Motivation Outcomes Research Articles

Effect of virtual case-based learning (CBL) using the flipped class and peer instruction on the motivation to learn basic sciences

BackgroundAccording to Self-Determination Theory, active learning methods, as alterations to the learning environment, can influence students’ academic motivation to learn. The purpose of this quasi-experimental study was to investigate the effect of virtual case-based learning sessions on the learning motivation of first- and second-year medical students.MethodsA total of 258 students, 128in the intervention group and 130 in the control group, were enrolled in the study. The control group consisted of medical students who had not previously participated in virtual case-based learning sessions and were trained in the same curriculum as the intervention group. Two questionnaires were created to evaluate learning motivation in basic science and the motivational outcomes of virtual case-based learning sessions, drawing on the three fundamental needs outlined in Self Determination Theory. The questionnaires were designed through individual interviews with students and validated using Lawshe’s method and Cronbach’s Alpha. The virtual case-based learning sessions were designed as a series of webinars on various topics, with students randomly divided into groups and assigned trained moderators. Clinical scenarios were designed by a team of basic scientists and clinical educators. Each virtual case-based discussion consisted of three phases and was completed in three days. Comparisons between two groups were made using the two-sample t-test and Pearson’s correlation coefficient was used to analyze the motivational consequence questionnaire.ResultsThe results of the study indicated that virtual case-based learning sessions had a significant impact on the learning motivation of basic science students (p < 0.01). Additionally, the most notable motivational consequences of CBL sessions were basic sciences applicability and its interestingness.ConclusionsThe study provides valuable insights into the effectiveness of virtual case-based learning sessions and suggests avenues for future research. The findings of this study could be useful for educators and institutions seeking to enhance the learning motivation of medical students through virtual case-based learning sessions. However, further research is needed to investigate the long-term effects of virtual case-based learning on student motivation and academic performance.

The Influence of Extrinsic Motivation and Cross-Cultural Adjustment on Foreign Worker Commitment: The Mediating Role of Cross-Cultural Adjustment and Moderating Role of Employer Trust

Palm oil is a key income source in Malaysia, with the industry heavily reliant on foreign workers. This reliance necessitates a focus on their welfare to address workforce shortages. This study examines the relationship between extrinsic motivation and organizational commitment, mediated by cross-cultural adjustment and moderated by employer trust among foreign workers. This study employed a quantitative research design, using SPSS for data analysis, and surveyed 242 foreign workers from companies listed on the Malaysian Palm Oil Council (MPOC) website in 2022, achieving a 100% response rate. The key findings show that organizational commitment positively influences extrinsic motivation, with cross-cultural adjustment significantly enhancing both. Employer trust moderates the relationship between organizational commitment and cross-cultural adjustment, underscoring its importance in cultural adaptation and motivation. These insights highlight the need for targeted strategies to improve job satisfaction and retention among foreign workers by addressing extrinsic motivational factors and cultural adaptation challenges. The research contributes to the literature by detailing the interplay of organizational factors and cultural adaptation in shaping motivational outcomes, suggesting future research to explore longitudinal studies and other moderating variables. These findings offer valuable implications for improving workforce performance and retention strategies in the palm oil industry.

Loneliness in sport: A systematic mixed studies review

ABSTRACT Loneliness is an established risk factor for mental and physical health problems. Individuals involved in sport face many unique stressors, some of which could exacerbate the risk of loneliness. To bring clarity to published evidence in this area, inform future research, and develop applied recommendations to prevent and reduce loneliness in the sport community, we sought to systematically review, synthesise, and appraise research on loneliness in sport. Following electronic database and manual searches to identify literature on loneliness in the sport community up to August 2024, we included and thematically synthesised data from 194 studies (N = 88,516). Social loneliness was the most common conceptualisation of loneliness within the literature. We identified socio-cultural, institutional, interpersonal, and intrapersonal risk factors associated with loneliness. There was less evidence for protective factors, but the available evidence was categorised into interpersonal and intrapersonal factors. Finally, there was substantial evidence concerning adverse consequences associated with loneliness in sport, including: impaired mental health and well-being; adverse social outcomes; negative cognitive, affective, and motivational outcomes; and maladaptive behavioural outcomes. Overall, this review advances knowledge by synthesising, for the first time, evidence on loneliness in sport and offers theoretical, methodological, and practical contributions that extend understanding of loneliness.

Assessment of Quality of Life and Work Motivation Among the Aging Workforce in Suphan Buri, Thailand

Demographic changes due to the reduced birth rate and aging in the population increase the proportion of older persons in the workforce. This article explores the determinants of and impacts on quality of life and motivation for work among the aging workforce of Suphan Buri, Thailand. Using a cross-sectional, mixed-methods approach from surveys and interviews with older persons, the quality of life of the older people in Suphan Buri was assessed as variable and dependent on their health and socioeconomic statuses. Personal characteristics of family and community, together with health and financial status, reflected quality of life and work motivation. A concept model connected the concepts of Relational, Income, Care, and Environmental (RICE) factors from analyzing themes to determine the quality of life and work motivation outcomes. Quality of life and work motivational factors for the aging workforce are also essential for the sustainability of agricultural and economic performance measures and production outcomes for Suphan Buri, Thailand. Efforts focusing on financial literacy, occupational policies, practices, and promoting family relationships, health status, and social engagements should be a strategy to prepare for aging and support a better quality of life and work experience.

Promotion or prevention: regulatory foci as moderators in the job demands–resources model

BackgroundBuilding on the job demands–resources (JD–R) model and regulatory focus theory, this study examined how regulatory foci shaped the effects of different job demands and resources on both negative and positive workplace outcomes among medical staff.MethodsTwo independent studies (NStudy 1 = 267; NStudy 2 = 350) were designed for cross-validation. Participants completed a battery of measures evaluating job demands (workload, emotional demands, interpersonal stress), job resources (psychological safety, perceived organizational support, servant leadership), and well-being (job burnout, affective commitment, job satisfaction).ResultsMultiple linear regression analyses showed employees’ well-being was affected by job demands and resources through energetic and motivational processes, respectively. The deleterious effect of emotional demands on job burnout was pronounced in individuals with weak prevention focus (B = 0.392, standard error [SE] = 0.069, p < .001). Psychological safety (Study 1) and servant leadership (Study 2) had stronger positive associations with motivational outcomes among individuals with weak promotion focus than those with strong promotion focus (B = 0.394, SE = 0.069, p < .001; B = 0.679, SE = 0.121, p < .001; and B = 0.476, SE = 0.072, p < .001, respectively).ConclusionWe used two samples to examine and cross-validate the joint effects of job characteristics and personal traits on workplace well-being among Chinese medical staff. Although heterogenous, the results showed regulatory foci were especially important in determining the effects of job demands and resources on well-being when there was (autonomous) self-regulation in the workplace.

Reading and writing feedback perceptions among multilingual and monolingual learners across K-20 contexts: A systematic review

BackgroundTo become proficient readers and writers, both multilingual and monolingual learners must engage with feedback – a precursor to learning and motivational outcomes. Given the importance of feedback to effective literacy learning, students’ perceptions of literacy feedback are critical factors in feedback uptake. However, it is unclear how students perceive literacy feedback. AimsWe synthesized students’ perceptions of feedback in reading and writing domains across kindergarten through higher education among both monolingual and multilingual learners. MethodsWe systematically reviewed 138 empirical reports. ResultsWe present descriptive characteristics, common conceptualizations and operationalizations of feedback perceptions, and themes across feedback perceptions results. Finally, we discuss how students’ literacy feedback perceptions compare to research-based practices for providing literacy feedback, how feedback perceptions may fit into existing literacy and feedback theoretical frameworks, and how student identities, particularly those of multilingual learners, play a role in student feedback perceptions. ConclusionsThe extant K-20 reading and writing feedback perceptions literature rarely conceptualize the construct in a clear manner. Additionally, students' feedback perceptions become more negative and critical as they progress through school. Lastly, students – especially multilingual learners – held positive perceptions of written, audio, and video formats of feedback that were provided by their instructor.

The Antecedents and Outcomes of Public Service Motivation: A Meta-Analysis Using the Job Demands-Resources Model.

Understanding what drives public service motivation and its impacts is crucial for improving public sector performance. This meta-analysis synthesized the antecedents and outcomes of public service motivation based on the job demands-resources (JD-R) model. Incorporating 177 studies and 179 independent samples, with a total of 319 effect sizes, the results indicated the following: (1) Job resources and personal resources were positively related to public service motivation, while hindrance demands were negatively related to it. (2) Public service motivation had a positive relationship with overall job attitudes, job satisfaction, organizational commitment, and work engagement. It also had a positive relationship with overall job performance, in-role performance, and extra-role performance. (3) In terms of the antecedents, individualism/collectivism moderated the relationship between job resources and public service motivation, as well as the relationship between hindrance demands and public service motivation. As for the outcomes, individualism/collectivism moderated the relationship between public service motivation and both job attitudes and job performance. This study contributes to a comprehensive understanding of the antecedents and outcomes of public service motivation, offering valuable insights for future research and serving as a reference for theory development and practical application.

Eating Point-of-View in ASMR Videos Alters Motivational Outcomes

Eating Point-of-View in ASMR Videos Alters Motivational Outcomes

The authenticity dilemma: towards a theory on the conditions and effects of authentic learning

A highly authentic learning setting is likely to trigger positive motivational and emotional reactions due to its emphasis on promoting the acquisition of knowledge that is connected and transferable to real-world phenomena outside the learning environment. However, a high level of authenticity is usually accompanied by a high level of complexity due to the complexity inherent in the real world. This complexity can be overwhelming for learners and can hamper or even prevent cognitive learning outcomes. Consequently, to help learners cope with this complexity, they need some kind of instructional support. By building a high level of support into the learning setting in order to promote cognitive learning outcomes, the level of authenticity and thereby the effects of authenticity on motivational outcomes may, however, in turn be reduced. In the present conceptual paper, we refer to this tension between authenticity and complexity, on the one hand, and instructional support, on the other hand, as the “authenticity dilemma”. Based on existing empirical evidence from previous studies, we (1) outline this dilemma, (2) discuss ways to reconceptualize it, and (3) derive implications regarding the conditions and effects of authentic learning. Finally, we discuss the findings of the studies included in the special issue “Perspectives on Authentic Learning” through the lens of the authenticity dilemma.

Linking teachers’ and students’ motivation for self-regulated learning: is there a signal and how is it transmitted?

Teachers’ motivation is a core professional competence that influences their choices in their decision-making, such as promoting self-regulated learning (SRL). Promoting SRL supports students’ SRL development and might affect students’ motivation to apply strategies. However, the link between teachers’ motivation to promote SRL and students’ motivation to apply strategies has yet to be empirically investigated. In a multilevel analysis that included 167 lower secondary teachers and their 2,785 students, we analysed the direct and indirect relationships between teachers’ self-efficacy and attainment value, the teacher- and student-reported SRL promotion and students’ self-efficacy, utility value, attainment value and cost at the class and individual level. Additionally, we investigated the contribution of teacher- and student-reported SRL promotion to find indirect relations. Teachers’ self-efficacy was related to teacher-reported SRL promotion, and student-reported SRL promotion was associated with all motivational outcomes at the class and student level except for cost. Further, we found indirect effects between teachers’ self-efficacy for SRL promotion and students’ values and self-efficacy for SRL via teachers- and students-perceived SRL promotion. No direct effects between teacher and student motivation could be found, and no significant indirect relationships were found for the cost aspect. Regarding how the signal is transmitted, the results show that including student reports of SRL promotion is especially crucial to finding indirect links. However, future studies should employ longitudinal designs and incorporate more nuanced teacher and student motivation measures in SRL to better understand the motivational links between teachers and students.

Examining classroom learning behaviors academic and athletic motivation in collegiate athletes

College student-athletes balance the demands of both sport and school in the context of higher education; high levels of motivation are necessary for success in both spaces. Studies have evaluated learning styles and academic motivational outcomes in college student athletes but there is a need to explore how motivation impacts both academic and athletic success. The present study examined the relationship academic, student athletic, and career athletic motivation had with learning styles and major (STEM vs. non-STEM) using Self-Determination Theory as the theoretical lens. College Division I, II, III, and Club college athletes took the Grasha-Reichmann Student Learning Style Scale and Student Athletes Motivation toward Sports and Academics Questionnaire. Learning styles were grouped into intrinsic (independent, participant, and collaborative) and extrinsic (dependent, avoidant, and competitive) styles. There were positive relationships between intrinsic learning style and both student athletic (r(147) = .19, p = .02) and academic (r(147) = .30, p &lt; .001) motivation. Extrinsic learning style was positively correlated with career athletic (r(147) = .27, p = .001) and student athletic (r(147) = .16, p &lt; .05) motivation but negatively corelated with academic motivation (r(147) = -.17, p = .03). Athletes in STEM majors (M = 3.88, SD = 0.36) had significantly higher academic motivation than non-STEM majors (M = 3.66, SD = 0.40), t(182) = 3.85, p &lt; .001. Athletes in non-STEM majors (M = 4.00, SD = 0.88) had significantly higher career athletic motivation than STEM majors (M = 3.56, SD = 0.91), t(182) = -3.29, p = .001. Findings suggest being more independent, participant, and collaborative in class is related to motivation both in school and in student athletic endeavors. Athletes pursuing a STEM major may show higher academic motivation than athletes pursuing non-STEM majors. Encouraging student-athlete learning autonomy via education/intervention could improve intrinsic motivation in sport and classes, though further exploration of these factors is necessary to fully understand their relationship in college student-athletes.

The Relationship Between The Learning Outcomes Of Entrepreneurship Courses And Student Entrepreneurial Motivation

This research is motivated because the higher the learning outcomes of entrepreneurship courses, the higher the entrepreneurial motivation of students. The purpose of this study is to describe the learning outcomes of entrepreneurship courses with the entrepreneurial motivation of Family Welfare Education students. This type of research is Descriptive Quantitative with a Correlational Approach. The research was conducted at the Department of Family Welfare, Faculty of Tourism and Hospitality, Padang State University. The student population was 314 people and the sample was 76 people using the Random Sampling Sampling Technique. The source of the research data is students of the Family Welfare Education Study Program who have taken entrepreneurship courses. Data collection techniques using Questionnaires or Questionnaires are measured using Likert Scale. Data Analysis techniques are carried out by Correlation Coefficient Analysis and Correlation Coefficient Test. The results illustrate that the Entrepreneurship Learning Outcomes of Family Welfare Education Study Program students are in the Very Good Category, namely With Praise with Frequency Results of 29 (39%), and the Entrepreneurial Motivation of Family Welfare Education Students as a whole is included in the Medium Category of 26 (35%). Based on the hypothesis test, there is positive and significant relationship between the learning outcomes of the Entrepreneurship Course and the Entrepreneurial Motivation of Family Welfare Education Students with the results of the score obtaining a significant value of 0.03.

Exploring the impact of nonverbal social behavior on learning outcomes in instructional video design

Online education has become increasingly popular in recent years, and video lectures have emerged as a common instructional format. While the importance of instructors’ nonverbal social cues such as gaze, facial expression, and gestures for learning progress in face-to-face teaching is well-established, their impact on instructional videos is not fully understood. Most studies on nonverbal social cues in instructional videos focus on isolated cues rather than considering multimodal nonverbal behavior patterns and their effects on the learning progress. This study examines the role of instructors’ nonverbal immediacy (a construct capturing multimodal nonverbal behaviors that reduce psychological distance) in video lectures with respect to learners’ cognitive, affective, and motivational outcomes. We carried out an eye-tracking experiment with 87 participants (Mage = 24.11, SD = 4.80). Results of multilevel path analyses indicate that high nonverbal immediacy substantially increases learners’ state motivation and enjoyment, but does not affect cognitive learning. Analyses of learners’ eye movements show that learners allocate more attention to the instructor than to the learning material with increasing levels of nonverbal immediacy displayed by the instructor. The study highlights the importance of considering the role of multimodal nonverbal behavior patterns in online education and provides insights for effective video lecture design.

Professional Identity Formation Strategies in Undergraduate Public Health Programs

A strong professional identity (PI), seeing oneself as a member of a professional community of practice, is important for student academic and motivational outcomes during transition from college to the work setting. Many educational strategies have been successfully used in medical and other health professions education to support student PI formation. The purpose of this study was to determine the scope and sequence of pedagogical and extra-curricular strategies used by undergraduate public health programs to support student PI formation. An online survey was created and distributed to public health program chairs/directors from all CEPH-accredited undergraduate United States public health programs. Results generally confirmed that the PI formation strategies of curricular training, work-integrated learning, and role-modeling were being implemented in respondents’ accredited undergraduate programs. However, some areas for improvement in offerings and their sequencing were identified. It is recommended that all PI formation strategies be introduced early in the program and constantly emphasized and reinforced so students continually view themselves as part of a professional community of practice. Analysis of the types and timing of PI formation strategies can provide insight on focus areas for improvements that may impact public health student academic achievement, satisfaction, and retention in the program.

A Job Demands–Resources Perspective on Emotional Exhaustion and Work Engagement in Human–Animal Work

AbstractPrior research has highlighted various psychological benefits and detriments associated with human–animal work, i.e., work that is substantially focused on living animals. However, systematic research that identifies both demands and resources across various occupations in this domain of work has been limited. To address this issue, we build on job demands–resources theory to identify job demands and resources that are characteristic of human–animal work and link them to health and motivational outcomes. Our study of 205 individuals who engage in human–animal work across different occupations shows that in terms of job demands, animal distress positively relates to workers’ emotional exhaustion, but the occupational stigma of human–animal work does not. Regarding job resources, we find that pro-animal impact and human–animal bond both positively relate to work engagement, explaining additional variance in work engagement beyond more general job resources. However, when animal distress is high, human–animal bond does no longer predict work engagement. We discuss implications of our study for job demands–resources theory, research on occupational stigma, and the field of human–animal work.

Investigating cognitive and motivational proximal outcomes in a randomized clinical trial of writing about the future self to reduce drinking.

Drinking identity (the extent to which one links the self with drinking alcohol) is a unique risk factor for college students' hazardous drinking that is not directly targeted by existing interventions. We conducted a study that aimed to decrease drinking identity among college students with hazardous drinking. We adapted a writing task about the future self and tested whether three writing sessions could decrease drinking identity and change drinking. We also investigated whether two additional factors (writing perspective and inclusion of participants' social networks) would enhance task impact. The present study evaluated whether posited proximal cognitive and motivational outcomes (drinking identity, self-efficacy, readiness to change, and drinking intentions) changed immediately after each writing session. The study is a randomized clinical trial in which hypotheses and analyses were pre-registered. Participants were 328 college students who met hazardous drinking criteria. The study had a 2 (narrative writing topic: low-risk drinker vs. reduced smartphone use) × 2 (writing perspective: first-person vs. non-first-person) × 2 (social network instruction: instructed to include vs. not) factorial design. Proximal outcomes were drinking identity, self-efficacy, readiness to change, and drinking intentions. The clinical outcome was alcohol consumption. Participants completed three laboratory sessions at weekly intervals that included the writing task and pre- and post-task assessments. Results were largely null, except that readiness to reduce drinking was higher in the low-risk drinker condition and increased over the lab sessions. Time effects indicated that reductions in drinking identity, drinking intentions, and alcohol consumption, and increases in self-efficacy were observed but did not change above and beyond control conditions. Findings indicate the need to strengthen the writing task and select a more appropriate control task to target proposed proximal outcomes. Future studies might try personalizing the task, evaluating its efficacy with individuals motivated to change their drinking, and using a control task that does not involve imagining a future self.

Considerations for effective use of moral exemplars in education: Based on the self-determination theory and data syntheses

The present study aimed to examine how to improve the effectiveness of moral exemplar-applied interventions based on the pillars of the self-determination theory framework, autonomy, competence, and relatedness. Past research has mainly focused on the relatedness and attainability of moral exemplars for predicting motivation outcomes. The data for this study consisted of synthesized data sets from previous studies examining the motivational impacts of distinct moral exemplars and intervention methods. The main syntheses for these data sets used multilevel modeling focusing on relatability, attainability, and intervention methods, corresponding to relatedness, competence, and autonomy in the self-determination theory, respectively, as predictors. In general, there was a significant interaction effect between the attainability or relatability, and the intervention method. Autonomous instruction methods, which support autonomy, were demonstrated to boost motivational outcomes. Implications from this study support the employment of self-determination theory to examine the use of moral exemplars in moral education and were consistent with previous exemplar studies.

Does childhood religiosity enhance learning motivation? Testing the role of Islamic religiosity using moderated mediation model

The study assessed the role of childhood religiosity in adult religiosity and learning motivation in university participants. Participants were 338 university students (mean age = 20.42, SD = 1.53, 47% men) selected from Islamic (50%) and general universities (50%). The findings showed that participants from Islamic university compared to those from general universities scored higher on religious altruism among religiosity outcomes and on self-efficacy and active learning strategies among learning motivation outcomes. The hypothesized associations between childhood religiosity, religious altruism, religious practice, and specific learning motivation outcomes were significant. Childhood religiosity predicted two learning motivation outcomes, self-efficacy and active learning strategies, and only religious altruism in the presence of religious practice mediated these associations. In addition, university status moderated these mediated associations with stronger indirect effects for participants from Islamic universities compared to those from general universities.

Associations between Autonomy-Supportive Teaching, the Use of Non-Academic ICTs, and Student Motivation in English Language Learning

During puberty, children experience an increased need for autonomy in all areas of their lives, including school. However, teachers use different levels of autonomy-supportive teaching strategies, which might have detrimental effects on students’ perceived competence and—building on self-determination theory—motivation to learn. In this preregistered study, we investigated whether students could buffer the negative impact of little perceived autonomy support in the English-language classroom on their perceived competence and, consequently, two motivational outcomes (grade aspirations, intrinsic motivation) by using non-academic English-language ICTs in their free time. We calculated several (moderated) mediation models with a Bayesian estimator, using data from N = 1288 Austrian secondary school students who answered three online questionnaires between May 2022 and April 2023. The results showed that perceived competence predicts both types of motivation and is influenced by students’ use of non-academic English-language ICTs. However, the effects of autonomy-supportive teaching strategies depend on which variables are included in the models. Our study therefore highlights the importance of examining several aspects of autonomy-supportive teaching and including variables from outside the school to represent the complex environment in which students’ motivation is shaped.

Neural correlates of object identity and reward outcome in the sensory cortical-hippocampal hierarchy: coding of motivational information in perirhinal cortex.

Neural circuits support behavioral adaptations by integrating sensory and motor information with reward and error-driven learning signals, but it remains poorly understood how these signals are distributed across different levels of the corticohippocampal hierarchy. We trained rats on a multisensory object-recognition task and compared visual and tactile responses of simultaneously recorded neuronal ensembles in somatosensory cortex, secondary visual cortex, perirhinal cortex, and hippocampus. The sensory regions primarily represented unisensory information, whereas hippocampus was modulated by both vision and touch. Surprisingly, the sensory cortices and the hippocampus coded object-specific information, whereas the perirhinal cortex did not. Instead, perirhinal cortical neurons signaled trial outcome upon reward-based feedback. A majority of outcome-related perirhinal cells responded to a negative outcome (reward omission), whereas a minority of other cells coded positive outcome (reward delivery). Our results highlight a distributed neural coding of multisensory variables in the cortico-hippocampal hierarchy. Notably, the perirhinal cortex emerges as a crucial region for conveying motivational outcomes, whereas distinct functions related to object identity are observed in the sensory cortices and hippocampus.