Motivation Experience Research Articles

Challenge-based learning approach to teach sports: Exploring perceptions of teaching styles and motivational experiences among student teachers

The present study analyses how experiencing challenge-based learning (CBL) may affect student teachers' basic psychological needs and the perceptions of their teachers’ styles in comparison with being involved in a traditional teaching (TT) methodology. A quasi-experimental study with experimental and control groups was carried out. A total of 128 responses (ncontrol = 71; nexperimental = 57) were reported by 83 student teachers from the Physical Activity and Sport Sciences Degree (Mage = 20.07, SD = 1.82; range = 17–27 years) who completed some self-reported validated questionnaires. Analyses based on non-parametric test to compare independent and related groups showed that, after the 14-week intervention, student teachers in the CBL condition exhibited higher competence satisfaction (MCBL = 4.21vs.MTT = 3.80) and lower competence (MCBL = 1.87 vs. MTT = 2.46) and relatedness (MCBL = 1.58 vs. MTT = 1.99) frustration than the TT group. As for teaching styles, student teachers in the CBL-based experience perceived their professors as using more strategies supportive of autonomy and structure than student teachers in the TT group. The results of the study outline that CBL might be a valid methodological approach for student teachers to achieve motivational consequences in university context and in their future as teachers.

‘I Feel Like I Identify as a University Student, I Just Don’t Identify with My University’ – how First-Year Students Developed their Identities during the COVID-19 Pandemic

This study explored, in detail, the development of student identity as students transition to university, during the global COVID-19 pandemic. The study explored the journeys of four first year students from two United Kingdom (UK), Higher Education (HE) institutions and compared their expectations of the transition to HE to their experiences during their first six months of study. The study was underpinned by the principles of case study research with four ‘cases’ across two institutions. This study adopted a narrative approach, utilising paired interviews to explore student identity in relation to social integration and academic belonging. The data analysis was conducted using principles from Lincoln et al.’s (1994) audit trail. Three key themes emerged from the paired interviews: ‘academic belonging’, ‘informal learning conversations’ and ‘intrinsic motivation to study.’ In conclusion, this small-scale, qualitative study has identified that first-year students can develop a sense of ‘academic belonging’ via an online learning environment. Nevertheless, the participants did report experiences of low motivation and isolation, which hindered the development of a student identity. While the longer-term impact on students is uncertain, this study may also serve as a documentation of the experiences of students during the pandemic.

Dynamic engagement: A longitudinal dual-process, reciprocal-effects model of teacher motivational practice and L2 student engagement

In this study, we investigated two core understandings related to the nature of second language (L2) student engagement from a self-determination theory framework: (1) that there is a dual process of development that follows from the initial conditions of the L2 classroom environment (specifically teacher motivational practice: autonomy-supportive vs. controlling), which leads to two distinct motivational experiences (need satisfaction vs. need frustration), which in turn results in qualitatively different types of student classroom functioning (engagement vs. disengagement); and (2) that there are reciprocal effects between the L2 classroom environment and student classroom functioning. We collected data from 1,742 students enrolled in general-purpose postsecondary English courses in mainland China at three waves in a 17-week semester, and tested a longitudinal dual-process, reciprocal-effects model. Our analyses showed that student perceptions of teacher motivational practice at the beginning of the semester predicted psychological need satisfaction at later time points. Psychological need satisfaction in turn predicted later classroom engagement. Student engagement also had feedback effects and predicted subsequent perceptions of teacher motivational practice. We discuss the implications of these results for L2 learning and teaching and consider ways that future research might build on our design and extend these findings.

An augmented reality interface to control a collaborative robot in rehab: A preliminary usability evaluation.

Human emotions can be seen as a valuable variable to explore in Human-Computer Interaction for effective, efficient, and satisfying interface development. The inclusion of appropriate emotional triggers in the design of interactive systems can play a decisive role in users' acceptance or rejection. It is well known that the major problem in motor rehabilitation is the high dropout rate resulting from the frustrated expectations given the typical slow recovery process and consequent lack of motivation to endure. This work proposes grouping a collaborative robot with one specific augmented reality equipment to create a rehabilitation system where some gamification levels might be added to provide a better and more motivating experience to patients. Such a system, as a whole, is customizable to adapt to each patient's needs on the rehabilitation exercises. By transforming a tedious exercise into a game, we expect to create an additional layer of enjoyment that can help in triggering positive emotions and stimulate users to continue the rehabilitation process. A pre-prototype was developed to validate this system's usability, and a cross-sectional study using a non-probabilistic sample of 31 individuals is presented and discussed. This study included the application of three standard questionnaires on usability and user experience. The analyses of these questionnaires show that the majority of the users found the system easy and enjoyable. The system was also analysed by a rehabilitation expert who gave a positive output regarding its usefulness, and positive impact on its use in the upper-limb rehabilitation processes. These results clearly encourage further development of the proposed system.

Detrimental Effects of Disempowering Climates on Teaching Intention in (Physical Education) Initial Teacher Education

Previous research has looked at the positive consequences generated by teacher-generated climates on the motivational experiences of pre-service teachers. However, there is scant research focusing on the adverse motivational consequences that affect the perceptions of future teachers during the training process. The objective of this study was to explore the dark side of Duda's multidimensional conceptualization, its influence on academic engagement, and the intention of pre-service teachers to be educators. A total of 1,410 university students in initial teacher training (including physical education pre-service teachers) (59.6% women; 40.3% men; 0.1% other; Mage = 23.85; SD = 5.13) participated. The following scales were used: disempowering motivational climate, frustration of basic psychological needs, academic motivation, academic engagement, and the intention to choose teaching. The results of the structural equation model with latent variables show the positive prediction of the disempowering climate on the dark side and its negative influence on the intention to be a teacher. Controlled motivation preceded by academic engagement significantly mediates the relationship between a disempowering climate and the intention to be a teacher, increasing the total effect on the latter variable. Therefore, this research highlights for both teachers and researchers the impact of a disempowering motivational style, as well as its influence on the dark side as a negative promoter in trainee teachers regarding their intention to become teachers.

The role of perceived cost in college students’ motivational experiences and long-term achievement outcomes: A mixed-methods approach✰

A growing body of research suggests that perceived cost, the largely neglected component of Expectancy-Value Theory, is an important predictor of achievement outcomes. However, existing studies in the cost literature focus almost exclusively on STEM domains, use short-term measures of academic outcomes, and typically rely on quantitative reports of students’ cost perceptions. The present study applied a mixed-methods approach to 1) document the relationship between first-year college students’ domain-general cost perceptions and their longer-term academic outcomes, and 2) characterize the motivational experiences of students with high versus low quantitative reports of cost. 298 students completed a domain-general survey measure of perceived cost near the end of their first semester of college, and a subset (n = 185) later responded to open-ended prompts reflecting on times of low and high motivation during their first year. Grades and enrollment status were tracked for the remainder of their time at the institution. Consistent with prior research, cost negatively predicted GPA and retention status both during the first year and for the duration of students’ enrollment at the institution. Qualitative analysis produced multiple themes that differentiated “High Cost” students from their “Low Cost” peers, in that they focused on self-regulation as opposed to deep understanding, expressed concern about incompetence and failure, and prioritized non-academic activities. Taken together, these findings suggest that cost is a prominent aspect of the collegiate experience, and that initial cost perceptions can serve a catalyst for—or a barrier to—future academic success.

메타버스 활용 영어 말하기 교육프로그램 개발연구

Objectives The purpose of this study is to develop an English speaking program using metaverse for language learners to core skills required in 21st century.
 Methods Nine Korean EFL students at age 12-13 who completed the national curriculum of grade 6 were recruited as the participants of the pilot study to confirm the effects of the program. The effects of the designed lessons were examined through the questionnaire-based tests, learning progress monitoring, and interviews. The variables of the tests included digital literacy, and L2 motivational experience.
 Results The results of pre- and post-test comparison showed improvements in digital literacy, and motivation with regard to English learning experience. According to the interviews, the learners and the instructor were positive on the whole about the use of metaverse in English classrooms based on the lesson design proposed in this study. The learners showed great interests in the metaverse-based English lessons in general, and reported higher immersion into classes than previous school classes due to diverse activities and affordance of metaverse. The instructor who delivered the lesson emphasized the importance of teacher training for the success of the future metaverse-mediated language learning. The progress monitoring and interviews also indicated a demand for dealing technical issues.
 Conclusions The implications of this study and suggestions for future research are as follows. This study confirmed the effects of metaverse-mediated language learning on high immersion by transcending temporal and spacial borders, leading to authentic learning and L2 speaking experience. Moreover, with appropriate task designs, metaverse helped learners foster not only oral communication skills but also digital literacy in English classes. Lastly, this study suggests developing a detailed guideline for potential problems regarding manipulation and technical errors for successful application of metaverse in educational programs in future research and classrooms.

Student Motivation in CORONAPOLIS: Effects of Transactional Distance Perceptions on EFL Undergraduate Students’ Motivation

The concept of Transactional Distance (TD) experienced in distance education has been recorded as a focal point in many studies examining its effects in various dimensions in different courses. However, there is scarcity of research on TD in relation to learner motivation in language learning. This exploratory case study investigated TD perceptions of EFL (English as a Foreign Language) undergraduates participating in distance education courses held at a Turkish university within the boundaries of CORONAPOLIS, an imaginary city which is under the threat and destructive effects of Covid-19 pandemic. Specifically, this study examined the effects of TD perceptions on the motivation of 87 EFL students. The data were collected through the participants’ informal self-reports and open-ended questions. The results of the content analysis showed that the participants had varying perceptions of the dimensions of TD; dialogue, structure and autonomy. The results also showed that they had different motivational experiences in relation to their perceptions. In the light of the results, some pedagogical implications are made.

DIRECTED MOTIVATIONAL CURRENT (DMC) : A FUTURE RESEARCH AGENDA FOR INDONESIAN EFL TERTIARY STUDENTS

Abstract
 There is a growing interest in researching A Directed Motivational Current or DMC this current period. The interest arose considering that DMC is the newest, unique and phenomenal motivational piece that embodies and elicits very positive and powerful motivational experiences which is constructed individuals or groups to achieve worthy goals with incredible speed, included learning English as the second language (L2). A DMC qualitatively is different from the ongoing motivation of a good students, cause of is relatively short-term, highly intense burst of motivational energy and along with a specific way of a clearly defined destination. A DMC research was popularized less than a decade ago (Dörnyei, Ibrahim & Muir, 2015; Dörnyei, Muir & Ibrahim, 2014; Henry, Davydenko & Dörnyei, 2015; Muir & Dörnyei, 2013) that has been popular in every research conducted in several countries, including in Indonesia EFL tertiary students, although the number found is still small. We started by providing an overview of the structure of the DMC itself, the nature of DMC introducing by Dornyei, who stated that having the nature of DMC, experiences it, can trigger students in receiving their goal. The core dimensions, a foundation, as distinguishing from other motivation term are goal/vision orientedness, salient and facilitative structure and positive emotionality. In addition, the paths for future research in pedagogical reserach direction as an illustration to research on DMC theory also was described, where they might begin and the scope of the future research in the context of EFL students in Indonesian tertiary level. The last is to make DMC a future research agenda. This is to answer the challenges of researchers who summon experts to conduct further research related to DMC in L2, due to the lack of this research in the realm of foreign language learning.
 Keywords: directed motivational current/DMC, language learner motivation, Future agenda of DMC.

Exploring motivations to be active among amputees: a phenomenological approach to leisure time physical activity

ABSTRACT Purpose People with disabilities are less active and experience increased burden of disease compared to those without disabilities. Leisure time physical activity (LTPA) participation is strongly related to improved health in all populations. Despite this, research with amputees focuses heavily on prosthetic design and function, leaving amputees an under-represented population in LTPA and motivation research. This study explored the lived experiences of motivation to engage in LTPA among amputees. Method Interpretative phenomenological analysis (IPA) approach, influenced by understandings of embodiment and Self-Determination Theory (SDT), was used. Six people with lower extremity, acquired amputations created a photo-diary of their motivations to be active and participated in two in-depth interviews each. Results Study findings suggest motivations to be active among amputees are primarily influenced by personal relationships. Barriers, facilitators, and processes to be active provided insight into how LTPA participation may be affected by more than motivation. Embodiment was experienced as bodily integration of the prosthesis. Conclusions There is evidence that the relationship between motivation and participation is not direct, but influenced by facilitators, barriers, and processes to be active. The results suggest strategies to increase activity among amputees by emphasizing LTPA with others, improving the built environment, and ensuring prosthesis fit.

Научная школа как личностно-развивающий образовательный проект и герменевтический подход к ее формированию и развитию

The article in the context of the activities of scientific schools sets and discusses the problems of training a new generation of scientific personnel. Theoretically and empirically, the possibility and productivity of considering a scientific school as a personal-developing educational phenomenon that contributes to the accumulation of the young scientist's experience of scientific motivation and goal setting, the independent implementation of a dissertation study, analysis and assessment of the results obtained, the development and implementation in practice of his own scientific position is justified. The results of an expert survey of scientific leaders of adjuncts of the Academy of Management of the Ministry of Internal Affairs of Russia (2021-2022) are given and summarized, the results of the expert survey were compared with the results of studies on similar topics performed at the Southern Federal University (2017), the Higher School of Economics (2018) and the National Research Nizhny Novgorod State University named after N.I. Lobachevsky (2021). It has been shown that a scientific school as a pedagogical project is characterized by specific goals and tasks, content, forms and methods of scientific and educational activities. Conclusions were made about the advantages of training scientific personnel in the framework of scientific schools.

Resepsi Al-Qur’an dalam Budaya Tuli : Studi Komunitas Gerkatin Gorontalo

The ability to read the Qur'an is based on the perfection of reciting each letter and knowing the punctuation of each verse. But not so with the deaf, reading aloud is a complicated thing and can even be said to be impossible for them. The interaction of the deaf with the Qur'an is done through sign language. This inclusion awareness is carried out by the Deaf Welfare Movement (Gerkatin) Gorontalo which focuses on eradicating illiteracy in the Qur'an. This study aims to describe the motivational experience of the interaction of the deaf with the Qur'an. This research is qualitative with a phenomenological approach and uses Herbert Blumer's symbolic interaction theory as an analytical tool. The results of this study indicate that although the deaf does not use sound when reading and memorizing the Qur'an, the deaf can still understand and interpret it. This can be seen from the interaction of the deaf with the Koran through the stages of 1) memorizing the Qur'an sign letters 2) writing the Qur'an sign letters 3) memorizing letters and their punctuation 4) understanding verses. In this case, the verses of the Qur'an are manifested through sign symbols that are moved by the deaf.

Directed Motivational Currents in Second Language: Investigating the Effects of Positive and Negative Feedback on Energy Investment and Goal Commitment

This study examined the role of positive and negative feedback on goal commitment and energy investment among English as a foreign language learners who experienced directed motivational currents (DMCs). To this purpose, a systematic methodology was used to identify language learners with a DMC experience (six students, four females, two males, mean of age = 19.5). Semi-structured interviews were conducted with the participants. The results of qualitative content analysis indicated that the three key features of DMCs were found in participants’ motivational experiences. In addition, the results showed that positive feedback affected goal commitment in DMCs by increasing goal persistence and sense of self-efficacy, while negative feedback enhanced motivation in DMCs by reducing the discrepancy between current state with the well-defined target state. The results also showed that feedback had some affective consequences that influenced goal pursuit in DMCs.

“I don’t like to put labels on it”: Activism, Political Identity Development, and the Cultivation of Student Political Fluency

ABSTRACT Based on intensive interviews with 39 participants across four geographically and politically diverse public institutions, this study describes the concept of “student political fluency,” the core category developed using constructivist grounded theory. The development of political fluency reflects the expertise a student has based on their political knowledge and actions, informed by their salient social identities, and contextualized by their desired political outcome(s). Four phases frame the development of student political fluency within the collegiate environment, including politically motivating experiences, cognitive negotiation, applying political identity(ies), and political identity congruence. Informed by the new concept, implications for policy and practice draw attention to optimal strategies and tactics that encourage equitable forms of campus-based political pedagogy leading to the realization of a politically dynamic and inclusive campus climate, which can contribute to a range of desirable individual and societal outcomes.

Adaptation et validation de la version française de l’échelle de leadership d’empowerment

IntroductionEmpowering leadership has been identified in the academic literature as an antecedent to employees’ psychological empowerment. It is defined by Amundsen and Martinsen (2014) as: “the process of influencing subordinates through power sharing, motivation support, and development support with intent to promote their experience of self-reliance, motivation, and capability to work autonomously within the boundaries of overall organizational goals and strategies” (p. 3). This style of leadership has been the subject of numerous theorizations. Recently, Amundsen and Martinsen (2014) developed an integrative conceptualization and a scale for measuring empowering leadership. ObjectiveThis study aims to translate into French and psychometrically validate the empowering leadership measurement scale developed by Amundsen and Martinsen (2014). MethodsTo this end, the original scale was translated from English into French and then counter translated by five bilingual translators. The instrument was then administered to two independent samples of French employees. We explored and confirmed the factorial structure of the instrument with two independent samples (n=184, n=185). Finally, correlation tests were performed to verify the predictive validity of the instrument. ResultsThe results indicate that the francophone instrument has a two-dimensional factor structure consistent with Amundsen and Martinsen's (2014) conceptualization. In addition, the French empowering leadership measure is significantly and positively correlated with psychological empowerment, LMX, organizational innovation behaviours and job satisfaction, confirming the predictive validity of the instrument. ConclusionThese results suggest that the French version of the scale can be reliably used to measure empowering leadership.

Single Parent Family Communication Patterns in Girls' Self-Concepts in Wajo District, Makassar City

The purpose of this study was to determine the pattern of family communication in the development of the self-concept of girls (single parent) in Wajo District, Makassar City and to determine the pattern of development (Single Parent) in developing the self-concept of girls with their families in order to establish good communication. This research uses descriptive analysis qualitative research method. This study intends to describe the description of single parents in developing their daughter's self-concept through family communication patterns to guide and provide support to daughters. The selected informants include people who are selected on the basis of certain criteria. This research was conducted by collecting data through observation, interviews, and documentation. This research was conducted for one month and located in Wajo District, Makassar City.
 The results of this study indicate that the pattern of family communication in developing the self- concept of single mother girls by using communication patterns is given through interpersonal communication where parents are communicators and the efforts given by single parents to girls are generated from experiences that have been passed and communication with parents make the nature, behavior, emotional, and social can be positive or negative. The form of communication used by single mothers in developing their daughter's self- concept uses interpersonal communication in the form of direction, teachings, guidance, experience and word of mouth motivation. The guidance provided is maximal enough to develop the child's self-concept as a guide in the future.

Examining the psychological process of developing consumer-brand relationships through strategic use of social media brand chatbots

As brands increasingly integrate artificial intelligence (AI)-enabled automation as part of their communication efforts, marketers have employed social media brand chatbots to provide personalized responses to consumers and facilitate relationship building. However, how specific facets of consumer–brand relationships may be manifested in the process of consumer–brand interaction via social media brand chatbots warrants further investigation. Hence, the current research develops a conceptual model to examine how perceived contingency, a defining psychological determinant of social media brand chatbots, determines consumer−brand relationship outcomes via different motivational experiences and consumer engagement. Based on the survey conducted in the U.S. (N = 491), the findings reveal that perceived contingency is positively related to gratifications of information seeking, social interaction, and entertainment, while information seeking and social interaction lead to enhanced consumer engagement. In addition, consumer engagement helps deepen brand intimacy, strengthen affective commitment, and increase chatbot-related behavioral intention and purchase intention. The findings further show that social-interaction gratification and consumer engagement are crucial components that underline how consumers’ perception of contingency can foster strong, affect-laden brand relationships when marketers capitalize on the conversational capabilities of social media brand chatbots. Theoretical and practical implications, as well as limitations and directions for future research, are discussed.

Students' Motivational and Emotional Experiences in Physical Education across Profiles of Extracurricular Physical Activity: The Influence in the Intention to Be Active.

This study examined the relationship between extracurricular physical activity (PA) levels and students’ motivational and emotional experience during physical education (PE) classes and how this psychological experience can predict the intention to be physically active. The sample consisted of 811 Spanish secondary education students (371 boys and 440 girls) aged between 11 and 17 years (M = 13.15, SD = 1.16). Students completed questionnaires about their PA levels, their intention to be physically active, and their motivational and emotional experience during PE classes. A cluster analysis was used to classify the students according to their level of extracurricular PA. Based on a regression analysis, the variables enjoyment, pride, hopelessness, competence, satisfaction, and autonomous motivation played the highest role, predicting the intention to be physically active in the future. Statistical differences were found among the different PA profiles in these variables during the PE classes (MANCOVA). In conclusion, hours of PA outside school have a high relationship with the students’ emotional and motivational experience in their PE classes, which is related with the intention to practise PA in the future. A series of strategies have been proposed at both the institutional level and the teacher level to improve the PE psychological experience of those students who practise less extracurricular PA.

Impact of intersectoral health and education training on school learning outcomes and emotions

Objectives: Schools that have partnerships with health services have shown improvements in attendance and academic performance. This study examined the effects of intersectoral educational training (IET) between the health and education sectors on students’ learning outcomes, emotional experiences and subjective task values. Design: In this experimental field study, students in the control group were taught about health by a regular team of teachers, the experimental group was taught by a teacher–general practitioner team. Qualitative and quantitative data were collected at three different points of time. Setting: The study was conducted with students aged between 13 and 14 years in three classes at a secondary school in Baden-Wuerttemberg. Methods: Data were collected on demographic variables as well as learning outcomes assessed by a multiple choice test. For the assessment of emotional experiences, the validated Achievement Emotions Questionnaire was used and for subjective task values a modified Motivated Strategies for Learning Questionnaire was employed. Quantitatively, descriptive statistics were calculated and correlation analyses were conducted to explore the association of positive emotions and task value with knowledge after the intervention and follow-up. Results: Over time, 69 of 76 participants (91%) completed all three surveys. Both groups showed significant and sustainable knowledge increases, but there were no significant differences between the groups in knowledge increase, positive emotions and task values. Conclusion: Health education in public secondary schools seems useful for increasing students’ health knowledge both in the short- and longer-term. However, future research will need to examine the potential effects of IET approaches on students’ cognitive and motivational experience.

Work Motivation and Performance among Indonesia Nurses during Pandemic COVID-19 at Qatar

Introduction: Since March 11, 2020, the COVID-19 pandemic has disrupted social and business activities, resulting in many companies going out of business due to limited economic transactions. All health care sectors are required to performed COVID-19 screening before services are carried out and provide COVID-19 vaccination services. Aim: The purpose of this study was to describe the motivational experience and performance of Indonesian nurses working in Qatar during the pandemic COVID-19. Research Methods: This type of research is qualitative, using 15 Indonesian nurses as informants were working in Qatar. In Qatar there are 51 Indonesian nurses who are actively working as registered nurses. The research instruments used were interviews and recordings. Interviews with informants were conducted one by one. The data that has been entered into the Nvivo system, then a qualitative content analysis is carried out to find the matics related to work motivation and performance. Results: The results show that Indonesian nurses still want to work in Qatar until they retire for the following reasons: (1) getting a high salary, (2) being able to live as a family in Qatar, (3) there are opportunities for international standard school children in Qatar with free from the company, (4) get leave tickets for family members every year, and (5) get premium class health insurance for employees and their family members. The themes of work motivation found in Indonesian nurses who worked during the pandemic COVID-19 in Qatar were: (1) good financial support, (2) leadership support, (3) personal protective equipment support, (4) occupational health support, (5) work environment support, (6) family support, (7) work obligations, and (8) professional obligations. The performance of Indonesian nurses during the COVID-19 pandemic was demonstrated by: (1) working comfortably because personal protective equipment facilities were adequate and work facilities were quite comfortable even in the summer, (2) working by carrying out special work procedures in handling COVID-19, (3) work in accordance with working conditions, especially in the use of personal protective equipment, (4) work carefully when dealing with highly virulent infectious diseases, and (5) work professionally in accordance with nursing process standards. Conclusion: Indonesian nurses still want to work in Qatar due of getting a high salary and family living allowances in Qatar, being able to gather with family members and send their children to international school in Qatar. The themes of factors work motivation found in Indonesian nurses who work during the COVID-19 pandemic season in Qatar are: (1) financial support, (2) leadership support, (3) personal protective equipment support, (4) occupational health support, (5) work environment support, (6) family support, (7) work obligations, and (8) professional obligations. The performance of Indonesian nurses during the COVID-19 pandemic was shown by: (1) working in accordance with work procedures to carry out COVID-19 screening, (2) working wearing complete personal protective equipment, especially when dealing with patients with signs and symptoms of COVID-19, (3) work carefully in order to avoid exposure to infectious diseases from patients with COVID-19, (4) work in accordance with working conditions, this causes an additional burden and gets overtime pay if there is additional working hours and professional work in accordance with nursing professional standards.