Level Of Motivation Research Articles

The effects of emotional expressivity and self-efficacy levels of individuals with substance addiction on treatment compliance

ABSTRACT Objective The present study was conducted to determine the effects of emotional expressivity and self-efficacy levels of individuals with substance addiction on treatment compliance. Methods A total of 183 patients who were receiving substance addiction treatment were included in this cross-sectional study. The data were collected by using the Personal Information Form, EmotionalExpressivity Scale (EES), Self-Efficacy Scale (SES), and Treatment Compliance Scale (TCS). Results In the present study, the emotional expressivity total score average of the participants was found to be 26.53 ± 9.03, their self-efficacy/sufficiency total score average was 74.15 ± 14.84, and their treatment compliance total score average was 85.27 ± 17.25. A negative and significant relationship was detected between the TCS total score and the EES total score of the participants, and there was a positive and significant relationship with the SES total score average (p < .05). Conclusion When the total scores that were received from the scales were evaluated, the participants’ emotional expressivity scores, self-efficacy perceptions, and treatment compliance were at moderate levels. It was concluded that as the level of emotional expressivity decreased, the treatment motivation levels of the individuals increased and the increase in the self-efficacy levels was a factor that boosted individuals’ treatment compliance.

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 %).

Classification of Factors Causing the Decline in Student Learning Achievement in The Post-Pandemic Period Using the C4.5 Algorithm (Case Study: STMIK Kaputama)

The COVID-19 pandemic that has hit Indonesia since 2020 has brought significant changes to various aspects of life, including the learning system in universities. Universities, which originally implemented face-to-face learning processes, were forced to adapt to online learning. However, this change causes various obstacles, especially for students who experience learning loss, namely a decrease in interest and motivation to learn which has an impact on academic achievement. This research aims to classify the factors that cause the decline in student learning achievement in the post-pandemic period at STMIK Kaputama using the C4.5 algorithm. Using data from STMIK Kaputama students as a sample, this research analyzes various factors such as access to technology, involvement in online learning, participation in face-to-face learning, social support, learning motivation, economic conditions, family, college, and academic stress levels. It is hoped that the results of this research will provide a deeper understanding of the dominant factors that cause a decline in learning achievement, as well as become a reference for educational institutions in developing strategies to overcome the negative impacts of online learning during the pandemic Keywords: C4.5 Algorithm, Decrease in Achievement, Data Classification

Ai, ei, oi: A Project-Based Interdisciplinary Project Against Gender-Based Violence

Competence describes pedagogical processes involving teachers, students, contents, methodologies, and skills for new social and academic grounds. It encompasses gender equality-based awareness to enhance students’ critical thinking as active educators. This longitudinal study describes an interdisciplinary project to raise awareness of gender equality at secondary school, provides a space for teachers and students to address gender-based violence in a flexible student-based and response-based PBL methodology while self-sustained engagement and motivation heightens more complex cognitive development and competence. Results conclude that intrinsic motivation levels increase dramatically when students’ awareness regarding social impact is accomplished, schools benefit from students’ inclusion in planning and decision-making processes, and gender awareness is enhanced as they become active social educators. Most importantly, students’ self-motivated and sustained increase of meta-awareness and metacognitive strategies relate to active decision-making in the context of gender-based violence and social and academic education.

The effect of role play prepared with video support on ethical decision-making and motivation levels of nursing students: A quasi-experimental study.

Background: Since the increasingly complex structure of health care services brings many ethical problems, it is important to use different instructional technologies in the ethical education of future nurses.Aim: The aim of this study was to determine the effect of role play prepared with video support on ethical decision-making and motivation levels of nursing students.Research design: A quasi-experimental study with pretest-posttest design.Participants and research context: The research was conducted in the Nursing Department of a University located in Istanbul, Turkey between October 15 and November 15, 2024. The sample of the research consisted of 3rd year nursing students. Data were collected using the Descriptive Characteristics Form, the Nursing Dilemma Test, and the Instructional Material Motivation Scale for Single-Use.Ethical considerations: Permission was obtained from Bezmialem Vakif University Non-Interventional Ethical Research Committee and the institution where the study was conducted for the implementation of the research. Written and verbal consent was obtained from all participants in accordance with the Helsinki Declaration.Findings: While there was no difference between the students' Ethical Dilemma Test Principled Thinking pre-test and post-test scores, their Practical Consideration (p = .005) and motivation levels (p = .037) post-test scores were found to be higher. There was a weak but significant negative correlation between academic achievement and pre-test teaching material motivation levels (r = -0.375, p = .041).Discussion: The use of different teaching methods and techniques in ethics education in nursing is important for future nurses to find more practical solutions to the ethical problems they will encounter during patient care.Conclusion: The results of the study indicate that the use of video-supported role play can be effective in teaching ethics courses in nursing education.

Partisan (A) Symmetries in Hardball: Mass Level Support of Hardball Equivalent Across Party and Race

Constitutional hardball is when partisan actors engage in legal tactics that violate democratic norms for political advantage. The Republican Party seems to have engaged in hardball more than the Democratic Party in recent years, which is surprising as both parties should be similarly incentivized to use hardball. This asymmetry in elite behavior could reflect differences in what each parties’ coalitions tolerate. For example, non-white voters might oppose hardball tactics more than white voters for reasons such as hardball historically being used to enforce racial hierarchies. If true, that could constrain on Democratic elites’ actions more Republican elites due to Democrats’ more racially diverse base. I draw on a long line of research on partisanship and group interest to argue instead that both white and non-white voters of both parties should be similarly disposed towards hardball. This article then marshals data from the American National Election Survey (ANES) and original surveys to test that argument. In support of my hypotheses, I find white and non-white members of both parties have similar levels of support and similar motivations for hardball. Political elites are likely free to engage in undemocratic acts such as hardball with little fear of backlash from their supporters.

Comparison of Motivation and Job Satisfaction of Teachers Working in Schools with Low and High International SACERS Scale Scores

In recent years, countries have taken many initiatives to determine the quality of their educational environments and to raise them to a certain level of standard. At the center of this effort to assess and improve quality is the School Age Care Environment Rating Scale International [SACERS]. At its core, SACERS assesses critical aspects of school-age care settings. This study aimed to compare the teaching motivation and job satisfaction levels of teachers working in schools with high and low SACERS scores. A total of 242 teachers from five general schools in Kazakhstan with low SACERS scores and five schools with high SACERS scores participated in the study, which used a causal comparison design. Schools were categorized according to SACERS score. 'Teaching Motivation Scale' and Minnesota Job Satisfaction Scale' were used to collect the data. The analysis revealed that teachers had high levels of job satisfaction and teaching motivation in schools with high SACERS scores.

An andragogical proposal to improve teaching skills at the university level

The development of andragogy training enhances the competencies of university teachers. This study aimed to propose a training program in andragogy to improve teaching effectiveness at the university level. Using a quantitative methodology within a non-experimental design, the research included a sample of 193 teachers, using surveys and questionnaires as instruments. The results revealed that, in general, teaching competencies were at a moderate level, with particular emphasis on strategies that foster intrinsic motivation and opportunities for reflection, self-assessment, and evaluation of adult learners' motivation levels. Generally, the results highlight that andragogy training strengthens teaching competencies and enriches classroom interaction.

GAFEE: 5 Steps to Teach Effectively

This paper presents GAFEE instructional design: a new proposed model that integrates the principles of gamification with the 5E instructional model to increase the levels of motivation of the students. The GAFEE model blends the five phases of 5E learning model Engage, Explore, Explain, Elaborate, and Evaluate with a game-based approach that increases the level of interactivity. This model comprises seven constructs: According to the nature of the problem and the design principles, we have Goal-Oriented Engagement, Autonomous Access and Exploration, Feedback-Enhanced Explanation, Challenge-Driven Elaboration, Collaborative Evaluation, Iterative Design and Technological Synergy. Each of the identified constructs is backed up by a literature review proving the efficiency of the given construct. An example of the implementation of the GAFEE model is best described in a fourth-grade English course where the students’ vocabulary, grammar, and speaking skills are enhanced. These points stress the positive outcome of the application of the game environment to the educational process, motivation, individual learning, and feedback systems. Lastly, the paper highlights on the effectiveness of the proposed GAFEE instructional design to alter the instructional practices and point out the areas of future research in gamification of education.

Implementation of and challenges in differentiated L2 language instruction: A systematic literature review (2014-2023)

In the realm of second language (L2) education, differentiated instruction (DI) has garnered significant attention as an adaptive approach to meeting diverse learner needs. This study systematically reviews the 2014-2023 research on the implementation and related challenges of DI in L2 instruction. Through a comprehensive analysis of empirical studies, the review highlights key DI strategies, and the obstacles faced in practical application. Findings suggest that while DI can foster more inclusive and effective L2 learning environments; however, challenges persist, such as resource constraints, teacher preparedness, and varying student motivation levels. This review synthesizes current knowledge to provide educators, policymakers, and researchers with valuable insights, ultimately aiming to enhance the efficacy of DI in L2 education.

An exploratory study on teachers’ perspective on applicability of neurolinguistic programming in developing language learning (at the high school level)

Neuro Linguistic Programming (NLP) is a fast-emerging set of tools and techniques for developing linguistic competencies among learners and teachers as well. NLP enables us to better understand the way our brain processes the words that we use and how that can impact our past, present and future. Learning second language offers high level of motivation and satisfaction to the learners. Similarly, teaching second language requires lots of planning and innovation in its application. In this context, NLP could be very helpful for teachers to improve their teaching skills, and similarly, it could facilitate learners to learn second language in a congenial environment. It could provide a roadmap for teachers to enhance the linguistic competence of their learners. On the other hand, it could enable the learners to identify their grey areas and provide solutions to work on their weaknesses. At this backdrop, the present paper attempts an exploratory study of teachers' perspective on the applicability of Neuro Linguistic Programming in developing Language Skills at the High School Level. / Keywords: neuro linguistic programming (NLP), second language (l2), teachers, learners, classroom, LSRW skills.

Digitized Mathematics Module: Its Acceptability and Influence on Students’ Motivation and Performance

With the shift to online learning or distance education programs, higher education, in particular, has to focus on ways to cater with the demand of its clientele. Thus, Jose Rizal Memorial State University-Katipunan Campus developed a Digitized Mathematics Module to adapt with the changing landscape of education. However, it is imperative to determine if the module is effective. Thus, the study aimed to determine the acceptability of students towards the digitized Mathematics module and its influence on their motivation and performance of the Mathematics in the Modern World course. Utilizing a descriptive-correlational design, and stratified technique, the study employed one hundred seventy- two (172) students enrolled in Mathematics in the Modern World classes during the first semester of academic year 2020-2021 as respondents of the study. Two sets of questionnaires, adopted from Rio (2014) and Keller (2010), were used as instruments to yield the necessary data for the study. Frequency count, percentage, mean, chi-square, and Somer’s D were the main statistical tools used. Based on the results, the Digitized Mathematics Module is acceptable. The study also revealed that the acceptability of digitized Mathematics module, level of students’ motivation, and students’ Mathematics performance have no significant relationship. As the students accepted the digitized module, they also claimed that they were motivated. Though the module is accepted at a certain level, it is still recommended that the mathematics module needs to be improved so that its acceptability level turns into very acceptable. Instructional Materials and Development Committee (IMDC) may intensify quality assurance in preparing the module to improve its acceptability and motivation levels. The researcher is also proposing to conduct an online seminar workshop serving as an intervention to increase the acceptability of the digitized Mathematics module.

Students’ Perceptions of Using Reciprocal Teaching Groups Strategy in Extensive Reading Activities

Reading plays a pivotal role in language learning, particularly in acquiring proficiency in English. However, Indonesian secondary students often struggle with comprehending reading materials due to their difficulty level exceeding their proficiency and a less conducive learning environment that contributes to disengagement. This gap in reading comprehension prompted the initiation of this research, which aimed to investigate how reciprocal teaching groups could enhance extensive reading activities for students. This research conducted qualitative methods within a microethnography framework, the study engaged six junior high school students as participants. Data collection involved observations, interviews, and students' reflective journals to gather comprehensive insights. The results highlighted that implementing reciprocal teaching group strategies positively impacted students' motivation and comprehension levels during reading activities. Moreover, these strategies fostered a more interactive and independent learning atmosphere, addressing the monotony often associated with traditional reading sessions. By actively involving students in reciprocal teaching groups, they were able to deepen their understanding of the study materials more effectively. Thus, the findings suggest that integrating reciprocal teaching group strategies is a beneficial approach to enhancing students' learning outcomes in extensive reading. This research underscores the potential of collaborative learning methods in improving reading proficiency among secondary school students, offering insights into how educators can innovate teaching practices to better support students' language learning needs.

The Influence of Role Plays and Learning Motivation Towards The First Year Room Division Students Speaking Ability at Tourism Polytechnic of Palembang

Speaking ability is an important skill that must be possessed by students, especially in the field of tourism. This study aims to explore the effect of role play and learning motivation on the speaking ability of first-year students of the Rooms Division at Palembang Tourism Polytechnic. This research method used a factorial design with a population of first-year students of the Hospitality Department. The research sample consisted of 32 participants, consisting of 16 people in the Experiment Group and 16 people in the Control Group. Data were collected through questionnaires and two measurement instruments, then analyzed using Two-Way Analysis of Variance. The results showed that there was a significant effect of role play on students' speaking ability, both those with high and low learning motivation. In addition, conventional teaching techniques also had a significant effect on students' speaking ability, depending on their level of learning motivation. The use of role play proved to be more effective than the conventional teaching technique in improving students' speaking ability. This finding shows that there is an interaction between role play and learning motivation that affects students' speaking ability. Therefore, this finding emphasizes the importance of applying innovative methods and high motivation in the learning process to improve students' speaking ability. The implications of this study suggest that educators prioritize interactive and motivational teaching strategies to improve speaking skills, which are crucial for career readiness in the tourism industry. In addition, role play can be a key component in the curriculum that aims to improve communication skills at various levels of student motivation.

CSR and Employee Engagement: How Social Responsibility Initiatives Affect Workforce Motivation

In recent years, Corporate Social Responsibility (CSR) has evolved from a peripheral concern to a central element of business strategy, particularly in developing economies like India. This shift underscores the growing importance of integrating social responsibility into corporate operations, not merely as an ethical obligation but as a strategic imperative that can influence employee behaviour and organizational performance. This research paper investigates the intricate relationship between CSR initiatives and employee engagement, with a focus on how these initiatives can enhance workforce motivation in the Indian context. Utilizing a multi-method approach that combines qualitative analysis, case studies, and a comprehensive literature review, this study explores the mechanisms through which CSR impacts employee engagement. It emphasizes the significance of aligning CSR efforts with the values and expectations of employees, thereby fostering a sense of belonging, pride, and purpose in their work. The findings reveal a positive correlation between well-implemented CSR initiatives and increased levels of employee motivation, job satisfaction, and organizational loyalty. Additionally, the research identifies specific types of CSR activities—such as environmental sustainability programs, community engagement, and ethical labour practices—that have proven particularly effective in enhancing employee morale. By presenting real-world examples from leading Indian companies, this paper offers actionable insights for organizations looking to leverage CSR as a tool for improving employee engagement and overall performance. Ultimately, this research aims to contribute to the ongoing discourse on the role of CSR in shaping employee experiences and organizational outcomes, providing a framework for companies to develop effective CSR strategies that not only benefit society but also cultivate a motivated and engaged workforce.

Exploring neuronal markers and early social environment influence in divergent quail lines selected for social motivation

Many species, including humans exhibit a wide range of social behaviors that are crucial for the adaptation and survival of most species. Brain organization and function are shaped by genetic and environmental factors, although their precise contributions have been relatively understudied in the context of artificial selection. We used divergent lines of quail selected on their high versus low level of motivation to approach a group of conspecifics (S + and S-, respectively) to investigate the influence of genetic selection and early social environment on sociability. We observed distinct sex- and brain-region-specific expression patterns of three neuronal markers: mesotocin, and vasotocin, the avian homologues of mammalian oxytocin and vasopressin, as well as aromatase, the enzyme that converts androgens into estrogens. These markers displayed pronounced and neuroanatomically specific differences between S + and S- quail. Additionally, in a second experiment, we assessed the influence of early social environment on social skills in juvenile birds. Mixing S + and S- resulted in more S- males approaching the group without affecting the sociability of S + or other behaviors, suggesting that the early social environment may influence the results of genetic selection. In conclusion, the divergent quail lines offer a valuable model for unraveling the neuronal and behavioral mechanisms underlying social behaviors.

The Relationship Between Teaching Motivation of Teachers Working at Science and Art Centers (BİLSEM) and Their Competence in Designing Digital Materials

In this study, the relationship between teaching motivation and digital material design competencies of teachers working in Science and Art Centres (BİLSEM) was examined. Research data were obtained from teachers working in BİLSEMs in the 2022-2023 academic year. In the research, mixed method was used in which quantitative and qualitative data were handled together. In the quantitative dimension of the research, gender and professional seniority differences between digital material design competencies and teaching motivation were examined with the data obtained from 106 teachers working in BİLSEMs across Turkey. In the qualitative dimension of the study, data were collected from 12 teachers working in a BİLSEM in the Western Black Sea Region with a semi-structured interview form. According to the results of the analyses, it was seen that BİLSEM teachers' digital material design competencies were at a high level. Teachers' intrinsic and extrinsic motivation levels were found to be at medium level. No significant difference was found between teachers' digital material design competencies and teaching motivation and gender and professional seniority variables. It was determined that there was a moderate positive relationship between teachers' digital material design competences and their teaching motivation (intrinsic-extrinsic). As a result of the research, it was revealed that teachers need training on current issues such as artificial intelligence, augmented reality, virtual reality.

Impact of Digital Game-based Learning Experiences on Reasoning Skills and Science Engagement

This research seeks to use games to promote scientific reasoning and inquiry skills among middle-school children. Particularly, it focuses on the Control of Variables Strategy (CVS), a fundamental component of scientific thinking which enables individuals to test hypotheses and make valid causal inferences based on evidence. The present study draws on and combines existing streams of research in the fields of science education, embodied cognition, and game-based learning to investigate the efficacy of an intervention using the Preparation for Future Learning paradigm in which students play an online text-based adventure simulation game about solving escape rooms in order to prime them for later formal instruction in CVS via a randomized-controlled trial, as well as whether structured or unstructured access to the game has a differential impact on immediate learning vs. retention after a delay. Students were given tests of scientific reasoning at baseline, immediately following the training phase, and a week thereafter. The impact of playing this game on motivation and engagement with science is also analyzed in this trial through the use of survey data. The study found significant effects of study condition on all measures, with students assigned to the game groups outperforming control students, and the unstructured play group showing the strongest performance in the post-study test while the structured play group performed the most poorly in the retention test. The unstructured play group also showed the highest level of intrinsic motivation, as well as higher self-determination and self-efficacy than the structured playing group in the science engagement survey.

Principal's Authentic Leadership Practices and Teachers’ Job motivation in the Secondary Cluster Schools of Excellence (SCSE) in Johor Bahru

Authentic leadership is leadership that is genuine, authentic and prioritizes behavior according to ethical principles. The Malaysian Education Development Plan (PPPM) 2013-2015 through the 5th shift outlines the need to place high performance leadership in each school in order to keep up with changes in education at the global level. However, many reports and studies have found that there are still a few principals in schools who do not carry out their roles according to their actual duties. The objective of the study was to identify the level of principal's authentic leadership practices and the level of teachers’job motivation in the Secondary Cluster Schools Of Excellence (SCSE) in Johor Bahru. A quantitative method using a set of questionnaires as an instrument was selected and distributed to 187 teachers through purposive sampling from three SCSE in the Johor Bahru. The data was analyzed through the Statistical Package for Social Science (SPSS) version 20 software. Overall, the findings showed that principals practice a high level of authentic leadership in parallel with a high level of job motivation among teachers of SCSE in Johor Bahru. The researcher suggested that the level of authentic leadership practices can be improved through additional courses or recognition of contributions on a monthly basis covering all areas. Empirical studies supported by qualitative methods taking into account of different target groups to deepen authentic leadership collectively with a focus on principals of private schools or various types of schools under the Malaysian Ministry of Education should be carried out in the future.

Empowering the Faculty of Education Students: Applying AI’s Potential for Motivating and Enhancing Learning

AbstractThis study aimed to investigate how AI impacts students’ intrinsic motivation and learning experiences in various cultural and academic settings. An analysis of the effects of AI-powered learning tools on intrinsic motivation and learning enhancement was conducted in early 2024. The study recruited 455 students (192 males and 263 females) from Egypt, Saudi Arabia, Spain, and Poland who were studying diverse majors in educational faculties. Using a 5-point Likert scale, the validated instrument included three dimensions with a total of 10 items: intrinsic motivation and AI, AI and enhancing learning, and overall perception of AI in education. Significant differences were found by nationality and major, with Polish students and education technology majors showing the highest motivation levels. As a result of enhancing learning experiences, autonomy, and critical thinking skills, AI tools were found to positively influence motivation. Motivation, however, was not significantly influenced by academic level. Despite ethical concerns, students held a moderately positive view of artificial intelligence in education. Further research on optimal AI implementation and ethical considerations in education is necessary based on these findings.