activity is a psychological parameter seldom described in secondary prevention, and it is plausible that motivation contributes to the differential effect of CR. To investigate if motivation, measured using the behavioural regulation in an exercise questionnaire (BREQ-2), predicts VO2peak in elderly cardiac patients before and after CR. A prospective cohort study of elderly ischemic cardiac patients and patients with valvular disease participating in cardiac rehabilitation was used. Motivation was measured using BREQ-2, which measures five constructs of motivation and a summed score-the relative autonomy index (RAI). VO2peak was measured before and after CR using a cardiopulmonary exercise test (CPET). Two hundred and three patients performed the baseline tests and initiated CR. One hundred and eighty-two completed CR and comprised the follow-up group. The mean VO2peak was 18 ml/kg/min (SD±5.1). VO2peak increased significantly with increasing motivation, 1.02 (.41-1.62) ml/kg/min pr. SD. Mean improvement from CR was 2.3 ml/kg/min (SD±4.3), the equivalent of a 12% increase. A change in VO2peak after CR was likewise positively associated with increased motivation, .74 (.31-1.17) pr. SD. The level of motivation predicts VO2peak before CR, and is also able to predict changes in VO2peak following CR. Motivation measured with the BREQ-2 questionnaire can be applied as a screening tool for elderly cardiac patients before they initiate CR to identify patients with need of specific attention.

Assessing the factors that influence the adoption of healthcare wearables by the older population using an extended PMT model

The present study aims to assess the intention of the older population to use healthcare wearable devices (HWDs) for wellness during life-threatening situations like COVID-19. The target population for the study was senior citizens (individuals aged above 60) living in Delhi and the national capital region. The respondents were aware that smartwatches could be used to monitor their health. Data from 534 respondents was collected using a structured questionnaire and nonprobability-based sampling method. The partial least squares structure equation model (PLS-SEM) was used to test the hypothesized model derived from the protection motivation theory (PMT) and constructs from previous studies on HWDs. Healthcare wearables offer new perspectives for gauging both health and technology-related dimensions. The present study is important as unlike existing studies, it discusses not only the utilitarian characteristics of HWDs but also their health-protective dimensions, which are crucial in times of life-threatening situations such as the COVID-19 pandemic. The findings indicate that there is a significant impact of both the protective and utilitarian dimensions of HWDs. The study assesses the perceived vulnerability and severity of the older population in COVID 19 and the intention to use HWDs to handle such health crises. The study confirms that perceived usefulness and information accuracy of HWDs, as well as self-efficacy, perceived severity, and perceived vulnerability of senior citizens are high during the COVID-19 pandemic, which significantly influences their intention to use HWDs.

University students with special needs: Investigating factors influencing e-learning adoption

Empirical evidence on the e-learning adoption in the field of special education is quite limited. Path modelling in particular draws attention as an important methodological gap. Therefore, a model that can provide a theoretical basis for practice in special education has the potential to make significant contributions. Accordingly, this study aimed to identify the factors influencing the intention to use e-learning systems by proposing an extended technology acceptance model for special education. The participant group consisted of 1713 university students with special needs receiving education through the e-learning systems of a state university. For analysing the data, partial least squares-structural equation modelling was used. The results showed that the model explained 76.9% of intention to use e-learning systems. Perceived ease of use and perceived usefulness had the strongest relationship in the model while that between perceived enjoyment and behavioural intention represented the strongest relationship in terms of influence on intention. In addition, hypothesis tests revealed that both social and individual-emotional factors affected intention to use e-learning, and constructs that provide intrinsic motivation and constructs of extrinsic motivation associated with performance improvement play a critical role in e-learning adoption. Accordingly, implications for research and practice are discussed. Implications for practice or policy: It is critical for instructional designers, special education experts and policymakers to consider the effects of core acceptance constructs, both in terms of competence in and tendency to use e-learning systems. E-learning system designs that can meet the expectations arising from social norms and can contribute to strengthening the sense of belonging may have a crucial role. It is vital to consider the enjoyment elements in terms of ensuring quality learning through online education.

Motivations for personal financial management: A Self-Determination Theory perspective.

Financial knowledge and sound financial decision making are now broadly recognized to be important determinants of both personal and societal prosperity, but research has yet to examine how distinct qualities of motivation may be associated with the way people manage their money. In two studies we applied the framework of Self-Determination Theory (SDT) to examine people's autonomous (volitional) and controlled (pressured) motivation for understanding and managing their finances, as well as their amotivation (lack of motivation) for doing so, and the differential associations these motives have with financial knowledge and financial well-being. American participants (Study 1, N = 516; Study 2, N = 534) completed detailed demographic surveys and questionnaires assessing the financial variables of interest. As hypothesized, SDT's motivational constructs were associated with financial outcomes over and above participants' age, gender, income, household wealth, and educational attainment. Autonomous motivation was positively associated with a host of positive financial behaviors and characteristics (e.g., saving/investing and financial self-efficacy, well-being, and self-awareness). Controlled motivation was negatively associated with financial well-being. Amotivation was positively associated with overspending and negatively associated with financial self-efficacy and well-being. These findings support the relevance of SDT's framework in this domain and suggest that interventions aimed at promoting financial knowledge and wellness may benefit by adopting evidence-supported strategies for optimizing more autonomous motivations and addressing amotivations.

A closer look at the domain-specific associations of openness with language achievement: Evidence on the role of intrinsic value from two large-scale longitudinal studies.

Many empirical investigations focus on how personality traits and academic motivation are related to academic achievement. Regarding the personality traits described in the five-factor model, prior research has shown associations between openness to experience and language achievement in particular. Following the principle of trait activation, associations with intrinsic value can explain these domain-specific relationships of openness with achievement. This study investigated whether intrinsic value mediates the associations of openness to experience with language achievement to understand these associations more closely. Based on the principle of trait activation, we combined openness to experience with intrinsic value as a motivational construct more proximal to behaviour. We capitalized on two large-scale longitudinal data sets (N=1994; M=16.8 years; 51% female; and N=2722; M=17.34 years; 58% female) of German-speaking students in upper secondary education with two points of measurement, respectively. We assessed achievement using report card grades and standardized test scores, capturing three language subskills: reading and listening, measured by standardized tests, and writing competencies, measured by essay assignments. We conducted mediation analysis using bootstrapped confidence intervals and robust standard errors to account for dependencies in the data due to students clustered within classrooms. Overall, our results show that intrinsic value mediated the relationship between openness and achievement in English as a foreign language. The results remained stable when controlling for prior achievement, predicting achievement gains. Our investigation provides empirical insights into the manifestations of personality in academic contexts. We discuss the limitations of our approach, with a focus on the use of a mediation analysis in this research design.

Prediction of the factors influencing cervical cancer screening using the extended protection motivation model: A path analysis

Background and aims: Cervical cancer is one of the most common cancers of the female reproductive system. Despite the importance of cervical cancer screening in early detection, the uptake of screening is poor. The present study aimed to predict the factors that influence the cervical cancer screening behavior of Iranian women visiting health centers. Methods: This cross-sectional study was performed on 661 women of reproductive age referred to health centers in Karaj, Iran, in 2021, who were selected by convenience sampling. Data collection was performed with a multi-sectional questionnaire designed to collect information about demographic characteristics and constructs of Protection Motivation Theory (PMT) and emotional support. Data analysis was performed using SPSS version 24.0, and AMOS version 24. Results: The mean age of the participants was 38.2±13.77. Most of the participants had a high school diploma and a moderate socioeconomic status. The results showed the direct effect of intention on behavior (β=0.54) and the direct effect of fear on intention (β=-0.66). Perceived self-efficacy had the greatest indirect effect on behavior through intention (β=0.34). All protection motivation constructs except response cost (β=0.06) showed a significant effect on cervical cancer screening behavior. Model fit indices showed the good capability of the extended protection motivation model to predict cervical cancer screening behavior. Conclusion: Perceived self-efficacy is the strongest predictor of cervical cancer screening behavior, and emotional support affects this behavior through self-efficacy and intention. Therefore, it is recommended to pay attention to these factors when designing and planning educational interventions for improving cervical cancer screening behavior.

A multigroup structural equation modeling analysis of students' perception, motivation, and performance in computational thinking.

Students’ perceptions of learning are important predictors of their learning motivation and academic performance. Examining perceptions of learning has meaningful implications for instruction practices, while it has been largely neglected in the research of computational thinking (CT). To contribute to the development of CT education, we explored the influence of students’ perceptions on their motivation and performance in CT acquisition and examined the gender difference in the structural model using a multigroup structural equation modeling (SEM) analysis. Two hundred and eighty-five students from a Chinese urban high school were recruited for the study. The analysis revealed that students’ perceptions of CT positively influenced their CT performance and learning motivation, and some motivational constructs, namely self-efficacy and learning goal orientation (LGO), also positively influenced their CT performance. Furthermore, in the male student group, perceptions of CT exhibited significant correlations with both self-efficacy and LGO. However, no significant correlation was found in the female student group. Implications for research and teaching practice in CT education are presented herein.

A Dual-Process Account of Major Social Constructs of Motivation: Implications for Leadership Scholarship

There is inconsistency in positioning general motivation constructs within the broader leadership research. The main purpose of the current study was to review major social constructs of motivation applied in leadership studies and then empirically investigate their associations. Data was collected using self-reported measures from 316 business students to test our theoretical models. Properties of the models, including validity and common method bias, were assessed and controlled before hypothesis testing using variance-based structural equation modeling. This study offers several original contributions. First, reviewing the literature, we identify major social constructs of motivation central to leadership studies including self-efficacy, self-regulation, causal attributions, goal orientation, intrinsic and extrinsic motivation. Second, applying the regulatory focus perspective, we offer a new taxonomy of the constructs (promotional vs. preventive). Third, using empirical data, we establish a nomological network amongst the six social constructs of motivation. The study yielded an integrative theory of motivation by establishing a network of cause-and-effect amongst six popular social constructs of motivation in leadership research. Two complementary (promotional vs. preventive) models of motivation were developed to predict dimensions of creative outcome (idea generation and exploration). Forth, building on the findings, we provide early evidence for further decomposition of general self-efficacy constructs into “promotional self-efficacy” vs. “preventive self-efficacy”. Implications of the findings for leadership research were also discussed.

Hackathons as extracurricular activities: Unraveling the motivational orientation behind student participation

AbstractThe education sector is constantly progressing its competency paradigm by establishing a nexus between practical, theoretical, and technical dimensions of teaching and learning. In the modern age of education, hackathons are becoming increasingly prominent in providing an optimal academic environment that connects classroom learnings to real‐life scenarios. This study explored the motivational orientation behind student participation in hackathons through the framework provided by self‐determination theory. Specifically, it investigated the role of intrinsic and extrinsic motivations in encouraging initial and continuous hackathon participation. The partial least squares‐structural equation modeling method was used to analyze data collected from 437 students in 12 countries. According to the findings, although intrinsic motivation influences participation intention, extrinsic motivation drives continuance participation. When intrinsic and extrinsic motivational constructs were analyzed individually, it was found that continuance participation demands both motivational orientations. Comparisons of demographic characteristics indicate that older students with more extensive educational experience may have higher intentions to participate and continue participating in these events. This study offers insights into how the education sector can increase hackathon participation by tapping on students’ motivational orientation. From a methodological point of view, it is apparent to recommend the promotion of hackathons as a core extracurricular activity at a school level, and more indispensably, as pedagogy at a classroom level. In a world where students are encouraged to fail early, fast, and often, participating in hackathons is a tactical preparation for eventual success.

Determining Factors For Social and Environmental Practices of Corporate Responsibility in Mozambique

Purpose: This study analyzes the main factors that determine the adoption of social and environmental practices in companies operating in Mozambique. To this end, it analyzes the perception of managers about the pressure, motivation and barriers they face for these practices. Theoretical framework: Corporate Social Responsibility (CSR) is based on legitimacy, stakeholder and institutional theories. The stakeholder theory has two variants: one that concerns the attention to all stakeholders in the activities of the organization; the second is understood in a strictly organization-centered manner and relates to empirical responsibility. The latter coincides with the concept of legitimacy theory where they try to ensure that their activities are perceived as being legitimate. In institutional theory, the dependence of an organization creates isomorphisms of structure, climate and behavioral focus. Method/design/approach: The data were collected through a stratified sampling survey according to the size and nature of the activities, using Likert type questions. Constructs of Pressure, Internal Motivation and Barriers to CSR practices were assessed, as well as compliance with social and environmental practices. A number of 227 representative responses of Mozambican business fabric were obtained. To analyze the data and test the conceptual model presented, we used the PLS (Partial Least Squares) methodology. Results and conclusion:. The results show that there is little pressure from stakeholders and society in general, low motivation of the agents responsible for practicing social and environmental actions and that they recognize that barriers exist, but do not have a significant effect on the decision to adopt CSR practices. It was also found that in the CSR analysis, social practices should be seen separately from environmental practices. Research implications: The study argues that managers consider the multi-factors involved in CSR. It also points to important contributions to the definition of economic policies and institutional designs, particularly in developing countries, to leverage CSR practices. Originality/value: This study contributes to the literature by demonstrating that, although there are positive conditions, negative factors (barriers) in the determination of social and environmental practices should not be neglected. Additionally, the conclusions presented differ significantly from the results obtained in geographies of developed countries, thus contributing to the understanding of the determining factors in African countries, which has been less studied, and in particular in Mozambique, to which we contribute in a pioneering way.