Multidimensional Motivation Research Articles

МЕТОДИЧЕСКИЕ ПОДХОДЫ К МОТИВАЦИИ И СТИМУЛИРОВАНИЮ ПРОЕКТНОЙ КОМАНДЫ

The article substantiates the relevance of the issues of motivation and stimulation of the activities of project team members, due to the high significance of motivation and involvement of project team members from the point of view of achieving the final results of project activities. The staff is one of the most important resources of the team, because only the presence of employees with the necessary professional and personal qualities, united by common values, will ensure effective teamwork to achieve the goals of the team. The article examines the specifics of the motivation of project team members, considers the possibilities and limitations of using well-known motivational theories to motivate the project team; systematizes typical mistakes of project managers when motivating team members and ways to overcome them; offers recommendations for increasing the motivation of project team members; it is shown that the complex and multidimensional motivation of project team members necessitates the use of a full range of directions and methods of stimulating their activities, including material (monetary and non-monetary) and non-material incentives.

Disentangling motivation and engagement: Exploring the role of effort in promoting greater conceptual and methodological clarity.

Conflation over motivation and engagement has historically impeded research and practice. One reason for this is because definition and measurement have often been too general or diffuse-especially in the case of engagement. Recently conceptual advances aimed at disentangling facets of engagement and motivation have highlighted a need for better psychometric precision-particularly in the case of engagement. To the extent that engagement is inadequately assessed, motivation research involving engagement continues to be hampered. The present study investigates multidimensional effort (a specific facet of engagement) and how it relates to motivation. In particular, we examine the associations between specific positive and negative motivation factors and dimensions of effort, thereby shedding further insight into how different types of motivation interplay with different types of engagement. Drawing on data from a sample of 946 Australian high school students in 59 mathematics classrooms at five schools, this study hypothesized a tripartite model of academic effort in terms of operative, cognitive, and social-emotional dimensions. A novel nine-item self-report Effort Scale measuring each of the three factors was developed and tested for internal and external validity-including its relationship with multidimensional motivation. Multilevel confirmatory factor analyses were conducted to test the factor structure and validity of multidimensional effort. Additionally, doubly-latent multilevel structural equation models were conducted to explore the hypothesized motivation → engagement (effort) process, and the role of student- and classroom-level background attributes as predictors of both motivation and effort. Results supported the hypothesized model of tripartite effort and its distinctiveness from motivation, and showed that key dimensions of motivation predicted effort at student- and classroom-levels. This study provides implications and suggestions for future motivation research and theorizing by (1) establishing evidence for the validity of a novel engagement framework (multidimensional effort), and (2) supporting future measurement and practice in academic engagement juxtaposed with multidimensional motivation-critical for better understanding engagement, and motivation itself.

Linking health worker motivation with their stated job preferences: A hybrid choice analysis in Ethiopia

Understanding health worker job preferences can help policymakers better align incentives to retain a motivated workforce in the public sector. However, in stated preference choice modelling, health worker motivation to do their jobs has not been incorporated, perhaps surprisingly, as an important antecedent to health worker job choices. This paper is the first application of a hybrid choice model to measure the extent to which variations in the job preferences of community health workers (CHWs) can be explained by multidimensional motivation. We interviewed 202 CHWs in Ethiopia in 2019. Motivation was assessed quantitatively using a series of thirty questions, on a five-point Likert scale. Stated preferences for hypothetical jobs were captured using an unlabelled discrete choice experiment. We estimated three models and explored which best fitted choice data. We found that the hybrid choice model fitted better than simpler choice models and provides additional behavioural insight into the preferences of CHWs. Intrinsically motivated CHWs had strong disutility towards a higher than average salary, but preferred good facility quality and good health outcomes. On the contrary, CHWs who were assessed to be extrinsically motivated had disutility attached to a heavy workload and preferred higher than average salaries. We show a link between heterogeneity in the job preferences of CHWs and their motivation, demonstrating that its important for policy makers and managers to understand this link in order to get health workers to exert more effort in return for the right incentives and to retain a motivated workforce in the long run.

Using a Multidimensional Motivation’s Scale during Effort to Understand How Motivation Evolves with Intensity and Fatigue

Motivation is an important factor in getting athletes to reach their maximal potential, but no questionnaire or scale to observe motivation during exercise has been developed. Objective: The first aim of this study was to test the validity and the reliability of a new French Multidimensional Motivation Scale during Effort (MMSE) constructed to determine Intrinsic Motivation (IM), External Regulation (ExtR), Introjected Regulation (IntroR), Identified Regulation (IdentR), Integrated Regulation (IntegR) and Amotivation (Am). The second aim was to use it during intermittent exercises to understand how motivation evolves with intensity and fatigue. Methods: A hundred and four trained athletes answered the French version of BREQ-3 and French MMSE before the protocol. Then, they performed a running test-retest (Test 1 and Test 2) around one loop (770 m) at level 4 of the CR10 Borg scale. Then, they were asked to perform five loops at the intensity of effort 2, 4, 6, 8 and 10 using the same scale (Test 3). Finally, 28 of these athletes were asked to perform more series of 20 squat jumps without charge until exhaustion (Test 4). Results: The results show that all motivational parameters of MMSE were correlated with BREQ-3, except for Am. No motivational parameter was significantly different between Test 1 and Test 2, and they were significantly correlated. During Test 3, IM was significantly reduced with intensity (-34.6%; p 0.001) whereas the increase of IntegR (+17.3%; p a motivational reserve. During Test 4, the diminution of power output (-15.3%, p p tant decrease of IM (-81.2%, p p p Conclusion: MMSE is valid and reliable to measure motivation during exercise. Autonomous parameters of motivation were the most evolving with the intensity of effort and fatigue.

Development and validation of a multi-dimensional scale to assess community health worker motivation.

BackgroundEnsuring that Community Health Workers (CHWs) are motivated is critical to their performance, retention and well-being – and ultimately to the effectiveness of community health systems worldwide. While CHW motivation is as multi-dimensional construct, there is no multi-dimensional measure available to guide programming. In this study, we developed and validated a pragmatic, multi-dimensional measure of CHW motivation.MethodsScale validation entailed qualitative and survey research in Mali and Bangladesh. We developed a pool of work satisfaction items as well as several items assessing the importance of hypothesized sub-dimensions of motivation, based on the literature and expert consultations. Qualitative research helped finalize scale sub-dimensions and items. We tested the scale in surveys with CHWs in Mali (n = 152, 40% female, mean age 32) and Bangladesh (n = 76 women, mean age 46). We applied a split-sample exploratory/confirmatory factor analysis (EFA/CFA) in Mali, and EFA in Bangladesh, then assessed reliability. We also gauged convergent/predictive validity, assessing associations between scale scores with conceptually related variables.ResultsThe final 22-item scale has four sub-dimensions: Quality of supervision, Feeling valued and capacitated in your work, Peer respect and support, and Compensation and workload. Model fit in CFAs was good, as were reliabilities for the full scale (alpha: 0.84 in Mali, 0.93 in Bangladesh) and all sub-dimensions. To construct scores for the final scale, we weighted the scores for each sub-dimension by CHW-reported importance of that sub-dimension. Final possible range was -6 to +6 (sub-dimensions), -24 to +24 (full scale). Mean (standard deviation) of full-scale scores were 5.0 (3.3) in Mali and 14.5 (5.3) in Bangladesh. In both countries, higher motivation was significantly associated with higher overall interest in their work, feeling able to improve health/well-being in their community, as well as indicators of higher performance and retention.ConclusionsWe found that the Multi-dimensional Motivation (MM) scale for CHWs is a valid and reliable measure that comprehensively assesses motivation. We recommend the scale be employed in future research around CHW performance and community health systems strengthening worldwide. The scale should be further evaluated within longitudinal studies assessing CHW performance and retention outcomes over time.

The Relationship Between Multidimensional Motivation and Endocrine-Related Responses: A Systematic Review

Multidimensional motivational theories postulate that the type of motivation is as important as the quantity of motivation, with implications for human functioning and well-being. An extensive amount of research has explored how constructs contained within these theories relate to the activation of the endocrine system. However, research is fragmented across several theories, and determining the current state of the science is complicated. In line with contemporary trends for theoretical integration, this systematic review aims to evaluate the association between multidimensional motivational constructs and endocrine-related responses to determine which theories are commonly used and what inferences can be made. Forty-one studies were identified incorporating five distinct motivation theories and multiple endocrine-related responses. There was evidence across several theories that high-quality motivation attenuated the cortisol response in evaluative environments. There was also evidence that motivational needs for power and affiliation were associated with lower and higher levels of salivary immunoglobulin A, respectively. The need for power may play a role in increasing testosterone when winning a contest; however, this evidence was not conclusive. Overall, this review can shape the future integration of motivational theories by characterizing the nature of physiological responses to motivational processes and examining the implications for well-being.

Joint trajectories of extrinsic motivation and competence beliefs: A parallel-process growth mixture modeling approach

While adolescents’ academic motivation usually declines, not all adolescents struggle. This study tested the heterogeneity of motivation trajectories, focusing particularly on three types of extrinsic motivation (external, introjected, and identified regulations) accompanied by competence beliefs. Parallel-process growth mixture modeling was utilized to identify classes of joint trajectories from grades 8 to 11, drawing on nationally representative data from South Korea (n = 6908). Three distinct classes emerged based on external regulation and competence beliefs, but there were no significant differences in academic achievement (scholastic aptitude test scores) in grade 12 across the classes. Four distinct classes emerged for introjected and identified regulation, respectively, covarying with competence beliefs. The classes demonstrating high and/or increasing competence beliefs showed the highest achievement for both introjected and identified regulation models. The results highlight the importance of fostering competence beliefs and provide a more nuanced explanation of the development of multidimensional motivation from a standpoint of self-determination theory.

Enhancement of motivational efficiencies of adolescents through yoga and science of living

Introduction: Adolescent’s behavior consists of all their physical response, habits, skills; all their organic responses, feelings, emotions, and tensions; all their intellectual responses, perceiving, thinking, and reasoning. These responses are found in the field of motives, which are mainsprings of their behavior. Objective: To develop a module of Science of Living training for promoting motivational efficiency of adolescent students. Methodology: Keeping in view the nature and objectives of this study, out of 100 registrants, 60 boys and girls with the age range of 12 to 17 years were chosen for the study based on the inclusion and exclusion criteria. Random sampling was used for the selection of the participants and all the subjects were from similar educational and socio-economic status. A randomized pre-post study research design was used for the study. The participants received a combined approach of Yoga and Science of Living (SOL) activities of 45 min, 5 days per week, for 3-months. Multidimensional motivation test constructed by Dr. Roma Pal was used as a tool for assessing motivational efficiency of the subject, first at the onset of the study and after three months of Yoga and Science of Living intervention module. Result: it was evident that Yoga and SOL practice leads to a significant improvement in motivational efficiency of the adolescent practitioner student. The findings of the study indicate that there is a significant difference between the constituent variables of motivational efficiency before and after the practice of Yoga and Science of Living. Summary: It implies that Yoga and SOL practice is useful in the enhancement of Psycho-physiological well-being, improvement in confidence, coping, transcendence, inadequate mental mastery of the practitioner. Thus, it was inferred from the findings that the hypothesis assumed before the start of the study has been amply proved. Keywords: Science of Living (SOL), Yoga, Motivation, Perception,

Multimodal expressive arts in school counselling: a strength-based intervention program for academic underachievers in secondary schools

ABSTRACT This study looked into the effectiveness of an intervention program using multimodal expressive arts therapy approach for underachieving adolescents. A six-session program, adopting strength-based and insight-oriented approach, was implemented to 14 secondary school students who met the criteria as underachievers. Qualitative data was analyzed using grounded theory methodology. Two themes emerged from students’ artwork and reflection, as well as teachers’ feedback: conflicts and defense (inferiority and helplessness; indifferent and sloopy), as well as the needs for understanding and social support reoccurred in students’ art piece and reflection across sessions. Quantitative data, from teachers and students, indicated an increase in behavioral and emotional engagement at the end of the program. Multidimensional motivation states of underachieving students were also emerged. The indifference within themselves on the issue on “underachieving” are brought to their conscious level and leading to more self-reflection. Limitations and implications of this study are presented.

Validation of the Multidimensional Work Motivation Scale vis-à-vis a Saudi Educational Context

The present study focuses on studying the psychometric properties of the Multidimensional Motivation at Work (MWMS) Questionnaire in a Middle Eastern educational milieu. This study was a cross-sectional study with 309 educational supervisors working in the educational offices in Jeddah General Department of Education, who were contacted for eliciting the relevant information through the MWMS Questionnaire. Confirmatory Factor Analysis (CFA) was carried to study the psychometric properties of the MWMS scale. Discriminant validity was measured using the procedure suggested by Fornell-Larcker (1981). Convergent validity of the measurement model was assessed using the Average Variance Extracted (AVE) and Composite Reliability (CR) techniques. The present study supported the five-factor structure of MWMS. Hence, suggesting that the MWMS Questionnaire is valid and reliable to use within the educational context in Saudi Arabia. The results of the present study will prove to be a harbinger for future research in studying MWMS in educational organizations, particularly in the Saudi educational context, .and can be generalized to other countries in the region.

Multidimensional motivation for exercise: A latent profile and transition analysis

ObjectivesTo: a) identify motivational profiles for exercise, using Self-Determination Theory as a theoretical framework, among a sample of parents of UK primary school children; b) explore the movement between motivational profiles over a five year period; and c) examine differences across these profiles in terms of gender, physical activity and BMI. DesignData were from the B-Proact1v cohort. Methods2555 parents of British primary school children participated across three phases when the child was aged 5–6, 8–9, and 10–11. Parents completed a multidimensional measure of motivation for exercise and wore an ActiGraph GT3X + accelerometer for five days in each phase. Latent profile and transition analyses were conducted using a three-step approach in MPlus. ResultsSix profiles were identified, comprising different combinations of motivation types. Between each timepoint, moving between profiles was more likely than remaining in the same one. People with a more autonomous profile at a previous timepoint were unlikely to move to more controlled or amotivated profiles. At all three timepoints, more autonomous profiles were associated with higher levels of MVPA and lower BMI. ConclusionsThe results show that people’s motivation for exercise can be described in coherent and consistent profiles which are made up of multiple and simultaneous types of motivation. More autonomous motivation profiles were more enduring over time, indicating that promoting more autonomous motivational profiles may be central to facilitating longer-term physical activity engagement.

Interplay of motivation and self-regulation throughout the development of elite athletes

ABSTRACT Recent development in the understanding of human motivation has highlighted the crucial and reciprocal role of motivation on cognitive processes. In elite sport settings, athletes are subject to external forces that do not necessarily correspond with their inherent drives. However, they seem to develop cognitive competencies to cope with external forces, when planning, monitoring, and reflecting on their high-level achievements. The current study aims to explore likely interactions between motivation and cognitive processes as athletes develop from novice to elite levels. Five female Olympic and World Championship medallists were interviewed. A thematic analysis revealed how motivation and self-regulation competencies interchangeably influenced athletes’ career trajectories asynchronously. Chronologically, four themes emerged: 1) Motivational shifts evoked planning and self-control competencies, 2) The external control constrained athletes’ self-regulation, 3) Self-control and reflection in extrinsically driven athletes, and 4) Elite athletes’ multidimensional motivation and self-regulation profile. Initially, intrinsic motivation prompted athletes’ participation, but the competitive nature of sport activities led to a shift toward more external forms of motivation. This motivational shift was accompanied by changes in self-regulation competencies, particularly planning and self-control, rather than self-reflection. Over time, athletes’ increased sport-specific self-confidence contributed to further refinement of self-regulation competencies and integrated motivational regulations. Rather than exploring motivation and cognitive competencies individually, current study findings highlight dynamic interactions between these concepts that influences athletes’ ongoing development to elite level performances.

Relation between motivation and enjoyment in physical education classes in children from 10 to 12 years old

There are serious warnings of sedentary lifestyles among children. Therefore, it is necessary to take measures from school, especially in Physical Education (PE) classes. One way to do this, it is paying attention to the motivational climate and enjoyment in PE classes because these two factors are related to the intention to be physically active by students. This research’s aim was to evaluate multidimensional motivation and enjoyment in PE classes and relations between these dimensions. The sample included 315 Primary Education Galician students (Spain), 145 boys (46%) and 170 girls (54%), with an age range between 10 and 12 years (M=10.92, SD=0.792). Data were collected by means of two questionnaires. One of them was the ‘Physical Education Questionnaire in Primary Education´ (CMEF-EP), and the other one was ‘Physical Activity Enjoyment Scale´ (PACES). The following results were obtained: Intrinsic Motivation (IM) (M=5.12; SD=1.14), External Regulation (ER) (M=3.61; SD=1.63), Amotivation (AM) (M=1.93; SD=1.46), Enjoyment (ENJ) (M=4.51; SD=0.55). Regression analysis shows that the IM can predict 42.1% of ENJ in PE classes. Therefore, students’ intrinsic motivation is a solid framework for enjoyment in PE lessons. Consequently, it should be taken into account by Primary Education teachers in their classrooms. They should take appropriate measures to encourage intrinsic motivation: methodologies of inquiry, positive feedback, variety of tasks and materials, flexible grouping and meaningful assessment.

Validating the Inventory of School Motivation with Mainland Chinese Students

The purpose of this study was to validate the Inventory of School Motivation (Mainland China), which was developed specifically for use with Mainland Chinese students. Development of the instrument was grounded in Personal Investment theory and built on the Inventory of School Motivation instrument, which has been shown to accurately tap the achievement goal constructs hypothesized by the theory. Our data analysis indicated that the subscales in our instrument do represent dimensions associated with achievement goals: task, effort, competition, social power, affiliation, social concern, praise, and token. Participants were 458 undergraduates from five universities in eastern China. A series of nested confirmatory factor analyses supported a multidimensional school motivation structure. The results indicated both convergent and concurrent validity for the instrument with Mainland students. Relationships were found between Inventory of School Motivation goal constructs and global motivation goals, family-oriented goals, self-concepts, and learning approaches. Our findings support that Mainland Chinese students’ achievement goal orientation is consistent with that found in other cultures, suggesting that the instrument and the theory that informs it may further cross-cultural research in this area. At the same time, though, our findings show that Mainland students endorse some goal orientations differently from other groups, suggesting an inventory instrument specific to Mainland China is both important and necessary.

The Effectiveness of a Multi-Dimensional Teaching Strategy on Students’ Attitudes and Level of Learned-Helplessness

Background: Learned helplessness can become a persistent problem that develops in response to a student’s lack of confidence and frustration with a certain course of study.Aims: This study examined the effects that a teaching strategy that was designed to trigger intrinsic motivation components had on students’ attitudes toward an unpopular scientific subject and students’ learned helplessness as a general characteristic.Sample: The participants consisted of 157 female undergraduate students.Method: A teaching strategy that consisted of multi-dimensional intrinsic motivation components was delivered to one neuropsychology class of students, while a second class was taught exactly the same concepts via a traditional lecturing strategy. Two dependent variables were assessed: Attitude toward the neuropsychology course and learned helplessness. The self-rating scales were administered twice: Once at the beginning of the course and once at the end. An analysis of variance ANCOVA was used to compare the results of the two groups of students.Results: The performance of the students in the experimental group was higher than that of students in the control group in terms of course grades. Furthermore, these students exhibited a more positive attitude to neuropsychology than the students in the control group. Learned helplessness decreased in the experimental group, and this was indicative of the fact that the new teaching strategy had a positive effect on motivational levels.Conclusion: A teaching method that incorporates the components of intrinsic motivation can enhance students’ performance on a specific course and can improve their attitude toward completing that course.

Adaptive and maladaptive work-related motivation among teachers: A person-centered examination and links with well-being

The primary aim of this study was to identify profiles of motivation among teachers. Using latent profile analysis among n = 519 Australian teachers, we considered multidimensional motivation by examining adaptive (self-efficacy, valuing, mastery orientation) and maladaptive motivation (anxiety, uncertain control, performance avoidance). Results revealed five distinct profiles of teachers' motivation. The study's secondary aim involved determining how the profiles are associated with well-being outcomes (work enjoyment, workplace buoyancy, work disengagement) and teachers' personal and job characteristics. Results revealed significant differences across the profiles. Together, the findings underscore the importance of attending to teachers' motivation in both research and practice.

Student Perceptions of College Teacher Misbehaviors and Teacher Credibility as Perceived by Jordanian University Students

This study aimed to identify levels of teacher misbehavior and teacher credibility among a group of undergraduate students in Jordan, and investigate the relationship between them. Data were collected from a questionnaire in the fields of teacher misbehavior and teacher credibility were administered to a study sample of 273 male and female undergraduate students at the Hashemite University during the academic year 2015/2016. Results indicated that the student perception of both teacher misbehavior and teacher credibility was medium level. Moreover, results showed a negative and statistically significant relationship between irresponsibility and teacher credibility. Upon the findings of the current study, many recommendations were made to examine the psychometric qualities of the multidimensional perfectionism scale and motivation orientation scale in other populations such as secondary school students. DOI: 10.5901/mjss.2016.v7n2p324

Multidimensional motivation and engagement for writing: construct validation with a sample of boys

Given recent concerns around boys’ literacy, this study examined multidimensional writing motivation and engagement among boys. We explored internal and external validity of 11 adaptive (e.g. self-efficacy for writing) and maladaptive (e.g. disengagement from writing) factors of writing motivation and engagement. The sample comprised 781 male Australian high school students (aged 11–18 years). We used confirmatory factor analysis and structural equation modelling to conduct our analyses. Results confirmed the internal structure of the factors and revealed that parent education, and to a lesser degree language background, predicted several motivation and engagement factors. In addition, the adaptive motivation and engagement factors were associated positively with several writing (e.g. enjoyment of writing) and literacy outcomes (e.g. literacy achievement), whereas the maladaptive factors tended to be negatively associated. Invariance was found in the associations among the motivation and engagement factors and the outcomes across several participant subgroups (e.g. by gender, language background). There was also measurement invariance between the study’s sample and five randomly drawn samples of students from archived data on domain-general academic motivation and engagement. Combined, our analyses shed light on a domain-specific area of motivation and engagement – writing – that could benefit from an integrative multidimensional examination.

사이버윤리 준수인식과 행동의도에 영향을 미치는 사용자의 내·외적요인

As the Internet is widely used worldwide, Cyber world has become a part of daily life. On the other hand, the adverse effects of Internet, such as abusive comments, illegal harmful contents, rumor diffusion, infringement on a right have emerged with the increase. Researchers recognized the important of cyber ethics as an effective means of coping with the adverse effects on Internet. But, Little empirical research has been related to cyber ethics in management information systems. Thus, the purpose of this research is to identify multidimensional motivation factors that cyber ethics awareness and compliance behavior Intention. For this, this study investigated the factors that might influence Internet users to compliance cyber ethics. Using university students as a sample, one hundred and ninety six are collected for further analysis. The results of this study are as follows; First, self-esteem, Moral Obligation, self-control, cyber ethics education and Social Influence are significantly related to cyber ethics awareness, while punishment is not significantly related. Second, cyber ethics awareness have a positive effect on cyber ethics compliance behavior Intention. Third, the moderating effect of ego strength is also significant. This study is significant in that it established a behavior model to understand the compliance of cyber ethics with internet user in Korea.

Motivation and engagement in the ‘Asian Century’: a comparison of Chinese students in Australia, Hong Kong, and Mainland China

The present study investigated multidimensional motivation and engagement among Chinese middle school students in Australia (N = 273), Hong Kong (N = 528), and Mainland China (N = 2106; randomly selected N = 528). Findings showed that a multidimensional model of motivation and engagement fit very well for all three groups. Multi-group invariance tests showed that the number of factors, factor loadings, factor correlations and item uniquenesses were invariant across the three groups – as were inter-correlations with a set of cognate correlates (class participation, school enjoyment, positive intentions, academic buoyancy) – hence no differences of ‘kind’. However, differences of ‘degree’ were indicated through significant mean-level effects between groups, with self-reports favouring Australian Chinese students over Hong Kong and (to a lesser extent) Mainland Chinese students. We propose these findings shed important light on Chinese students’ academic motivation and engagement and also on socio-cultural perspectives on motivation and engagement because they assist understanding about effects attributable to context and effects attributable to ethnicity. Given this, the study is a timely contribution to current understanding of the Chinese learner in this, the ‘Asian Century’.