Motivation Scale Research Articles

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

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

The mediating effect of maturity on anxiety and the motives for postponing parenthood

Postponed parenthood is considered one of the most extensive changes in the process of family formation. Among the many reasons for deferred parenthood, those related to greater feelings of incompetence as a potential parent, self-focus, perceiving parenthood as a burden, fearing the changes that the birth of a child may bring to a person’s life, financial insecurity, and worrying about the child’s future seem particularly important. Since little is known about the motives for delayed parenthood in relation to anxiety and psychological maturity, the main goal of our study was to verify how these variables may be related to each other and whether maturity for parenthood mediates the direct association between anxiety and the motives for delayed parenthood. The sample consisted of 223 Polish adults (the age range of the participants was 18–44 years). The respondents completed the State-Trait Anxiety Inventory (STAI), the Maturity to Parenthood Scale (MPS), and the Multidimensional Scale of Motives for Postponing Parenthood (MSMPP-18). The results showed positive correlations between anxiety and four (uncertainty, burden, change, and finance) of the six motives for postponing parenthood and postponed parenthood overall. Maturity for parenting and all its dimensions correlated negatively with anxiety and all factors of postponed parenthood, except worry about the child’s future. In all six of the seven models (except “worry”), at least one of the factors of maturity to parenthood mediated the relationship between trait anxiety and motives for postponing parenthood/total score. Based on the results it can be assumed that a tendency to direct attention to a threat related to the context of child-bearing and child-rearing may lead to lower maturity to parenthood, which in turn may result in various motives for postponing parenthood.

Development and Validation of a Reading Motivation Scale for Korean EFL Middle School Students

Development and Validation of a Reading Motivation Scale for Korean EFL Middle School Students

Hubungan antara Motivasi Kerja dan Psychological Well- Pembentukan Superelevasi Jalan pada Pekerjaan Timbunan Ringan Mortar Busa Berdasarkan Setting Time

This study examines the relationship between work motivation and psychological well-being (PWB) in internship students in Jabodetabek. The Kampus Merdeka program policy provides opportunities for students to develop their skills and work experience. This study aims to identify how work motivation, both intrinsic and extrinsic, affects the psychological well-being of student interns. Using a predictive correlational approach, data were collected through questionnaires measuring the dimensions of work motivation and PWB. The results showed that intrinsic motivation has a significant positive impact on psychological well-being, while excessive extrinsic motivation can have a negative impact. The research emphasizes the importance of creating a supportive work environment to motivate student interns, improve their performance, and prepare them for the transition from academia to the world of work. The researcher obtained 103 respondents from various students in Jabodetabek. universities with 25.2% male and 74.8% female gender. This research data was processed using convenience sampling techniques, using the Multidimensional Work Motivation Scale (MWMS) questionnaire and Psychological Well Being (PWB) distribution this questionnaire through social media by using google form. The analysis of the data is known through the Kolmogorov Smirnov test obtained a figure of 0.200> 0.05 for both variables, it is concluded that the residual data is normally distributed.

Evaluation of simulation-based intervention for implicit bias mitigation: A response to systemic racism

BackgroundTraining health care professionals to mitigate implicit biases can reduce health inequities caused by racism. Implicit bias mitigation strategies (IBMS) have been shown to reduce biased behaviors. This study aimed to determine the impact of IBMS practice simulation on learners’ behaviors and family experience in one hospital unit. MethodsThis study used a quasi-experimental design in a large pediatric hospital. In total, 195 participants completed a simulation-based education intervention. Learners practiced IBMS with Simulated Participants. Participant perceptions were measured at four time points, and translational outcomes were collected using survey results and other outcomes. ResultsSituational judgment test results improved postintervention and at follow-up. Participants reported using IBMS skills at time points three and four. Internal and External Motivation Scale and family satisfaction scores remained unchanged. Family experience measures improved, showing decreases in security dispatch calls for perceived family escalation and in deny entries and behavioral contracts stratified by race. ConclusionsSimulation can shift perspectives and behaviors. More research is needed on the impact of simulation-based interventions on IBMS skill development and translational outcomes.

Impact of a change from A–F grading to honors/pass/fail grading on academic performance at Yonsei University College of Medicine in Korea: a cross-sectional serial mediation analysis.

This study aimed to explore how the grading system affected medical students’ academic performance based on their perceptions of the learning environment and intrinsic motivation in the context of changing from norm-referenced A–F grading to criterion-referenced honors/pass/fail grading. The study involved 238 second-year medical students from 2014 (n=127, A–F grading) and 2015 (n=111, honors/pass/fail grading) at Yonsei University College of Medicine in Korea. Scores on the Dundee Ready Education Environment Measure, the Academic Motivation Scale, and the Basic Medical Science Examination were used to measure overall learning environment perceptions, intrinsic motivation, and academic performance, respectively. Serial mediation analysis was conducted to examine the pathways between the grading system and academic performance, focusing on the mediating roles of student perceptions and intrinsic motivation. The honors/pass/fail grading class students reported more positive perceptions of the learning environment, higher intrinsic motivation, and better academic performance than the A–F grading class students. Mediation analysis demonstrated a serial mediation effect between the grading system and academic performance through learning environment perceptions and intrinsic motivation. Student perceptions and intrinsic motivation did not independently mediate the relationship between the grading system and performance. Reducing the number of grades and eliminating rank-based grading might have created an affirming learning environment that fulfills basic psychological needs and reinforces the intrinsic motivation linked to academic performance. The cumulative effect of these 2 mediators suggests that a comprehensive approach should be used to understand student performance.

Investigation of nursing students' addiction to digital game play and associated factors

AimsIt was conducted to investigate digital gaming addiction among nursing students and the associated factors of such addiction.MethodsThe descriptive and relationship-seeking study's universe included 1665 nursing students in three universities' nursing faculties and departments. The sample size was determined to be 774 based on a power analysis with a type I error rate of 0.05, a power of the test of 0.80 (α = 0.05, 1-β = 0.80), and an effect size of d = 0.10. Student Information Form, The Digital Game Addiction Scale (DGAS-7), and the Digital Game Playing Motivation Scale (DGPMS) were used to collect student information. Data analysis was performed using the Mann–Whitney U test, Kruskal–Wallis H test, Spearman correlation, and Binary Logistic Regression Model.ResultsIt was found that 83.7% of the students were female, and the mean age and BMI were 20.03 ± 1.72 years and 21.98 ± 2.90 kg/m2, respectively. A statistically significant positive correlation was found between the students' Digital Game Addiction Scale and Digital Game Playing Motivation Scale Achievement and Energizing (r = 0.717), Curiosity and Social Acceptance (r = 0.612), and Uncertainty in Game Desire (r = -0.110) sub-dimensions mean scores (p < 0.001).ConclusionsThe relationship between nursing students' digital game addiction, game playing motivation, and several individual characteristics affecting digital games was found. The study's results call for further research to focus on developing and testing interventions that could effectively reduce gaming addiction while enhancing positive aspects of digital engagement among nursing students.

Does academic motivation contribute to the self-esteem of students at the graduate level? A case study of universities in the southern districts of Khyber Pakhtunkhwa, Pakistan

This study explored the impact of students' academic motivation on self-esteem at the graduate level. The respondents of this study were 375 university students enrolled in a Bachelor of Science (BS) program in nine disciplines from all four public sector universities in the southern districts of Khyber Pakhtunkhwa. Two standardized questionnaires, i.e., the Academic Motivation Scale, a tool consisting of 28 items for measuring academic motivation, and Rosenberg's Scale for measuring self-esteem, consisting of 10 items that measure self-respect by assessing both positive and negative emotional states about the self, were used. In light of the objectives and hypotheses, mean, and standard deviation (SD) were used to find out the level of academic motivation and self-esteem of the students. Linear regression was applied to find out the impact of students' academic motivation on their self-esteem. Moreover, an independent t-test was used to explore the difference in academic motivation and self-esteem between male and female students. There was no significant difference in the academic motivation and self-esteem of the students at the graduate level. The results showed that the university students at the graduate level had a high level of academic motivation and self-esteem. A unit change in overall academic motivation, knowledge, and stimulation parts of intrinsic motivation and identified and external regulation of extrinsic motivation bring 0.678, 0.218, 0.223, 0.122 and 0.172 change in self-esteem, respectively, while the constructs i.e., accomplishment (intrinsic motivation), introjected (extrinsic motivation), and amotivation are non-significant as p &amp;gt; 0.05.

The Characteristics Of The Ideal Lecturer From The Female Students' Perspective And The Relationship Of These Characteristics With Student’s Motivation Towards Learning

This research aims to determine the characteristics of ideal lecturers at the College of Education for Girls (from a student's perspective) and the relationship between these characteristics and student motivation to learn. This research included three hypotheses and was applied to students at the College of Education for Girls - Tikrit University. Researchers relied on an ideal lecturer characteristics scale (from the student's perspective) and a learning motivation scale, both of which were developed electronically, using a correlational descriptive approach. The sample consisted of 190 students, and the sample was selected using a quasi-random method. Several statistical methods are used to process the results obtained by researchers. After obtaining and discussing the results, several conclusions were obtained which can be summarized as follows: Positive lecturer personality traits increase student-teacher interaction and make a significant contribution to the success of the educational process. Apart from that, students' motivation in studying the subjects they study is influenced by the personal qualities of their lecturers. The study resulted in a series of recommendations: (i) updating ongoing professional development courses for all lecturers to provide them with the psychological and educational foundation necessary to ensure that their interactions with students are based not only on academic merit and grades, but also on an understanding of personality student. (ii) diagnose students with high and low academic achievement motivation. Based on this diagnosis, lecturers must be able to adjust their teaching methods and interactions with students.

A baseline survey of levels of motivation, well-being, and employment preferences of newly qualified social workers in the UK

ABSTRACT The aim of this study is to examine levels of motivation, wellbeing, and employment preferences of newly qualified social workers who graduated in 2022. A mixed-method study design was employed using standardized measurements for wellbeing, measurable scales for motivation and employment preferences, and qualitative questions about job preferences. The online survey was completed by 176 final-year social work students in Northern Ireland during the summer 2022. The current paper reports Time 1 data from a longitudinal project examining levels of motivation, well-being, resilience, and employment preferences of graduates over a 12-month period. Quantitative data were analyzed using SPSS (version 26). Wellbeing scores were compared using Mann-Whitney U tests, and motivation was compared using Fisher’s exact tests. Qualitative data from responses to open-ended questions was analyzed using six-step approach to thematic analysis. There were no significant differences in wellbeing scores or levels of motivation between participants based on age, sex, caring responsibilities, or disability. The majority were motivated to find employment in social work (98.3%), in Northern Ireland (97.7%), in statutory Health and Social Care Trusts (71.1%). However, stakeholders need to improve support systems and stability within teams, enhance remuneration, and ensure workloads are manageable.

Short breaks and micro vacations: scale development and validation of micro vacation motivation

Purpose In view of the rapid growth of micro vacation trend in post-pandemic era, this study aims to identify the underlying motivational factors for micro vacation by developing and validating a measurement scale, while explore the influence of micro vacation motivation on travel intention. Design/methodology/approach This research adopts mixed methods. Nine dimensions with 38 items are initially yielded through extensive literature review and in-depth interview (n = 22). Expert panel review filters the scale into eight dimensions with 35 items. Principal component analysis (n = 376) purifies the measures into a 35-item and seven-dimension scale, further confirmed by confirmatory factor analysis (n = 616). Nomological validity test (n = 694) proved the positive effect of micro vacation motivation on travel intention. Findings The results present a measurement scale of micro vacation motivation and reveals its seven dimensions: self-presentation, spiritual satisfaction, bonding, convenience, sense of rituals, place attachment and perceived risk. All the motivational factors positively influence travel intention for a micro vacation. Practical implications Through profound comprehension of micro vacationers’ travel motivation, destination marketers and tourism providers can better design their products based on vacationers’ needs while stimulate potential market’s visiting intention by diverse marketing activities. Originality/value This study enriches the literature of micro vacation tourism and deepens the knowledge of travel motivation, filling the research gap of tourists’ motivation in micro vacation market.

Predicting multidimensionality of mathematical creativity among students: Do mathematics self-efficacy, attitude to mathematics and motivation to mathematics matter?

Mathematical creativity is the focus of most curriculum in that students with this ability are prone to solving problems in society from a multidimensional perspective. However, studies of this nature, especially in Africa, are limited, and this poses a challenge to policy development. To cover this gap, the study sought to model the predictive effect of mathematics self-efficacy, motivation for mathematics, and attitude towards mathematics on mathematical creativity from a multidimensional perspective. The study adopted a cross-sectional survey using 654 mathematics students for the study. Two instruments–the mathematics self-efficacy, attitude towards mathematics, and mathematical motivation scales and the mathematical creativity test were used for data analysis after they had undergone a qualitative and quantitatively rigorous validation process. This was done using exploratory and confirmatory factor analysis with the average variance extracted and Fornell-Larcker criterion for convergent and divergent analysis, respectively, while Cronbach’s alpha was used to determine the stability of the scales. Analysis was performed using hierarchical regression and the result showed that mathematics self-efficacy and attitude towards mathematics, when taken individually, are the only strong predictors of mathematics creativity from the perspective of fluency, flexibility, and originality components. Collectively, the three predictors were significant in contributing to the variance in mathematics creatively from the three dimensions assessed. However, mathematics self-efficacy was the strongest predictor, followed by attitude towards mathematics. The implications of the study were discussed for policy and curriculum redesign in mathematics education.

Examining Motivation to Participate in Hiking Activity among Perlis Community

One of the most popular activities in the world is hiking. Hiking has gained popularity due to its advantage as a type of exercise and relaxation. However, little attention has been paid to the motivation for participating in outdoor activities in Perlis community the Leisure Motivation Scale (LMS-28) was used with a total sample size of 200 from the Perlis community. The results indicate that a significant difference in intrinsic and extrinsic motivation to participate in hiking activities was found between the genders in the Perlis community (p&lt;0.001). The results revealed that the female (m=6.55) has higher mean compared to male (m=6.31) for both intrinsic and extrinsic motivation. Furthermore, this study can provide insights into the desires and expectations of respondents regarding participation in hiking activities. In conclusion, this study can provide the State Government of Perlis with valuable information about the motivational factors that influence the population’s influencing community participation in hiking activities and contribute to improving public health. 6.31male 6.33 female.

Motivations for suicide attempts and risk factors among youths in Western Iran: A cross-sectional study.

Suicide attempts are a fundamental problem in health care systems and are known for their complex and multifaceted nature. This study aimed to explore the reasons for suicide attempts and to identify associated factors in western Iran. In Asadabad, western Iran, a cross-sectional study was carried out between April 2020 and March 2021. A nonrandom sampling method was used to select 110 participants, ages 15-35. Structured questionnaires such as the Beck Anxiety Inventory (BAI), the Beck Depression Inventory (BDI-II), and the Suicide Motivation Scale (IMSA) were used to gather the data. Multiple linear regression, one-way analysis of variance, Pearson's correlation coefficient, and independent t tests were all used in the data analysis. The majority of participants (59.1%) were female, with a mean age of 25.78 years. The most common reason for suicide attempts (43.6%) was family issues, and the most popular means (66.4%) were pills and medication. Eighty-nine percent of participants had symptoms of depression. The mean scores were calculated for motivation for suicide attempts (32.46 ± 16.11), depression (34.60 ± 20.50), and anxiety (34.14 ± 15.69). The analysis showed that the motivation for suicide attempts and anxiety was greater in single persons than in married and divorced persons (p < 0.05). Motivation for suicide attempts was also greater in low- to middle-income individuals with a history of divorce (p < 0.05). The multiple regression model showed that anxiety, sex, education, and medical history significantly influenced the motivation for suicide attempts (p < 0.001). The results showed that a wide range of social, economic, and cultural factors and psychiatric disorders, including anxiety and depression, are involved in suicide attempts. This study aimed to design interventions and strategies to prioritize mental health, improve life skills to control stressful events, and focus on high-risk groups (women, married people, people with low education levels, and those with a history of physical and mental illnesses) for suicide prevention in health promotion programs.

Profiles of social networking site use and problematic use among adolescents / Perfiles de uso de las redes sociales y uso problemático entre adolescentes

Adolescents’ use of social networks has increased exponentially. Therefore, considerable interest in studying the motives for using social network sites (SNS) and the relationships between these motives and problematic SNS use (PSNU) in adolescents has arisen. This study aimed to examine the relationships between adolescents’ motives for SNS use, frequency of use, numbers of SNS used and PSNU. A total of 1,775 students (50.4% female) aged 11–19 (mean age = 14.11) completed the Scale of Motives for Using Social Networking Sites and the Problematic Social Networking Site Use Scale. The results show that the primary motives for SNS use were entertainment, information-seeking and academic purposes. Significant correlations were found between motives for use and PSNU dimensions except for preference for interaction through SNS and academic purposes. Four user profiles were established based on the motivations for use: discreet users, leisure users, socializing users and hyperconnected users. Those in this last profile scored significantly higher on PSNU, and therefore, identifying adolescents fitting this profile is going to be key to taking appropriate preventive actions.

Preliminary Validity and Reliability of the Persian Version of The Situational Motivation Scale for use in Academic Sport Contexts

Motivation is one of the most important psychological factors in recognising human behavior in different settings. The purpose of this study was to analyse the reliability and validity of the Persian version of the Situational Motivation Scale (P-SIMS) developed by Guay et al., (2000) in academic sport settings. A total of 231 undergraduate students, 113 males (51.6%) and 106 females (48.4%), participated in the study. The P-SIMS consists of 16 items and four subscales: intrinsic motivation, identified regulation, external regulation, and amotivation. Cronbach's alpha coefficient, interclass correlation coefficient (ICC), confirmatory and exploratory factor analysis was used to determine the internal consistency of subscales, temporal reliability, construct validity of the scale respectively. The Standardized estimate of 16 questions shows that the CFI, GFI, and NNFI indexes are above 0.90 and the RMSEA index is below 0.08, indicating the acceptability of the fit indexes. Also, the results of the calculations performed to estimate the reliability of the scale factors show that the value of the Cronbach's alpha coefficient and interclass correlation coefficient (ICC) are good enough and considering that the internal consistency coefficients and temporal reliability of the components of the list are reasonable and appropriate, the reliability of the scale is confirmed. The results showed that P-SIMS has relatively acceptable construct validity and acceptable internal consistency and test-retest reliability. The results of this study support the preliminary validity and reliability of the P-SIMS for use in academic sport contexts.

Pelatihan Motivasi Belajar dengan Metode Roleplay pada Siswa SDN Karangsegar 02 Kabupaten Bekasi

Educators must prioritize the development of motivation among students, particularly those in the sixth grade. This is because these students are likely to continue their education to a higher level and therefore require a solid foundation of motivation to excel. Without efforts to enhance their low learning motivation, these students will encounter difficulties at the subsequent educational level. The objective of this community service is to enhance the learning motivation of sixth-grade students at SDN Karangsegar 02 in Bekasi Regency. A total of 15 sixth-grade students whose pretest results indicated low scores on the learning motivation scale will participate in a community service activity. The instrument used is the Academic Motivation Scale - Indonesian Short Version, which has a reliability of above 0.7. The results of the community service indicated that learning motivation training using the roleplay method was an effective approach for increasing students' learning motivation.

Development of the Japanese Version of the Original and Short Work Extrinsic and Intrinsic Motivation Scale

AbstractWork motivation is important with regard to many organizational outcomes, including employee mental health and productivity. The Japanese workforce suffers from low levels of work motivation, associated with poor mental health and compromised productivity. One established measure of work motivation is the Work Extrinsic and Intrinsic Motivation Scale (WEIMS), based on the Self‐Determination Theory (SDT). However, the Japanese version of WEIMS (JWEIMS) has yet to be developed. Likewise, the Japanese version of the short form WEIMS (SWEIMS) does not exist, either (JSWEIMS). This study aimed to validate JWEIMS and JSWEIMS. Japanese employees (n = 165) responded to JWEIMS, and the data were analyzed through a minimum average partial, parallel analysis, and exploratory factor analysis with the internal consistencies identified. Both JWEIMS and JSWEIMS demonstrated a three‐factor structure. Internal consistencies were high. In both versions, more intrinsic types of motivation were categorized as one factor. JWEIMS and JSWEIMS are the only work motivation scales established on SDT in Japanese. The factor structure difference from the original scales highlights the collectivistic and success‐driven nature of Japanese culture, relative to Canadian and UK cultures.

Interplay of academic emotion regulation, academic mindfulness, L2 learning experience, academic motivation, and learner autonomy in intelligent computer-assisted language learning: A study of EFL learners

In the evolving landscape of second language (L2) education, Intelligent Computer-Assisted Language Learning (ICALL) stands out as a transformative force with the emergence of Artificial Intelligence (AI). Despite its growing prominence, integrating cognitive and affective constructs such as academic emotion regulation and mindfulness remains underexplored in ICALL environments. This study addresses this gap by examining their interplay with L2 learning experience, academic motivation, and learner autonomy among Iranian English as a Foreign Language (EFL) learners. Drawing on data from 398 intermediate EFL learners, this research utilized a comprehensive array of validated instruments, including the Academic Emotional Regulation Questionnaire, the Langer Mindfulness Scale, the L2 Learning Experience Scale, the Academic Motivation Scale, and the Learner Autonomy Questionnaire. Structural equation modeling (SEM) revealed significant correlations, indicating that academic emotion regulation positively influences L2 learning experience, academic motivation, and learner autonomy within ICALL settings. Furthermore, academic mindfulness emerged as a robust predictor of these educational outcomes in ICALL environments. These findings underscore the pivotal role of ICALL in L2 education and offer practical insights for teachers, curriculum developers, and policymakers to enhance teaching and learning practices.

Testing the Construct Validity and Reliability of the Student Learning Motivation Scale Using Confirmatory Factor Analysis (CFA)

Constructivist learning environments are created by utilizing constructivist theory to raise teaching standards and motivate students to learn more. The low level of student motivation in the learning process is caused by several problems that occur. Thus, learning motivation is very important in the progress of learning, namely to encourage enthusiasm during the learning process. This research aims to measure students' learning motivation. The sample for this research was fourth grade elementary school students. This research uses a quantitative approach designed using measuring instruments in the form of questionnaires. The results of the research show that these four aspects are: the desire and desire to succeed, the appreciation for learning, the desire to be interested in learning, and optimism. There is one indicator that does not meet the criteria, namely the reward aspect of learning. Therefore, the three aspects that have been described are proven to meet the criteria of goodness of fit, validity and construct reliability. Therefore, the scale developed is suitable for use in collecting data to measure student learning motivation.