Internal Motivation Research Articles

Leveraging Habits to Improve Adherence to Gout Medications: A Qualitative Study.

This study investigates patients' medication-taking routines and the feasibility of harnessing habit formation through context cues and rewards to improve medication adherence. Semistructured qualitative interviews with patients with gout from an urban health care system were conducted to explore typical medication-taking behavior, experiences using electronic pill bottles, barriers to adherence, existing context cues, and potential cues and rewards for habit-forming behavior. Medication-taking patterns were recorded for six weeks using electronic pill bottles before interviews to inform discussion. Transcribed interviews were analyzed to generate themes using codes developed by the study team, with representative quotations selected as illustrations. We conducted interviews with 15 individuals (mean age 60.6 [SD 20.3] years, three women [20%], and nine White patients [60%]). Pill bottle-recorded adherence to urate-lowering therapy (ULT) was high (mean 0.91[SD 0.10]), and one patient was experiencing an active gout flare. Five key themes emerged: (1) reasons for nonadherence, (2) internal and external motivations for adherence, (3) structured routines around taking medications, (4) rewards for good medication adherence, and (5) the role of pill cap technology in medication-taking. The importance of a predictable, structured routine in which participants could incorporate their medication-taking behavior emerged as a key factor that promoted consistent adherence. Further, identifying context cues and reminders seemed to promote incorporation of medication-taking into routines. Therefore, habit-based interventions that use context cues to establish routines around medication-taking may be a feasible strategy to improve adherence in patients with chronic conditions such as gout.

Admiration and motivation: key factors in managing PTSD among firefighters

Post-traumatic stress disorder (PTSD) presents a significant challenge for firefighters. While research suggests that admiration may have a positive impact on individual psychological well-being, its specific influence on PTSD among firefighters remains unexplored. This study aims to investigate the association between admiration, motivation (both internal and external), and PTSD in a sample of 2156 firefighters in order to identify effective coping strategies for managing PTSD in this population. The findings indicate a statistically significant inverse relationship between admiration and PTSD, with motivation acting as a mediator. Furthermore, it is noteworthy that internal motivation is negatively correlated with PTSD in the model, while external motivation shows a positive correlation. The results suggest that feelings of admiration are associated with firefighter PTSD via motivation. Specifically, internal motivation stemming from admiration appears to have a mitigating effect on PTSD symptoms, while external motivation is linked to exacerbation of these symptoms. These results have implications for the development of theoretical frameworks and practical interventions aimed at preventing PTSD among firefighters.

Trajectories of a doctor's professional development: a narrative interview. Part 1

BACKGROUND: Medical education is one of the most prestigious and in demand at the present stage, which, first of all, is reflected in the high competition rates for admission to a medical university. At the same time, the digital development of the Institute of Medicine determines the increasing academic load and the need to expand the range of disciplines studied at a medical university. AIM: To study of the trajectories of professional development of a young doctor in the Russian healthcare system in modern conditions. METHODS: The study of the trajectories of professional development of young doctors was carried out by the method of narrative interview (n=52) in September–December 2022 on the basis of the Institute of Social Sciences of Sechenov University. The study involved young internists (n=11), pediatricians (n=11), obstetricians and gynecologists (n=10), dentists (n=10), surgeons (n=10). RESULTS: The analysis of the array of narratives allowed us to identify three key semantic and semantic data blocks (including seven subgroups), which served as the empirical basis of the standard narrative plot: the pre-university stage ["playing the profession" (3–7 years), "premonition" of professional choice (8–11 years), professional self-determination or the formation of professional intentions (12–17 years)]; university stage [obtaining medical education as the "foundation" of professional socialization (1–2 years), determining the desired trajectory of the professional path (3–6 years)]; postgraduate stage [debut of professional activity (residency), "challenges of professional autonomy"]. CONCLUSION: The analysis of the corpus of narratives of young doctors made it possible to identify the key temporal points of the trajectory of their professional formation in the modern situation, and showed that the formation and professional self-determination of a medical specialist is determined not only by internal motivation, but also by the influence of social agents (specific for each stage), the conditions of the social and professional environment.

An analysis on the factors of teachers' influence on the musical creativity of college students in Zhejiang University Music Association

In the wave of new educational curriculum reform, exploring how to stimulate and cultivate college students' musical creativity has become an important topic that cannot be ignored. In order to achieve this goal, we must focus on enhancing the innovative ability and consciousness of college students, which is the key to cultivate their musical creativity. This study takes the students in the music clubs of colleges and universities in Zhejiang as the object, and discusses the influencing factors of the creativity of music creation from the perspective of teachers. Through the establishment and analysis of the structural model, it is found that teachers' intelligence, personality, motivation, knowledge and skills, diversity of music preferences, social and cultural tendencies and other factors have significant effects on students' musical creativity. Among them, long-term memory and retrieval ability, openness to experience, internal motivation, diversity of music preferences and sociocultural tendency have positive effects on music creativity. Based on the research results, this paper puts forward specific educational countermeasures and suggestions, aiming to stimulate students' musical creativity comprehensively and improve the quality of music education through innovative teaching methods, changing the role of teachers, weakening the sense of competition in learning, integrating collective culture and other measures. This study not only enriches the theoretical system of musical creativity, but also points out the direction of college music community education practice, and provides valuable inspiration and practical reference

Expanding self-referential awareness in music learning: utilising the expressive arts to facilitate reflection during group free improvisation

ABSTRACT Traditional music education has prioritised external over internal performance aims, leading some learners to prioritise external motivations. I facilitated a workshop series for participants who experienced music performance anxiety when improvising, to examine if free improvisation coupled with expressive art response could cultivate self-knowledge and self-referential awareness to balance internal and external motivations and restore healthful evaluations of the participants’ music-making. Using case study and art-based research, I invited six participants to improvise, journal, engage in art response during the playback of improvisations, and participate in group discussions. Findings suggest that participants learnt to identify self-referents and expand their conscious awareness of inner dialogue, emotions, and physical sensations during music-making. They were able to use this expanded awareness to begin to redirect their focus from self-conscious thoughts to more non-judgmental or creative states. Internalised fear-based motivation was identified as a barrier to effective musical communication during improvisation.

Does environmental governance mitigate the detriment of greenwashing on innovation in China?

The study examines the impact of greenwashing on corporate innovation and its governance mechanisms using a sample of 1337 Chinese A-share listed enterprises from 2009 to 2021. The results indicate that greenwashing behavior inhibits corporate innovation output, adversely affecting long-term value realization. More importantly, we explore positive roles of government and corporate internal environmental governance measures in regulating corporate deceptive “greenwashing” behavior. Through environmental policy tools, such as environmental subsidies and penalties, governments can provide positive incentives and negative constraints for corporate environmental governance. Furthermore, improving green investment and board environmental background can build a virtuous corporate internal incentive mechanism. Both inhibit the costs and incentives of greenwashing, prompting enterprises to focus more on long-term development and innovation investment. Additionally, greenwashing has more significant effects in green innovation, high-tech industries, and high-financing constrained enterprises. Our findings provide new insights into the economic consequences of greenwashing and its effective governance measures.

DIGITAL EDUCATIONAL ENVIRONMENT IN THE PANDEMIA CONTEXT: THE STUDENT AUDIENCE INTENTIONS

The article presents the features of digitalization of the educational process of higher educational institutions in Ukraine and describes the impact of the COVID‑19 pandemic. It was revealed that modern global challenges have become a powerful impetus for effective innovations in the field of education. In particular, the COVID‑19 pandemic created a unique opportunity for the unprepared introduction of digital technologies into the educational process, and with the beginning of the war in Ukraine, the digital format of education became almost the only opportunity to obtain higher education. In the context of the digitalization of the educational process, distance education has become increasingly widespread, specializing in the provision of educational services using the use of modern information and communication technologies in education. Scientific research has identified the advantages of distance learning in higher educational institutions in Ukraine, including temporal, geographical, psychological, ergonomic, etc. Discussive issues that arise in the process of organizing distance learning are highlighted, related to the need for high internal motivation of higher education applicants, technical shortcomings, problems of identifying applicants, lack of live dialogue with the teacher, lack of digital competencies, etc. Factors that negatively affect the quality of implementation of digital learning technologies in higher education institutions have been identified. It was found that thanks to digitalization, the educational process has become more personalized, mobile, accessible, and flexible.The article substantiates the need to create a digital educational environment in the conditions of informatization and digitalization of education. Approaches to substantiating the essence of the digital educational environment are defined, and the conditions for its creation are indicated to improve the quality of educational services. The advantages of the digital educational environment include providing educational opportunities for all participants in the educational process equally; mobility of learning (variation of time and place of study); implementation of continuous education throughout life; training applicants for higher education, students of courses and professional retraining programs according to designed individual educational programs; consumption, use, and development of electronic educational resources. It has been established that the conditions of the digital educational environment make it possible to develop a certain electronic basis for the development of the cognitive and creative activity of higher education applicants and teachers, which accompanies the continuous dynamic formation of a system of knowledge and competencies, which is the basis for managing andensuring the quality of the pedagogical process and educational services. We see the prospect of further scientific research in the studio for digitalization of the educational process.

From theory to practice in implementation science: qualitative insights from the implementation model developed by a commercial eMental Health provider

BackgroundAlthough eMental health interventions are a viable solution to address disparities in access to mental healthcare and increase its efficiency, they still face challenges of implementation. Literature highlights numerous barriers such as diffusion of responsibility and unclear expectations of what implementation entails might hinder this process. While research mostly focuses on analyzing these barriers, there is an urgent need to increase uptake in practice. In turn, commercial companies focus mostly on increasing uptake, while overlooking research outputs. To bridge the gap between research and practice, attention to how implementation occurs in practice is required. This study investigates “Make it Happen” (MiH), the implementation model developed by the eMental Health company Minddistrict, aiming to gain more insight into operationalizing implementation frameworks by 1) describing MiH and its conceptual underpinnings, and 2) gaining lessons learned from the development of MiH. Ultimately, this work aims at improving existing scientific frameworks by extending them with knowledge from practice.MethodsFirst, individual interviews and focus groups with Minddistrict implementation managers were performed. Second, individual interviews with project leads in mental healthcare organizations that were involved in the implementation of Minddistrict were conducted. Within Minddistrict, 7 implementation managers and account managers were involved, in addition to 11 project leads from mental healthcare organizations. Data were elaborated with thematic analysis.ResultsA comprehensive description of MiH and its 5 main phases was achieved. During the 1) Onboarding phase, implementing organizations are guided by Minddistrict to build a team responsible for implementation, which then 2) designs patient and client journeys, 3) builds, tailors and configures their offer, 4) trains key-users and, 5) evaluates the success of implementation. All participants had extensive and aligned definitions and articulated expectations on implementation. Points of improvement for the model such as role ambiguity and excessive workload were identified. As strengths, internal motivation and good relationships with the provider were valued.ConclusionThe present study highlights the importance of clear role division and stakeholder engagement in implementation processes, and suggest that a strong collaboration between companies and academia could optimize implementation efforts and ensure a better fit between humans, context, and technologies.

Motivational Variables as Moderating Effects of a Web-Based Mental Health Program for University Students: Secondary Analysis of a Randomized Controlled Trial.

Self-guided web-based interventions have the potential of addressing help-seeking barriers and symptoms common among university students, such as depression and anxiety. Unfortunately, self-guided interventions are also associated with less adherence, implicating motivation as a potential moderator for adherence and improvement for such interventions. Previous studies examining motivation as a moderator or predictor of improvement on web-based interventions have defined and measured motivation variably, producing conflicting results. This secondary analysis of data from a randomized controlled trial aimed to examine constructs of motivation as moderators of improvement for a self-guided 8-week web-based intervention in university students (N=1607). Tested moderators included internal motivation, external motivation, and confidence in treatment derived from the Treatment Motivation Questionnaire. The primary outcome was an improvement in depression and anxiety measured by the Depression Anxiety Stress Scale-21. Piecewise linear mixed effects models showed that internal motivation significantly moderated symptom change for the intervention group (t1504=-2.94; P=.003) at average and high (+1 SD) motivation levels (t1507=-2.28; P=.02 and t1507=-4.05; P<.001, respectively). Significant results remained even after controlling for baseline severity. The results showed that confidence in treatment did not significantly moderate symptom change for the intervention group (t1504=1.44; P=.15). In this sample, only internal motivation was positively correlated with service initiation, intervention adherence, and intervention satisfaction. The combination of a web-based intervention and high or moderate internal motivation resulted in greater improvement in the total Depression Anxiety Stress Scale-21 score. These findings highlight the importance of conceptually differentiating motivation-related constructs when examining moderators of improvement. The results suggest that the combination of a web-based intervention and high or moderate internal motivation results in greater improvement. These findings highlight the importance of conceptually differentiating motivation-related constructs when examining moderators of improvement. To better understand the moderating role of internal motivation, future research is encouraged to replicate these findings in diverse samples as well as to examine related constructs such as baseline severity and adherence. Understanding these characteristics informs treatment strategies to maximize adherence and improvement when developing web-based interventions as well as allows services to be targeted to individuals likely to benefit from such interventions. ClinicalTrials.gov NCT04361045; https://clinicaltrials.gov/study/NCT04361045.

Why do students choose to do an extended GP placement?

ABSTRACT The drivers for medical students’ decision making when considering which Student Selected Component (SSC) to undertake is poorly understood. Furthermore, it is unclear why students undertake a specific SSC allowing them to have an extended placement in GP in their final year. It is known that high quality GP placements encourage students to subsequently choose GP as their career, therefore if the decision-making process of students in this area can be better understood, then this may help inform medical school actions to encourage a greater uptake of these extended placements. Semi-structured interviews were conducted with final year medical students at a Scottish University. Students were selected to provide a mixture of those who had and had not chosen to undertake the extended placement. The data was transcribed and analysed using thematic analysis to generate themes which represented the data. This showed that career intention was a major factor driving SSC choice. Additionally, students sought peer feedback and tended to avoid specific SSCs if they felt a lack of internal motivation. Considering the choice for the extended placement, students tended, again, to choose based on career intentions, and they also based their decision on previous experiences of GP. Career intention and prior experience are key factors in student choice of SSC and whether to undertake an extended GP. In order to address the national shortage of GPs medical schools need to consider how they might influence these drivers.

Past behaviour intentions, present normative beliefs, and future customer loyalty

AbstractTourists are often motivated by a desire to reduce their impact on the environment and support local communities. By understanding the motivations and preferences of different types of tourists, destinations can tailor their offerings to attract and retain a diverse range of visitors. This study aims to determine if tourists who are attracted to the natural environment in a destination are more likely to engage in sustainable behaviors. It also explores whether easy access to information on sustainability influences decision‐making when traveling. The article raises the question of whether post‐pandemic tourists seek sustainable destinations due to both internal motivations and external influences. This article examines the convergence of pull‐push tourist motivations in sustainable destination preferences post‐pandemic. Using data from 12,101 Eurobarometer 2021 respondents from the TOP 12 countries with high pro‐environmental attitudes, the study found a confirmation of sustainable behaviors among European citizens. Future research directions and limitations are discussed.

Collaborative Governance in Accelerating Stunting Reduction through Corporate Social Responsibility

This research aims to explore collaborative governance in accelerating the reduction of stunting through Corporate Social Responsibility (CSR) programs in Warakas Village, North Jakarta. The Ketapang Kuning program, a CSR initiative, successfully reduced the stunting rate from 19.3% to 12% in 2022. This study employs a qualitative approach with data collection techniques that include field studies and literature reviews. The results indicate that collaboration between the private sector, government, and community is crucial in addressing stunting issues. Key factors supporting the success of this program include power-resource-knowledge asymmetries such as knowledge, managerial capabilities, and financial resources from the business sector, as well as incentives to participate in the form of internal and external motivations like rewards, and collective facilitative leadership and transparency. The discussion of this research emphasizes the importance of corporate social responsibility (CSR) in reducing stunting and how effective collaboration between various parties can produce significant impacts. The collaboration between the government and the private sector, as demonstrated by PT. PLN IP Priok PGU, serves as a concrete example of how human resources and available funds can be optimally utilized to achieve common goals in stunting reduction.

The project-based learning model of training engineers: exploring opportunities for building an individual learning trajectory from the students’ and instructors’ perspectives

Introduction. The project-based approach into engineering training is an innovative education practice that exemplifies the UNESCO strategy for implementing such practices in education worldwide. The motivation of the study is justified by the fact that the implementation of project-based learning involves building a student learning trajectory, which meets demands for competitive specialists in the automotive industry. The research aimed to investigate opportunities for building students’ learning paths in correlation with the formal performance of the project-based learning model and to elicit issues for its improving. Materials and methods. The study used analysis of previous research and formal performance indicators of the project activity at the Mechanical Engineering Center, where pilot engineering training was launched at Togliatti State University (TSU, Russian Federation). To collect empirical data, an online survey was administered among 118 engineering students (its reliability reached Cronbach’s alpha 0.84), and unstructured and focused interviews among student advisors and project supervisors were conducted. Methods of descriptive statistics and IBM SPSS Statistics 23 package were employed to process the obtained quantitative data. Research results. Quantitative performance indicators of the model demonstrate overall positive dynamics in engineers’ training from 2017 to the present. The study discovered project satisfaction at the Mechanical Engineering Centre (74.1%) and the majority of students (71.9%) evaluate positively project opportunities. The correlation between the project role and the awareness of project opportunities was found (r = 0.23; p &lt; 0.05): all student advisors considered project activity as an opportunity to develop their learning trajectory. However, 14.9% of participants did not consider such project prospects. The focused interview clarified reasons for this choice. Conclusion. The study shows that the correlation between the positive dynamics of formal indicators and assessments of the opportunities of building an individual learning trajectory reveals the need to improve the introduced model in terms of finding the optimal balance between the number of projects and their quality. The study prospects include the formation of students’ readiness and internal motivation for participating in engineering projects. The TSU experience in evaluating the opportunities of forming students’ learning paths through project participation can be helpful for other Russian universities where project-based learning is implemented.

מוסדות לילדים עזובים ביישוב ועיצוב זהותם החברתית והלאומית של החוסים בהם, 1948-1934

Personal, social, and national problems have been attributed to the phenomenon of ‘abandonment’ in the Jewish Yishuv, which involved thousands of children wandering the streets without supervision. Some of these children were absorbed into closed institutions, both national and municipal, which viewed themselves as substitutes for the family and were meant to provide the children with a framework of physical and emotional support. The article describes the institutions for abandoned children established by Tel Aviv Municipality and the Jewish National Council and the therapeutic and educational approaches they adopted and examines their role in the process of shaping the social and national identity of the children. The institutions differed from each other in their day-to-day functioning, but they all shared the aspiration to shape the children’s social and national identity, with the goal of facilitating their integration into society. In the social domain, the institutions aspired to avoid labeling the children as abandoned or delinquent and attempted to guide them towards normative lives; however, the mere presence of the children in a specialized institution already labeled them and influenced their self-perception. In all the institutions, vocational training was a prime channel in identity formation. In urban institutions, the industrial element was emphasized, while in rural institutions, it was the agricultural element, which was the flagship of national endeavor. The national emphasis on the shaping of children’s identity was for some of them a springboard to social integration; however, others felt even more abandoned in institutions founded on value systems far removed from their personal worlds. The insights that emerge from the article highlight the necessity of integrating a value-driven goal within the identity-shaping process. Such a goal—whether national, social, or personal and whether particularistic or universal—provides a child with a horizon to strive towards and internal motivation for growth and development, even from within a crisis.

Bridging Motivation and AI in Education: An Activity Theory Perspective

After the pandemic, research on Artificial Intelligence (AI) in the field of education has seen a significant increase globally. Although this topic is not new to education, very few studies conducted before the pandemic addressed the problem of supporting internal motivation in students, crucial for the quality of learning and knowledge retention. This study explores the extent to which this topic is covered in recent research by conducting a cross-disciplinary literature review within the theoretical framework of Activity Theory (AT). It aims to identify the extent of coverage of all types of relationships between nodes in the educational activity system, with special attention to Subject (students) and Object, as this central relationship embodies the motive-driven nature of human activity. The analysis incorporated 69 articles from Scopus published from 2020 till present. The results demonstrate coverage of only some relationships: Subject-Tools (students interaction with AI technology), Tools-Object (development of AI technologies), Tools-Community (adapting AI within an educational community). The central relationship between Subject and Object remains unexplored. Practical implications involve developing and integrating AI tools to stimulate intrinsic motivation by emphasizing personal meaning. Theoretical outcomes involve exploring how to foster and sustain students' intrinsic motivation in relation to AI.

Шет тілін оқытуда мотивацияны арттыру арқылы тұрналық медиа материалдар

Teaching a foreign language involves not only technical mastery of all speech skills. This, first of all, is facilitated by increased interest and positive internal motivation of the student. The ability to see the prospect of mastering a foreign language is one of the learning tasks. If at the first stage of training at the A1-A2 level there is a high internal motivation, then later, the more complex the material and the influence of external factors such as the choice of profession and others, implicitly affect its decline. The process of systematic support and increasing the motivation of students in learning a foreign language plays an important role. This article presents a theoretical model of increasing students’ motivation through the using of authentic materials in foreign language classes, which is developed as part of the master's thesis “The use of authentic media materials as a means of increasing motivation in foreign language teaching”. The article presents the concept of “Authentic materials”, as well as the “Classification of authentic materials” and their motivational potential. It has been proven that incorporating authentic media materials into foreign language teaching can be an effective strategy for increasing students' motivation and engagement.

Effects of Self‐Determination and Self‐Efficacy on Employees' Psychological Performance and Organizational Behaviour

Self‐determination and associated self‐efficacy are broad theories of human motivations that have grown in importance in many domains of psychology, particularly organizational psychology, during the last four decades. This has been in development for more than four decades, with the original focus on internal motivation and its antecedents and implications. This rapidly led to a study of the relationships among motivational factors, as well as the classification of extrinsic motivation kinds in terms of autonomy. The objectives of the following research are: to evaluate the private organizations had a more effective partnership between organizations and employees that ensures better job performance, to discover that private organizations encouraged employees to work hard, to discover that employees with Bachelor's degrees had more self‐determination and improved performance in an organization. The methodology adopted was Qualitative research with data collection of 300 employees belonging to 2 private and 2 public organizations in Lahore, Pakistan.

The Influence of Internal Control Systems, Motivation, and Remuneration on the Prevention of Fraud in the Misuse of Funds in Local Government

The Influence of Internal Control Systems, Motivation, and Remuneration on the Prevention of Fraud in the Misuse of Funds in Local Government

MOTIVATION AND AFFECTIVE FACTORS TO LEARN ENGLISH AS SECOND LANGUAGE

This study explores the complex interplay between motivation and affective factors, emphasizing these components' critical role in the effectiveness of English as a second language (ESL) learning. Comprehending these processes enables educators to establish conducive situations that foster language acquisition. The study investigates the reasons behind ESL learners, ranging from authentic curiosity about the language and culture to pragmatic professional objectives. It examines how motivation interacts with attitudes, emotions, and anxiety levels during learning. To examine research on affective factors and motivation in ESL learning, using a qualitative research approach, the researcher reviewed the literature and examined academic books and articles about the motivations, challenges, emotional experiences, and cultural backgrounds of ESL learners, making sure to include relevant details and cite all relevant sources by American Psychological Association (APA) guidelines. The results highlight the relationship between affective factors and motivation. Anxiety may impede language acquisition, whereas positive attitudes and internal motivation drive the process. The study emphasizes how crucial it is to have a welcoming classroom that considers cultural diversity and promotes a feeling of community. Policymakers and educators can benefit greatly from the insights this research induces. Educators may customize lessons to suit student requirements and learning styles by recognizing the interaction between affective factors and motivation. This will eventually result in a more positive and practical ESL learning experience for all students.

Research on Consumption Characteristics and Marketing Strategy of Micro-short Drama from the Perspective of Self-Determination Theory

Purpose - With the integration of science, technology, and culture, micro-dramas have emerged as a new driving force in advancing China’s short video industry. The purpose of this study is to deeply understand and analyze the characteristics of consumer consumption behavior to provide a theoretical perspective for the marketing strategy of microdrama. Design/Methodology/Approach - Based on the internal motivation of consumers and the characteristics of the micro-drama industry, a comprehensive analysis framework is constructed based on the three core dimensions of “autonomy, ability and belonging” in the self-determination theory (SDT). Through literature review, case analysis, and other methods, the consumption characteristics of micro-dramas are systematically examined. Subsequently, targeted marketing strategies are proposed accordingly. Findings - The study shows that consumers show diversified motives and demands in the consumption of short dramas, among which the pursuit of autonomy, the sense of ability and the construction of belonging become the key factors affecting consumers’ decision-making. Based on these findings, this study further refines the consumption characteristics of microdramas and reveals the intrinsic link between them and marketing strategies. Research Implications - This study enriches the theoretical research in the field of drama marketing. Through indepth understanding of the consumption characteristics of consumers, enterprises can more accurately locate the target market and formulate more effective marketing strategies, so as to promote the sustainable and healthy development of the drama industry.