Types Of Motivation Research Articles

Gambling Motives and Offshore Gambling: A Finnish Population Study

The rise of online gambling has drawn attention towards offshore gambling. Currently there is lack of evidence on reasons and motivations to gamble on offshore gambling sites. This study investigated the general gambling motives of onshore and offshore gamblers, and the reasons to gamble on offshore gambling sites. The study used binary logistic regression model to analyze the data from Finnish Gambling 2019 population survey including adult past-year online gamblers (n = 1,422). The validated measure for problem gambling severity (PGSI, Problem Gambling Severity Index) was used. Furthermore, data-driven qualitative analysis was used to form categories for the reasons to gamble on offshore gambling sites. Offshore gambling was more common among men and younger age groups than among women or older age groups. Offshore gamblers gambled less often for money or worthy causes than onshore gamblers. Furthermore, offshore gamblers had more different types of motives to gamble, they gambled more frequently and had higher problem gambling severity scores (PGSI) than onshore gamblers. Finally, the most common reasons to gamble offshore were: (1) larger game supply and game features, (2) benefits, bonuses, and the usability of the website, and (3) inner motivation. Offshore gambling is characterized with intensity and diversity of gambling behavior and motives, and it poses a risk especially for young men.

Body-related concerns and participation in physical education among adolescent students: the mediating role of motivation.

There is a need to understand better factors influencing participation in physical education (PE) and the mechanisms involved. The adolescent years are characterised by increasing levels of body-related concerns. In PE, the body is judged for its physical abilities and subject to social comparisons and body judgements. Grounded in the Self-Determination Theory, this study aimed to explore whether body-related factors were associated with adolescents' involvement in PE and whether types of motivation mediated this relationship. The study involved 2,140 (54.5% girls) secondary students (15-16-year-olds) from Norway participating in the nationally representative "Health Behaviour in School-aged Children (HBSC) study: a WHO collaborative cross-national study." Body-related factors included Body Mass Index (BMI), health complaints, body perception and dietary behaviours. Gender, age, and socioeconomic status (family affluence) were control variables. Motivation for PE was assessed with the Perceived Locus of Causality (PLOCQ) scale measuring three distinct factors: autonomous motivation, controlled motivation and amotivation. PE involvement was self-reported as weekly participation in PE classes and time spent in moderate-to-vigorous physical activity (MVPA) during PE. Gender (girl), family affluence, health complaints, not being on a diet but wanting to lose weight, and body perception (too fat) were negatively associated with weekly PE participation when adjusting for other variables. This association was largely explained by students' autonomous motivation in the case of health complaints and partly in the case of dietary behaviour and body perception. Similar results were observed for MVPA during PE lessons. Additionally, gender was associated with MVPA through amotivation. The study adds new knowledge to the understanding of the relationship between body-related factors and PE, supporting that autonomous motivation is a central mechanism and an avenue for further research. The results should be considered in planning high-quality PE classes and suggest that an autonomous supportive learning climate sensitive to body-related concerns should be a priority to increase adolescent involvement in PE.

Variations in Hate Crime Cases by Bias Motivation Type: Findings From the National Hate Crime Investigation Study (NHCIS)

Accurate and detailed information on the nature of hate crimes in the United States has been hindered by limitations in the compiling of hate crime statistics. The National Hate Crime Investigation Study (NHCIS) collected data from a nationally representative sample of law enforcement agencies across the U.S. about the numbers of hate crimes investigated during 2018. Results show differences in a variety of case characteristics across four major categories of bias motivation (race/ethnicity, religion, sexual orientation/gender identity, and disability). Results suggest that police may miss hate crimes with bias motivations that are not clearly connected to common culturally recognized indicators. Training around non-stereotypical hate crime cases may help to identify and strengthen hate crime evidence.

Prediksi Performansi Mahasiswa dengan Mempertimbangkan Motivasi Intrinsik Menggunakan Machine Learning

One of the factors that influence the success of an undergraduate student is learning motivation. Students are required to learn and develop themselves independently and actively find the source of knowledge, not just getting knowledge from the lecturers alone. One type of motivation is intrinsic motivation. Intrinsic motivation can be in the form of satisfaction in undergoing learning and gaining knowledge, the existence of appreciation of the achievements achieved, and the existence of life goals to be achieved. Thus it is necessary to do research to predict student learning performance by considering the intrinsic motivation of students. Primary data was obtained from the motivational questionnaire of 100 students, while secondary data includes attendance data, quiz data, assignments, mid-term exam, and final exam. Furthermore, the two types of data are combined. The first stage uses the Logistics Regression Algorithm, Support Vector Classifier, Decision Tree, Random Forest, Gaussian Naïve Bayes, and K-Nearest Neighbors. The quality of the algorithm is measured using the level of accuracy. Cross validation test with 5 K-Fold was carried out, and the Decision Tree algorithm was obtained with the highest yield of 0.898051. The second stage is to do a tuning hyperparameter using a Grid Search and obtained a value of 0.927206. The third stage is to predict data test as much as 21 data and obtained accuracy of 0.904761.

Does training content matter? Differences between soft- and hard-skill trainings in transfer motivation

PurposeTransfer motivation has been identified as a pivotal factor influencing transfer of training. However, the role of training content has often been overlooked as explanatory variable for the rate of transfer motivation. This study aims to examine to what extent experiences in transfer motivation and its personal and contextual antecedents depend on whether the training content is soft or hard skill. To this end, this study used the perspective of the unified model of task-specific motivation.Design/methodology/approachA total of 1,122 trainees (462 soft skill and 660 hard skill) filled out a questionnaire representing the components of transfer motivation and its personal- and contextual antecedents. Data were analyzed by means of multi group structural equation modeling.FindingsThe results showed mean differences between soft- and hard-skill trainings in personal- and contextual antecedents of transfer motivation and for different types of transfer motivation. However, no differences in transfer intention were found.Practical implicationsThe outcomes provide insight as to what practitioners and trainers could do in training design and work environments to raise personal and contextual antecedents and to what extent a differentiation should be made between soft- and hard-skill trainings. This can eventually help them in raising transfer motivation among trainees.Originality/valueTo the best of the authors’ knowledge, this study is the first that examines whether experiences in personal and contextual antecedents of transfer motivation, transfer motivation and transfer intention differ for trainings consisting of different characteristics.

INVESTIGATING EFL UNIVERSITY STUDENTS’ MOTIVATION IN LEARNING

It is believed that, motivation can affect all aspects of life. As it is self-evident in the literature, motivation has an enormous impact on teaching and learning EFL. The aim of this paper is to find out whether the students are motivated to learn EFL or not, and what type of motivation do they have; whether it is instrumental motivation or integrative motivation? This study has been conducted in the context of Kurdish EFL students at the University of Halabja, English Language Department. The problem this study is trying to tackle is to find the important role that motivation plays in learning the English language, and whether there is a lack of motivation from the EFL students, and then find ways to improve them. To conduct this study, the quantitative approach was followed, and a Likert-Scale questionnaire was designed, and was distributed among 50 EFL male and female students. The results indicated that EFL learners at the College of Basic Education in the English Language Department at University of Halabja are, to a great extent, motivated in EFL learning. Moreover, the results also presented the majority of the students have instrumental motivation rather than integrative motivation. Based on the results, some recommendations for University EFL lecturers are being presented in order to build upon the type of motivation that students already have to have the best teaching outcome.

Осознанная саморегуляция и академическая мотивация как ресурсы выполнения обучающимися проектно-исследовательской работы

<p>The article presents the results of an empirical study of the relationship between the regulatory competencies of students, different types of academic motivation and successful performance of the research project work. Diagnostics of regulatory competencies was carried out by means of Morosanova’s "Self-regulation profile of learning activities questionnaire - SRPLAQ-M"; academic motivation was assessed using Gordeeva’s "Scales of academic motivation of schoolchildren". The diagnostics was carried out at the beginning of the academic year. Criteria-based assessments, set by the expert teachers, were used as indicators of the project work success. The study, performed on a sample of 9th grade students (N=187, 15-16 years old), provided evidence that regulatory competencies and motivation serve as prerequisites for the students’ success in research project work. The study allowed to empirically distinguish between the universal and special regulatory competencies. The data analysis revealed the resource role of regulatory competencies in performing an individual research project. It is shown that the general level of the conscious self-regulation development characterizes the universal resources for successful performance of an individual project and is positively associated with all expert criteria for assessment research project success. Special regulatory resources are the modeling of significant conditions and evaluating the results of actions. The study also revealed a mediator role of the regulatory competence of evaluating results in the relationship between the students’ academic motivation and the final assessment of the research project.</p>

The Degree of Information Exchange on the Effectiveness and Efficiency of Cooperation in the Bargaining Game

This study extends the understanding of game theory on cooperative utility and efficiency. The paper investigated the literature of Rubinstein Model with perfect information in Game theory by adding authors knowledge and experiment of how the degree of information affect effectiveness and efficiency of cooperation. This research is based on previous experiment by designing a new experiment and collecting qualitative data. Allocative efficiency is further discussed in our strategic game setup. Types of motivation were also evaluated in the investigation, including intrinsic, extrinsic, and image motivation, to analyze the possible correlation between players strategic behaviors and motivation. Motivation can lead to interactive cooperative behavior, leading to either success or failure of achieving allocative efficiency. This paper also analyzed the reasons behind uncooperative behaviors. Based on the findings, the theory of the importance of incentive-based cooperative behavior in bargaining games has been developed.

O.4.4-5 Transition of the chronically ill patient to a physically active lifestyle: a DELPHI study with experts from the field of sport

Abstract The purpose of this study is to gather the opinion of experts from the sports/association context on the theme of physical activity for chronically ill patients in the out-of-hospital context. To conduct this study, we used the DELPHI methodology (Dalkey & Helmer, 1963). This method is used to reach a convergence of opinions on a subject with experts from the related field. This methodology consists in a succession of survey submitted to our population of sport experts (n = 62). Every survey is preceded by a feedback about the previous results: in that way experts can answer the following survey taking into account the opinion from the majority of respondents. Surveys have been sent to the expert electronically using SurveyMonkey®. This study contains three consecutive surveys (rounds). Each survey has been validated by the Content Validity Index (CVI) methodology to assess the relevance and the clarity of statements (Rubio et al., 2003). Each steps of the DELPHI process have been segmented in six sections: participants, stakeholders, communication/transition, type of activity, financial aspects and motivation. After the three rounds of the DELPHI a consensus has been reached for every section of the survey (more than 60% of approval on the topic). 81% of the experts agreed that assessments were needed for participants before taking part in sport activities. 63% of the experts agreed that stakeholders needed at least a bachelor’s degree in sport sciences to supervise activities. 75% agreed that the groups must be rather small (4-5 persons). 78% agreed that participants have to pay, at least partly, for their participation. 81% agreed that social interactions are the main motivational factor of out-of-hospital sport activity among those participants. Despite several limitations, this study led to encouraging results concerning the development of physical activities for chronically ill patient in out of hospital context. We believe that these results will enable sports associations to have a basis for developing “sport-health” activities, tailored to the local context. In the other hand, we also believe that our research will raise awareness of the role of local specialists in physical activity promotion among this type of population.

Exploring the Influence of the Environment on Students’ Second Language Acquisition: A Comprehensive Psycholinguistic Study

Al-Maliki 2 Sukodono Islamic Boarding School employs a distinctive approach by implementing a bilingual education system using both English and Arabic languages. However, in this regard, there are several obstacles, namely lack of students’ enthusiasm, inconsistency, lack of interest and family support, as well as limited facilities. Therefore, to address these issues, a concept is introduced that every student who wishes to become a member of that community is required to use the same language, either English or Indonesian. Furthermore, the reserach aims to demonstrate various types of motivation that can be employed by educators, institutions, and parents. Al-Maliki 2 Sukodono Islamic Boarding School implements bilingual education, incorporating both English and Arabic for communication. However, throughout this process, several barriers hinder the students, such as a lack of interest in foreign languages and inadequate support from families with no foreign language background. This research explores the process of acquiring English as a second language for students and emphasizes the significance of the environment in second language learning. Data can be collected through speaking or writing tasks, where participants are asked to generate specific language. This aids in understanding the language production process, planning, and decision-making involved in selecting words and sentence structures. The findings of this research are expected to assist schools and non-formal institutions as organizers in identifying motivational approaches that can be applied to students in English language learning. Ultimately, this can lead to improved quantity and quality of students’ English language proficiency, fulfilling Indonesia’s workforce demands.

Social Mobility and Motivational Payoff: Achievement Motivation Is More Important in Students’ Performance and Well-Being in Cultures With High Versus Low Social Mobility

Achievement motivation encompasses a well-establish distinction between the motive to avoid failure (e.g., fear of failure) and the orientation to improve competence (e.g., mastery goal). But how well do they generalize across cultures in understanding students’ performance and well-being? We argue that students’ achievement motivation is less pronounced in societies characterized by low (vs. high) social mobility, where people have fewer opportunities to change their social status. To test this hypothesis, we analyzed a cross-national data set ( n = 498,362 high-school students from 65 regions) using multilevel modeling. The results indicated that societal-level social mobility significantly moderated the role of (a) mastery goals and fear of failure on academic performance and (b) fear of failure on well-being. These associations were stronger in societies with high (vs. low) social mobility, suggesting that students derive greater academic benefits from mastery goals and fear of failure in societies with higher social mobility. In such societies, however, fear of failure also poses a stronger hindrance to students’ well-being. These findings highlight that the same type of motivation may operate differently across cultures and that socioecological environments may influence the motivational impacts on learning and well-being.

Antecedents of employee intrapreneurship in the public sector: a proactive motivation approach

Public servants’ intrapreneurship (entrepreneurial actions performed by employees from within an organization) is gaining importance as a micro-foundation of public sector innovation and improved service delivery. This study addresses this topic from a proactive motivation perspective and using weekly diary surveys filled out by 757 public servants from 37 departments of the Dutch national public administration for five consecutive weeks (n = 2279 datapoints). Confirmatory factor analyses showed that antecedents of intrapreneurship could be grouped into three categories of proactive motivation: (1) reason-to (prosocial impact, job accountability), (2) can-do (job autonomy, self-efficacy, optimism), and (3) energized-to (work engagement). Multilevel structural equation modeling showed that public servants reported more intrapreneurial behavior when they had more reason-to and were energized-to be proactive. Can-do motivation moderated (strengthened) these relationships. Necessary conditions analyses showed that each predictor was essential, emphasizing the importance of careful alignment of human resource practices aimed at evoking different types of proactive motivation.

Want-to, have-to, amotivation, grit, self-control, and tolerance ambiguity among university students: latent profile analysis

The current study adopted a person-centered approach to identify distinctive university students’ profiles based on three variables (i.e., three academic motivations, grit, and self-control), regress multiple covariates (i.e., gender, age, study level, and college) on profile membership, and estimate differences on ambiguity tolerance across the estimated profiles. Data on 525 university students were modeled using Latent Profile Analysis. The findings found three latent profiles, which were: [1] Unmotivated and undisciplined students with low grit, [2] Moderately motivated and disciplined students with average grit, and [3] Highly motivated, gritty and disciplined students. Gender, study level, and college significantly predicted profile affiliation, identifying the characteristics of students within each profile. Significant differences were revealed in the ambiguity tolerance among the obtained profiles. These valuable results offer customized recommendations and prospective initiatives, strengthening the constructive effect of proper academic motivation types, purposeful grit, and intentional self-control (143 words).

Understanding consumers in-store behavior: The dual role of episode-specific motive adjustment and motive selection

Understanding purchase motivations is vital but challenging due to their unobservable, concomitant, and dynamic nature. Recent research has proposed frameworks to examine their impact on choice by treating motivations as latent states. This study contributes to this line of research by introducing the notion of “episode-specific motive adjustment,” that accounts for variations in consumers' willingness to pursue specific motives during a shopping trip. Utilizing this concept, the study uncovers valuable insights into how different types of purchase motivations influence consumer product interactions and choices. Analyzing a comprehensive dataset from multiple Indian cities, the research contributes to a theoretical understanding of and practical applications for businesses seeking to comprehend and influence consumer behavior. Theoretically, we show that consumers display diverse patterns of in-store product engagement behavior as they adjust the intensity of instrumental and experiential motives across purchase episodes. Furthermore, we illustrate that the relationship between willingness to pursue a motive (motive intensity) and the likelihood of making a choice follows distinct functional patterns. We highlight the significance of considering individual-level heterogeneity and dynamic behavioral patterns to enhance consumer experiences and purchase decisions. Practically, this research identifies the key drivers that influence motive intensity in stores, providing managers with insights to optimize store layouts and effectively influence consumer purchase motives that align with their business objectives. Emphasis is placed on context-specific strategies, as the impact of these drivers varies with purchase context.

Gamificación: Un factor importante en la motivación de estudiantes universitarios

Introducción The world has evolved over time, and parallel to this, human beings have created a variety of resources that have radically changed all aspects in life. An example of this is Information and Communication Technologies that have made traditional society become a network society. This means that it is always connected with technology. Today, Higher Education Institutions have remained using lectures as the traditional teaching method. This is a problem since teachers spend most of the time explaining theoretical contents instead of observing the practice that students perform on the subject. These gaps that occur in the application of the teaching methodology among English teachers make students have the feeling that the classes are monotonous, and non-dynamic. This leads to discouragement and loss of motivation to learn, due to lack of interaction with their peers and teachers during class. As a final outcome causing poor performance overall that manifests itself into low grades. These are reasons that sparked interest in researching to find new innovative tools that allow the classroom environment to become more attractive, productive, and interesting. Currently, with the help of games in the educational field, the aim is to reduce lack of motivation and poor performance. This process involves in “playing”, but not in a playful way, but with a more educational approach. This is known as “Gamification.” Torres & Rodríguez (2018) define Gamification as the application of the mechanics of play situations or contexts in a non-game context. This has resulted in the proposal of incorporating Gamification as a technological tool to motivate students of the first to the third of basic education in the PINE program at Universidad Técnica de Ambato Objetivos The general objective of the study was to determine the relationship between gamification and EFL learners’ motivation. Additionally, the specific objectives were: to establish the benefits and types of gamification tools that motivate EFL learners; to identify the type of motivation of EFL learners in English lessons; and to propose the use of gamification tools to increase students’ motivation. Método The present research applied a quantitative approach. The quantitative approach involved in the aid of processing, collecting data, analyzing, interpreting, and writing down the results of the investigation to achieve the objectives. It was a descriptive and bibliographic study were a survey was designed and validated with a 0.786 that includes 24 questions. The survey was applied to a 111 students. Principales resultados The gamified game tools Kahoot, Quizlet and Wordwall have some major impact in the educational aspect for students since they are able to interact, compete, engaged and immerses themselves in dynamic activities. Ultimately what these gamified tools to is generate motivation, simplify difficult activities and the student’s progress is much more significant. The elements contained in gamified tools make the student want to improve themselves. The most noticeable game elements were cooperation and competition with 25% freedom to make mistakes with 22% and lastly progress with 17%. Having mention these three cooperation and competition make the student want to be involved in the classroom. Freedom to make mistakes allows the students to improve upon their errors. Progress motivates student to see their development. It can be determined that gamification influences students’ motivation when learning. Gamified tools catch the interest of students since it breaks boundaries of traditional learning methods by becoming an innovative tool that doesn’t exclude but allows students to be a more active participant. Conclusiones Gamification in the EFL classroom allows for the level of motivation to remain high in students due to the state of flow caused by the balance between the degree of difficulty. Most students think that time limits can help students be more alert in the class. Having to go against the clock can sometimes be frustrated, but for the most of time it can be an incentive that helps you think more quickly and allows you to be put under pressure to be more effectively.

Methodology of complex diagnostics of personnel labor motivation in food industry organizations

The necessity of diagnostics of motivation of personnel in organizations of the food industry is substantiated. The dominant role of motivating internal motives that determine the general orientation of the employee’s labor behavior is indicated. Methods and methods of diagnostics of motivation of personnel are considered. A method of complex diagnostics of staff motivation has been developed in accordance with the typological model, factors and age characteristics of motivation to work. The factors of staff motivation are systematized and the methodology for determining the integral level of motivation is improved. The analysis of the influence of age-related aspects on the labor behavior of personnel is carried out. The dominant motivational types of employees of the organizations of the food industry are revealed.

MOTIVATION AND ITS IMPACT ON ESL LEARNERS

This study examined the relationship between the types of motivation in ESL students who were learning English in community colleges. The study examined what kind has more impact on ESL learners: integrative motivation or instrumental motivation. The study also explored motivation as a leadership skill of ESL instructors and the attitude ESL learners possessed toward the language. It explored the relationship between time spent learning the new language and ESL motivation. A total of 200 ESL students from two community colleges were included in this study. A t-test was used as a quantitative tool to analyze the responses of ESL students who consented to take the survey online using a link from MonkeySurvey.com. The FLLMQ is the questionnaire used in the study findings suggest a significant statistical relationship between one specific type of integrative motivation and between the attitude of ESL learners. Additionally, findings found significant statistical relationship between the years spent learning English and between ESL learners level of motivation. Future studies are recommended to examine other characteristics that can affect motivation like gender, origin, and age in Houston, Texas.

Relationship between self-determination theory and flow in the domain of sports and academics among student-athletes

The purposes of the present study were to examine the domain specificity of flow and its relationships with different motivation regulations in sport and academic. The sample consisted of 224 competitive student-athletes (126 males, 97 females, 1 missing) from Singapore universities with mean age of 22.73 years (SD = 2.76). Data was collected through a self-reported questionnaire to assess seven motivation types in Self-Determination Theory (SDT) and flow disposition in sport and academic domains. Findings revealed that there is a positive link between flow in sport and in academic at a cross-domain level. In addition, male student-athletes reported higher flow tendencies in both sports and academics. Male student-athletes in individual sport reported higher intrinsic motivation (IM) to accomplish and flow tendencies than male in team sport, but female student-athletes in team sport reported higher IM to accomplish and flow tendencies to accomplish than individual sport. IM to experience stimulation positively predicted flow in sport, while in academic domain, IM to know and identified regulation are positive predictors of flow. The findings of this study showed that IM to experience stimulation in sport and academic domains could positively predict flow.

Формирование эколого-правовой компетентности сотрудников МВД России

The article shows the results of the theoretical analysis of the works of foreign and domestic scientists on the development of environmental and legal competence among various categories of citizens, including law en-forcement officers. Particular attention is paid to the consideration of the position of researchers on the aspect of environmental and legal competence of law enforcement officers. The results of an empirical study of the prevailing type of motivation for interaction among employees of the Ministry of Internal Affairs are presented. A low level of understanding of the severity of the environmental problem was revealed, as well as a low de-gree of readiness to apply existing knowledge of this topic in practice. The analysis of the research problem showed that the increase in the efficiency of the detection of environmental offenses is closely related to the awareness of responsible persons in environmental issues. The program for the formation of environmental and legal competence of employees of the Ministry of Internal Affairs is presented, which includes 3 blocks: ecological, aimed at acquiring the necessary knowledge in the field of environmental protection; legal, focused on improving the competence of police officers in the field of environmental legislation; psychological, aimed at developing the professional qualities of the personality of employees, their legal consciousness.

Motywacja i zaspokojenie potrzeb w pracy a work-life balance i poczucie satysfakcji z życia pracowników polskich korporacji w okresie przed pandemią Covid-19

Introduction: Maintaining a balance between personal and professional life (work-life balance, WLB) is one of the key factors important for the effectiveness of functioning in the professional area and also has a direct impact on the sense of satisfaction with life. The article explores the relationship between motivational factors and needs satisfaction at work and WLB and life satisfaction. Research Aim: The aim of the research was to determine the relationships between the different types of motivation regulation postulated in the theory of self-determination by Deci and Ryan (2000) and the satisfaction of needs at work (autonomy, competence and bonds with other people) and WLB and the sense of life satisfaction of corporate employees. Method: The study covered 82 employees of five institutions from the financial sector, aged 22 to 62.27 (33%) of the respondents held a managerial position. The following questionnaires were used in the study: “Work-Life Balance” (Hill Hawkins, Ferris, Weitzman, 2001), “SWLS” (Juczyński, 2012), Work Extrinsic and Intrinsic Motivation Scale (WEIMS) Tremblay, Blanchard, Taylor, Pelletier, Villeneuvei (2009), and Basic Psychological Need Satisfaction Scale – Work Domain (Deci et al., 2001). Results: Among the respondents, a negative relationship between amotivation – lack of motivation to work and WLB was found. The factor that turned out to be positively associated with WLB was the satisfaction of the need of autonomy at work. Positive relationships were also found between intrinsic motivation and life satisfaction, as well as WLB and life satisfaction. Conclusions: The results of the study indicate that it is not so much the specific type of motivation that affects the maintenance of WLB, as the lack of motivation is associated with the disturbance of this balance. The key need that is met at work translates into WLB is the need for autonomy. Our study reported a positive relationship between WLB and life satisfaction. This means that maintaining a work-life balance can be considered as one of the important aspects of well-being.