Significant Differences In Motivation Research Articles

Enhancing self-regulation and learner engagement in L2 speaking: exploring the potential of intelligent personal assistants within a learning-oriented feedback framework

IntroductionDeveloping L2 speaking proficiency can be challenging for learners, particularly when it comes to fostering self-regulation and maintaining engagement. Intelligent Personal Assistants (IPAs) offer a potential solution by providing accessible, interactive language learning opportunities.MethodsThis mixed-methods study investigated the effectiveness of using Google Assistant within a learning-oriented feedback (LOA) framework to enhance L2 speaking proficiency, self-regulation, and learner engagement among 54 university-level EFL learners in China. Convenience sampling assigned participants to either an experimental group (n = 27) using Google Assistant with tailored activities or a control group (n = 27) using traditional methods. The Oral Proficiency Interview (OPI) assessed speaking performance. Self-reported questionnaires measured L2 motivation and the Scale of Strategic Self-Regulation for Speaking English as a Foreign Language (S2RS-EFL) evaluated speaking self-regulation. Additionally, semi-structured interviews with a subsample of the experimental group provided qualitative insights.ResultsThe Google Assistant group demonstrated a statistically significant improvement in speaking performance compared to the control group. While no significant difference in motivation was found, thematic analysis of interviews revealed perceived benefits of Google Assistant, including increased accessibility, interactivity, and immediate pronunciation feedback. These features likely contributed to a more engaging learning experience, potentially fostering self-regulation development in line with the core principles of LOA.ConclusionThis study suggests Google Assistant as a promising supplementary tool for enhancing L2 speaking proficiency, learner autonomy, and potentially self-regulation within an LOA framework. Further research is needed to explore its impact on motivation and optimize engagement strategies.

Application of TPACK for Student Learning Motivation in Science Subjects in Elementary School

Motivation Learning science and technology in elementary school is a problem faced by teachers. Students think social studies lessons are boring so teachers need to apply Technology Pedagogy and Content Knowledge (TPACK) to increase student learning motivation by integrating technology in learning, creating relevant, active and varied learning experiences, as well as facilitating effective collaboration between students, and can improve student engagement and understanding. This research aims to develop TPACK-based teaching media to increase learning motivation in Natural and Social Sciences (IPAS) learning. This research is included in the Research and Development (RD) category, using the ADDIE development model as stages in developing learning materials. Data collection techniques using interviews, observation, questionnaires and documentation. Data analysis used parametric statistical methods, namely the t-test with a significance level of 0.05. The research results show that: (1) there are significant differences in motivation to learn science S especially historical material between the TPACK learning model and the conventional model, the t - test results show a significance value of 0.002 or sig (2-tailed) 0.05; (2) the use of the TPACK learning model has been proven to be more successful in increasing students' motivation in studying historical material compared to conventional approaches. This was revealed from the posttest results, where the experimental group that took part in TPACK-based learning achieved an average score of 71.52, while the conventional group only achieved an average score of 58.89.

Pengaruh Penggunaan Koobits terhadap Motivasi, Kemandirian, dan Hasil Belajar Matematika melalui Model Pembelajaran Blended-Learning pada Siswa Kelas V Sekolah Dasar

This research aims to explore the comparison on motivation, independence, and mathematics learning outcomes through technologies integration in mathematics learning process, between students who utilized KooBits (an online learning platform) and those who did not. Involving 66 students from grade 5, the study used a quasi-experimental design. The experimental class consisted of 34 students who used KooBits, while the control class consisted of 32 students. The research instruments included a scoring rubric, a motivation scale, and a learning independence scale. Through a T-test for the mean scores and n-gain scores of motivation, independence, and learning outcomes. The results of the independent sample t-test show that the Sig value for learning outcomes is 0.668 < 0.05, for learning motivation Sig is 0.331 > 0.05, and for learning independence Sig is 0.017 < 0.05. The results showed no significant differences in motivation and learning outcomes, but there were differences in the aspects of learning independence.

Motivations to Engage in Physical Activity Among Non-traditional College Students at a Hispanic-serving Institution

Exercise motivations for undergraduate college students vary for numerous reasons. Regardless of those reasons, it is important for higher education administrators to understand these motivations to provide opportunities that increase exercise behavior. Undergraduate students attending a Hispanic-serving Institution (HSI) in a metro area in the northeast region of the United States were administered the Exercise Motivations Inventory-2 (EMI-2) (N = 140) to ascertain their motivations to engage in physical activity (PA), particularly to compare the differences between traditional (TS) and non-traditional (NTS) college students. Three variations (i.e., age, children, and employment status) were used to compare the different motivations to engage in PA. NTS over 25 years old or having children scored significantly higher on the physical and psychological health-related motivations (e.g., ill-health avoidance, positive health, stress management, and revitalization). TS scored significantly higher on social-related motivations (e.g., affiliation and competition). There was no significant difference in motivation to engage in PA between students’ employment status. Results highlight different motivations to engage in PA between TS and NTS. This article presents tailored interventions for specific student cohorts to promote an increase in PA participation at HSI.Keywords: Exercise Motivation, Hispanic-Serving Institution, Non-Traditional College Students, Physical Activity, Traditional College Students

Influence of High-Fidelity Manikin-Based Simulation on Nursing Students' Basic Cardiac Life Support Ability and Motivation

Introduction: One of the competencies that nursing students must have while dealing with cardiac arrest is the capacity to perform critical life support, namely basic cardiac life support (BCLS). Having the abilities and motivation to perform BCLS is a complex process and often goes beyond the planned laboratory session's timeframe. The study wanted to determine the intervention’s impact on nursing students' ability and motivation to conduct BCLS. Methods: This study employed a quasi-experimental design with a pre-post-test control group and was carried out in July 2023 at the Emergency Skills Lab with fourth-year undergraduate nursing students. In this study, the sample size for the control and intervention groups was 52 for each group, selected using a simple random sampling technique. The independent variable was high-fidelity manikin-based human patient simulation based on Kolb's experiential learning theory, while the dependent variables were BCLS abilities measured using a mega code checklist and student motivation measured using a valid and reliable motivation questionnaire. Data were examined using the independent sample t-test. Results: The independent t-test results for the motivation variable showed a significant difference (p = 0.004), indicating a significant difference in motivation among students before and after being exposed to high-fidelity manikin-based human patient simulation based on Kolb's experiential learning theory in performing BCLS. Conclusion: High-fidelity manikin-based Human Patient Simulation is an educational paradigm in healthcare that involves using manikins that closely resemble real patients in realistic scenarios. It can be used as an alternative teaching method to boost BCLS performance and motivation.

Motivation to Work of Teacher Educators at Elementary Level of Teacher Education Institution

Motivation to work denotes the directs aptitude and persistence of an individual’s behaviour in understanding the task. The objective of the study was to compare teachers’ motivation to work in the elementary level teacher education institutions due to the categorical variables like gender (male and female), teaching experience (more than 5 years teaching experience & less than 5 years teaching experience), type of management (Government and Self-financed) and locale (urban & rural). Descriptive survey method has been adopted in the present study. A sample of 100 teacher educators were randomly selected of which 50 teachers were from Government and 50 teachers were from self-financed institutions. The major variable is motivation to work and categorical variables are gender, teaching experience, types of management and locale. The finding revealed that there is no significant difference in motivation to work of teacher educators in relation to gender variation but significant difference in relation to teaching experience, type of management and locale variations.

The impact of cyberbullying on student motivation to learn: Insights from Abu Dhabi Emirate schools

This study explores the influence of cyberbullying on students' motivation towards learning. The research included a sample of 336 students encompassing both genders and various educational levels in schools across the Emirate of Abu Dhabi during the first semester of the 2022-2023 academic year. After conducting extensive validation and reliability testing, the study developed a motivation for learning questionnaires using a descriptive analytical technique. The questionnaire consisted of four dimensions: self-confidence, responsibility, persistence and ambition. The findings revealed statistically significant differences in motivation towards learning among the study sample based on gender and school level while no significant differences were observed concerning the educational level of the guardian. The study recommends reducing adolescents' excessive screen time, monitoring their exposure to violent content in electronic media and increasing community awareness through media campaigns regarding the negative consequences of cyberbullying. Furthermore, it highlights the importance of media promoting authentic Arab and Islamic values such as tolerance, citizenship, belonging and community engagement.

Make A Match Model Assisted by Audio Visual Media on the Motivation and Civics Learning Outcomes

The students' motivation in learning Civics (PKn) is still low, and there are many students whose learning outcomes do not exceed the Minimum Mastery Criteria (KKM) set by the school. This research aims to analyze the Make a Match model assisted by audio-visual media in relation to the motivation and learning outcomes of fourth-grade elementary school students. The method used in this research is quasi-experimental with a non-equivalent control group design. The research sample consists of two classes, namely Class IV A and IV B, selected through simple random sampling. Data on learning motivation is collected through a questionnaire, while learning outcomes are measured through multiple-choice and essay tests. The analysis techniques involve both quantitative and qualitative analyses. The results of the research show a significant difference in motivation and learning outcomes between students who learn using the Make a Match model assisted by audio-visual media and those who learn through conventional teaching models. Therefore, it can be concluded that the Make a Match model assisted by audio-visual media has an impact on improving the motivation and learning outcomes of fourth-grade students at UPTD Elementary School in Civics. The implication of this research is that the Make a Match learning model assisted by audio-visual media can facilitate teachers in teaching and depict the learning process realistically, providing a more meaningful learning experience for students.

Revitalizing Science Education: Harnessing the Power of Traditional Filipino Games in the Classroom

The primary aim of this research endeavour was to assess the efficacy of integrating traditional Filipino games as an instructional tool for enhancing the motivation, enthusiasm, and academic performance of seventh-grade students in the field of science. The study employed a combined approach, encompassing a descriptive analysis and a quasi-experimental one-group pretest-posttest design. A total of 57 students enrolled in the seventh grade of a laboratory high school participated in the study. The outcomes of the investigation indicated a substantial positive impact of traditional Filipino games on students' motivation, interest, and academic achievements in the context of science. The t-test reveals a significant difference in motivation (t=-3.818, p < 0.01), interest (t=-4.913, p < 0.01), and achievement (t=-8.781, p < 0.01) in science before and after the intervention. These findings imply that traditional Filipino games can be effectively leveraged as a pedagogical strategy to enhance students' motivation, interest, and academic performance in the domain of science.

The Motivation of the Foreign Students of Vilnius University to Learn Lithuanian as a Second Language

The article analyses the motivation of students of Vilnius University to learn Lithuanian as a second language and determines which sociolinguistic factors have a significant influence on students’ motivation. The main research tool is the questionnaire on motivation to learn Lithuanian as a L2, which was created based on the theories and questionnaires of two linguistic researchers on learning motivation, Robert Gardner (2004) and Zoltán Dörnyei (2010). 89 students of Vilnius University, beginners of Lithuanian language as L2 students, participated in the study. 50 subjects were medical students, 39 were students attending Lithuanian language courses as Erasmus exchange students. The study found that motivation to learn Lithuanian is usually significantly influenced by students’ main reason for choosing to learn Lithuanian. Those who emphasised that they were learning Lithuanian because the course was mandatory for them (i.e., the majority of medical students) had, in most cases, lower motivation to learn Lithuanian. The latter students should be distinguished from those who cite living in Lithuania or the desire to communicate in Lithuanian as reasons for learning Lithuanian. The motivation of these subjects to learn Lithuanian is related to the image of the ideal self, integrative motivation, positive state of the Lithuanian language learning environment, attitude toward the Lithuanian community, interest in L2 learning, and effort to learn Lithuanian. This shows a much closer connection not only with the Lithuanian language itself, but also with the context in which it is learned and used. Significant differences in motivation to learn Lithuanian are also found between medical students and Erasmus exchange students. The motivation of medical students differed from that of Erasmus students, who scored significantly higher only on preventive motivation. Erasmus students, on the other hand, learn Lithuanian under more general cultural and educational incentives (greater interest in Lithuanian culture, motivation to learn L2).

Examining students' academic motivation for studying programming languages

AbstractBackgroundThe degree to which Computer Science (CS) and Information Communication Technology (ICT) students are motivated to learn greatly impacts their study habits, academic achievement in school and ultimately their job prospects. In recent times, skills in programming languages have become vital in searching for employment.ObjectiveThis study sought to examine the academic motivation of students to study programming languages and their pursuit of job prospects in the software development field.MethodsThe study adopted the Academic Motivation Scale (AMS) to measure students' motivation. Data was collected from 244 CS and ICT students at different levels of study at Ho Technical University (HTU) who responded to an online questionnaire. Exploratory factor analysis (EFA), reliability analysis, independent samples t‐test and confirmatory factor analysis (CFA) were conducted using IBM statistical package for social sciences (SPSS) and IBM analysis of moment structure (AMOS), respectively.Results and ConclusionsThe results showed no significant difference in students' motivation to study programming languages in the university between those who had prior programming languages and those who had none. Also, the results showed no significant difference in the motivation of students to study programming languages between those with and without working experience. The results showed a significant difference between those who want to and do not want to pursue a career in software development and their study motivation of programming languages.TakeawayCourse instructors should emphasize connections between course goals and future employment opportunities.

Effectiveness of the SACs Support Education Program: Motivation and attitude towards primary school level courses designed for the gifted

In this study, it was aimed to examine the effect of the support education program applied to gifted primary school students Science and Art Centers on the motivation and attitudes of mathematics, science, social studies and Turkish lessons. In the study, pre-post test experimental design without control group was used. 17 gifted primary school 4th grade students studying at a Science and Art Center in the Eastern Black Sea Region (in the support education program) were included in the study with convenient case sampling. Motivation and attitude scales developed by different researchers for mathematics, science, social studies and Turkish lessons were used to collect the data obtained within the scope of the study. The data were analyzed with a statistical program. In the result of study, it was concluded that the support education program did not cause significant difference in the motivation and attitudes of the students the Turkish lesson. It was found that support education program didn’t show significant difference in students' motivation in social studies and mathematics lessons, but showed a significant difference in their attitudes. In addition, it was concluded that support education program had significant difference the motivation the students the science lesson, but there was no significant difference in their attitudes towards the lesson.

Putting critical thinking at the center of history lessons in primary education through error- and historical thinking-based instruction

The teaching of history is often characterized by lecture-based lessons, where the student is a passive recipient of information, and the exams are based on memorization. However, many authors point out the importance of renewing its didactic in order to be critical of the information presented to them, so that students are actively involved. This quantitative and quasi-experimental study presents the results of an intervention with 134 pupils in the 6th grade of Primary Education with the aim of studying the impact of three methodologies on performance, motivation, perception and interest in history. For this purpose, 32 students followed an "Error-Based Learning" methodology, in which they had to solve activities with controlled errors; 33 followed a historical thinking model, working on its six dimensions; 33 were taught using a combination of the two former methodologies; and 36 followed a lecture-based methodology. The results show significant improvements in academic performance when working with errors, demonstrating that reflection on the veracity of the information shown has an impact on the result obtained. However, there are no significant differences in motivation, perception and interest in history.

The motivations for and barriers to academic conference attendance: Insights from an international sport management conference

Although research exploring the motivations for and barriers to conference attendance is growing, studies in the context of international sport management remain limited. Therefore, this study aims to understand the motivations for and barriers to these conferences. An online survey was delivered through the mailing list of four major sport management associations. A valid response for data analysis was 135 (valid ratio 65.22%). The motivators and barriers were measured using a previously developed scale comprising 26 items. Scale validity and reliability were tested using confirmatory factor analysis and deemed acceptable for both scales. By conducting a t-test and a one-way analysis of variance, the results revealed significant differences in motivation and barriers, varying by occupation, attendance preferences, participants’ residence, and most attended conference. These findings may provide useful empirical evidence to attract more participants from various regions.

Motives for physical activity participation among Lebanese adults aged 15 to 50 Years: A cross-sectional study

Background: Sports participation motivations can be intrinsic, extrinsic, or even amotivational. Few studies on adult participation in PA have been found in the Lebanese context. This study aims to: a) investigate significant differences in sports participation motivation across gender, age, occupation, and time of practice, and b) investigate sports participation motives that discriminated the best between those variables.Material and methods: The Arabic version of the Sport Motivation Scale was collected electronically from 568 volunteers practicing regular PA for the last six months. Gender, occupation, marital status, and time of practice were all analyzed using Mann-Whitney U test and the Kruskal Wallis Test with 0.05 as level of significance.Results: Internal motivation subscales (particularly the intention to accomplish) were the most influential motives for both genders. A significant difference across gender was reported in the extrinsic motivation and amotivation subscales. Furthermore, age, occupation, marital status, and time of practice show significant differences in motivation factors either dependent or regardless of gender distribution (p<0.05).Conclusion: no significant differences in the intrinsic motivation for sports participation between genders. Other factors, on the other hand, had a substantial impact.Research contribution: these findings are intended to contribute to a better understanding of differences in motivation for participating in PA and to aid in its promotion among Lebanese adults.

Sport Fan Motivation: A Comparison of Local, Nonlocal, and Distant National Basketball Association Fans in the United States and China

The aim of the current study was to examine the sport motivations of three types of National Basketball Association fans based on their geographic proximity to the team: local fans (i.e., U.S.-based fans of a local team), nonlocal fans (i.e., U.S.-based fans of a nonlocal team), and distant fans (i.e., China-based fans). The author used the psychological continuum model to measure level of psychological involvement with the team in order to determine whether fans were casual, moderate, or loyal. Using one-way analyses of variance and factorial analyses of variance, the author found that Chinese distant fans reported the highest motivation for seven of the nine types of motivation measured. Results also show that geographic locality predicted significant motivational differences among casual and moderate fans but not among loyal fans. The findings have both theoretical and applied implications and call for stronger focus on the influence of locality in the sport industry.

The impact of interdisciplinary Project Based Learning on young learners’ speaking results

The aim of this research study is to analyse the impact of interdisciplinary Project Based Learning (PBL) for English as a Foreign Language (EFL) teaching on speaking skill results. A quasi-experimental design was selected to that effect, with a control group (24 participants) and an experimental one (22 participants) from the 5th grade of Primary Education, in the bilingual region of The Basque Country (Spain). The intervention for the control group was founded on a traditional method, whereas the experimental one was developed through interdisciplinary projects. Furthermore, the effect of the method on students’ motivation was measured as well. There was no initial difference between the groups, but there was a statistically significant difference, associated with the instruction method, in the experimental groups’ post-test speaking results. Moreover, data showed a significant difference in motivation in favour of the control group. Notwithstanding, the variance of the groups for the results in motivation were different. The findings revealed that the effect of the interdisciplinary PBL to EFL teaching was greater on the speaking results. Nevertheless, the difference in motivation could not be directly attributed to the training method.

Is motivation the key? Factors impacting performance in first year service mathematics modules

Taught to non-mathematics undergraduates (business, science, engineering, and other technical programs), service mathematics is commonly associated with poor exam performance and low skill/knowledge attainment. The primary objective of the present study was to examine the range of factors thought to impact mathematics performance in higher education and establish which of the variables (i.e., motivation, mathematical background, growth mindset, preference for understanding, and time invested in independent learning) are of value in explaining the differences in students’ performance in service mathematics modules. A survey of first year business and engineering students who sat service mathematics modules was conducted. A multivariable proportional odds regression model was applied to detect and evaluate the association of each explanatory variable with mathematics performance. Motivation was found to be an important contributor to mathematics performance<i> </i>in first year service modules (p£0.05), second only to mathematical background (p<0.001). The work also investigated trends in motivation for studying mathematics across different student cohorts, where a significant difference in motivation was found between business and engineering students (p<0.001). The findings are discussed in terms of implications for learners and educators and should be of interest to fellow academics, those tasked with improving retention rates and policy makers.

Motivace k myslivecké činnosti ve vztahu k osobnostním rysům

Organized hunting activity has become a phenomenon in the Czech Republic during the 20th century. Foreign studies aimed at hunting disclosed various motives for hunting (e. g. Hinrichs et al., 2021). Motivation is closely related to personality traits, so we were interested in the relation between hunting motives and personality traits in Czech hunters. Research was oriented to study which motivational tendencies are applied in the motivation for hunting and how they relate to each other. It was also examined whether there were differences between men and women in motivation. The crucial question was the relation between motives for hunting and personality traits. The sample consisted of 503 respondents, of whom 112 were women (22.27 %) and 391 were men (77.73 %). The sample was obtained using snowball technique, self-selection, and occasional selection. The data were obtained by the original Scale of hunting motives (Scale HM) and the HEXACO questionnaire (Ashton & Lee, 2009). The introductory questions concerned demographics and information about hunting activities. The Scale of hunting motives consists of 30 items. Respondents answer on a five point Likert scale. The questionnaire was inspired by the Volunteer Motivation Inventory (McEwin & Jacobsen -D’Arcy, 2002). The HEXACO questionnaire consists of 60 items. It measures six basic dimensions of personality (honesty–humility, emotionality, extraversion, agreeableness, conscientiousness, and openness to experience). The data was obtained electronically using Google forms. The analysis of principal components of Scale HM identified five motivational tendencies: appreciation (self -esteem); prestige (excitement); distraction (relaxation); aggression (hostility) and sharing (affiliation). Appreciation and sharing proved to be the dominant motives, while aggression was the weakest. The results show different relationships between motives and personality dimensions. Negative correlations are more common. The motive of prestige negatively correlates with honesty – humility, similarly to the motive of aggression, which also correlates with conscientiousness. The strongest positive correlation is between distraction and emotionality. Other significant correlations can be observed, but most of them are weak. The findings showed significant differences in motives between men and women. Compared to men, women have stronger motives for sharing and relaxing. The men above score in the prestige motive. The connections between hunting motives and personality dimensions are mostly consistent with how the dimensions of the HEXACO model are characterized (Ashton et al., 2000; Ashton & Lee, 2007). But we observe rather weaker relations of the examined variables, pointing out that greater role in developing the motives of hunters can be attributed to other factors. Limits of the research is the use of Scale of hunting motives, which is in development and additional psychometric verification is required. The internal consistency of multiple subscales does not reach the optimal value. The sample was large, which is an indisputable advantage. On the other hand, it was not a random selection, and this reduces the possibility of generalization of the results.

여대생의 아동기 경험과 부모됨에 대한 인식

Objectives This study aims to investigate the relationship between female college student's childhood experiences and parenthood(perceptions of parenthood, motivations of parenthood, parental roles).
 Methods The subjects of this study were 125 female college students at two universities in Chungcheongbuk-do, and the data collected from September 1, 2020 to September 20, 2020 were analyzed using Cronbach's α, t-test, ANOVA, Scheffe's test, and Pearson correlation coefficient through the SPSS 23.0.
 Results Childhood experiences according to general characteristics showed significant differences in the survival of parents, the composition of sibling, father's educational background, mother's educational background, marital relationship, and parent-child relationship. According to the results of the post-hoc test, ‘the survival of only the mother’ in terms of the survival of parents; ‘3 or more’ in terms of the composition of sibling; ‘very close’ in terms of marital relationship, and ‘very close’ in terms of parent-child relationship were high. Motivations of parenthood showed significant differences in religion, economic status, father's educational background, and marital relationship. Parental roles showed significant differences in religion, mother's educational background, marital relationship, and parent-child relationship. The post-hoc test has found that ‘close’ was higher than ‘very close’ in terms of marital relationships. On the other hand, there was no significant differences in childhood experiences according to the perceptions of parenthood, whereas there were significant differences in motivations of parenthood in marriage plans and childbirth plans. When it comes to correlations, childhood experiences showed between motivations of parenthood(r=-.194, p=.030) and parental roles(r=-.290, p=.001), and the motivations of parenthood were correlated with parental roles(r=-.517, p=<.001).
 Conclusions The results of this study have found that parenthood is closely related to childhood experiences, and therefore practical educational plans are required to help them successfully fulfill parental roles in the era of low fertility.