Level Of Motivation Research Articles

Special needs teachers in emergency remote teaching during the COVID-19 pandemic: the role of personal resources and teaching motivation on burnout

BackgroundThis cross-sectional study explores the connections between burnout, personal resources, and teaching motivation among Italian special needs teachers (SNTs) one year following the start of the COVID-19 pandemic. It specifically seeks to determine if and how personal resources and teaching motivation can help SNTs by buffering the effects of burnout symptoms.MethodsThe study was conducted using a sample of 837 full-time, in-service kindergarten and primary teachers at public schools in Italy. Data were collected through self-report questionnaires, including the Copenhagen Burnout Inventory, the Santa Clara Brief Compassion Scale, the Crèche Educators Emotional Style Questionnaire, and the Autonomous Motivations for Teaching Scale. A multiple regression model was performed to assess the predictive role of personal resources and teaching motivation on the burnout of special needs teachers.ResultsThe findings indicate that higher levels of autonomous motivation are associated with reduced burnout, specifically among special education teachers. Conversely, higher levels of negative emotion regulation strategies were linked to increased burnout, and this relationship was stronger in mainstream teachers than in special education teachers. We found no significant association between teachers’ compassion and burnout.ConclusionsOur research supports the need for educational policymakers and school leaders to focus on personal resources and work-related well-being to enhance and support teachers, in particular during emergencies (e.g., the COVID-19 pandemic) and for specific groups of teachers, such as SNTs.

Assessing benefits of computer-based video training and tools on learning outcomes and motivation in mechanical engineering education: digitalized intervention and approach

Traditionally, laboratory work has been a common approach to facilitate the acquisition of practical skills and familiarize the undergraduate students, particularly engineering students, with specialized tools and equipment. However, the conventional in-person labs often experience challenges such as limited resources and space, instructor availability, and inflexible schedules. The emergence of digital tools and the recent COVID-19 pandemic have prompted educators to reconsider their teaching methods. To this effect, this paper introduces an innovative approach and teaching methodology to address the challenges in traditional engineering education within the laboratory. It presents a methodology that combines cost-effective instructional videos and portable kits to promote autonomous development of practical skills in undergraduate engineering students. The proposed teaching methodology was grounded on the Descriptive Decision theory and Learning-Oriented Assessment (LOA), which are theoretical framework and type of students’ learning outcome (SLO) model that studies the rationality behind the decisions that the users are disposed to make, as well as level of outcome of the students’ learning process or performance. Motivation among the students was assessed using the Model of Academic Motivation Inventory (MUSIC Inventory) to evaluate the impact of the proposed teaching method and learning intervention on the interest of the students. The method was implemented in four independent courses at two different campuses of Tecnologico de Monterrey. The results show that the proposed learning approach was effective in helping students develop hard skills with reduced instructor intervention. Moreover, high levels of motivation was reported through the MUSIC methodology and test administered to the participating students at the end of the courses. The outcome of this study can be used to inform and support the curriculum design by the educators, promote effective policy and decision making by the university leaders, and encourage wide adoption of the digitalized-education.

Профессиографический мониторинг как технология оценки динамики формирования мотивационного компонента профессиональной компетентности курсантов морского вуза

The study focuses on the investigation of the process of forming the motivational aspect of the professional competency of cadets at a maritime university in a blended learning environment. Given the digitalization of higher education and the specific requirements of the maritime industry, there is a need to provide a solution in response to the demands of ship owners. Employers seek to employ motivated young professionals who are not only skilled in their field but also possess a drive for professional growth. The aim of professional training is to develop competencies, while the motivational element remains unaddressed. It is essential to develop techniques that facilitate the development of this aspect. Professiographic monitoring represents a relatively underexplored technique. The objective of this study is to devise and validate the feasibility of utilizing this approach within a maritime university context. The model for the development of the motivational aspect of professional competence has been created and tested. This model defines the role and components of professiographic monitoring. Its functions have been proposed and criteria for assessing the level of motivation in professional competence have been defined. The results of the study demonstrated positive trends in the development of motivation among cadets, indicating a positive impact on their professional competence.

OPEN SOURCE TEXTBOOK AS A RESOURCE FOR THE TEACHING-LEARNING PROCESS OF ALGEBRA IN INITIAL TRAINING OF MATHEMATICS TEACHERS

Objective: To determine the implications of the use of open source text in the teaching-learning process of algebraic structures in the initial teacher training of the mathematics specialty in a state university in Peru. Theoretical Framework: The conceptual and epistemic bases of open learning are systematically addressed through interactive texts, as well as the aspects related to the teaching-learning process in university higher education. Method: The study has a mixed approach, pre-experimental design and correlational level, the target population was mathematics education students and a sample of 46 randomly chosen students, data collection is carried out through a diagnostic questionnaire, another multiple alternative and an interview, in the study sample classes are held through the open source book; then the learning achieved at the conceptual level is evaluated. procedural of algebraic structures. Results and Discussion: In this research it is evident that students did not know the open source online text for the study of mathematics, but they have skills in the use of digital technology; but with the use of the digital book they assimilate the concepts, perform demonstrations and solve problems efficiently, raising their level of motivation towards learning. Thus, the relevant use of open source books significantly improves learning and the development of mathematical competence in students. Research Implications: Strengthening of interactive and personalized activities for a comprehensive training of mathematics content mediated by digital technology, reinforcing in a sustained way the culture and mathematical competence of teachers in initial training. Originality/Value: Implementation of an innovative approach in pedagogical practice, through the use of open resources for the assimilation of mathematical concepts and procedures in a dynamic, efficient and effective way. The value of research is evidenced in the praxis of didactic strategies in the context of the digital age, oriented to the knowledge of algebraic structures by mathematics teachers.

A Configurational Perspective on the Quality of Managers’ Counterfactual Reflections

Counterfactual reflection (CFR)—thinking about “what might have been if”—can enhance learning from experience, but only if the CFR is high-quality. Yet, what shapes differences in CFR quality remains largely unknown. Because managers typically reflect on experiences by concomitantly considering relevant factors and their collective interdependencies, we suggest that CFR quality is causally complex. To investigate this possibility, we interviewed 129 managers. In these interviews, they reflected on recently concluded business-to-business negotiations. Using fuzzy-set qualitative comparative analysis, we find three equifinal configurations of negotiation factors associated with high-quality CFR and eight associated with low-quality CFR. Drawing on the interviews, we identify managers’ ability to disentangle causal linkages in their past negotiation and their motivation for high-quality CFR in the present as plausible mechanisms underlying differences in CFR quality. We find high-quality CFR only following experiences where managers possess high levels of both situation-specific ability and motivation. In contrast, experiences that leave managers feeling unable or unmotivated due to high satisfaction, indifference, or defensiveness, are linked to low-quality CFR. Overall, our study advances understanding of why there are differences in CFR quality by linking past experiences with managers’ abilities and motivation. From a managerial perspective, we suggest that organizations avoid “one size fits all” approaches to CFR. Instead, we recommend actionable measures for both reflecting managers and their supervisors to address the specific reasons that prevent managers from engaging in high-quality CFR after their negotiation experiences.

Purposive motivation in an Unlikely place: A study of party activists in Ukraine

This study examines the motivations of party activists in Ukraine, a country known for clientelistic and oligarch-led political parties. It investigates whether these parties attract individuals seeking purposive incentives and explores factors associated with such motivation. Data were collected from surveys of approximately 200 party activists across three major Ukrainian cities during the 2019 Parliamentary Elections. The analysis reveals that purposive motivation is more prevalent among party activists than previously thought. Older activists and formal party members demonstrate higher levels of purposive motivation compared to their younger and non-member counterparts, while the study finds no positive correlation between ideological extremism and purposive motivation. These findings challenge the conventional assumption of party activists as hired “mercenarie” in volatile party systems and extend the scope of party membership and activism research beyond established Western democracies.

The interplay of knowledge, motivation, and treatment response in medication adherence among patients with chronic myeloid leukemia treated with Imatinib

Chronic Myeloid Leukemia (CML) requires consistent medication adherence to Imatinib (IM) for optimal outcomes, however, adherence to oral chemotherapy is challenging. This observational study explores the relationship between patient knowledge, motivation, and adherence to IM therapy, and their collective impact on clinical outcomes. A prospective, observational study was conducted with 101 CML patients. The 6-Item Morisky Medication Adherence Scale (MMAS-6) was used to assess adherence, motivation, and knowledge levels. The study found that high motivation was significantly associated with lower BCR-ABL expression (p = 0.025). Patients with high knowledge and motivation had a 71% favorable response rate, compared to 0% in those with low knowledge and motivation (p = 0.01). As conclusion both patient motivation and knowledge are crucial for favorable treatment outcomes in CML. High levels of both significantly correlate with better clinical responses. Tailored interventions to enhance patient knowledge and motivation are essential.

The The Effect of Teacher-Student Reciprocal Relationships on Academic Performance in Bangladeshi Primary Schools

The purpose of this study was to investigate the impact of teacher-student interactions on academic success in Bangladeshi primary schools. The study employed a mixed-methods methodology and gathered data from 320 primary students and 64 instructors/teachers across sixteen elementary schools. The data collection involved the administration of survey questionnaires for both teachers and students, and focused group interviews of students and conducting semi-structured interviews with teachers. The results revealed a strong association between positive teacher-student connections and enhanced academic performance, improved student behaviour, and increased motivation. Students who reported having positive relationships with their instructors exhibited higher levels of academic success compared to those who reported negative or neutral relationships. Moreover, instructors who fostered excellent rapport with their students demonstrated higher levels of engagement and motivation, leading to improved academic achievements among their students. These findings carry significant implications for education policy and practice, emphasizing the importance of investing in teacher training and providing support to develop positive relationships with students in Bangladeshi primary schools. By prioritizing the cultivation of teacher-student bonds, educational stakeholders can potentially yield substantial improvements in student academic achievement and overall educational outcomes. Teacher’s World: Journal of Education and Res arch, 50(1): 43-60

Social Competencies of Students of Science and Social Majors for Volunteer Work

The article discusses the recognition of social competencies of students of science and social majors to do voluntary work. The theoretical concept on which the research is based is the concept of social competencies by J. Skrzypczak, who sees them as “the ability to do something, depending on the familiarity of knowledge, skills and abilities included in it, as well as on the degree of conviction about the need of using that ability.” The main purpose of the research is to diagnose the social competencies of students of science and social majors to do voluntary work and to identify the differences between groups in this respect. The method of diagnostic survey was chosen for the purposes of the study. Research has shown slight differences between the students of science and social majors. They only concern the assessment of one's own level of motivation to help.

Breast cancer screening motivation among women: an application of self-determination theory

BackgroundBreast cancer is a major health concern worldwide, especially in Vietnam. This study aimed to explore women’s motivation for and factors related to breast cancer screening.MethodsA mixed-methods study was conducted in Danang, Vietnam, using a convergent parallel approach. This study utilized both quantitative and qualitative methods to gather the data. The quantitative approach involved surveys to assess motivation levels and related factors, including demographic information and experience with breast cancer screening. In-depth qualitative interviews were used to gain deeper insights into participants' perspectives and experiences related to breast cancer screening.ResultsThe average motivation score for breast cancer screening was moderate (3.55 ± 0.55). Ethnicity, regular health check-ups, family history of breast cancer, receiving information about breast cancer, and women’s health issues have direct relationships with breast cancer screening motivation. According to the qualitative data, three categories emerged: intrinsic motivation, external motivation/internalization, and amotivation. The individual, and sociocultural environmental factors impacted screening motivation.ConclusionsThis study highlights the motivations behind breast cancer screening among women. Healthcare providers could use these findings to improve screening policies and guidelines and encourage more women to undergo regular screening, ultimately reducing the incidence of breast cancer in the community.

Development of Learning Achievement and Motivation in Learning Mathematics of Grade 10 Students by Cooperative Learning

This research developed academic achievements to attain a pass rate of 70% and assessed student motivation in studying mathematics. The target group consisted of 40 Grade 10 students during the second term of the 2023 academic year at Sarakham Pittayakhom School under the Mahasarakham Secondary Educational Service Area Office. The tools used in this research included (1) a plan for organising 12 cooperative learning activities, (2) a mathematical achievement test on the topic of logarithmic functions, (3) a measure of mathematical learning motivation and (4) a diary record. Statistical data included percentages, means and standard deviations. Content analysis was employed as qualitative data and the action research model was divided into three cycles as Cycle 1 organized cooperative learning activities using the TAI technique with 40 students. Thirteen students (32.50%) passed the 70% criterion, while 27 (67.50%) did not. The average motivation score was 3.46, indicating moderate motivation among all the students. Cycle 2 implemented the STAD technique with the same group. Twenty two students (55%) passed the 70% criterion, while 18 (45%) did not. The average motivation score increased to 4.24, showing high motivation levels. Cycle 3 utilised the Think-Pair-Share. Thirty nine students (97.50%) passed the 70% criterion, with only one (2.50%) failing. The motivation score further increased to 4.46, suggesting very high motivation levels. After completing the operating circuits, almost all the students met the required academic achievement criterion in mathematics and exhibited high levels of study motivation.

초등학생의 내재적 조절동기에 영향을 미치는 학생 및 학교 특성 변인 간의 구조적 관계 분석

Objectives This study aimed to examine multilevel structural relationships between student and school characteristic variables affecting intrinsic regulatory motivation in sixth-grade elementary school students. At the student level, teacher-student relationships and peer relationships were set as influencing factors, while at the school level, teacher enthusiasm and teacher pressure for achievement were set as influencing factors, with academic self-concept as a mediator. Methods The second-year data from the Korea Education Longitudinal Study 2013 (6th grade of elementary school) was analyzed using multi-level path analysis, which takes into account the hierarchical attributes of students and schools. To verify the goodness-of-fit of the research model, the partially-saturated model method was applied, and the mediating effects of academic self-concept were tested using a Monte Carlo 95% confidence interval. Results At the student level, students' academic self-concept increased with better teacher-student and peer relationships, and higher academic self-concept led to higher levels of intrinsic regulatory motivation. At the school level, higher teacher enthusiasm was associated with higher overall academic self-concept among students, and higher academic self-concept positively influenced intrinsic regulatory motivation. The results of the mediation analysis showed that at the student level, academic self-concept partially mediated the relationships between teacher-student relationships and peer relationships and classroom attitudes, while at the school level, academic self-concept played a fully mediating role in the influence of teacher enthusiasm on intrinsic regulatory motivation. Conclusions Based on the analysis results of this study, specific strategies for enhancing intrinsic regulatory motivation in elementary school students were discussed in detail.

Enhancing Geometry Achievement in Pre-Service Mathematics Teachers: The Impact of a Scaffolded Flipped Classroom Using a Learning Management System

This study investigates the effectiveness of a flipped classroom approach integrated with scaffolding through a Learning Management System (LMS) in enhancing the geometry achievement of pre-service mathematics teachers. The study utilized an experimental post-test-only control group design involving 63 randomly selected pre-service mathematics teachers. The experimental group received instruction through a flipped classroom model supplemented with scaffolding and LMS support, while the control group experienced traditional teaching methods enhanced by scaffolding and LMS. Quantitative data were collected via a geometry essay test and analyzed using descriptive and inferential statistics, including t-tests. The results revealed that the experimental group significantly outperformed the control group in geometry achievement. Additionally, qualitative data from thematic analysis of semi-structured interviews indicated that the flipped classroom approach fostered improved comprehension, peer interaction, and active discussion, despite challenges such as varying levels of motivation and scheduling conflicts. The scaffolding provided was found to be an effective strategy in clarifying complex topics and enhancing student success. This study underscores the potential of integrating a flipped classroom with scaffolding and LMS to improve geometry achievement and overall instructional quality.

Sensor-Based Balance Training with Exergaming Feedback in Subjects with Chronic Stroke: A Pilot Randomized Controlled Trial.

As one of the leading causes of disability in the world, stroke can determine a reduction of balance performance with a negative impact on daily activity and social life. In this study, we aimed to evaluate the effects of sensor-based balance training with exergaming feedback on balance skills in chronic stroke patients. 21 individuals (11F, 57.14 ± 13.82 years) with a single event of ischemic stroke were randomly assigned to the sensor-based balance training group (SB-group) or the usual care balance training group (UC-group). Both groups received 10 add-on sessions with exergaming feedback (SB-group) or conventional training (UC-group). Clinical and instrumental evaluation was performed before (t0), after (t1), and after one month (t2) from intervention. Participation level was assessed using the Pittsburgh Rehabilitation Participation Scale at the end of each session. The SB-group showed an improvement in postural stability (p = 0.02) when compared to the UC-group. In the evaluation of motivational level, the score was statistically higher in the SB-group with respect to the UC-group (p < 0.01). Except for the improvement in postural stability, no difference was recorded in clinical score, suggesting a comparable gain in both groups. However, patients undergoing sensor-based training exhibited a higher participation score, ultimately indicating the use of this training to improve the adherence to rehabilitation settings, especially in patients with lower compliance.

A - 82 Differences in Cognitive Effort-Based Decision Making between Younger and Older Adults

Abstract Objective Goal-directed decision-making relies on age-dependent reward processing. Current measures of motivation have yet to be validated for use among older adults (OA). This study aimed to compare the performance of younger adults (YA) and OAs on an objective effort-based decision-making behavioral task. Method Thirty-five YAs (21.9 ± 3.6 years of age) and thirty-five OAs (68.4 ± 8.5 years of age) completed a cognitive screening measure, self-report questionnaires assessing mood/motivation, and a computerized game in which individuals can choose to expend greater effort for larger reward that vary in magnitude and probability. Performance parameters were compared across groups. Results YAs displayed a greater willingness to exert effort for reward. YAs had faster decision-making time when compared to OAs, except conditions when the magnitude and probability for reward was lower. OA’s task difficulty selection was significantly influenced by the magnitude and probability for reward, as well as by previous trial outcomes. This behavior was not observed in YAs who were not sensitive to the magnitude of reward. Moreover, in OAs, lower levels of fatigue were correlated with expending greater effort in some reward probability conditions. Lower levels of apathy were also correlated with expending greater effort after following a small win. Conclusion(s) This study revealed preliminary evidence supporting the motivation task could recognize subtle motivational deficits and was well tolerated by YA and OAs. The measure was applicable in the context of age-related limitations. Our findings contribute to the existing body of research aimed at developing tools to accurately measure motivation levels among OAs.

Subordinates' perceptions of the need‐supportive, need‐thwarting, and need‐indifferent behaviors used by their supervisors: A person‐centered investigation

AbstractAdopting a recent tripartite operationalization of subordinates' perceptions of their supervisors' behaviors, anchored in self‐determination theory (SDT), this person‐centered study considers the co‐existence of subordinates' perceptions of their supervisors' need‐supportive, need‐thwarting, and need‐indifferent behaviors. Moreover, we also consider how these various combinations (or profiles) of perceived supervisor behaviors relate to subordinates' levels of work motivation, well‐being, attitudes, behaviors, and work–home functioning. A sample of 596 French employees (Mage = 31.22; 73.5% women) participated in this study. Our results revealed six profiles of subordinates characterized by distinct configurations of perceived need‐related behaviors from supervisors (globally unfavorable, globally favorable and supportive, moderate‐indifferent, moderately favorable and involved, moderately unfavorable, and moderately favorable). Consistent with our expectations, these profiles displayed well‐differentiated patterns of associations with all of the outcomes considered in this study. These findings underscored the key role of subordinates' specific perceptions of need‐supportive, need‐thwarting, and need‐indifferent behaviors, over and above their global perceptions of their supervisors' behaviors, in determining how beneficial or harmful supervisory profiles are. In particular, our results also highlighted the critical role played by need‐indifferent behaviors, which prove to be a very important, and yet typically neglected, component of subordinates' perceptions of their supervisors' behaviors.

Blended Learning: Analysis of University Student Learning Motivation for Citizenship Learning Courses in Elementary Teacher Education

The COVID-19 pandemic highlighted the need for ongoing education, prompting the education sector to seek alternatives to solely online learning. One of the steps that this university has taken is to combine the benefits of face-to-face and online learning through the use of technology, which is called blended learning. This study aims to assess the extent of student motivation for learning in a mixed learning environment in the Citizenship Learning course within the Elementary School Teacher Education department at UIN Sunan Kalijaga, Yogyakarta. This study employs a mixed method approach, with a sample size of 30 students as participants. Data for the study was acquired via observations, interviews, and questionnaires. The study results showed that the level of university student motivation towards Citizenship Learning through blended learning was 63.72% with a high category. This study showed that students’ learning motivation remains strong when using blended learning despite challenges like internet network reliability, device availability, and implementing appropriate learning methodologies.

Examining within- and between-member cohesion and working alliance effects on group members’ motivation: a preliminary actor-partner interdependence study

Objective: Informed by the person-environment fit theory, this preliminary study examined if a fit between a group member’s treatment experience and their working therapy context (other group members’ aggregated treatment experiences) were related to their level of motivation within a group treatment for healing from internalized weight stigma. Method: We examined the relationship between two types of within-member and between-member’s group cohesion, working alliance, and motivation. Specifically, we utilized the Actor-Partner Interdependence Model to operationalize the impact of actor’s within-member cohesion and alliance (personal changes over time) and between-member cohesion and alliance (individual differences) as well as partner’s within-member cohesion and alliance (contextual changes over time) and between-member cohesion and alliance (contextual differences) on group members’ motivation. This study utilized self-report data from 26 group members who participated in three online weight stigma psychotherapy groups. Results: For cohesion, results suggested that the relationship between partner within-member cohesion and motivation was larger for members who reported low cohesion across all the sessions compared to the other members of their group. Additionally, an individual group member who perceived a group session more cohesive than they did on average, reported increased motivation in that session, and this relationship was stronger for members who on average perceived their group less cohesive than other group members. Lastly, session-level alliance was more strongly associated with an individual member’s motivation in that session when the other group members reported higher group alliance on average. Conclusions: These findings underscore the significance of member-group fit in group therapy and the reciprocal impact of individual members and the group on each other’s therapy outcomes.

Motivation in learning mathematics among high school students in Ningbo, China

Motivation plays a crucial role in enhancing students' achievement in mathematics, as motivated students are more likely to engage actively with the subject. However, in China, there is a concerning trend of declining motivation among students toward mathematics, with many exhibiting avoidance behaviors. Despite Ningbo's significance as a major city in China, there is a lack of studies and surveys addressing students' motivation in mathematics learning. This study addresses this gap by employing a questionnaire based on Keller’s ARCS (Attention, Relevance, Confidence, Satisfaction) model, which has been proven effective in measuring students’ motivation. The survey, conducted among 384 high school students in Ningbo, China, aimed to assess their motivation levels in mathematics learning. Descriptive statistical analysis was performed using SPSS Statistics 29 to calculate the mean and percentage for each item. The results revealed that the motivation level among high school students in Ningbo is notably low. Two significant factors contributing to this low motivation were identified: students’ lack of confidence due to the perceived difficulty of mathematics and the belief that mathematics is not closely related to real life.

Teachers' Motivation After the Implementation of the Three-term School Calendar in Saudi Arabia

This study explored the perceptions of teachers of English as a foreign language regarding the effect of a new three-term calendar on their motivation. Identifying the effects of this new plan would assist the Saudi Ministry of Education in exploring the teachers’ perspective. In turn, these viewpoints can be useful for making current choices as well as enhancing and modifying future ones. Through semi-structured interviews, the results of this study found that the majority of teachers perceived the new calendar to have a positive effect on their motivation. Specifically, they reported feeling more motivated to plan and teach lessons, as well as to engage in professional development activities. Furthermore, they felt that the new calendar provided them with ample time for reflection and collaboration with colleagues. The results of this study suggest that a three-term calendar may be beneficial for teachers’ motivation levels. This change may provide teachers with more frequent breaks and opportunities for rest and rejuvenation throughout the year, potentially leading to higher overall motivation and job satisfaction.