Motivational Characteristics Research Articles

Motivation through solidarity

The aim of this study is to describe and discuss the unique motivational characteristics of adult immigrants and refugees learning Greek as a second language, characteristics related to the concept of investment in second language learning, based on the results of a qualitative study carried out in non-formal educational settings. Seventeen (17) participants attending Greek lessons in non-formal educational settings in Athens, Greece, were interviewed through semi-structured interviews. The data obtained was analysed using thematic analysis. The students were asked about the reasons they are learning Greek and what motivates them to invest in studying the language. The results of the thematic analysis show that the main motives driving the participants to invest in learning Greek in the research settings were threefold: instrumental, integrative, and related to the L2 learning environment. Learning Greek was considered as a chance that could lead to greater job opportunities, empowerment, and greater integration into the host society. Additionally, the results highlight the fact that the atmosphere in the specific educational settings being very friendly and relaxed was very important for the participants and enhanced their desire to invest in learning Greek in the specific settings. Finally, the social aspect was also significant for the immigrants and refugees, who considered participation in the classes as a means of greater socialisation with both locals and other immigrants. The study highlights that non-formal settings are better suited to migrants/refugees’ learning needs and can promote the social inclusion of vulnerable groups and their integration into the host society.

Does poverty really stifle ambition? A latent profile analysis of achievement motivation for economically disadvantaged Chinese university students

This research aims to investigate the differences in achievement motivation between college students from low-income and normal-income backgrounds, and to explore the key characteristics of achievement motivation among underprivileged college students. A survey was conducted with 260060 college students, and Latent Profile Analysis (LPA) was employed to identify the types of achievement motivation among underprivileged college students. Results showed that: (1) achievement motivation levels were significantly higher among underprivileged students compared to their non-poor counterparts. Specifically, in China, underprivileged students were significantly more driven to strive for success and less inclined to avoid failure; (2) the study identified four types of achievement motivation among disadvantaged students: Optimists (high pursuit of success, low failure avoidance, accounting for 7.90 %); Self-protectors (low pursuit of success, high failure avoidance, accounting for 29.40 %); Failure Acceptors (low pursuit of success, low failure avoidance, accounting for 39.30 %); and Overstrivers (high pursuit of success, high failure avoidance, accounting for 23.40 % of the sample). Conclusion: (1) poor students are more eager to succeed than non-poor students in China; (2) Optimists and Overstrivers seem the more positive types of achievement motivation (accounting for 31.30 %).

Features of student psychological well-being, self-organisation and motivation

Features of student psychological well-being, self-organisation and motivation

Program Reach and Motivational Correlates of Exercise Behavior among Program Participants with Visual Impairment

ABSTRACT Introduction Adults with visual impairments (VI) experience unique barriers to exercise. Targeted exercise programming can eliminate barriers, but little is known about who engages in such programs. This cross-sectional study a) describes program reach and motivational correlates of exercise behavior among members of specialized exercise programs offered to adults with VI; b) examines demographic, psychological, and behavioral differences according to VI severity; and c) assesses the interrelationships between motivational characteristics and exercise behavior. Methods Data for program participants were provided to researchers by the partnered organization with participant consent. A total of 118 participants also completed a post-program survey on motivational characteristics and exercise behavior. Reach was assessed with descriptive statistics. T-tests and chi-squared tests were used to analyze respondent representativeness compared to the population of program participants (demographically) and normative values (motivationally). Analysis of variance examined differences according to VI severity. Pearson’s correlations and multiple regression assessed strength and independence of relationships between motivational variables and exercise. Results Programs attracted mostly equivalent groups of individuals across gender and varying severity of VI. Survey respondents were representative of program participants but were significantly more approach motivated and less avoidance motivated than published norms, and mostly exhibited autonomous forms of motivational regulation for exercise. Differences according to VI severity were not significant. Relationships between approach motivation and exercise were no longer significant when modeled with motivational regulation for exercise. Identified regulation was the lone significant predictor of exercise in the multivariate model. Conclusion This study presents a novel understanding of the demographic and motivational reach of specialized programming for adults with VI, as well as the motivational correlates of exercise behavior among existing program participants. Motivational characteristics were related to exercise behavior in a way that was consistent with theory, such that contextualized motivational regulation demonstrated stronger associations with exercise behavior than motivational dispositions.

Evaluation of psychometric characteristics of employee motivation in the workplace

Researchers constantly look for the ideal motivating factors in various countries, industries, and sectors, due to its multilateral dimension, which includes employees, managers, organizational policies and practices, and the way that the very dynamic external environmental factors influence them. Self-Determination Theory of motivation proposed by Edward Deci and Richard Ryan, embraces a holistic approach to human motivation which started by identifying several motivational styles and has been implemented in different fields of workplace motivation and management This paper aims to emphasize the importance of examining the psychometric characteristics of the employee motivation scale in the workplace, relying on some bifactor model ancillary indices. The degree of motivation was measured through the Multidimensional Work Motivation Scale (MWMS), based on Self-Determination Theory (SDT). The data were collected from a self-report questionnaire addressed to 658 employees from various businesses and institutions in the Korça region, in Albania. The ancillary indices, derived from the standardized loadings of a confirmatory bifactor model, provide a more comprehensive overview of the psychometric characteristics of the measurement instrument. The study showed that treating the MWMS as unidimensional within a multidimensional construct may cause only a small bias. However, its interpretation seems questionable. On the other hand, the added value of some subscale scores should be considered and can be statistically appropriate for interpretation, helping applied researchers. This study contributes to the field by highlighting the necessity of scrutinizing the psychometric properties of the employee motivation scale and demonstrates the utility of employing bifactor model ancillary indices for a more nuanced understanding. For the first time in Albania, we have a measurement instrument related to the motivation of employees in the workplace, which enjoys good psychometric characteristics.

Exploring Self-Management Practices in SMES: Insights from an Initial Survey

Self-managed teams are perceived as highly productive and have been actively studied in recent times. Considering this, the notion of the utility of establishing and cultivating such teams in small and medium-sized businesses in Kazakhstan has emerged, aiming to enhance their role in the country's economic development. Therefore, the authors of this article have resolved to conduct an empirical study on teams operating within the SMEs sector of Kazakhstan. This study aims to present the findings of an initial survey conducted among employees of small and medium-sized enterprises to characterize their self-management capacities and identify factors influencing their self-management abilities. For this purpose, representatives of teams in small and medium businesses in Kazakhstan were surveyed. The design of the survey questionnaire involved three field experts to validate and refine the questions. Findings reveal that approximately two-thirds of SME teams in Kazakhstan demonstrate characteristics of cross-functionality, diversity, motivation, and co-location, indicative of their self-managing nature. This suggests agile management's potential for organizational goals. To the best of the authors’ knowledge, this is the first empirical study aimed to investigate how far the teams in Kazakhstani enterprises are self-managed. Doi: 10.28991/HIJ-2024-05-03-016 Full Text: PDF

Characteristics of Stress Levels, Learning Motivation, and the Level of Knowledge

Medical students face a variety of stressors, such as the rigorous medical curriculum, competition for their desired specialty, and adherence to the school’s moral and ethical standards. This study aimed to describe the characteristics of motivation and stress of preclinical medical students. The study gathered questionnaires from 250 preclinical medical students from December 2023 to January 2024. The collected data were related to motivation, stress level, CBT/Socca score, and Learn strategy. The sample is 250 participants, most participants were female (70.4%), aged < 20 years old (98.4%), and had medical interests by their own wishes (77.6%). Most preclinical students in the MSLQ questionnaire had moderate motivation (76.8%) and moderate learning strategy (73.6%), and the results were good in the DASS-42 questionnaire with normal depression, anxiety, and stress (69.2%, 45.2%, 70.0%). The CBT vs SOCCA test scores had very different results; the SOCCA score was lower than CBT score SOCCA= E (24 %) with an average value of 60.50 ± 21.03 vs. CBT= A- (20.0%) with an average value of 63.10 ± 11.37. The characteristics of medical faculty students are normal stress levels, moderate learning motivation, and the SOCCA score was lower than the CBT score.

한국인 아랍어 전공 대학생의 학습동기와 학습경험/태도 중재방안에 관한 연구

This study investigates the motivational characteristics of Korean university students majoring in Arabic and develops motivational intervention strategies based on the findings. To achieve this goal, a survey was conducted using Dörnyei's (2005, 2009) “L2 Motivational Self System” with additional variables reflecting the socio-cultural context of Korea. The survey participants were 178 students majoring in Arabic or Arab studies at 5 domestic universities. Subsequent analysis of the survey responses revealed that augmenting learners' satisfaction with their learning experiences and improving their learning attitudes significantly contributed to intensifying their study efforts. To facilitate these improvements, the study indicates a need for intervention strategies that foster positive attitudes towards Arabs and Arab culture within Arabic language classrooms, while also capitalizing on the 'competition' factor. Finally, the Teams Games Tournaments (TGT) model was selected and exemplified as a potential intervention strategy that aligns with the research findings.

Validation of the Instructional Materials Motivation Survey among Medicine Resident Physicians

Purpose The Instructional Materials Motivation Survey (IMMS) was developed to measure motivational characteristics of a learning activity, building on Keller's Attention, Relevance, Confidence, Satisfaction (ARCS) motivation model. We aimed to validate IMMS scores using validity evidence of internal structure and relations with other variables. Methods Participants were internal medicine and family medicine residents who completed the IMMS following an online module on outpatient medicine, from 2005 to 2009. We used confirmatory factor analysis (CFA) to examine model fit using half the data (split-sample approach). Finding suboptimal fit, we conducted exploratory factor analysis (EFA) and developed a revised instrument. We evaluated this instrument with CFA using the remaining data. Associations were evaluated between IMMS scores and knowledge and other measures of motivation (Motivated Strategies for Learning Questionnaire, MSLQ). All analyses accounted for repeated measures on subjects. Results There were 242 participants. Although internal consistency reliabilities were good (Cronbach alpha ≥0.70), CFA of the original 36-item, 4-domain instrument revealed poor model fit for data sample 1. EFA found that reverse-scored items clustered strongly together. Further EFA using data sample 1, followed by CFA using data sample 2, found good fit for a 13-item, 4-domain model that omitted reverse-scored items (standardized root mean square residual 0.045, root mean square error of approximation 0.066, comparative fit index 0.96). Linear regression confirmed positive, statistically significant associations for most hypothesized relationships, including IMMS total with knowledge (r=0.19) and MSLQ total (r=0.53; both p<.001). Examination of reverse-scored items suggested participant inattention but not acquiescence. Conclusions IMMS scores show good reliability and relations with other variables. However, the hypothesized and empirical factor structures do not align, and reverse-scored items show particularly poor fit. A 13-item, 4-domain scale omitting reverse-scored items showed good model fit.

What factors explain extreme sport participation? A systematic review.

Extreme sport participation is growing, yet it is still not clear exactly what motivates individuals to participate in sports where accidents can lead to serious injury or death. The purpose of this systematic review was to review and assess current research and identify the factors that explain engagement in extreme sport participation. A systematic review of PsycInfo, ProQuest, PsychArticles, SportDiscus and Google Scholar was performed according to PRISMA guidelines. Eligibility criteria were defined to identify studies exploring the factors that explain or are associated with taking part in extreme sports. Articles published in English in peer-reviewed journals were retrieved. A total of 35 studies met the eligibility criteria. The sample comprised 17 qualitative studies, 12 quantitative studies, 5 case studies and 1 mixed method study. Findings were categorised into five key themes; "existential and external" (external reasons for participation, e.g., being in nature), "personality" (i.e., stable traits that predicted participation e.g., sensation seeking), "motivation characteristics" (i.e., one's capability and confidence whilst participating, e.g., self-determination theory), "managing risk" (i.e., explanation centred around the desire to take risks e.g., experiential vs. analytical) and "analogies with addiction and withdrawal" (i.e., the behavioural response experienced whilst abstaining from/unable to take part in the sport e.g., craving). There are multiple reasons why individuals participate in extreme sports despite their inherent danger. This review highlights how individuals differing perceptions of risk can impact motivations and therefore the complexity in this area. Potential links between themes and suggestions for future research are also discussed. https://osf.io/mvk2j.

Primary students’ empathic text comprehension and transportation and their relations to childrens’ personal and motivational characteristics and text presentation types

Primary students’ empathic text comprehension and transportation and their relations to childrens’ personal and motivational characteristics and text presentation types

FORMATION OF THE METHODOLOGICAL CULTURE IN PEDAGOGICAL EDUCATION STUDENTS AS A MOTIVATION BASIS FOR THEIR PROFESSIONAL AND PERSONAL GROWTH

The article contains the analysis of the peculiarities of the formation of the methodological culture in the students of pedagogical education as a motivational basis for their professional and personal acme-growth. Motivation is considered as an important factor in the development of professional ideals, value orientations, pedagogical orientation, increasing the effectiveness of future teachers of higher education institutions. The characteristics of motivation for professional and personal growth of the future pedagogues are analyzed, in particular, such as humanistic orientation, goal setting, openness to innovations and changes, personality growth, humanistic values, the formation of methodological culture. Pedagogical research has been conducted on the formation of motivation for success in working teachers as a basis for further scientific research and the formation of methodological culture in the students of pedagogical education in higher education institutions. This made it possible, in the process of the next stage of the pedagogical experiment, to investigate the results of the study of pedagogical disciplines by education seekers of pedagogical disciplines under the conditions of the introduction of innovative means and technologies of education, to trace the growth of the level of methodological culture, in particular, the indicators of motivation of in the master's students. Such indicators are the result of applied methodological scientific approaches, in particular, personality oriented, acmeological, and methods of scientific and pedagogical research. The prospects of the specified scientific search include such aspects as increasing the attention of the participants in educational process to the systematic use of information technologies in the educational process in the context of integrative and acmeological approaches, interdisciplinary analysis of the defined area; the focus on training an intellectually developed creative personality capable of competent orientation in the digital educational space, continuous self-education and self-improvement; organization of professional training of future specialists according to an individual educational trajectory.

MOTIVATIONAL ASPECTS OF THE MECCAN AND MEDINA AYATS: COMPARATIVE ANALYSIS

In this article, the motivational aspects of the Ayats of the Qur’an were studied: Meccan and Medina. The changes and peculiarities of the motivation of the Ayats of the Qur’an during the early Muslim society were analyzed.In the study, all efforts will be directed at finding answers to the main three questions: a description of the main features of the Meccan surahs in the Qur’an, which give spiritual support to early Muslims and inspire the Prophet Muhammad; a comparison of how the characteristics of motivation changed over time; an analysis of the motivational methods of the Qur’an in the period of early Muslims. The historical and comparative study was conducted using the hermeneutical method. In the course of the study, it can be noted that the motivational direction and method of the Qur’an in the above periods changed with the emergence of changes in social, religious, and political relations. Despite the differences in the motivational directions of the Ayats of these two periods, there were also similar sides.The authors of the article highlight the importance of studying the issues that can currently serve as a crucial basis for Muslim society, in a deep knowledge of the significance of the Qur’an in society and an understanding of religious phenomena.

EXPLORING THE RELATIONSHIP BETWEEN WORK MOTIVATION AND JOB SATISFACTION AMONG TEACHERS OF HIGHER EDUCATIONAL INSTITUTES

This study uses structural equation modeling (SEM) to dive into the complex relationships between work motivation and job satisfaction among the teachers of higher educational institutes in and around Hyderabad, an Indian Metro. Understanding how these key factors interact in the modern organizational psychology environment is crucial for promoting employee engagement and successful implementation of academics among the higher educational institutes. We use SEM to investigate the complex linkages that underpin work motivation and job satisfaction and how these elements interact with one another. The study makes use of a broad survey instrument and a diversified sample of teachers from different higher educational institutes (HEIs) to capture complex features of work motivation and job satisfaction. The SEM is used to do complex statistical analysis on the obtained data, allowing us to go beyond obvious relationships and reveal underlying patterns of effect. With this analytical strategy, we want to not only confirm pre-existing hypotheses but also identify potential mediating or moderating factors that affect the intricate relationship between job satisfaction and motivation at work. In conclusion, this study uses a structural equation modelling technique a covariance based model to investigate the complex connection between job satisfaction and motivation at work among teachers from HEIs. This study adds to the body of knowledge in organizational psychology by revealing underlying patterns and mechanisms that underlie these dimensions and provides practical advice for fostering supportive work environments and enhancing organizational effectiveness. The results indicate a statistically significant gender differences among the teachers in job motivation and no statistically significant gender difference in work satisfaction. This suggests a statistically significant difference in SEM scores between genders

Examining the Effects of L2 Self-Guides on Chinese University EFL Learners’ Attitudes Towards Classroom Language Choice

Second language (L2) learning motivation has been widely acknowledged as a crucial factor in the success of instructed L2 acquisition. However, the effects of L2 motivation on English as a foreign language (EFL) learners’ classroom language choice (CLC) are relatively under-explored based on a systematic theoretical framework. Recently, a growing trend towards bi/multilingualism has aroused controversy over the current English-only policy in Chinese EFL higher education. To inform a more motivating classroom language decision, this study, grounded on the framework of the L2 motivational self system (Dörnyei, 2009), aims to investigate learners’ attitudes towards the English-only approach and first language (L1) use in the EFL classroom and examine the effects of L2 self-guides on learners’ CLC attitudes. Following a mixed methods approach, an adapted questionnaire was distributed to 252 Chinese first-year undergraduate EFL learners. Follow-up semi-structured interviews were conducted among twenty respondents to seek further explanations for their responses. The descriptive, Pearson correlation, and multiple regression analyses were performed to examine the relationship between L2 self-guides and attitudes towards CLC. Through thematic coding, qualitative data were analysed to supplement quantitative results and explore the explanatory power of L2 self-guides on learners’ CLC attitudes. The findings reveal students’ general preference for the appropriate use of L1 and suggest that ideal L2 self and ought-to L2 self were correlated with and could positively predict learners’ attitudes towards English immersion as well as L1 use respectively. The different motivational characteristics of ideal and ought-to L2 selves identified in this study may inform education practitioners of a translanguaging pedagogical practice and call for a language policy-making and curriculum-planning process taking students’ motivational states along with CLC attitudes into thorough consideration.

The interactive roles of individual motivational characteristics and delivery method in upper-level accounting courses

ABSTRACT This paper examines how self-efficacy, intrinsic motivation and test anxiety interact with the delivery method (online vs. face-to-face) in upper-level classes (third- and fourth-year students) in their association with course performance. Previous research in accounting [e.g. Chen et al., 2013. Online accounting education vs. in-class delivery: Does course level matter? Issues in Accounting Education, 28(1), 1–16] shows that this higher level is where the delivery method matters most, but conclusions differ as to whether face-to-face or online enjoys a decisive advantage [e.g. Aldahray, 2022. Do accounting students always perform better online? The COVID-19 experience. Accounting Education (Nov), 1–19; Chen et al., 2013; McCarthy et al. 2019. Intermediate accounting and auditing: Does course delivery method impact student performance? Journal of Accounting Education, 46, 26–42]. The findings, based on a survey of 238 students and analyses of variance with more detailed consideration of interactions noted, reveal interesting dynamics between individual student characteristics and suggest that these characteristics play an important role in course performance, possibly offsetting any perceived quality differential for one delivery method over the other. For example, the results underscore an important role played by intrinsic motivation in the learning process. The findings also suggest differential implications for post-secondary institutions in different environments, such as those that generally attract students who are more motivated and prepared versus (vs.) those in which these characteristics vary greatly among students.

The Main Characteristics of Destructive Motivation

The Main Characteristics of Destructive Motivation

Motivation of Employees’ Personal Self-Construction

The aim of the article is to analyze the phenomena and features of motivation as a psychological phenomenon regarding the implementation of constructivism in the «relationship» of personnel and the organization, when the initiative of interaction belongs to a person as a subject of self-creation and production activity. Мethods: with the help of methods of analysis, synthesis and comparison, career phenomena are highlighted in the relationship of self-design and its management at the individual and organizational levels, which stimulates a positive personal environment of interaction, promotes active behavior in the application of positive personality resources. The categorical and structural-functional methods, units of analysis of motivational structures in the manifestation of conflictogens-tensions of a personal-constructive and communicative character were used. Methods of systematization and generalization as well as modeling method were applied . Research results. The congruence of well-being and personal self-construction of the organization’s personnel in the context of motivation for higher quality and effective organizational activity on the one hand and movement in the direction of one’s own well-being on the other is determined. The practical possibilities of motivation of self-reinforcement, self-regulation, self-efficacy, as well as the effectiveness of the application of the complex theory of motivation are considered in detail. The key problem of motivation in the process of personal self-construction of personnel is determined by the interdependent formed value orientations in relation to the profession and the vision of the personal meaning of the activity, which corresponds to deep personal meanings. Conclusions. The specific epistemological context of social constructionism in the motivational paradigm of personal self-construction of personnel, based on integrity, contextuality and preventiveness, is proven. The PERMA model of positive psychology is an important tool in relation to the concepts of self-construction motivation of personnel. Local structure-forming characteristics of the personal self-construction of the personnel of organizations in the motivational dimension are the behavioral capabilities of employees, realized in the recognition of achievements, positive feedback, which initiates the subject of self-construction.

ОСОБЛИВОСТІ ЗМІШАНОГО НАВЧАННЯ В УМОВАХ ВІЙНИ

The article deals with the issues of applying mixed learning techniques for the formation of the students’ professional competence at higher medical educational institutions under wartime conditions. It is found out the essence of the concept of “mixed learning”, its peculiarities, methods, advantages and disadvantages, which must be taken into account to train a future healthcare worker. The need of mastering mixed learning basic techniques for the correct organization of the educational process is emphasized. English communicative approach to medical students’ professional competence is an integral aspect of professionally oriented study at the higher medical educational institution. Military actions in the country require the application of new principles and practices of higher medical education transformation. Therefore, the issue of mixed education for students of medical institutions of higher education under wartime conditions is one of the most crucial problems in Ukraine. Attention is focused on the need to organize and establish a high-quality educational process in the conditions of war using distance model of education. The issues of semantic content for English for Specific Purposes, selection of training material, and development of communicative component in the process of students’ mastering English language skills in the process of distance learning in the conditions of war are under consideration. Both theoretical and methodological aspects of mixed learning for mastering English for Specific Purposes and the Latin language, which are studied through combining the organic application of modern distance learning technologies, are covered. The main distance learning technologies using the MS Teams and Moodle platforms are characterized. The use of information technologies of mixed learning under wartime conditions at professionally targeted classes of English and Latin has been found to develop speech skills and abilities that make possible to express an opinion, develop thinking, as well as to have high motivational characteristics, taking into account the realities of today.

THE IMPLEMENTATION OF TOTAL PHYSICAL RESPONSE TO ENCOURAGE STUDENTS AT MARGOSARI KINDERGARTEN TO LEARN VOCABULARY

Learning English vocabulary is a challenging subject for many students. Students were differ from adults in many ways, especially on the attention span of children is limited. They are entertaining and friendly and need further English language instruction. Additionally, they get more proficiency with their hands, ears, and eyes. To fully engage in learning in class, they require methods and surroundings that they can touch, hear, and see. Most kindergartens still think and struggle to comprehend the subject matter. They can typically understand language by responding to and obeying specific commands through regularly repeated phrases or sentences as if they had naturally learned their original language from their surroundings. The TPR approach, which has been shown to be effective in teaching vocabulary to young students, was investigated by the researcher. The researcher is interested in seeing young learners being taught vocabulary via TPR for this reason. This study is a qualitative descriptive investigation. Both the teacher and the students are the subject of this study. In order to collect data for this study, two different methods were used: observation and interview. The validity of the data which following the collection of data from the observed teaching-learning activity, the data were analyzed qualitatively to compare the results of observations with implementation according to theory, to evaluate students motivation based on the motivational characteristics obtained from the observations, and interpret them. The outcomes showed that the students were more motivated to learn vocabulary using the TPR approach. This can be achieved through the teacher's encouragement of students to learn vocabulary and the way the teacher teaches. In this case, students participate fully in class activities, thereby achieving the goal of implementing the total physical response approach.