Level Of Motivation Research Articles

The Relationship Between Motivation, Job Satisfaction and Psychological Well-Being among Special Needs Teachers in Johor

Education is a process and opportunity for students to learn and reap new knowledge. Having an adequate amount of education can help a young student to achieve their ambitions, get a successful career and have high social status. However, special needs education has broader scope, and it does not only focus on taking care of the physical disabilities of the children. It also includes focusing on the children’s academic learning, development from dependence to independent stage and also better social interaction skills throughout their life. All special need teachers deserve to feel comfortable, satisfied and happy with their job. There are many factors that can contribute to job satisfaction, psychological well-being and motivation. Five objectives were created to identify the relationship between motivation, psychological well-being and job satisfaction. Descriptive Statistic had been used to identify the level of each variable for the special needs teacher in Johor while Inferential Statistic like Wilcoxon and Kruskal-Wallis H had been applied to determine which motivation factor (extrinsic-intrinsic) influence special needs teachers the most and is there relationship between all three variables. Finally, it is found that the level of motivation, psychological well-being and job satisfaction is high among the special needs teachers. Also, extrinsic factor is given more importance than intrinsic factor and lastly, it is proven that there is no significant difference in all three variables among special needs teachers

A Framework of Employee Sustainability in the Current Business Environment

[1] The current business environment is getting more volatile, uncertain, complex and ambigious. Due to this, it has become difficult for organisations to retain their employees. However, there are some organisations that are able to sustain their employees despite all those challenges. Achieving employee sustainability indicates sustainability in the business operations. The key to creating a vibrant and sustainable organisation is to find ways to get all the employees—from the top executives to the assembly line workers—personally engaged in day-to-day corporate sustainability efforts. Employees sustainability could be influenced by their motivation to remain despite the harsh business environment. The business environment is not only harsh but its unpredictable, which affects the stability of the organization as a whole. Their level of motivation could be linked to the theory of needs which covers physiological needs, safety needs, love and belonging needs, self-esteem and self-actualization. The purpose of this study is to examine the variables that frameworks employee sustainability.

Motivational Factors Influencing the Choice of Medical Studies and Future Career Plans among Montenegrin Students.

There is a concerning trend of emigration among highly educated individuals in Montenegro. This includes medical professionals who seek better job opportunities abroad. The aim of the present study was to identify the primary motivational factors driving Montenegrin medical students to pursue a career in medicine, and whether these factors undergo changes over the course of their studies. A cross-sectional study included 210 medical students in Montenegro, 27.62% were males, and 72.38% were females. The mean age of the students was 21.90 years (SD=3.05) (range 19-39). Their academic motivation was analysed using the Academic Motivation Scale, previously validated in various cultural contexts. The results showed that autonomous motivation levels were higher than controlled motivation levels (p<0.001) among students in Montenegro, which has been previously associated with better learning outcomes. Students with medical doctors among their family members had higher extrinsic motivation related to rewards and punishments (extrinsic motivation with external regulation p=0.018). Amotivation showed a trend of increasing as the students got closer to graduation (p=0.057). Only 8.1% of students planned a career in primary healthcare, and 1% wished to specialize in family medicine. This study's findings, which indicate high levels of autonomous motivation among medical students, are of significant importance. They contribute to a comprehensive understanding of the motivation factors among medical students and young healthcare professionals in Montenegro. Moreover, they provide a basis for the implementation of strategic interventions to retain highly skilled medical professionals within the country's workforce, thereby addressing the concerning trend of emigration among this group.

Comparative study of the relationship between empathy and motivation among undergraduate students of new curriculum and old curriculum.

The new competency-based curriculum incorporates the social sciences and humanism to the basic and clinical sciences, thus giving an integrated approach to medical education. Comparing the empathy score with the motivation level across the two curricula was thus planned to assess the current status. A cross-sectional qualitative study using an Internet-based electronic survey containing both an academic motivation scale to assess the motivation level and Jefferson's scale of empathy was used to assess empathy score. From the above study, we concluded that males have a higher empathy score across both the curricula. >95% of students of both categories belonged to the High Intrinsic High Control motivational category. The empathy scores were slightly higher among the CBME (Competency Based Medical Education) group compared to the non-CBME group, but it was not statistically significant. In subgroup analysis, Phase 3 was found to have a significant association. The majority of the students fall in the High Intrinsic High Control category, where they have the next highest level of empathy. Phase 2 was found to have a significant association; it could be because of the positive effects of AETCOM classes on the ready-to-enter clinical exposure batch. The study also revealed that while motivation and empathy are generally linked, outliers existed, particularly among participants with low initial motivation but high empathy. This suggests a potential association between extrinsic motivation and empathy, possibly influenced by external factors.

Stress resistance as an indicator of psychological readiness for professional activities of modern youth

Introduction. The problem of stress tolerance does not lose its relevance today, the concept of stress tolerance is increasingly being discussed in the discourses of the European Union and international organizations. In modern conditions, a person performs responsible tasks in a difficult environment of constant exposure to psychogenic factors: physical overloads, intense work of attention, the need for continuous analysis of rapidly changing situations and their uncertainty, etc. In this regard, the problem of the importance of stress tolerance as an indicator and a possible component of psychological readiness for professional activity of modern youth is of particular relevance. The expediency of considering a single socio-psychological aspect of readiness for professional activity, which includes an inseparable set of personal formations and a state of focus on certain actions, is emphasized. Materials and methods. The respondents were 230 students of both sexes, the average age was 21 ± 2.3 years. The following diagnostic methods were used: S. Muddy's resilience test (adapted by D. A. Leontyev, E. I. Rasskazova), a stress resistance test that reveals the current level of stress (Boston stress resistance test), a method for diagnosing coping behavior in stressful situations (S. Norman, D. Endler, D. James, M. Parker), K. Zamfir’s technique modified by A.A. Reana “Motivation for professional activity”; questionnaire of volitional self-control A.G. Zverkov, E.V. Eidman (VSK), “Self-Confidence Scale” S. Reizas. The statistical reliability of the results is ensured by using the following procedures: descriptive statistics (analysis of intragroup means and standard deviations), Student's t-test. Results. The study found that 50% of students in group 1 (with a low level of resilience) have a reduced level of stress resistance, 50% of students in group 2 (with an average level of resilience) and 57.2% of group 3 (with a high level of resilience) have an average level of stress resistance. It was also established that the proper level of internal motivation, volitional self-control and assertiveness was revealed in the subjects with the highest stress resistance indicators. That is, the higher the stress tolerance indicators, the more effectively a person will be able to cope with difficulties and problems that arise on his way to the goal, the more likely he will make every effort to achieve a successful result and enjoy it. Conclusion. The results obtained suggest that the ability to withstand stress will allow a young specialist not only to cope with difficulties and problems that arise on his way to the goal but also to attach less importance to external circumstances which can have a positive impact on future professional activities.

PECULIARITIES OF COMMUNICATIVE LEADERSHIP COMPETENCE

This article discusses the features of communicative competence, which is an integral part of modern leadership, ensuring successful interaction in a diverse and rapidly changing environment. Leaders with high communication skills can adapt to the challenges of the time, maintain a high level of team motivation, and achieve their goals. The authors explore the key aspects and characteristics of leaders' communicative competence. It is crucial for successful team management in a globalized and culturally diverse environment. In addition, the paper presents the main components of communicative leadership competence, analyses the works of domestic and foreign scholars on leadership competence, studies modern views of communicative leadership competence, and considers the leadership competence of future teachers of English. It is known that communicative leadership competence is an integral part of the professional training of future teachers of English. High communicative skills allow teachers to interact effectively with students and colleagues, create a positive and productive learning environment, and contribute to their personal and professional growth.

Effectiveness of Using Fun Minds Flash in Improving Vocabulary Retention Among Year 5 Remedial Pupils

Vocabulary retention is vital for learning a language and proficiency in English. This will enable effective recall and use in various contexts in which enhancing both productivity and receptiveness that are complimentary for speaking, writing, listening and reading. However, nowadays, it was found from the practicum insights that there were poor English vocabulary retention especially among remedial students that are known to require extra support for learning difficulties. The contributors’ factors were coming from focus difficulties, language proficiency problems and anxiety issues. Not only that, but traditional teachers also often overlook the diverse learning needs of these pupils. In this study, the factors of lack of interactive tools, anxiety management and multimedia integrations were analysed, and it highlighted the potential of 'Fun Mind Flash' as an interactive tool designed to enhance vocabulary retention through tactile and auditory learning experiences. It includes personalised and customised word cards with audio structures for pronunciation and contextual usage. The token reinforcement system was also used in this study to explore the innovative solutions to improve vocabulary retention among primary ESL remedial pupils. The methods used in this study were mixed approaches of quantitative and qualitative methods. As a result, based on quantitative findings, the post-test scores indicated the effectiveness of the interactive tools (Fun Mind Flash) and found to help increase the vocabulary knowledge and application of English. Qualitative findings found that observations and interviews discovered high levels of engagement, motivation and meaningful learning outcomes. Students were found to be more interested in their learning and able to cope with their anxiety during the sessions of learning. This study suggested further studies on long-term impact of Fun Mind Flash and as well comparing it with other interactive tools, the integrations of advanced technologies to adapt with the diverse cultural contexts.

The Effect of the Hybrid Learning Environment on the Learning Experience and Engagement of Mature Students in Thailand

Background and Aim: Mature students have unique strengths and weaknesses compared to traditional students, including higher levels of self-directed learning and motivation, paired with more time and resource limitations, making online and hybrid learning very popular. However, the quality of the hybrid learning environment could impact learning outcomes. The research investigates the role of hybrid learning environments in the learning experience and cognitive engagement of Thai mature students using the Web-Based Learning Environment Instrument (WEBLEI) assessment framework for online environments. Materials and Methods: An online survey was conducted among mature students at a Thai university (n = 290). Data was collected using a questionnaire based on the WEBLEI framework. The data analysis used descriptive statistics and Structural Equation Modelling for hypothesis testing. Results: Hybrid learning environment characteristics of access, interaction, response, and results significantly influenced perceived learning. Perceived learning and academic self-efficacy influenced cognitive engagement. Academic self-efficacy fully mediated the relationship between perceived learning and cognitive engagement. Conclusion: The hybrid learning environment and its characteristics have a direct influence on the learning experience of mature students, with interaction having a particularly strong effect. Students respond to interaction, feedback, and critical reflection about their contributions, with course design and structure, convenience, efficiency, and autonomy on participation also playing a role. To influence cognitive engagement, improving the online learning environment to support perceived learning and particularly academic self-efficacy is critical.

Effectiveness of teacher’s training program for tobacco control in schools of Lucknow: A Quasi-experimental study

Introduction: Teachers play a crucial role in influencing the attitudes and behaviors of their students. Their knowledge, attitude, and practice towards tobacco use, have a direct impact on strict implementation of School Tobacco Control Policies. The present study aimed to assess the effectiveness of the teacher’s training program, Choose Health by Avoiding Tobacco (CHAT) for tobacco control measures in schools of Lucknow. Materials and Methods: The study was a Quasi experimental study conducted among 120 school teachers from six Government High Schools in Lucknow. An interactive training session on various tobacco-related topics was conducted. Knowledge gained was assessed by comparing post-test scores with pre-test scores. McNemar’s test was employed to assess change in knowledge before, after, and after 1 month of the training program. Wilcoxon signed-rank test was used to compare the mean of pre-, post-, and follow-up test scores. Results: The prevalence of tobacco use was 21.7% among the participating school teachers. The female teachers did not consume tobacco in any form. There was a significant improvement in the mean post-test score as compared to the pre-test score (P &lt; 0.001), with no significant attrition of knowledge gained after one month. A 94.2% of the participants reported that the training session conducted has motivated them to quit tobacco use. Evaluation of the six participating schools on their compliance with the “Tobacco Free Educational Institute” (ToFEI) Guidelines, demonstrated some improvement in implementation of these guidelines within two months of the training session as compared to baseline observations. Conclusion: The present study showed that the CHAT interactive educational intervention program was effective in improving knowledge related to tobacco and its laws to protect minors from the tobacco epidemic. The intervention also resulted in a high level of motivation among teachers to choose a tobacco-free life.

ПЕДАГОГИЧЕСКИЕ УСЛОВИЯ И МОТИВЫ ИССЛЕДОВАТЕЛЬСКОЙ ДЕЯТЕЛЬНОСТИ СТУДЕНТОВ

The article raises the problem of low interest of students in scientific work. The question of the influence of motivation levels of engineering students on their interest in research activities is considered. Attention is paid to the potential of junior courses' block of natural science disciplines as the first step in a series of measures to attract students to research. An anonymous survey of three-year students of a technical university was conducted to identify their motivations for vocational training. An analysis of the results of assessment of students of different courses by levels of manifestation of motives is presented, with elements of author's scaling of empirical data. In order to obtain and analyse qualitative data, the results of the focus group method are presented. The pedagogical principles of early development of research activity are defined: systematicity, interdisciplinarity, variability. A significant time and organisational resource for conducting optional research activities was identified. They are the hours in the working programmes of general education disciplines, allocated for independent work of students. Organisational and pedagogical conditions and approaches for early involvement of students in research activities are proposed. It is noted that the proposed measures have been successfully implemented in Tver State Technical University. The obtained results do not contradict similar studies of other authors.

Peculiarities of the influence of the level of motivation for cognitive activities on the development of future teachers’ intellectual abilities

Introduction. The article considers the problem of developing Education students’ intellectual abilities at different levels of their cognitive motivation. The purpose of the study is to reveal how low and high levels of motivation for cognitive activities influence the development of the psychological system of intellectual abilities in different periods of Education students’ learning and professional activities. Materials and Methods. The study follows the system-genetic variant of the activity-based approach, which enables the authors to explain the influence of personality abilities (motivation) on the development of the abilities of the subject of the activity (intellectual abilities). The main methods employed include a survey, testing, analysis of regulatory documents and scholarly literature on the research problems. The sample consisted in 156 undergraduate students majoring in Education. Results. The authors have revealed a nonlinear nature of the influence of cognitive motivation on the development of intellectual abilities of Education students. It was found that an increase in cognitive motivation does not lead to an increase in absolute indicators of intellectual abilities and the level of general intelligence; its influence is manifested in a change in the structural organization of intellectual abilities in different periods of learning and professional activities. A high level of cognitive motivation ensures successful restructuring of intellectual abilities at the beginning of teacher training, testing new methods of intellectual activities in the middle of the degree course, optimization of the structure of intelligence at the end of studying. Thus, the influence of cognitive motivation on intellectual development is mediated by the acquisition of experience in educational and professional activities, requiring testing different methods of arranging students’ intellectual activities. Conclusions. Managing the process of developing motivation and intellectual abilities in a future teacher should take into account the complex nature of relationships between these psychological phenomena. The effect of pedagogical influence on motivation and, as a consequence, intellectual development is of a delayed nature, mediated by the acquisition of experience in solving educational and professional problems by future teachers at different stages of pursuing the degree programme.

Instrumental Motivation and Self-Efficacy of Indonesian L2 Learners of English: Does Gender Play a Role?

Extensive research on second and foreign language learning suggests that gender can significantly influence language acquisition. While some studies indicate that female learners often outperform males in language tasks, the evidence is inconsistent, and findings may vary depending on the learning context. This highlights the need to explore further how gender interacts with other factors, such as motivation and self-efficacy, in shaping L2 learning outcomes. This study explores how gender affects learners' instrumental motivation and self-efficacy in learning English as a second language. A total of 144 L2 learners from non-English departments at a private university in Java, Indonesia, participated in this research, which utilized a survey design. Paper-based questionnaires were distributed to participants, who were recruited through convenience sampling. The findings revealed that female learners reported slightly higher levels of instrumental motivation (Mean female = 43.40) than male learners (Mean score-male = 42.78). However, the difference was not statistically significant, t= .86, p = .15. In terms of self-efficacy, male learners demonstrated marginally higher levels (Mean score-male = 47.71) than females (Mean score-female = 46.32), but again, this difference was not statistically significant, t= -1.48, p = .14. These findings suggest that, while gender differences in motivation and self-efficacy are often highlighted in L2 research, their impact may vary based on specific learning contexts. Further research is needed, incorporating additional learner variables, to clarify the complex relationship between gender and L2 learning outcomes.

Psychosocial factors affecting the adherence of chronic kidney disease patients to undergo a hemodialysis program: a cross-sectional study

Introduction: This study aims to analyze the effect of psychosocial factors on hemodialysis program adherence. Methods: The study was cross-sectional, with a sample size of 90 respondents, obtained through simple random sampling. The study’s dependent variable was hemodialysis program adherence and the independent variables were knowledge, motivation, coping, depression, perceived family support and health worker support. Data were collected using a questionnaire and analyzed using multiple linear regression. Results: Most respondents adhered to the hemodialysis program (90%). The level of knowledge, motivation, coping, family support, and health worker support was in the good category (93.3%; 100%; 91.1%; 90%; 88.9%, respectively), and did not experience depression (90%). The independent variables (knowledge, motivation, coping, family support, health worker support) simultaneously significantly affected the dependent variable, namely adherence to the hemodialysis program by 94.5% (R2 = 0.945; F = 236.613; p = 0.001). Partially, the factors of knowledge, motivation, coping, family support, health workers support, and depression also had a significant effect on hemodialysis program adherence (t = 2.234, t = 5.344, t = 3.473, t = -4.190, t = 6.457, t = 4.887, t = 4.190, respectively; p = 0.001). Conclusions: The study results showed that psychosocial factors (knowledge, motivation, coping, family support, health worker support, and depression) simultaneously or partially influenced the adherence of CKD patients to undergo a hemodialysis program, with the most dominant factor affecting adherence to hemodialysis as perceived family support. Keywords: Adherence, Hemodialysis, Psychosocial

English Grammar Test App An Assessment of Grammar Skill from the Lens of Computerized Software

The study aims to assess the significance of the English grammar test application for secondary-level students to improve their English language grammar skills. Using an appropriate smartphone application for teaching and learning ESL grammar skills is a challenge that must be considered. On the other hand, other associated challenges, such as internet connection, suitable ESL teaching pedagogy, learners' socio-cultural and socio-economic background, and low level of motivation among ESL learners, need a viable solution. Through mixed method techniques, pre-tests and post-tests were conducted. In both phases of the study, a purposeful sampling technique was used and the assigned teacher and a total of ten students were selected for filling in a questionnaire after the post-test. The data collected from the pre-test and post-test were analyzed through charts and tables, whereas the questionnaires were analyzed through QDA Miner and Word Stat. The study employed Skinner's learning theory of Behaviorism (1976) to practice stimulus, response, and reinforcement techniques. The findings concluded that although the students faced learning constraints, the teacher and the students positively responded to the English grammar test application. The study can be useful for ESL /EFL students in various contexts.

Exploration of the control group’s performance strategy and motivation level based on the theory of self-determination

Exploration of the control group’s performance strategy and motivation level based on the theory of self-determination

Exploring factors affecting Anganwadi workers’ performance motivation: a mixed-methods study in a tertiary care center of central India

Background: The integrated child development services (ICDS) scheme in India employs Anganwadi workers (AWWs) to improve child well-being, reduce health risks, and support maternal education. Despite their crucial role, factors influencing AWWs’ motivation and performance are not well understood. This study examined how individual, program, community, and organizational factors impact AWWs’ motivation in a tertiary care center in central India. Methods: A mixed-methods study was conducted in a tertiary care center in central India, involving 105 AWWs surveyed with a validated questionnaire and 40 AWWs participating in focus group discussions. The study explored individual, community, and health system factors influencing AWWs’ motivation. Results: Results showed that motivation levels were high among 42.85% of AWWs, moderate among 40%, and low among 17.14%. Key motivators included social responsibility, job satisfaction, supportive supervision, and adequate training. However, demotivating factors included inadequate incentives, high workload, insufficient family support, and lack of essential tools and supplies. Conclusions: AWWs’ performance motivation is influenced by a combination of individual, community, and health system factors. Enhancing their motivation requires addressing these factors through targeted interventions such as improved incentives, workload management, better family support, and ensuring the availability of essential tools and supplies. Understanding and addressing these factors can significantly enhance the effectiveness of the ICDS scheme.

Exploring the Challenges of L1 Negative Transfer among Vietnamese English Language Learners: A Qualitative Study

The current study aimed to gain insight into the nuanced challenges that Vietnamese learners encountered due to the interference of their native linguistic structures and norms. This qualitative study explored the experiences of Vietnamese learners in acquiring English, focusing on the influence of negative L1 transfer. This study focused on the influence of negative transfer from their first language (L1) by drawing upon in-depth interviews and observational data from a group of Vietnamese university students. The results showed that despite exhibiting high levels of motivation and enthusiasm for learning English, Vietnamese learners struggled with the shadows of L1 interference in areas such as pronunciation, syntax, and idiomatic expressions. The tonal nature of the Vietnamese language led to intonation patterns in English that deviated from native norms. Direct translations also contributed to unidiomatic English, indicating a deep influence of L1 thought patterns. Additionally, cultural contexts embedded within the Vietnamese language presented challenges, as some concepts and expressions lacked direct English equivalents. Although students faced various obstacles, they utilized a variety of adaptive techniques to lessen the impact of negative transfer. These techniques included code-switching, peer correction, and self-reflection. The study emphasized the significance of recognizing and comprehending the significant role of L1 when creating English language educational programs and teaching techniques for Vietnamese students. By illuminating the specific challenges and adaptive strategies of these learners, educators could personalize their approaches, leading to a more comprehensive and efficacious language-learning atmosphere.

Exploring Students’ Motivational Beliefs Across a Semester of Introductory Statistics

Motivation theorists have recently emphasized the importance of examining students’ motivational beliefs from a situated perspective. In the present study, we explored four individual students’ motivational beliefs at baseline and across twelve weeks of a semester of introductory statistics in an effort to contribute to this line of research. We also examined how these students compared to average motivation levels within the entire course (N = 145), as well as how these individuals compared to each other. Results indicated that individual students rarely resembled the course averages, suggesting a need for researchers to consider what information could be missed by only considering between-person differences. Additionally, increases and decreases in motivational beliefs may be attributable to performance feedback for some students, but not all. Practical and theoretical implications are discussed.

A neurometabolic mechanism involving dmPFC/dACC lactate in physical effort-based decision-making.

Motivation levels vary across individuals, yet the underlying mechanisms driving these differences remain elusive. The dorsomedial prefrontal cortex/dorsal anterior cingulate cortex (dmPFC/dACC) and the anterior insula (aIns) play crucial roles in effort-based decision-making. Here, we investigate the influence of lactate, a key metabolite involved in energy metabolism and signaling, on decisions involving both physical and mental effort, as well as its effects on neural activation. Using proton magnetic resonance spectroscopy and functional MRI in 63 participants, we find that higher lactate levels in the dmPFC/dACC are associated with reduced motivation for physical effort, a relationship mediated by neural activity within this region. Additionally, plasma and dmPFC/dACC lactate levels correlate, suggesting a systemic influence on brain metabolism. Supported by path analysis, our results highlight lactate's role as a modulator of dmPFC/dACC activity, hinting at a neurometabolic mechanism that integrates both peripheral and central metabolic states with brain function in effort-based decision-making.

Bridging Success through Comparative: Uncovering the Motivation Potential of Improving Students' Writing, Individually vs Collaboratively

Writing effectively is crucial in upper secondary education, yet many students face challenges with vocabulary, grammar, spelling, and punctuation. Educators can assist by incorporating both individual and collaborative writing methods. This study investigates the impact of these writing activities on students' writing skills and examines the role of student motivation. Using a causal-comparative method, the study involved 35 tenth-grade students from SMA Negeri 2 Tambang, Indonesia. A questionnaire based on Dörnyei (1994) indicators assessed student motivation levels, while a descriptive writing test evaluated their writing skills. Writing samples were scored using an analytical scoring rubric, and a two-way ANOVA analyzed the effects of motivation levels on writing skills in both individual and collaborative contexts. Results showed a significant interaction between the type of writing activity and motivation level, with a significance level of 0.006. The findings indicate that collaborative writing activities significantly enhance writing skills, while motivation levels do not have a substantial impact on writing performance. Educators are encouraged to blend individual and collaborative writing activities to optimize students' writing skill development. Individual writing supports personal reflection and growth, whereas collaborative writing promotes peer learning and idea exchange.