Self-determined Motivation Research Articles

Measurement of basic psychological needs for physical activity participation for college students with intellectual disabilities: A validation study.

Measurement instruments to understand self-determined motivation towards physical activity among college students with intellectual disabilities are needed to develop programs to support physical and psychological health and well-being. The purpose of the current study was to validate a modified questionnaire measuring basic psychological needs towards physical activity among college students with intellectual disabilities. A total of 108 college students with intellectual disabilities completed the modified questionnaire. Validity and reliability of the questionnaire was examined. Confirmatory factor analysis demonstrated a six-factor model had good model fit. Cronbach's alpha values showed acceptable reliability evidence of the instrument as a whole, although some alpha values in subdomains of the instrument were below acceptable values. The modified questionnaire was found to have acceptable validity evidence. Further studies are needed with refinement of answer options and the addition of more questions to increase reliability.

The Highs and Lows of Pornography Use: Does Motivation Affect Users’ Life Satisfaction?

"The negative outcomes of problematic pornography use (PPU) have been well documented, but there is a gap in the literature on the underlying mechanisms that influence the life satisfaction and mental health of pornography users. In the current study we have used a cross-sectional, person-centered approach in order to reveal the motivational and life satisfaction profile of problematic and non-problematic pornography users based on the theoretical framework of Self-determination Theory (SDT). We also wished to determine the role of self-determination in the life satisfaction of pornography users, as this variable is considered to be relevant for the life satisfaction and mental health of online pornography consumers. Our participants (N = 4302) were Hungarian speaking adults from Romania and Hungary (age M=27,91; SD=9,50), selected through sampling on social networking sites related to pornography, sexual dysfunction and addiction. Individuals were assigned to one of 3 groups (i.e., no symptoms, few symptoms, problematic use), based on the presence of symptoms related to pornography use. Demographic data was gathered, self-determination, life satisfaction and pornography use were assessed using the online version of validated instruments. Results indicated that SDT-based motivation and life satisfaction have a significant role in shaping the profile of pornography users. Participants with PPU felt less satisfied with their life, were less self-aware and experienced lower levels of perceived choice than both no symptom and few symptom groups. Although self-determination significantly predicted life satisfaction, this effect was not influenced by the problematic character of pornography use. Keywords: self-determined motives; life satisfaction; online sexual activities; problematic pornography use."

The Role of Korean Food Delivery Apps as a Third-Party Logistics Provider: Focusing on Self-Determination Theory

Purpose: This study aim to examines the relationships between users' self-determination motivation, perceived utili-ty and hedonic values, attitudes, and intentions to reuse the app. Additionally, the moderating effect of information search effort was explored. Design/methodology/approach: Data were collected via online surveys targeting domestic consumers using K-FDA services. We used PLS-SEM for hypothesis testing. Findings: The results suggest that K-FDA users perceive more value as they use the app with greater voluntary motivation, leading to higher attitudes and intentions to reuse the services. Additionally, hedonic value interacted with information search effort level to significantly influence attitude, indicating the need to encourage users to use K-FDA services more proactively. Research limitations/implications: According to self-determination theory, an individual's autonomy can be dis-tinguished into various stages ranging. Differences in perceived value and behaviors during the K-FDA usage process may emerge according to these stages. Therefore, it is suggested that future research conduct studies comparing differences by refining the degree of self-determination. Originality/value: Despite the increasing distribution costs as Korean Food Delivery Apps (K -FDA) serve as third- party logistics providers, the number of K-FDA users is on the rise. In this context, there is a need to investigate users' motives and the values perceived during the use of the app to attract and retain users. Therefore, we adopted the Self-Determination Theory to examine the effects of intrinsic motivation on the perceived value (utilitarian and hedonic) during the app usage process and proposed the role of K-FDA in attracting users to the app and encouraging reuse in the fiercely competitive delivery app market.

수업 관련 요인은 청소년의 자기결정성동기를 어떻게 변화시키는가?

Objectives This study attempted to analyze the change in the latent profile of self-determination motivation as it grew from middle school to high school and to examine the predictive effects of teaching methods, teacher characteristics, and academic stress. Methods For this purpose, Utilizing data from the 2013 Korean Education Longitudinal Study, a longitudinal panel of 7,324 students tracked from 3rd grade middle school in 2017 to 2nd grade high school in 2019 was analyzed. Descriptive statistics and correlation analyses were conducted, followed by latent transition analysis to identify changes in latent groups over time. To assess the impact of class-related variables, multiple logistic regression analysis was employed. Results First, the latent profiles of self-determination motivation in the third grade of middle school were classified into five latent groups: amotivation, heteronomous, low, moderate, and autonomous motivation type. Second, the highest transition pattern is the pattern maintained from the moderate type to the moderate type. Third, interaction classes, teacher relationships, and individualized classes showed positive predictive effects, and teacher achievement pressure showed negative predictive effects. Academic stress showed positive predictive effects in the case of ‘high motivation types’. Conclusions The results of the study provided practical implications for the transfer pattern of adolescents' self-determination motivation and instruction and interaction to improve it.

문제중심학습이 간호학생의 자기결정성 학습동기, 자기주도적 학습능력, 문제해결과정에 미치는 효과

Objectives This study is a single-group pre-post quasi-experimental study aimed at applying problem-based learning and identifying changes in self-determined learning motivation, self-directed learning ability, and problem-solving process. Methods The subjects of the study were 142 fourth-year nursing students at a university located in the U city who took adult nursing courses and agreed to participate in this study. Data were collected by self filling out questionnaires on self-determination learning motivation, self-directed learning ability, and problem-solving process before and after problem-based learning. The collected data were analyzed using SPSS 26.0 to determine frequency and percentage, mean and standard deviation, and differences in variables before and after problem-based learning using paired t-test, and the relationships between variables were analyzed using Pearson's correlation analysis. Results After problem-based learning, overall classes, the nursing students are self-determination learning motivation (t=-4.29, p<.001) and among the sub-domains of self-determination learning motivation, evaluation identified regulation (t=-2.12, p=.036), and intrinsic motivation (t=-5.13, p<.001) were significant improved. Self-directed learning ability (t=-4.31, p<.001) and among the sub-domains of Self-directed learning ability, management of learning process (t=-4.94, p<.001), evaluation of learning outcome (t=-3.38, p=.001), ego concepts (t=-2.06, p=.041), continuity of learning (t=-2.99, p=.003), and management of learning resource use (t=-3.41, p=.001) were significantly improved. In addition, problem solving process (t=-6.42, p<.001), and among the sub-domains of problem solving process, clarifying problem (t=-4.45, p<.001), seeking a solution (t=-4.86, p<.001), decision making (t=-3.72, p<.001), applying the solution (t=-5.04, p<.001), and evaluation and reflection (t=-4.72, p<.001) were signficantly improved. Conclusions This study was confirmed that classes applying problem-based learning are an effective teaching and learning method in improving nursing students' self-determined learning motivation, self-directed learning ability, and problem-solving process.

Exploring e-sports fans’ motivation for watching live streams based on self-determination theory

This study seeks to examine the multifaceted influences of diverse motivational factors on the live streaming engagement of e-sports fans based on self-determination theory. While previous research has focused on the offline participation in e-sports events, the shift towards live streaming engagement has created a new and underexplored area: the motivations for live streaming viewing among e-sports fans. Consequently, this research develops an e-sports Live Streaming Viewing Motivation Scale for evaluating both intrinsic and extrinsic motivations underlying e-sports fans’ live streaming engagement, and then utilises SPSS 26.0 and AMOS 26.0 to assess the reliability and validity of the scale. Subsequently, multiple linear regression analysis of 1052 questionnaires is employed to construct models and evaluate hypotheses. Findings indicate that : (1) Intrinsic motivation exhibits significant impact on the live viewing behaviour of e-sports fans. (2) However, the impact of extrinsic motivation is insignificant. (3) When both intrinsic and extrinsic motivations coexist, intrinsic motivation maintains a positive impact, whereas extrinsic motivation demonstrates a negative influence. (4) The motivational influence is multifaceted; notably, dimensions such as idol worship, leisure entertainment, and competitive stimulation positively affect live viewing motivation, while belonging identification, social engagement, and peripheral activities exert a negative impact. In conclusion, intrinsic motivation emerges as the primary driving force behind e-sports fans’ live streaming viewing behaviour. Extrinsic motivation fails to independently influence live streaming engagement and even dampens enthusiasm when combined with intrinsic motivation. Theoretically, this study contributes to the existing literature on Self-determination theory and motivations behind e-sports live streaming viewing behaviour. It not only refines the motivation scale, but also elucidates the impact of various motivations on viewing behaviour. Practically, it provides insights for optimising e-sports products and services.

Coach–athlete relationship as a predictor of contextual motivation in weightlifters

Coach behaviour is an important predictor of athlete motivation (Jowett, 2017). The coach–athlete relationship can be defined as a dynamic interaction wherein the feelings, thoughts and behaviours of both athlete and coaches are mutually and causally interconnected (Jowett and Shanmugam, 2016, In Schinke, McGannon & Smith (Eds.), Routledge International Handbook of Sport Psychology, Relational Coaching in Sport: Its psychological underpinnings and practical effectiveness (pp. 471–484). Routledge). This present study explored the coach–athlete relationship through the lens of Self-Determination Theory. This multidimensional theory underscores various facets of motivation suggesting that coaches' behaviours influence athletes' motivation by directly influencing their three basic psychological needs (Deci & Ryan, 2008, Can Psych, 49, 182–185). The study builds on previous research highlighting the pivotal role of coaches in shaping positive sporting environments and the significance of closeness, commitment and compatibility in the coach–athlete relationship (Jowett & Nezlek, 2012, J Soc Pers Rel, 29, 287–301). The purpose of the present study was to further understanding of the association between the coach–athlete relationship and contextual motivation among weightlifters. Previous studies have expounded a motivational model of the coach–athlete relationship that outlined a sequence wherein coaches’ actions bear influence on athletes’ intrinsic and self-determined extrinsic motivation by shaping their perceptions of autonomy, competence, and relatedness (Mageau & Vallerand, 2003, J Sports Sci, 21, 883–904). It was hypothesised that a coach–athlete relationship scores would be a negative predictor of amotivation and external regulation (H1). It would, however, be a positive predictor of more intrinsic forms of motivation (H2). Specifically, those who perceive their coaches as supportive, understanding and competent will report higher levels of intrinsic motivation within the training environment. Following institutional ethical clearance (33249-A-Nov/2023-47988-1), a sample of male and female weightlifters (N = 20; females = 11) were asked to complete an 11-item version of Coach–Athlete Relationship Questionnaire (CART-Q; Jowett & Ntoumanis, 2003) and the 18-item Sports Motivation Scale (SMS-2; Pelletier et al., 2013). There was no time gap in the administration of the two questionnaires. A series of standard linear regression analyses was computed using CART-Q subscales as predictor variables and each SMS-2 subscale as the dependent variable. H1 was not supported, as the CART-Q subscales were not a significant negative predictor of amotivation and external forms of motivation. H2 was supported given that the CART-Q subscales were positive predictors of intrinsic motivation subscales.

Mediating Effect of Academic Emotion Regulation on the Relationship Between Self-Determined Learning Motivation and Learning Flow in Nursing Students in Remote Online Classes

Purpose: This descriptive research study explores the relationship between remote online classes, nursing students’ self-determined learning motivation and learning flow, to identify the mediating effect of academic emotion regulation.Methods: The study sample comprised 147 third- and fourth-year nursing students from two universities in Jeonbuk State, all of whom had clinical practice experience. Descriptive statistics, independent t-tests, and one-way analysis of variance were conducted using SPSS/WIN 23.0 for data analysis. Hayes’ PROCESS macro Version 3.5 was used to verify the significance of the indirect effects of the variables.Results: Self-determined learning motivation had a significant positive effect on the mediating variable, academic emotion regulation(β=.21, p=.001), and on learning flow. Additionally, academic emotion regulation significantly positively influenced learning flow. When considering the mediating effect of academic emotion regulation, the indirect effect size between self-determined learning motivation and learning flow was .07, with a bootstrapping confidence interval ranging from 0.02 to 0.13, excluding zero, which was statistically significant, indicating a mediating effect.Conclusion: The findings confirm that academic emotion regulation is a crucial variable that can enhance students’ learning flow, thereby maximizing educational effectiveness during rapid changes in online education methods. Consequently, educational programs should be developed that consider the emotional aspects of learning to improve academic emotion regulation. Furthermore, universities should establish educational policies and measures that expand various digital education platforms to reflect and respond to the online education environment.

Effect of Self-Determination Theory (SDT) Elements on the Retention of Nurses at the University of Calabar Teaching Hospital (UCTH), Calabar, Nigeria

This research investigated the effect of self-determination theory (SDT) elements on the retention of nurses at the University of Calabar Teaching Hospital (UCTH) in Calabar, Nigeria. The primary focus was to analyze how SDT components like autonomy, competence, and relatedness influence nurse retention at UCTH. Utilizing a cross-sectional research design, the study collected primary data via structured questionnaires from 206 general nurses at UCTH. Descriptive statistics were used to analyze the data, and multiple regression was employed to test the hypotheses. The results indicated that SDT factors—autonomy, competence, and relatedness—had significant positive effects on nurse retention at UCTH. These results underscore the critical importance of nurturing self-determination motivation elements in public hospitals like UCTH to improve nurse retention. Therefore, the study advised that public hospital managers in Nigeria should establish a supportive work environment that promotes nurses' independence in patient care and evaluation. It is also essential to prioritize continuous training and skill enhancement to elevate technical proficiency and the quality of patient care. Furthermore, fostering a culture of social interaction and professional relationships among staff is key to boosting nurses' sense of belonging and worth in the workplace. The study also highlighted the need for extensive research to gain a deeper understanding of the link between SDT factors and employee retention in Nigerian healthcare. Future research should encompass other healthcare professionals in addition to nurses to offer comprehensive insights for effective retention strategies in the Nigerian public health sector.

Differences in the Development of Mathematics Motivation within and across Socioeconomic Status: Do Early Adolescents' Failure Beliefs Matter?

Interest in socioeconomic differences in academic motivation has been longstanding. However, previous research has often treated both low- and high-SES students as homogenous groups. This study aims to address this gap by investigating the developmental trajectory profiles of mathematics motivation during early adolescence, with a focus on variations within and across SES groups. Multigroup latent class growth analysis was used on a sample of 3718 early adolescents in China (initial Mage was 9.40 ± 0.52 years; 48.0% girls) across 2 years from grades 4 through 6. The analysis identified three distinct self-determined mathematics motivation trajectory profiles within each SES group: a good-quality profile (i.e., initially high autonomous but low controlled), a high-quantity profile (i.e., initially high both autonomous and controlled), and a low-quantity profile (i.e., initially low both autonomous and controlled). A greater proportion of low-SES students were observed within the low-quantity profile than within the good-quality profile. The study found that the failure-is-enhancing view was a protective factor against two relatively maladaptive motivational trajectory profiles (i.e., high-quantity profile and low-quantity profile), irrespective of socioeconomic background. These findings emphasize the importance of implementing motivational interventions for early adolescents that consider both structural factors (e.g., socioeconomic backgrounds) and psychological factors (e.g., failure beliefs), to foster students' academic development.

미혼 초기성인의 외로움, 성인애착, 고독동기에 따른 잠재프로파일과 자기효능감 및 대인관계문제의 차이

This study explored potential classes according to the level of loneliness, adult attachment, and motivation for solitude to understand the experiences of early unmarried adults in a social background where time alone increases due to the single-person households increase and spread of non-face-to-face communication. Data were collected from 633 unmarried early adults aged 18-39. As a result of conducting a latent profile analysis(LPA), three classes were the most appropriate. According to the form, they were named as ‘high adaptation non-loneliness’, ‘medium adaptation’, and ‘low adaptation solitude’ groups. The lower the group’s adaptation, the higher the level of loneliness, attachment anxiety and attachment avoidance, and non-determined solitude motivation. In the case of self-determined solitude motivation, only the difference between the ‘low adaptation solitude’ group and the ‘high adaptation non-loneliness’ group was significant. Furthermore, BCH analysis was conducted to confirm whether there is a difference between the level of self-efficacy and interpersonal problems. As a result, it was found that the ‘high adaptation non-loneliness’ group reported the highest level of self-efficacy and was experiencing the lowest level of interpersonal problems. The ‘intermediate adaptation’ group had significantly higher self-efficacy and confidence among the sub-scale than the ‘low adaptation solitude’ group, but there was no significant difference in self-regulation efficacy and task difficulty preference. Finally, the ‘low adaptation solitude’ group reported the lowest level of self-efficacy and was found to be experiencing the greatest interpersonal problem among the three groups. In addition, the results of this study are expected to be used as the basis for setting up a differentiated counseling method that can intervene in the client’s experience of loneliness, self-efficacy, and interpersonal relationship problems according to individual characteristics in the counseling field.

대학생의 지각된 과제가치와 학습지연행동의 관계에서 협동학습태도를 통한 자기결정성동기의 조절된 매개효과

Objectives This study analyzed the moderated mediating effect of collaborative learning attitudes on self-determination motivation in the relationship between task value and academic procrastination behavior perceived by university students. And through the results derived here, the direction of effective learner-centered class design is suggested.
 Methods The subjects were 334 male and female university students enrolled in four-year colleges. The mediating effect of self-determination motivation, the moderating effect of collaborative learning attitude, and the mediated moderating effect were analyzed with SPSS PROCESS, and the significance of the mediating effect and moderating effect was verified through bootstrapping and t-value significance level for each level of the graph.
 Results First, in the relationship between perceived task value and academic procrastination, self-determination motivation showed a mediating effect in alleviating academic procrastination. In other words, the higher the perceived task value level, the higher the self-determination motivation, and the higher the self-determination motivation level, the mediating effect of alleviating procrastination behavior. Second, the collaborative learning attitude showed a significant moderating effect on the relationship between self-determination motivation and academic procrastination. Academic procrastination was significantly regulated at all levels of collaborative learning attitude. The group with self-determination motivation level ‘high’ and learning attitude level ‘high’ had the lowest level of academic procrastination. The group with collaborative ‘low’ level of self-determination motivation and ‘high’ collaborative learning attitude had the highest level of academic procrastination. Third, when perceived task value and self-determination motivation affect academic procrastination behavior, the cooperative learning attitude shows a significant mediated moderating effect. That is, the higher the perceived task value(B=-.332, p<.001) and the higher the motivation for self-determination(B=-.484, p<.001), the lower the procrastination behavior. However, when the level of self-determination motivation was lowered and the collaborative learning attitude was higher, procrastination behavior rather increased. As a result, the moderated mediating effect of collaborative learning attitude was verified through a significant interaction(B=-.018, p<.05) of self-determination motivation*collaborative learning attitude.
 Conclusions Despite a favorable collaborative learning attitude, it is difficult to lower academic procrastination behavior if self-determination motivation is lacking. Therefore, it is effective to increase the level of self-determination motivation through class design that can enhance confidence and competence, and it is necessary to find a way to increase the value of the task.

Integrated Self-Determined Motivation and Charitable Causes: The Link to Eudaimonia in Humanistic Management

Integrated Self-Determined Motivation and Charitable Causes: The Link to Eudaimonia in Humanistic Management

Academic Motivation and Quality of Life of Polish Medical Students.

The skills and attitudes of medical staff affect the quality of the healthcare system, hence the study of academic motivation and quality of life of medical students. The study involved 203 students of the Jagiellonian University Medical College. Academic motivation was assessed using the Academic Motivation Scale and quality of life using the World Health Organization Quality of Life-BREF questionnaire. Academic Motivation Scale is based on the Self-Determination Theory, which distinguishes several dimensions of motivation arranged along self-determination continuum from amotivation, through extrinsic, controllable motivation, to intrinsic, autonomous motivation. For our students, the main reason for taking up studies was identified regulation, it means that they perceive studying as something important for them, giving more opportunities in the future. Next was intrinsic motivations to know, where gaining knowledge is a value in itself. The third was external regulation, which indicate that the choice of studies was regulated by the dictates of the environment or the desire to obtain a reward. Female students showed a more intrinsically motivational profile than male students. Motivation became less autonomous as the years of study progressed. Most students rated their quality of life as good or very good. There was weak correlation between students' good quality of life and more self-determined academic motivation. Our students are mainly intrinsically motivated, most of them positively assess the quality of life. A more autonomous approach to learning coexisted with a positive assessment of quality of life.

Students’ motivation for learning languages inself-determination

The article concentrates on the relationship between self-determined motivation and language learning. It focuses on different types of motivation such as intrinsic and extrinsic motivation and how they affect students' engagement and performance in language learning. The study was researched through a Google form survey consisting of 10 questions. The study examines a model of self-determination theory that emphasizes autonomy, competence, and relatedness in the development of motivation. In addition, the article discusses the relevance of understanding integrative and instrumental motivation in the context of language learning. The article also highlights the importance of self-determined motivation in developing autonomous language learning and increasing students' readiness for language learning. The research is based on the model of self-determination theory, which emphasizes autonomy, competence and interconnectedness as key elements contributing to motivation. In addition, the article emphasizes the importance of understanding integrative and instrumental motivation in language learning. It also highlights the key role of self-motivation in language learning and increasing students' readiness to master the language.

The relationship between motivation profiles for health-oriented physical activity, basic psychological needs and emotional regulation.

The study of motivation toward health-oriented physical activity helps to know the reasons that guide people to practice physical activity. Moreover, different types and levels of motivation may coexist. As such, this paper aimed to analyze the combination of motivation for health-oriented physical activity profiles and examine whether profiles differed in emotional regulation and basic psychological needs. A sample of 808 Spanish adults between 18 and 65 years old (Mage = 33.90; Standard Deviation = 12.91; 366 men) participated in a cross-sectional study. Results revealed the existence of three different motivational profiles: (a) Low scores in self-determined motivation and average-high scores in non-self-determined motivation; (b) Average scores in self-determined and non-self-determined motivation; (c) High scores in self-determined motivation and average-high in non-self-determined motivation. Furthermore, participants differed in the satisfaction of basic psychological needs and cognitive-emotional regulation strategies depending on the profiles combination that they perceive. In conclusion, practitioners need to enhance an optimal combination of motivation profiles to satisfy better basic psychological needs and the use of functional cognitive-emotional regulation strategies since this could help improve psychological and emotional health in adults.

A latent profile analysis based on diet quality and eating behaviours in participants of the PREDISE study characterized by a higher BMI.

The aim of this study was to identify eating-related latent profiles based on diet quality and eating behaviours within a population characterized by a body mass index (BMI) of at least 25kg/m2, and to compare metabolic variables between profiles. This analysis was conducted in a sample of 614 adults (45.6% women; 44.8±12.9 years) from the cross-sectional PREDISE study. Participants completed the Three-Factor Eating Questionnaire, the Intuitive Eating Scale-2, the Regulation of Eating Behavior Scale, and three self-administered 24 h food recalls. Waist circumference, blood lipids, blood pressure, and fasting glucose were measured to identify carriers of the metabolic syndrome. A latent profile analysis was performed, and cases of metabolic syndrome were compared between profiles. A three-profile solution was found. Profile 1 (22.8%) was characterized by lower diet quality, lower self-determined motivation for eating, lower restraint, and higher intuitive eating. Profile 2 (44.5%) was characterized by higher diet quality, higher self-determined motivation for eating, higher restraint, lower disinhibition, and higher intuitive eating. Profile 3 (32.7%) was characterized by intermediate diet quality, higher non-self-determined motivation for eating, higher restraint and disinhibition, and lower intuitive eating. We found fewer cases of metabolic syndrome among participants in profile 2 than in the other profiles (p=0.0001). This study suggests that a profile characterized by a lower disinhibition and higher levels of restraint, intuitive eating, self-determined motivation, and diet quality is associated with a better metabolic health among individuals with a higher BMI.

Medical student´s motivational changes during the COVID-19 university lockdown: a mixed-method study

BackgroundDuring the crucial stage of the COVID-19 pandemic, face-to-face undergraduate medical education was disrupted and replaced with online teaching activities. Based on its emphasized impact on several outcomes, a deeper insight into the pandemic related effects on medical students´ motivation is aspirational. Therefore, this study aimed to assess the motivational changes that took place during the pandemic in medical students and explored, how motivation of medical students is influenced.MethodsUsing a mixed method inter-cohort study design, 4th year medical students´ motivation, assessed pre- and post-pandemic were compared. In subsequent qualitative analyses underlying variables that may have contributed to both- medical students´ motivation and pandemic related changes were identified. These variables were then systematically explored- both individually and in combination. In a final step, the results were embedded within the Self-Determination Theory.ResultsStudents who were affected by the university lockdown reported significantly higher levels of less self-determined motivation and amotivation. The qualitative analysis identified determinants that influence medical students´ motivation. The common core of these determinants is lacking social interaction and support, with a great emphasis on the interaction with the lecturer and patients.ConclusionThis study emphasizes the crucial role of medical educators, patient contact, social interactions and personal support on students´ motivation. Students need to be strengthened in their beliefs about their abilities, the value of their task at hand and receive encouragement in their efforts. All this will result in an increased identification with the task and less detrimental outcomes.

Practice With Less AI Makes Perfect: Partially Automated AI During Training Leads to Better Worker Motivation, Engagement, and Skill Acquisition

The increased prevalence of human-AI collaboration is reshaping the manufacturing sector, fundamentally changing the nature of human work and training needs. While high automation improves performance when functioning correctly, it can lead to problematic human performance (e.g., defect detection accuracy, response time) when operators are required to intervene and assume manual control of decision-making responsibilities. As AI capability reaches higher levels of automation and human–AI collaboration becomes ubiquitous, addressing these performance issues is crucial. Proper worker training, focusing on skill-based, cognitive, and affective outcomes, and nurturing motivation and engagement, can be a mitigation strategy. However, most training research in manufacturing has prioritized the effectiveness of a technology for training, rather than how training design influences motivation and engagement, key to training success and longevity. The current study explored how training workers using an AI system affected their motivation, engagement, and skill acquisition. Specifically, we manipulated the level of automation of decision selection of an AI used for the training of 102 participants for a quality control task. Findings indicated that fully automated decision selection negatively impacted perceived autonomy, self-determined motivation, behavioral task engagement, and skill acquisition during training. Conversely, partially automated AI-enhanced motivation and engagement, enabling participants to better adapt to AI failure by developing necessary skills. The results suggest that involving workers in decision-making during training, using AI as a decision aid rather than a decision selector, yields more positive outcomes. This approach ensures that the human aspect of manufacturing work is not overlooked, maintaining a balance between technological advancement and human skill development, motivation, and engagement. These findings can be applied to enhance real-world manufacturing practices by designing training programs that better develop operators’ technical, methodological, and personal skills, though companies may face challenges in allocating substantial resources for training redevelopment and continuously adapting these programs to keep pace with evolving technology.

The Effects of Learner Characteristics on Learning Flow and Learning Satisfaction in the Flipped Learning of Chinese Beauty Major College Students

The advancement of information and communication technology, a central element in the Fourth Industrial Revolution, is influencing the way people think and act with the introduction of artificial intelligence, augmented reality, and the Internet of Things. In education, there's a notable shift from a teacher-centric approach to a learner-centric environment, emphasizing the flipped learning teaching method that facilitates self-directed learning. This study examined how learner characteristics influence learning flow (classroom class and online class) and learning satisfaction in order to establish a foundation for the effective implementation of beauty education in a flipped learning environment. An empirical study was conducted from July 10 to August 10, 2023, involving 166 surveys administered to beauty-related students in China. The data were analyzed using SPSS 25.0, employing techniques such as frequency analysis, factor analysis, reliability analysis, descriptive statistics, correlation analysis, and multiple regression analysis. The research findings indicated high reliability scores for learner characteristics (3.98), learning flow (3.75), and learning satisfaction (3.77) within the flipped learning environment. Correlation analyses between learner characteristics, learning flow, and learning satisfaction revealed statistically significant correlation, especially in terms of the correlation between learning attachment of learner characteristics and learning self-efficacy in learning satisfaction. In particular, a higher level of learning attachment in learner characteristics was associated with a statistically significant positive effect on learning satisfaction, whether in online or classroom learning contexts. The research findings suggest that flipped learning classes can improve students' satisfaction by boosting their learning attachment, leading to increased learning self-efficacy. This study highlights the importance of a flipped learning instructional approach when designing courses to enhance learning flow and attachment, addressing academic self-regulation and self-determination motivation.