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Abstract
Mental causation is a deep-rooted debate in the philosophy and psychology literature. It relates to the causal role of mind on the physical world and is tightly linked with the Descartes' dualistic approach towards mind-body interaction. While the role of mental properties might seem obvious in our everyday interaction with the world, there are many arguments that make mental causation inefficacious or redundant within the physical world. In the motivation literature, the issue of mental causation is pivotal. It substantiates the causal role of intrinsic motivation on human behavior. However, the main theoretical streams in the motivation literature take a dualistic approach by dichotomizing different types of motivation into extrinsic and intrinsic ones. This creates a fundamental challenge on the possibility of mental causation in the relationship between motivation and behavior. The three main theoretical streams in the motivation literature consider intrinsic and extrinsic motivations as distinct and independent types of motivation and give a higher weight to one type over the other. This approach makes the role of intrinsic motivation as a mental factor on behavior difficult to interpret. Motivational congruence theory resolves this issue by taking a contextualist and dialectical stance on the relationship between intrinsic motivation, extrinsic motivation, and the context. In a dynamic interaction with each other and the context, the two distinct yet intertwined types of motivation (i.e., intrinsic and extrinsic ones) produce overall motivation which in turn induces behavior. The theory resolves the issue of mental causation both at the surface and deep levels.
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Affiliation(s)
- Rosa Hendijani
- Faculty of Management, University of Tehran, Tehran Province, Tehran Jalal-e-Al-e-Ahmad Hwy & Chamran Hwy, Al-e-Ahmad, Tehran, Iran.
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Liao G, Feng L, Zheng X, Zhou J. Buffering or boosting? The dynamic curvilinear relationship between work-related use of information and communication technologies after-hours and wok procrastination. Heliyon 2024; 10:e30565. [PMID: 38774324 PMCID: PMC11107245 DOI: 10.1016/j.heliyon.2024.e30565] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/18/2024] [Revised: 04/02/2024] [Accepted: 04/29/2024] [Indexed: 05/24/2024] Open
Abstract
Work-related use of information and communication technologies after-hours (W_ICTs) blurs the boundaries between work and non-work domains, representing a typical boundary-crossing behavior that affects employees' lives and organizational development. Drawing on the Job Demands-Resources theory, this study develops a dynamic curvilinear model of the impact of W_ICTs on work procrastination, considering intrinsic motivation (self-efficacy and enjoyment) and regulatory focus (prevention focus). Empirical testing of the research hypotheses is conducted through a survey involving 817 employees with standard working hours (e.g. 9 a.m. to 5 p.m.). The results indicate that W_ICTs can be regarded as both inhibitors and promoters, with a U-shaped impact on work procrastination and an inverted U-shaped effect on self-efficacy and enjoyment. The mediating roles of self-efficacy and enjoyment are significant. Moreover, prevention focus moderates the relationship between W_ICTs and enjoyment, whereas the moderating effect between W_ICTs and self-efficacy is insignificant. This dynamic curvilinear relationship may explain the inconsistent results of prior studies regarding the relationship between W_ICTs and employees' negative behaviors. It contributes to expanding research on the outcomes of W_ICTs and the antecedents of work procrastination. Moreover, the proposed influence mechanism between W_ICTs and work procrastination has not been established from the perspective of intrinsic motivation and prevention focus. Hence, this study responds to scholars' calls and adds to the existing research on how W_ICTs affect work procrastination. These research findings enhance the current understanding of the effects of W_ICTs and offer valuable insights for organizations to effectively manage W_ICTs and address work procrastination behavior in practice.
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Affiliation(s)
- Ganli Liao
- School of Economics and Management, Beijing Information Science and Technology University, Beijing, China
- Center for Digital Economy and Management, Beijing Information Science and Technology University, Beijing, China
| | - Li Feng
- School of Economics and Management, Beijing Information Science and Technology University, Beijing, China
| | - Xinyi Zheng
- School of Business Administration, Wuhan Business University, Wuhan, China
| | - Jiao Zhou
- School of Economics and Management, Beijing Information Science and Technology University, Beijing, China
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Vu MT, Luu VT, Nguyen QH, Ngo VT, Trinh MB, Dang CS, Nguyen VDD, Hoang KL, Duong DL. Oral hygiene status and oral care motivation in children aged 7-9 years in a Vietnam primary school: A cross-sectional study. J Epidemiol Popul Health 2024; 72:202519. [PMID: 38703754 DOI: 10.1016/j.jeph.2024.202519] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/27/2023] [Revised: 01/26/2024] [Accepted: 02/21/2024] [Indexed: 05/06/2024]
Abstract
INTRODUCTION Oral hygiene is a crucial factor in oral health, especially in children. To increase the awareness of oral care behaviour among children, oral care motivation plays a critical role in daily dental practices. Therefore, this cross-sectional study was conducted to investigate the current oral hygiene status and evaluate the association between oral care motivation and oral hygiene index in 7-9-year-old children at Primary School in Hanoi, Vietnam. METHODS Clinical examinations were performed on 200 randomly selected children to assess the Simplified Oral Hygiene Index (OHI-S). Face-to-face interviews were applied to record students' intrinsic and extrinsic motivation for oral care through a questionnaire, which consisted of questions regarding demographic characteristics and oral care motivation. Data were analyzed using STATA 15.0 software and a p-value < 0.05 was statistically significant. RESULTS The mean OHI-S score was 2.48 ± 0.72. Good and fair oral hygiene were observed in 7.5 % and 66 % of participants, respectively. Students' motivation for dental care was predominantly extrinsic, with a mean score of 15.87 ± 1.322. Higher motivation in dental care is statistically significantly associated with oral hygiene index score (Coef=-0.27). CONCLUSION These results indicate that students with intrinsic motivation exhibit better oral hygiene practices. Consequently, strengthening oral health educational programs in primary schools based on intrinsic motivation could be helped improve the oral hygiene status and oral care behaviours of children.
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Affiliation(s)
- Manh Tuan Vu
- School of Dentistry, Hanoi Medical University, Hanoi, Viet Nam
| | - Van Tuong Luu
- Department of Odonto-Stomatology, University of Medicine and Pharmacy, Vietnam National University, Hanoi, Viet Nam
| | | | - Van Toan Ngo
- School of Preventive Medicine and Public Health, Hanoi Medical University, Hanoi, Viet Nam
| | - Minh Bau Trinh
- School of Dentistry, Hanoi Medical University, Hanoi, Viet Nam
| | - Cong Son Dang
- Institute for Medicine, Pharmacy Science, Technology and Community Health, Hanoi, Viet Nam
| | | | - Kim Loan Hoang
- School of Dentistry, Hanoi Medical University, Hanoi, Viet Nam
| | - Duc Long Duong
- School of Dentistry, Hanoi Medical University, Hanoi, Viet Nam.
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Layek D, Koodamara NK. Motivation, work experience, and teacher performance: A comparative study. Acta Psychol (Amst) 2024; 245:104217. [PMID: 38493713 DOI: 10.1016/j.actpsy.2024.104217] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/20/2023] [Revised: 03/05/2024] [Accepted: 03/11/2024] [Indexed: 03/19/2024] Open
Abstract
This research study investigates the effect of intrinsic and extrinsic motivation on employee performance, with a specific focus on the moderating role of employees' work experience. This investigation utilizes a proposed framework, focusing on higher educational institutions in West Bengal, India. It contributes to the human resource management field by comparing teacher performance in private and government academic institutions based on their motivation levels. The study employs a quantitative approach, collecting data from 250 teachers in West Bengal, India, using a structured questionnaire. The dataset underwent analysis employing Partial Least Squares Structural Equation Modeling (PLS-SEM) due to its inherent capacity to accommodate smaller sample sizes while delivering precise and insightful outcomes. The results indicate a strong positive relationship between intrinsic and extrinsic motivation and teacher performance in both types of institutions. Work experience moderates the connection between intrinsic motivation and performance in both sectors but has no significant impact on the relationship between extrinsic motivation and performance in private academic institutions. This study links a gap in the literature by empirically exploring the impact of teacher motivation on their performance and provides valuable insights into the complex interplay among motivation, work experience, and performance. Practically, it emphasizes the importance of employee motivation and accumulated work experience in enhancing performance. This study attempts to underscore the role of work experience as a moderating variable, thereby contributing to the novel discourse in the educational landscape of the post-pandemic era. The findings demand to identification of diverse organizational developmental drivers as work experience does not exhibit a strong mediation effect. However, limitations such as potential response bias should be considered in future research in this area.
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Affiliation(s)
- Debika Layek
- Manipal Institute of Management, Manipal Academy of Higher Education (MAHE), MIT Campus, Manipal, District- Udupi, Karnataka 576104, India.
| | - Navin Kumar Koodamara
- Manipal Institute of Management, Manipal Academy of Higher Education (MAHE), Manipal, District- Udupi, Karnataka 576104, India.
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Phukhachee T, Angsuwatanakul T, Iramina K, Kaewkamnerdpong B. A simultaneous EEG-fNIRS dataset of the visual cognitive motivation study in healthy adults. Data Brief 2024; 53:110260. [PMID: 38533112 PMCID: PMC10964074 DOI: 10.1016/j.dib.2024.110260] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/23/2024] [Revised: 02/20/2024] [Accepted: 02/21/2024] [Indexed: 03/28/2024] Open
Abstract
This article described a publicly available dataset of the visual cognitive motivation study in healthy adults. To gain an in-depth understanding and insights into motivation, Electroencephalography (EEG) and functional near-infrared spectroscopy (fNIRS) were measured simultaneously at shared locations while participants performed a visual cognitive motivation task. The participants' choices in the cognitive motivation task were recorded. The effects of their motivation were identified in the recognition test afterward. This dataset comprised EEG and fNIRS data from sixteen healthy adults (age: 21- 37 years; 14 males and 2 females) during the cognitive motivation task with visual scenic stimuli. In addition, the motivation and the corresponding motivation effect were also provided. This dataset provides understanding and analyzing opportunities for the process of attention and decision while the brain undergoes an induced motivated state and its effect on the recognition performance.
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Affiliation(s)
- Tustanah Phukhachee
- Computer Engineering Department, Faculty of Engineering, King Mongkut's University of Technology Thonburi, Bangkok 10140, Thailand
| | | | - Keiji Iramina
- Graduate School of Systems Life Sciences, Kyushu University, Fukuoka 819-0395, Japan
| | - Boonserm Kaewkamnerdpong
- Biological Engineering Program, Faculty of Engineering, King Mongkut's University of Technology Thonburi, Bangkok 10140, Thailand
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He Y, Mo Z, Fang H, Li M. Is providing choices always a good thing? the backfire effect of providing choices on competence restoration. Neurosci Lett 2024; 822:137632. [PMID: 38218320 DOI: 10.1016/j.neulet.2024.137632] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/08/2023] [Revised: 01/08/2024] [Accepted: 01/09/2024] [Indexed: 01/15/2024]
Abstract
Grounded in self-determination theory (SDT), the purpose of this research is to investigate the influence of providing choices following competence frustration on one's intrinsic motivation in a follow-up task. Study 1 conducted a between-group EEG experiment with 50 participants and used a component of event-related potentials (ERPs) to represent intrinsic motivation. Study 2 was a behavioural experiment with 149 participants, adopting the self-report method to measure intrinsic motivation. The stimuli and procedure in Study 1 are identical to Study 2. All participants were asked to complete a high-difficult time-estimation (TE) task during sessions 1-2, and a moderate-difficult stopwatch (SW) task during session 3 (no choices in the control group vs. providing choices in the experimental group). In Study 1, we observed a smaller reward positivity (RewP) difference wave in the experimental (vs. control) group during session 3. In Study 2, participants' intrinsic motivation in the experimental (vs. control) group is significantly lower. The results suggest that providing choices impairs the competence-frustrated participants' intrinsic motivation in the follow-up task and hinders competence restoration. Thus, the current research contributes original neuroscientific and subjective evidences for the adverse influence of providing choices on the competence-frustrated individual's intrinsic motivation, and suggests important practical implications.
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Affiliation(s)
- Yue He
- School of Management, Guangdong University of Technology, Guangzhou, China; Laboratory of Neuromanagement and Decision Neuroscience, Guangdong University of Technology, Guangzhou, China
| | - Zan Mo
- School of Management, Guangdong University of Technology, Guangzhou, China; Laboratory of Neuromanagement and Decision Neuroscience, Guangdong University of Technology, Guangzhou, China
| | - Hui Fang
- Laboratory of Neuromanagement and Decision Neuroscience, Guangdong University of Technology, Guangzhou, China; School of Business Administration, Guangdong University of Finance, Guangzhou, China.
| | - Mengyin Li
- School of Management, Guangdong University of Technology, Guangzhou, China; Laboratory of Neuromanagement and Decision Neuroscience, Guangdong University of Technology, Guangzhou, China
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Zhou J, Zhang J, Hua W, Zhao M. How Does Enlistment Motivation Shape Organizational Commitment? The Role of Career Identity and Organizational Support. Psychol Rep 2024; 127:299-334. [PMID: 35711150 DOI: 10.1177/00332941221109097] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
This study, based on the integrative model of commitment and motivation and organizational support theory, examined the mechanism of intrinsic and extrinsic enlistment motivation on three facets of organizational commitment. A three-wave field questionnaire survey was conducted among 1606 Reserve Officers' Training Corps cadets from Chinese universities. The results showed that both intrinsic and extrinsic motivation positively predicted affective commitment, normative commitment, and continuous commitment. The positive effect of intrinsic motivation was stronger than extrinsic motivation. However, the interactive effect of intrinsic and extrinsic motivation negatively predicted the three aspects of organizational commitment. Career identity mediated all the direct effects above. Moreover, organizational support moderated the effects of intrinsic and extrinsic motivation on career identity. When organizational support was low, the positive effect of intrinsic motivation on career identity was stronger; whereas, when organizational support was high, the positive effect of extrinsic motivation on career identity was stronger. Furthermore, extrinsic motivation and organizational support jointly moderated the effect of intrinsic motivation on career identity and the mediating effects between intrinsic motivation and the three facets of organizational commitment. Specifically, when extrinsic motivation and organizational support were low, the direct and mediating effects above were stronger.
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Affiliation(s)
- Jie Zhou
- Department of Police Management, Sichuan Police College, Luzhou, China
| | - Jianwei Zhang
- School of Humanities and Social Sciences, Beijing Institute of Technology, Beijing, China
| | - Weijun Hua
- School of Humanities and Social Sciences, Beijing Institute of Technology, Beijing, China
| | - Mingming Zhao
- Department of Police Management, Sichuan Police College, Luzhou, China
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Alzubi AAF, Nazim M. Students' intrinsic motivation in EFL academic writing: Topic-based interest in focus. Heliyon 2024; 10:e24169. [PMID: 38234919 PMCID: PMC10792553 DOI: 10.1016/j.heliyon.2024.e24169] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/13/2023] [Revised: 12/21/2023] [Accepted: 01/04/2024] [Indexed: 01/19/2024] Open
Abstract
Writing as a productive skill is extremely challenging for EFL students. To promote their writing effectiveness, students' intrinsic motivation must be enhanced by allowing them to self-assign writing topics or write about topics of interest. Therefore, this study describes how EFL students become motivated by self-assigning their writing topics and identifies students' attitudes and writing skills in topic-based interest in the EFL writing context. A descriptive-diagnostic method was applied to achieve the study objectives. A sample of 200 EFL students responded to a closed-item questionnaire on intrinsic motivation based on topic-based interest in writing. In addition, 20 students participated in semi-structured interviews on their attitudes toward topic-based interest. The study sample showed a high level of intrinsic motivation based on their self-assignment of writing topics. Furthermore, female students showed higher intrinsic motivation if they could self-assign their writing topics than male students. In addition, students with higher GPAs exhibited higher intrinsic motivation. Moreover, the interviews revealed that intrinsically motivated students most enhanced their writing skills in ideas, vocabulary, and choice of words. The researchers suggest that students' self-assignment of writing topics be considered in teaching writing as it contributes to improving intrinsic motivation.
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Affiliation(s)
- Ali Abbas Falah Alzubi
- Applied Linguistics, Department of English, College of Languages and Translation, Najran University, Kingdom of Saudi Arabia
| | - Mohd Nazim
- Applied Linguistics, Department of English, College of Languages and Translation, Najran University, Kingdom of Saudi Arabia
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Franken SC, Smit CR, de Leeuw RN, van Woudenberg TJ, Burk WJ, Bevelander KE, Buijzen M. Understanding the behavioral determinants of adolescents' water consumption: A cross-country comparative study. Dialogues Health 2023; 2:100101. [PMID: 38515488 PMCID: PMC10953952 DOI: 10.1016/j.dialog.2023.100101] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/05/2022] [Revised: 01/11/2023] [Accepted: 01/13/2023] [Indexed: 03/23/2024]
Abstract
Substituting the consumption of sugar-sweetened beverages (SSB) with that of water can have a positive effect on adolescents' health. However, despite the attention on this topic in the Global North, it is relatively understudied in other regions of the world, such as the Caribbean. To guide the development of future interventions, understanding the factors determining water consumption among Caribbean adolescents is important. This study examined the behavioral determinants of water consumption among adolescents in Aruba (the Caribbean) and compared them to those in the Netherlands (Western Europe). We used a theoretical model that integrates the dominant theoretical perspectives in the field of public health, including theories of planned behavior, social norms, and intrinsic motivation. This cross-country study included 1,584 adolescents from Aruba and the Netherlands (52% girls; M = 12.34 years; SD = 2.14). The data were analyzed using regression analyses. This study found that in Aruba, adolescents with higher scores of intrinsic motivation, friends' descriptive norms, attitudes, and behavioral control regarding water consumption drank more water. Moreover, the associations between water consumption and both intrinsic motivation as well as friends' descriptive norms for adolescents in Aruba were stronger than those found in the Netherlands. These associations imply that it is even more important for Aruban adolescents than Dutch adolescents to be intrinsically motivated or to perceive their friends often consuming water to drink more water. The cross-country comparison implies that future interventions in Aruba aimed at increasing adolescents' water consumption as an alternative to SSB should focus on enhancing their intrinsic motivation while considering their friends' social norms.
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Affiliation(s)
- Saskia C.M. Franken
- Faculty for Accounting, Finance, and Marketing, University of Aruba, J.E. Irausquinplein 4, Oranjestad, Aruba
- Erasmus School of Social and Behavioural Sciences, Erasmus University Rotterdam, P.O. Box 1738, 3000 DR Rotterdam, the Netherlands
| | - Crystal R. Smit
- Erasmus School of Social and Behavioural Sciences, Erasmus University Rotterdam, P.O. Box 1738, 3000 DR Rotterdam, the Netherlands
| | - Rebecca N.H. de Leeuw
- Behavioural Science Institute, Radboud University, P.O. Box 9104, 6500 HE Nijmegen, the Netherlands
| | - Thabo J. van Woudenberg
- Erasmus School of Social and Behavioural Sciences, Erasmus University Rotterdam, P.O. Box 1738, 3000 DR Rotterdam, the Netherlands
| | - William J. Burk
- Behavioural Science Institute, Radboud University, P.O. Box 9104, 6500 HE Nijmegen, the Netherlands
| | - Kirsten E. Bevelander
- Radboud Institute for Health Sciences, Radboud University and Medical Centre, P.O. Box 9102, 6500 HC Nijmegen, the Netherlands
| | - Moniek Buijzen
- Erasmus School of Social and Behavioural Sciences, Erasmus University Rotterdam, P.O. Box 1738, 3000 DR Rotterdam, the Netherlands
- Behavioural Science Institute, Radboud University, P.O. Box 9104, 6500 HE Nijmegen, the Netherlands
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Nguyen-Viet B, Nguyen-Viet B, Nguyen-Duy C. Dataset on the effect of gamification elements on learning effectiveness among Vietnamese students. Data Brief 2023; 51:109734. [PMID: 37965599 PMCID: PMC10641147 DOI: 10.1016/j.dib.2023.109734] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/25/2023] [Revised: 09/25/2023] [Accepted: 10/23/2023] [Indexed: 11/16/2023] Open
Abstract
The enhancement of learning effectiveness among university and graduate students is a continual and perplexing question for educational institutions. With the advancement of technology, educators are exploring and implementing diverse learning methods. In this current climate, gamification has emerged as an innovative and popular approach to education. Therefore, it is crucial to thoroughly examine the impact gamification has on the learning effectiveness of university and graduate students. The data also includes demographics of the participants. The questionnaire-based data was collected from previous studies with university and graduate students in Vietnam. The study used Excel and SmartPls 4.0 software to analyze data.. This research can serve as a resource for educational managers, lecturers, and universities to comprehend the effect of gamification on learning effectiveness. It can also aid researchers in the field to explore further the impact of gamification elements and their mediating roles, ultimately enhancing the learning effectiveness of university and graduate students.
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Didier PR, Moore TM, Calkins ME, Prettyman G, Levinson T, Savage C, de Moraes Leme LFV, Kohler CG, Kable J, Satterthwaite T, Gur RC, Gur RE, Wolf DH. Evaluation of a new intrinsic and extrinsic motivation scale in youth with psychosis spectrum symptoms. Compr Psychiatry 2023; 127:152413. [PMID: 37696094 PMCID: PMC10644398 DOI: 10.1016/j.comppsych.2023.152413] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/06/2023] [Revised: 08/16/2023] [Accepted: 08/31/2023] [Indexed: 09/13/2023] Open
Abstract
BACKGROUND Impairment in intrinsic motivation (IM), the drive to satisfy internal desires like mastery, may play a key role in disability in psychosis. However, we have limited knowledge regarding relative impairments in IM compared to extrinsic motivation (EM) or general motivation (GM), in part due to limitations in existing measures. METHODS Here we address this gap using a novel Trait Intrinsic and Extrinsic Motivation self-report scale in a sample of n = 243 participants including those with schizophrenia, psychosis-risk, and healthy controls. Each of the 7 IM and 6 EM items used a 7-point Likert scale assessing endorsement of dispositional statements. Bifactor analyses of these items yielded distinct IM, EM, and GM factor scores. Convergent and discriminant validity were examined in relation to General Causality Orientation Scale (GCOS-CP) and Quality of Life 3-item IM measure (QLS-IM). Utility was assessed in relation to psychosis-spectrum (PS) status and CAINS clinical amotivation. RESULTS IM and EM showed acceptable inter-item consistency (IM: α = 0.88; EM: α = 0.66); the bifactor model exhibited fit that varied from good to borderline to inadequate depending on the specific fit metric (SRMR = 0.038, CFI = 0.94, RMSEA = 0.106 ± 0.014). IM scores correlated with established IM measures: GCOS-CP Autonomy (rho = 0.38, p < 0.01) and QLS-IM (rho = 0.29, p < 0.01). Supporting discriminant validity, IM did not correlate with GCOS-CP Control (rho = -0.14, p > 0.05). Two-year stability in an available longitudinal subset (n = 35) was strong (IM: rho = 0.64, p < 0.01; EM: rho = 0.55, p < 0.01). Trait IM was lower in PS youth (t = 4.24, p < 0.01), and correlated with clinical amotivation (rho = -0.36, p < 0.01); EM did not show significant clinical associations. CONCLUSIONS These results demonstrate the clinical relevance of IM in psychosis risk. They also provide preliminary support for the reliability, validity and utility of this new Trait IM-EM scale, which addresses a measurement gap and can facilitate identification of neurobehavioral and clinical correlates of IM deficits.
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Affiliation(s)
- Paige R Didier
- Department of Psychiatry, University of Pennsylvania, Philadelphia, PA 19104, USA; Department of Psychology, University of Maryland, College Park, MD 20742, USA.
| | - Tyler M Moore
- Department of Psychiatry, University of Pennsylvania, Philadelphia, PA 19104, USA; Penn-CHOP Lifespan Brain Institute, University of Pennsylvania, Children's Hospital of Philadelphia, Philadelphia, PA 19104, USA
| | - Monica E Calkins
- Department of Psychiatry, University of Pennsylvania, Philadelphia, PA 19104, USA; Penn-CHOP Lifespan Brain Institute, University of Pennsylvania, Children's Hospital of Philadelphia, Philadelphia, PA 19104, USA
| | - Greer Prettyman
- Department of Psychiatry, University of Pennsylvania, Philadelphia, PA 19104, USA
| | - Tess Levinson
- Department of Psychiatry, University of Pennsylvania, Philadelphia, PA 19104, USA; Lynch School of Education and Human Development, Boston College, Chestnut Hill, MA 02467, USA
| | - Chloe Savage
- Department of Psychiatry, University of Pennsylvania, Philadelphia, PA 19104, USA
| | | | - Christian G Kohler
- Department of Psychiatry, University of Pennsylvania, Philadelphia, PA 19104, USA
| | - Joseph Kable
- Department of Psychology, University of Pennsylvania, Philadelphia, PA 19104, USA
| | - Theodore Satterthwaite
- Department of Psychiatry, University of Pennsylvania, Philadelphia, PA 19104, USA; Penn-CHOP Lifespan Brain Institute, University of Pennsylvania, Children's Hospital of Philadelphia, Philadelphia, PA 19104, USA; Lifespan Informatics and Neuroimaging Center (PennLINC), Department of Psychiatry, Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA 19104, USA
| | - Ruben C Gur
- Department of Psychiatry, University of Pennsylvania, Philadelphia, PA 19104, USA; Penn-CHOP Lifespan Brain Institute, University of Pennsylvania, Children's Hospital of Philadelphia, Philadelphia, PA 19104, USA
| | - Raquel E Gur
- Department of Psychiatry, University of Pennsylvania, Philadelphia, PA 19104, USA; Penn-CHOP Lifespan Brain Institute, University of Pennsylvania, Children's Hospital of Philadelphia, Philadelphia, PA 19104, USA
| | - Daniel H Wolf
- Department of Psychiatry, University of Pennsylvania, Philadelphia, PA 19104, USA
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Deng A, Zarrett N, Moon J, Sweeney AM. Changing trajectory of daily physical activity levels among at-risk adolescents: influences of motivational mechanisms. BMC Public Health 2023; 23:2089. [PMID: 37880639 PMCID: PMC10598908 DOI: 10.1186/s12889-023-16949-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/27/2022] [Accepted: 10/10/2023] [Indexed: 10/27/2023] Open
Abstract
BACKGROUND Guided by Self-Determination Theory (SDT), the purpose of this study was to determine changes in the 16-week moderate-to-vigorous physical activity (MVPA) trajectory of underserved adolescents who participated in the Connect through PLAY afterschool program intervention and the effects of changes in participating adolescents' intrinsic and autonomous extrinsic motivations on their MVPA trajectory over the 16-week intervention. METHODS A subsample of 113 adolescents (56.64% female; 61.06% African American; average age = 11.29) provided complete data throughout the 16-week intervention were examined. Adolescents' objective daily MVPA was measured using 7- day accelerometer data. Changes in adolescents' intrinsic motivation and autonomous extrinsic motivation were assessed using subscales from the Intrinsic Motivation Inventory [1] and the Treatment Self-Regulation Questionnaire [2] respectively. A hierarchical linear model was built and tested to address the research aims. RESULTS The results of hierarchical linear models showed that, on average, youth daily MVPA increased 6.36 minutes in each 8-week period. Intrinsic motivation change, but not autonomous extrinsic motivation, was a positive and significant level-2 predictor of daily MVPA changes. CONCLUSION The findings provide significant evidence suggesting a benefit of integrating SDT-based approaches and further suggest that nurturing intrinsic motivation can be an effective approach to supporting youth daily MVPA in under-resourced afterschool programs. TRIAL REGISTRATION Connect Through PLAY: A Staff-based Physical Activity Intervention for Middle School Youth (Connect). https://clinicaltrials.gov/ct2/show/NCT03732144 . Registered November 6th, 2018.
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Affiliation(s)
- Anqi Deng
- Department of Psychology, University of South Carolina, Columbia, USA.
- Behavioral Medicine Group, Department of Psychology, College of Arts and Sciences, University of South Carolina, 1330 Lady Street, Suite 400, Columbia, SC, 29201, USA.
| | - Nicole Zarrett
- Department of Psychology, University of South Carolina, Columbia, USA
| | - Jongho Moon
- Department of Psychology, University of South Carolina, Columbia, USA
| | - Allison M Sweeney
- Department of Biobehavioral and Nursing Science, College of Nursing, University of South Carolina, Columbia, USA
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13
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Joessel F, Pichon S, Bavelier D. A video-game-based method to induce states of high and low flow. Behav Res Methods 2023:10.3758/s13428-023-02251-w. [PMID: 37864115 DOI: 10.3758/s13428-023-02251-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/18/2023] [Indexed: 10/22/2023]
Abstract
Flow has been defined as a state of full immersion that may emerge when the skills of a person match the challenge of an activity. It is a special case of being on task, as during flow, keeping focused on the task feels effortless. Most experimental investigations of the neural or physiological correlates of flow contrast conditions with different levels of challenge. Yet comparing different levels of challenge that are too distant may trigger states where the participant is off task, such as boredom or frustration. Thus, it remains unclear whether previously observed differences ascribed to flow may rather reflect differences in how much participants were on task-trying their best-across the contrasted conditions. To remedy this, we introduce a method to manipulate flow by contrasting two video game play conditions at personalized levels of difficulty calibrated such that participants similarly tried their best in both conditions. Across three experiments (> 90 participants), higher flow was robustly reported in our high-flow than in our low-flow condition (mean effect size d = 1.31). Cardiac, respiratory, and skin conductance measures confirmed the known difference between a period of rest and the two on-task conditions of high and low flow, but failed to distinguish between these latter two. In light of the conflicting findings regarding the physiological correlates of flow, we discuss the importance of ensuring a low-flow baseline condition that maintains participants on task, and propose that the present method provides a methodological advance toward that goal.
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Affiliation(s)
- Freya Joessel
- Faculté de Psychologie et Sciences de L'Education, (FPSE), Université de Genève, Boulevard du Pont d'Arve, 40, 1205, Geneva, Switzerland
- Campus Biotech, Chemin des Mines, 9, 1202, Geneva, Switzerland
| | - Swann Pichon
- Faculté de Psychologie et Sciences de L'Education, (FPSE), Université de Genève, Boulevard du Pont d'Arve, 40, 1205, Geneva, Switzerland
- Campus Biotech, Chemin des Mines, 9, 1202, Geneva, Switzerland
- Geneva School of Health Sciences, HES-SO University of Applied Sciences and Arts Western Switzerland, Geneva, Switzerland
| | - Daphne Bavelier
- Faculté de Psychologie et Sciences de L'Education, (FPSE), Université de Genève, Boulevard du Pont d'Arve, 40, 1205, Geneva, Switzerland.
- Campus Biotech, Chemin des Mines, 9, 1202, Geneva, Switzerland.
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14
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Gajenderan V, Nawaz N, Rangarajan R, Parayitam S. The relationships between amotivation, employee engagement, introjected regulation, and intrinsic motivation: A double-layered moderated-mediation model. Heliyon 2023; 9:e20493. [PMID: 37867805 PMCID: PMC10585218 DOI: 10.1016/j.heliyon.2023.e20493] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/14/2023] [Revised: 09/20/2023] [Accepted: 09/27/2023] [Indexed: 10/24/2023] Open
Abstract
The objective of this research is to examine the amotivation-turnover intention relationship through self-determination theory (SDT). A double-layered moderated-mediation model was developed to investigate the influence of three components: affective, continuance, and normative commitment on turnover intention. The data collected from 771 faculty members from higher educational institutions (HEI) in southern India were analyzed to test the hypothesized relationships. After testing the psychometric properties of the survey instrument through LISREL software of structural equation modeling, Hayes's PROCESS was used to test the structural model. The results indicate that (i) amotivation was negatively related to normative commitment, (ii) normative commitment was negatively related to turnover intentions, and (iii) normative commitment mediated the relationship between amotivation and turnover intentions. The findings also suggest that affective commitment (first moderator) and continuance commitment (second moderator) interact with amotivation to influence normative commitment. Further, the three-way interaction between normative commitment, intrinsic motivation, and introjected regulation to decrease turnover intention was significant. The double-layered moderated-mediation model is a novel concept that contributes to the literature on commitment and motivation. The theoretical and practical implications are discussed.
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Affiliation(s)
| | - Nishad Nawaz
- Department of Business Management, College of Business Administration, Kingdom University, Bahrain
| | - Raman Rangarajan
- Department of Commerce, University of Madras, Chennai, Tamil Nadu, India
| | - Satyanarayana Parayitam
- Department of Management and Marketing, Charlton College of Business, University of Massachusetts Dartmouth, 285 Old Westport Road, North Dartmouth, MA, 02747, USA
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15
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An F, Xi L, Yu J. The relationship between technology acceptance and self-regulated learning: the mediation roles of intrinsic motivation and learning engagement. Educ Inf Technol (Dordr) 2023:1-19. [PMID: 37361728 PMCID: PMC10256961 DOI: 10.1007/s10639-023-11959-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/19/2022] [Accepted: 06/06/2023] [Indexed: 06/28/2023]
Abstract
The current study assessed 495 middle school students in China using self-report questionnaires, to examine the multiple mediating effects of intrinsic motivation and learning engagement (vitality, dedication and absorption) in the relations between technology acceptance and students' self-regulated learning. The results indicated that technology acceptance had a significant impact on self-regulated learning, intrinsic motivation mediated the relations between technology acceptance and self-regulated learning, and learning engagement (vigor, dedication, and absorption) mediated the relations between technology acceptance and self- regulated learning. The findings suggested that students' perceived acceptance of technology can help them improve their ability to engage in self-regulated learning by enhancing intrinsic motivation and increasing learning engagement. The results expand our understanding of self-regulated learning for Chinese middle school students in the context of information technology, and have substantial theoretical and practical implications for educator and relevant researchers.
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Affiliation(s)
- Fuhai An
- Jing Hengyi School of Education / Chinese Education Modernization Research Institute, Hangzhou Normal University, Hangzhou, China
| | - Linjin Xi
- Jing Hengyi School of Education / Chinese Education Modernization Research Institute, Hangzhou Normal University, Hangzhou, China
| | - Jingyi Yu
- Jing Hengyi School of Education / Chinese Education Modernization Research Institute, Hangzhou Normal University, Hangzhou, China
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16
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Aprile MC, Fiorillo D. Other-regarding preferences in pro-environmental behaviours: Empirical analysis and policy implications of organic and local food products purchasing in Italy. J Environ Manage 2023; 343:118174. [PMID: 37247548 DOI: 10.1016/j.jenvman.2023.118174] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/24/2023] [Revised: 05/06/2023] [Accepted: 05/12/2023] [Indexed: 05/31/2023]
Abstract
This paper investigates the link between organic and local food products purchasing as pro-environmental behaviours, and "other-regarding preferences", such as altruism, intrinsic motivation and self-image, which is measured through individuals' environmental concerns, volunteering, participation in ecological associations and pro-social behaviours. Using the Italian data from the Multipurpose survey on households "Aspects of daily life" conducted in 2019, and bivariate probit models, this paper shows that environmental egoistic and altruistic concerns, volunteering in formal organizations and participation in ecological associations are positively correlated with the purchase of more organic and local food products. Higher pro-social behaviours correlate positively with the purchase of more local products and negatively with the purchase of more organic products. Furthermore, higher education and better household economic conditions are strongly correlated with the purchase of more organic products, while participation in cultural activities is positively associated with the purchase of more organic and local food products.
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Affiliation(s)
- Maria Carmela Aprile
- University of Naples "Parthenope", Department of Economic and Legal Studies, Via Parisi, 13, 80133, Napoli, Italy.
| | - Damiano Fiorillo
- University of Naples "Parthenope", Department of Business and Economics, Via Parisi 13, 80133, Napoli, Italy.
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17
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Levinson T, Prettyman G, Savage C, White L, Moore TM, Calkins ME, Ruparel K, Gur RE, Gur RC, Satterthwaite TD, Wolf DH. Activation of Internal Correctness Monitoring Circuitry in Youths With Psychosis Spectrum Symptoms. Biol Psychiatry Cogn Neurosci Neuroimaging 2023; 8:542-550. [PMID: 37019760 PMCID: PMC10164703 DOI: 10.1016/j.bpsc.2023.01.010] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/23/2022] [Revised: 01/23/2023] [Accepted: 01/24/2023] [Indexed: 02/05/2023]
Abstract
BACKGROUND Self-directed performance monitoring is a critical contributor to cognitive performance and general functioning and is impacted by psychiatric symptoms and personality traits, but has been understudied in psychosis-risk states. We have shown that ventral striatum (VS) responds to correctness during cognitive tasks where no explicit feedback is required, and this intrinsic reinforcement response is reduced in schizophrenia. METHODS Here, we examined this phenomenon in youths (n = 796, age range 11-22 years) from the Philadelphia Neurodevelopmental Cohort (PNC) performing a working memory functional magnetic resonance imaging task. We hypothesized that VS would respond to internal correctness monitoring, while classic salience network regions, such as dorsal anterior cingulate cortex and anterior insular cortex, would reflect internal error monitoring and that these responses would increase with age. We expected that neurobehavioral measures of performance monitoring would be reduced in youths with subclinical psychosis spectrum features and would correlate with amotivation severity. RESULTS Supporting these hypotheses, we found correct>incorrect activation in VS and incorrect>correct activation in anterior cingulate cortex and anterior insular cortex. Furthermore, VS activation was positively correlated with age, reduced in youths with psychosis spectrum features, and inversely correlated with amotivation. However, these patterns were not significant in anterior cingulate cortex and anterior insular cortex. CONCLUSIONS These findings advance our understanding of the neural underpinnings of performance monitoring and its impairment in adolescents with psychosis spectrum features. Such understanding can facilitate investigation of the developmental trajectory of normative and aberrant performance monitoring; contribute to early identification of youths at elevated risk for poor academic, occupational, or psychiatric outcomes; and provide potential targets for therapeutic development.
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Affiliation(s)
- Tess Levinson
- Department of Psychiatry, University of Pennsylvania, Philadelphia, Pennsylvania; Lynch School of Education and Human Development, Boston College, Chestnut Hill, Massachusetts
| | - Greer Prettyman
- Department of Psychiatry, University of Pennsylvania, Philadelphia, Pennsylvania
| | - Chloe Savage
- Department of Psychiatry, University of Pennsylvania, Philadelphia, Pennsylvania
| | - Lauren White
- Department of Psychiatry, University of Pennsylvania, Philadelphia, Pennsylvania; Penn-CHOP Lifespan Brain Institute, University of Pennsylvania, Children's Hospital of Philadelphia, Philadelphia, Pennsylvania
| | - Tyler M Moore
- Department of Psychiatry, University of Pennsylvania, Philadelphia, Pennsylvania; Penn-CHOP Lifespan Brain Institute, University of Pennsylvania, Children's Hospital of Philadelphia, Philadelphia, Pennsylvania
| | - Monica E Calkins
- Department of Psychiatry, University of Pennsylvania, Philadelphia, Pennsylvania; Penn-CHOP Lifespan Brain Institute, University of Pennsylvania, Children's Hospital of Philadelphia, Philadelphia, Pennsylvania
| | - Kosha Ruparel
- Department of Psychiatry, University of Pennsylvania, Philadelphia, Pennsylvania
| | - Raquel E Gur
- Department of Psychiatry, University of Pennsylvania, Philadelphia, Pennsylvania; Penn-CHOP Lifespan Brain Institute, University of Pennsylvania, Children's Hospital of Philadelphia, Philadelphia, Pennsylvania
| | - Ruben C Gur
- Department of Psychiatry, University of Pennsylvania, Philadelphia, Pennsylvania; Penn-CHOP Lifespan Brain Institute, University of Pennsylvania, Children's Hospital of Philadelphia, Philadelphia, Pennsylvania
| | - Theodore D Satterthwaite
- Department of Psychiatry, University of Pennsylvania, Philadelphia, Pennsylvania; Penn-CHOP Lifespan Brain Institute, University of Pennsylvania, Children's Hospital of Philadelphia, Philadelphia, Pennsylvania; Lifespan Informatics and Neuroimaging Center, Department of Psychiatry, Perelman School of Medicine, University of Pennsylvania, Philadelphia, Pennsylvania
| | - Daniel H Wolf
- Department of Psychiatry, University of Pennsylvania, Philadelphia, Pennsylvania.
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18
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Dong Y, Liu X, Tang M, Huo H, Chen D, Du X, Wang J, Tang Z, Qiao X, Guo J, Fan L, Fan Y. Age-related differences in upper limb motor performance and intrinsic motivation during a virtual reality task. BMC Geriatr 2023; 23:251. [PMID: 37106330 PMCID: PMC10139832 DOI: 10.1186/s12877-023-03970-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/29/2022] [Accepted: 04/13/2023] [Indexed: 04/29/2023] Open
Abstract
BACKGROUND In recent years, virtual reality (VR) has evolved from an alternative to a necessity in older adults for health, medical care, and social interaction. Upper limb (UL) motor skill, is an important ability in manipulating VR systems and represents the brain's regulation of movements using the UL muscles. In this study, we used a haptic-feedback Virtual Box and Block Test (VBBT) system and an Intrinsic Motivation Inventory (IMI) to examine age-related differences in UL motor performance and intrinsic motivation in VR use. The findings will be helpful for the development of VR applications for older adults. METHODS In total, 48 young and 47 older volunteers participated in our study. The parameters including VBBT score, number of velocity peaks, velocity, grasping force and trajectory length were calculated to represent the task performance, manual dexterity, coordination, perceptive ability and cognitive ability in this study. RESULTS Age-related differences could be found in all the parameters (all p < 0.05) in VR use. Regression analysis revealed that the task performance of young adults was predicted by the velocity and trajectory length (R2 = 64.0%), while that of older adults was predicted by the number of velocity peaks (R2 = 65.6%). Additionally, the scores of understandability, relaxation and tiredness were significantly different between the two groups (all p < 0.05). In older adults, the understandability score showed large correlation with the IMI score (|r| = 0.576, p < 0.001). In young adults, the correlation was medium (|r| = 0.342, p = 0.017). No significant correlation was found between the IMI score and VBBT score (|r| = 0.142, p = 0.342) in older adults, while a medium correlation (|r| = 0.342, p = 0.017) was found in young adults. CONCLUSIONS The findings demonstrated that decreased smoothness in motor skills dominated the poor VR manipulation in older adults. The experience of understandability is important for older adults' intrinsic motivation in VR use.
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Affiliation(s)
- Ying Dong
- Key Laboratory for Biomechanics and Mechanobiology of Ministry of Education, Beijing Advanced Innovation Center for Biomedical Engineering, School of Biological Science and Medical Engineering, Beihang University, Beijing, 100083, China
| | - Xiaoyu Liu
- Key Laboratory for Biomechanics and Mechanobiology of Ministry of Education, Beijing Advanced Innovation Center for Biomedical Engineering, School of Biological Science and Medical Engineering, Beihang University, Beijing, 100083, China.
- State Key Laboratory of Virtual Reality Technology and Systems, Beihang University, Beijing, 100083, China.
| | - Min Tang
- Key Laboratory for Biomechanics and Mechanobiology of Ministry of Education, Beijing Advanced Innovation Center for Biomedical Engineering, School of Biological Science and Medical Engineering, Beihang University, Beijing, 100083, China
| | - Hongqiang Huo
- Key Laboratory for Biomechanics and Mechanobiology of Ministry of Education, Beijing Advanced Innovation Center for Biomedical Engineering, School of Biological Science and Medical Engineering, Beihang University, Beijing, 100083, China
| | - Duo Chen
- Key Laboratory for Biomechanics and Mechanobiology of Ministry of Education, Beijing Advanced Innovation Center for Biomedical Engineering, School of Biological Science and Medical Engineering, Beihang University, Beijing, 100083, China
| | - Xin Du
- Key Laboratory for Biomechanics and Mechanobiology of Ministry of Education, Beijing Advanced Innovation Center for Biomedical Engineering, School of Biological Science and Medical Engineering, Beihang University, Beijing, 100083, China
| | - Jinghui Wang
- Key Laboratory for Biomechanics and Mechanobiology of Ministry of Education, Beijing Advanced Innovation Center for Biomedical Engineering, School of Biological Science and Medical Engineering, Beihang University, Beijing, 100083, China
| | - Zhili Tang
- Key Laboratory for Biomechanics and Mechanobiology of Ministry of Education, Beijing Advanced Innovation Center for Biomedical Engineering, School of Biological Science and Medical Engineering, Beihang University, Beijing, 100083, China
| | - Xiaofeng Qiao
- Key Laboratory for Biomechanics and Mechanobiology of Ministry of Education, Beijing Advanced Innovation Center for Biomedical Engineering, School of Biological Science and Medical Engineering, Beihang University, Beijing, 100083, China
| | - Jieyi Guo
- Key Laboratory for Biomechanics and Mechanobiology of Ministry of Education, Beijing Advanced Innovation Center for Biomedical Engineering, School of Biological Science and Medical Engineering, Beihang University, Beijing, 100083, China
| | - Linyuan Fan
- Key Laboratory for Biomechanics and Mechanobiology of Ministry of Education, Beijing Advanced Innovation Center for Biomedical Engineering, School of Biological Science and Medical Engineering, Beihang University, Beijing, 100083, China
| | - Yubo Fan
- Key Laboratory for Biomechanics and Mechanobiology of Ministry of Education, Beijing Advanced Innovation Center for Biomedical Engineering, School of Biological Science and Medical Engineering, Beihang University, Beijing, 100083, China.
- State Key Laboratory of Virtual Reality Technology and Systems, Beihang University, Beijing, 100083, China.
- School of Medical Science and Engineering Medicine, Beihang University, Beijing, 100083, China.
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Kirsch J, Spreckelsen C. Caution with competitive gamification in medical education: unexpected results of a randomised cross-over study. BMC Med Educ 2023; 23:259. [PMID: 37072842 PMCID: PMC10114491 DOI: 10.1186/s12909-023-04258-5] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 02/20/2022] [Accepted: 04/13/2023] [Indexed: 05/03/2023]
Abstract
BACKGROUND To intrinsically motivate students in the long term, longitudinal e-learning systems combined with repeated testing and competitive gamification seem promising. The effects of this approach have never been closely examined in the field of evidence-based medicine. The authors investigated if a simple, competitive learning application enhances students' risk competence and intrinsic motivation. METHODS Participants were 5.-9. semester medical students (n = 48), recruited in an elective evidence-based medicine subject and randomly distributed to two groups (group 1: n = 23; group 2: n = 25). Both accessed a competitive evidence-based medicine quiz game. Following a cross-over design, each group practiced with one of two thematically different questionnaires A or B, before the allocation switched after one month. To analyse whether there was a measurable learning effect in the practiced topics, a paired t-test was performed with quantitative data from 3 e-tests. Students further reported their experience in evaluation surveys. RESULTS Students' improvements in e-test scores after training with the corresponding topics in the learning application can be attributed to chance. Even though the majority enjoyed playing and felt motivated to study, they invested a minimum of time and rejected competition. CONCLUSION The authors found no evidence for benefits of the investigated learning programme on students' risk competence or on their internal motivation. The majority disapproved the competitive concept, indicating adverse side effects of the applied gamification element. To intrinsically motivate more students, prospective learning programmes should favour complex and collaborative programmes over simple and competitive ones.
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Affiliation(s)
- Jacqueline Kirsch
- Medical Clinic, Luisenhospital, Boxgraben 99, 52064, Aachen, Germany.
| | - Cord Spreckelsen
- Institute for Medical Statistics, Computer and Data Sciences (IMSID) of the university hospital Jena, Bachstraße 18, Haus 1, 07743, Jena, Germany
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20
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Kedrick K, Schrater P, Koutstaal W. The Multifaceted Role of Self-Generated Question Asking in Curiosity-Driven Learning. Cogn Sci 2023; 47:e13253. [PMID: 37012694 DOI: 10.1111/cogs.13253] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/19/2022] [Revised: 12/16/2022] [Accepted: 01/30/2023] [Indexed: 04/05/2023]
Abstract
Curiosity motivates the search for missing information, driving learning, scientific discovery, and innovation. Yet, identifying that there is a gap in one's knowledge is itself a critical step, and may demand that one formulate a question to precisely express what is missing. Our work captures the integral role of self-generated questions during the acquisition of new information, which we refer to as active-curiosity-driven learning. We tested active-curiosity-driven learning using our "Curiosity Question & Answer Task" paradigm, where participants (N=135) were asked to generate questions in response to novel, incomplete factual statements and provided the opportunity to forage for answers. We also introduce new measures of question quality that express how well questions capture stimulus and foraging information. We hypothesized that active question asking should influence behavior across the stages of our task by increasing the probability that participants express curiosity, forage for answers, and remember what they had thereby discovered. We found that individuals who asked a high number of quality questions experienced elevated curiosity, were more likely to pursue missing information that was semantically related to their questions, and more likely to retain the information on a later cued recall test. Additional analyses revealed that curiosity played a predominant role in motivating participants to forage for missing information, and that both curiosity and satisfaction with the acquired information boosted memory recall. Overall, our results suggest that asking questions enhances the value of missing information, with important implications for learning and discovery of all forms.
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Affiliation(s)
- Kara Kedrick
- Department of Psychology, University of Minnesota
| | - Paul Schrater
- Department of Psychology, University of Minnesota
- Department of Computer Science and Engineering, University of Minnesota
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21
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Shulman S, Stein J, Melamed O, Muchaeli Y, Hakhmigari-Kalfon M. The Role of Personality Risk and Protective Factors in Living with Covid-19: A Longitudinal Study. J Adult Dev 2023; 30:1-12. [PMID: 36789170 PMCID: PMC9911333 DOI: 10.1007/s10804-023-09439-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/05/2023] [Indexed: 02/12/2023]
Abstract
Earlier research has shown the significant role of personality in serving as risk or protective factors in psychological wellbeing. However, it is less clear the extent to which personality plays in coping with the Covid-19 pandemic. The aim of the current study was to examine the role of a personality risk factors such as self-criticism, and personality strengths such as efficacy and intrinsic motivation representing resilience in predicting psychological outcomes in response to the Covid-19 pandemic. As part of a broader longitudinal study, personality measures were assessed at ages 23 and 29, and Covid-19-related outcomes were measured at age 41 on a subsample of 83 Israeli participants, who were approached after the first lockdown that was implemented (April 2020). Findings showed that self-criticism measured at age 23 anticipated greater Covid-19-related distress and lower satisfaction at age 41. Decrease in self-criticism from age 23 to 29, which indicates developmental progress toward maturity, explained lower non-adaptive emotional reactions at age 41- lower distress and lower anxiety. In addition, a higher level of intrinsic motivation at age 29 explained a greater likelihood to expect post pandemic growth. Findings highlight the role of personality in addressing unexpected stressful events such as the current Covid-19 pandemic.
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Affiliation(s)
- Shmuel Shulman
- Department of Psychology, Bar Ilan University, Ramat Gan, Israel
- College of Management, Rishon Le’Zion, Israel
| | - Jacob Stein
- College of Management, Rishon Le’Zion, Israel
| | - Osnat Melamed
- Centre of Mental Health and Addiction, Toronto, Canada
| | - Yossi Muchaeli
- Department of Psychology, Bar Ilan University, Ramat Gan, Israel
- College of Academic Studies, Ramat Gan, Israel
| | - Maor Hakhmigari-Kalfon
- Department of Psychology, Bar Ilan University, Ramat Gan, Israel
- Tel Aviv Yaffo Academic College, Tel Aviv-Yafo, Israel
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22
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Shao S, Huang J, Zhao L, Heyman GD. The profit motive: Implications for children's reasoning about merit-based resource distribution. J Exp Child Psychol 2023; 226:105563. [PMID: 36308815 DOI: 10.1016/j.jecp.2022.105563] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/27/2022] [Revised: 09/17/2022] [Accepted: 09/19/2022] [Indexed: 11/07/2022]
Abstract
How to distribute resources in a fair way is a fundamental source of conflict in human societies. A central dilemma that people begin to grapple with during childhood is the extent to which individuals should be rewarded based on merit at the expense of equality. The current study examined children's reasoning about this dilemma by testing whether they are sensitive to information about the motives of highly productive people when determining whether they should receive extra compensation. Across two studies, children (6- to 11-year-olds, total N = 143) judged high performers to be less deserving of extra resources when they were motivated by profit rather than being intrinsically motivated, and this pattern was more pronounced among the older children. The findings demonstrate that, with age, children increasingly consider motives when deciding whether productivity should be rewarded and that the tendency of adults to view profit motives as problematic has origins during childhood.
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23
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Lu K, Pang F, Shadiev R. Understanding college students' continuous usage intention of asynchronous online courses through extended technology acceptance model. Educ Inf Technol (Dordr) 2023; 28:1-19. [PMID: 36688218 PMCID: PMC9843658 DOI: 10.1007/s10639-023-11591-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/06/2022] [Accepted: 01/11/2023] [Indexed: 06/17/2023]
Abstract
Asynchronous online learning has gained great popularity in higher education, especially due to the recent COVID-19 pandemic. However, few studies have investigated how to maintain students' continuous usage intention of asynchronous online courses in the context of higher education. This study incorporated four key factors (intrinsic motivation, extrinsic motivation, perception of multiple sources, and cognitive engagement) associated with students' continuous usage intention of asynchronous online courses into technology acceptance model (TAM) to identify the influencing factors on students' continuous usage intention. A survey with 325 college students was conducted to explore their continuous usage intention of asynchronous online courses and structural equation modeling analysis was carried out to analyze the relationships between the key influencing factors and students' continuous usage intention. The results showed that cognitive engagement was the only factor that directly related to continuous usage intention. Intrinsic motivation, extrinsic motivation, and perception of multiple sources indirectly correlated with students' continuous usage intention through different pathways. The results of the study have several theoretical and practical implications. Theoretically, the study verified what key learning factors incorporated into TAM and in what way they relate to the continuous usage intention of asynchronous online courses. Practically, the present study indicated that it is required to take intrinsic motivation, extrinsic motivation, perception of multiple sources, cognitive engagement and TAM into consideration when designing and conducting asynchronous online learning courses to ensure college students' continuous usage intention of asynchronous online courses.
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Affiliation(s)
- Kaili Lu
- College of Education Science and Technology, Nanjing University of Posts and Telecommunications, No. 09 Wenyuan Road, 210023 Nanjing, China
| | - Feng Pang
- Cyber Security and Informatization Office, Nanjing Forestry University, No. 159 Longpan Road, 210037 Nanjing, China
| | - Rustam Shadiev
- College of Education, Zhejiang University, No. 866, Yuhangtang Road, 310058 Hangzhou, China
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24
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Furman CR, Volz SC, Rothman AJ. Understanding physical activity declines during COVID-19: The affective repercussions of disruption to exercise routines. Psychol Sport Exerc 2023; 64:102330. [PMID: 36345402 PMCID: PMC9632229 DOI: 10.1016/j.psychsport.2022.102330] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 08/09/2022] [Revised: 10/29/2022] [Accepted: 10/30/2022] [Indexed: 06/16/2023]
Abstract
Recent research has examined psychological factors that forestalled declines in physical activity (PA) during the early stages of the COVID-19 pandemic. Surprisingly, there has been limited evidence of an association between intrinsic motivation (IM) and PA. We reasoned that IM may have not predicted PA because COVID-19 restrictions limited opportunities to engage in exercise in ways that produced positive affective experiences (i.e., inherent rewards). Using data from a cross-sectional survey (N = 373 participants), we tested a moderated mediation model that predicted perceived changes to affective experiences during exercise would mediate the association between disruption to one's exercise routine and self-reported declines in PA, and that effects would be moderated by IM. Evidence of moderated mediation was found, suggesting that disruptions to exercise routines were associated with fewer positive affective experiences during exercise that predicted declines in PA engagement, especially for people who typically exercised for intrinsic reasons.
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Affiliation(s)
| | - Sarah C Volz
- University of Minnesota - Twin Cities, United States
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25
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Wan J, Zhou W, Qin M, Zhou H, Li P. The impact of emotional leadership on Chinese subordinates' work engagement: role of intrinsic motivation and traditionality. BMC Psychol 2022; 10:323. [PMID: 36587226 PMCID: PMC9805679 DOI: 10.1186/s40359-022-01022-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/21/2022] [Accepted: 12/12/2022] [Indexed: 01/01/2023] Open
Abstract
BACKGROUND Leaders' emotions and emotion regulation strategies influence subordinates' attitudes and behaviors, while previous studies have mostly taken an emotional perspective. Leaders' emotional competence also has an impact on subordinates through motivational and cognitive pathways. Based on self-determination theory, this study examined the impact of emotional leadership on subordinates' work engagement, as well as the mediating role of subordinates' intrinsic motivation and the moderating role of traditionality. METHODS We first performed a scenario experiment study in which 116 Chinese college students were asked to read experimental materials on different leadership behaviors and answer relevant questions. Subsequently, a questionnaire survey was conducted, in which 347 Chinese enterprise employees were asked to rate their own experiences with emotional leadership, work engagement and intrinsic motivation. We used SPSS 25.0 for performance reliability analysis, correlation analysis and hierarchical regression analysis to test the reliability of the scales and investigate the relationship between the variables. Bootstrap analysis was used to test the mediating and moderating effects. RESULTS Emotional leadership has a significant direct positive effect on subordinates' work engagement and positively influences subordinates' work engagement through the mediation of subordinates' intrinsic motivation. The effect of emotional leadership on intrinsic motivation is stronger for those with high traditionality than for those with low traditionality. CONCLUSION Emotional leadership can improve subordinates' work engagement by stimulating their intrinsic motivation. Therefore, managers need to be able to effectively regulate and manage subordinates' emotions to stimulate their intrinsic motivation and to differentiate the management of subordinates with different levels of traditionality to improve subordinates' work engagement.
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Affiliation(s)
- Jin Wan
- grid.440711.7East China Jiaotong University, Nanchang, 330013 China ,grid.440711.7Research Centre for High Speed Railway and Regional Development, East China Jiaotong University, Nanchang, 330013 China ,grid.440711.7Jiangxi Institute of Talent and Industry Integration Development, East China Jiaotong University, Nanchang, 330013 China
| | - Wenjun Zhou
- grid.440711.7East China Jiaotong University, Nanchang, 330013 China ,grid.440711.7Jiangxi Institute of Talent and Industry Integration Development, East China Jiaotong University, Nanchang, 330013 China
| | - Mingyue Qin
- grid.440711.7East China Jiaotong University, Nanchang, 330013 China ,grid.440711.7Jiangxi Institute of Talent and Industry Integration Development, East China Jiaotong University, Nanchang, 330013 China
| | - Haiming Zhou
- grid.412508.a0000 0004 1799 3811Shandong University of Science and Technology, Taian, 271000 China
| | - Pingping Li
- grid.440711.7East China Jiaotong University, Nanchang, 330013 China
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26
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Püttmann V, Ruhose J, Thomsen SL. Academics' Attitudes Toward Engaging in Public Discussions: Experimental Evidence on the Impact of Engagement Conditions. Res High Educ 2022; 64:1-24. [PMID: 36530490 PMCID: PMC9734336 DOI: 10.1007/s11162-022-09725-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/04/2021] [Accepted: 10/28/2022] [Indexed: 06/17/2023]
Abstract
Growing demands and expectations on the side of policy makers and the public have changed the conditions for academics' engagement in public discussions. At the same time, risks related to this engagement for the professional and even private lives of academics have become apparent. Conducting a survey experiment among 4091 tenured professors in Germany, we study how these conditions causally affect academics' attitudes toward engaging. Consistent with the crowding-out of intrinsic motivation, we find less-positive attitudes when emphasizing demands for engagement by public authorities and public expectations toward science's societal relevance. Effects are particularly strong among professors endorsing science-society relations. Moreover, effects are similar when highlighting risks associated with engagement, but more pronounced for females and younger professors. Emphasizing public support for academics' engagement has no discernible effects. We conclude that considering individual incentive structures and safeguarding against negative repercussions may promote academics' engagement and an adequate representation of the diversity of academics in the public. Supplementary Information The online version contains supplementary material available at 10.1007/s11162-022-09725-4.
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Affiliation(s)
- Vitus Püttmann
- Institute of Economic Policy, Leibniz University Hannover, Königsworther Platz 1, 30167 Hannover, Germany
| | - Jens Ruhose
- Department of Economics, Kiel University, Olshausenstraße 40, 24098 Kiel, Germany
- CESifo Munich, Munich, Germany
- IZA Bonn, Bonn, Germany
| | - Stephan L. Thomsen
- Institute of Economic Policy, Leibniz University Hannover, Königsworther Platz 1, 30167 Hannover, Germany
- IZA Bonn, Bonn, Germany
- ZEW Mannheim, Mannheim, Germany
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27
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Yu J. Impacts of psychological contract fulfillment on work attitudes and behaviors during the COVID-19 pandemic: mediating role of perceived organizational support. Curr Psychol 2022:1-10. [PMID: 36340890 PMCID: PMC9628416 DOI: 10.1007/s12144-022-03746-z] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/02/2022] [Indexed: 01/11/2023]
Abstract
The paradigm shifts in HRM during the outbreak of COVID-19 involve new challenges for organizations, whereas it remains unclear how psychological contract fulfillment works on employees' attitudes and behaviors in the new working settings from organizations. This paper explores the impacts of psychological contract fulfillment on employees' work attitudes and behaviors (work engagement, intrinsic motivation, and affective commitment) during the COVID-19 outbreak, and examines the mediating mechanism of perceived organizational support between psychological contract fulfillment and these work-related variables. For the research, a cross-sectional research design and quantitative analysis were adopted. Data were collected via survey questionnaires and from 405 respondents working remotely during the COVID-19 outbreak. The findings revealed that psychological contract fulfillment positively impacted employees' work engagement, intrinsic motivation, and affective commitment during the COVID-19 outbreak, and indicated that perceived organizational support significantly but partially mediates the positive associations between PCF and these work-related variables.
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Affiliation(s)
- Jiawei Yu
- Faculty of Economics and Management, Universiti Kebangsaan Malaysia, Bangi, Selangor, Malaysia
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28
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Gao L. Contemporary american literature in Online Learning: fostering Reading Motivation and Student Engagement. Educ Inf Technol (Dordr) 2022; 28:4725-4740. [PMID: 36311037 PMCID: PMC9589844 DOI: 10.1007/s10639-022-11329-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 07/18/2022] [Accepted: 09/04/2022] [Indexed: 06/16/2023]
Abstract
Reading is one of the crucial aspects of the learning process. The learning efficiency depends on the motivation and involvement of students. The paper aims to determine whether the developed online course enhances student motivation and engagement in contemporary American literature. For this purpose, questionnaires were used. The sample consisted of 126 students enrolled in Yulin Gaoxin Secondary School, who had English proficiency at a high enough level to read English literature in the original language. Before and after the course, the Reading Motivation Questionnaires test was administered, with its scores validated using Student's t-test for dependent samples. Significant progress is observed in the internal and social components of motivation (23-25%), as well as in the Engagement category (31%). The course also positively affected learning effectiveness. None of the participants scored less than half of the possible points for the course assignments. Most children obtained high (95-119 points) and very high scores (120-140 points). This finding demonstrates the suitability of the tools used (videoconferencing, learning management systems, discussion forums, and interactive exercises) in online learning when studying modern literature. The research findings are of interest, first of all, to instructors who adopt technological innovations in their lessons or want to motivate students to read. Second, school administrators and education sector officials can draw information from the findings for corrective action. Third, software developers may be inspired by the data and create new technology solutions.
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Affiliation(s)
- Li Gao
- School of Foreign Languages, Yulin University, No. 51, Chongwen Road, 719000 Yulin, China
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29
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Ayenalem KA, Abate SG, Ayalew HR, Mengesha JA. Secondary school teachers code of ethics in Ethiopia: implications for policy and practice. Heliyon 2022; 8:e10885. [PMID: 36262295 PMCID: PMC9573878 DOI: 10.1016/j.heliyon.2022.e10885] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/04/2022] [Revised: 06/09/2022] [Accepted: 09/28/2022] [Indexed: 11/06/2022] Open
Abstract
This study investigated the implementation level of teachers' code of ethics in secondary schools in Ethiopia. A descriptive survey research design with quantitative and qualitative approaches was employed. The study participants were 404 teachers, 289 students, 10 principals, and 5 district education office experts. Data was collected by means of questionnaires and interviews. The quantitative data was analyzed by using percentage, frequency, mean, standard deviation, and independent samples t-test and the qualitative data through thematic analysis technique. The findings indicated that teachers implemented the code of ethics regarding students, colleagues, and the teaching profession at a high level; however, their commitment was low to the parents and the community domain. The study also revealed that gender, age, and teaching experience affected the implementation level of teachers' code of ethics in the three dimensions. Based on the results, it is recommended that concerned bodies need to: pay due attention to ethics courses in the initial teacher training programs; design and implement different mechanisms that can increase teachers’ intrinsic motivation and commitment to their code of ethics; frame a clear, detailed, and executable code of ethics, and institutionalize continuous community awareness program about teachers and the teaching profession as it will help them to maintain their interest in and commitment to their profession and thereby help them practice their code of ethics more effectively.
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Affiliation(s)
- Kindu Ayechew Ayenalem
- Department of Educational Planning and Management, College of Education, University of Gondar, P.O. Box: 196, Ethiopia
- Corresponding author.
| | - Samuel Getnet Abate
- Department of Adult Education and Community Development, College of Education, University of Gondar, Ethiopia
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30
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Zapata SM, Onwuegbuzie AJ. Emotion differentiation and negative emotional states: the mediating role of perceived academic control and the moderated effect of intrinsic motivation. Curr Psychol 2022; 42:1-17. [PMID: 36118142 PMCID: PMC9465148 DOI: 10.1007/s12144-022-03697-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 08/23/2022] [Indexed: 11/30/2022]
Abstract
University students experience academic pressure, fatigue, and changes in their everyday and social lives during their transition into college. This study explored variables that influenced first-year students' stress, anxiety, and depression at a university in Chile. The remnant of long-term social unrest, which emerged at the end of the dictatorship in 1990, has lasted for more than three decades. It is present in the education sector and might reflect the negative emotional states that Chilean students still experience. In this way, students' capacity to distinguish and to regulate stress, anxiety, and depression is crucial, especially in contexts where intense negative emotional states occur; thus, more research is needed to achieve a richer understanding in academic settings. The study involved testing hypotheses over 6 months to undertake a regression-based path analysis using simple mediation and moderated mediation analysis. Results revealed that students' perceptions of their academic control mediated the relationship between their factor differentiation of emotional experiences and stress, anxiety, and depression. The indirect effect was statistically significantly moderated by intrinsic motivation. Consequently, the effect of their ability to differentiate emotions on stress, anxiety, and depression through the mediator changed due to the levels of intrinsic motivation. Implications and recommendations are discussed.
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Affiliation(s)
| | - Anthony J. Onwuegbuzie
- University of Cambridge, Cambridge, UK
- University of Johannesburg, Johannesburg, South Africa
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31
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Morris LS, Grehl MM, Rutter SB, Mehta M, Westwater ML. On what motivates us: a detailed review of intrinsic v. extrinsic motivation. Psychol Med 2022; 52:1801-1816. [PMID: 35796023 PMCID: PMC9340849 DOI: 10.1017/s0033291722001611] [Citation(s) in RCA: 8] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/15/2021] [Revised: 05/02/2022] [Accepted: 05/12/2022] [Indexed: 12/02/2022]
Abstract
Motivational processes underlie behaviors that enrich the human experience, and impairments in motivation are commonly observed in psychiatric illness. While motivated behavior is often examined with respect to extrinsic reinforcers, not all actions are driven by reactions to external stimuli; some are driven by 'intrinsic' motivation. Intrinsically motivated behaviors are computationally similar to extrinsically motivated behaviors, in that they strive to maximize reward value and minimize punishment. However, our understanding of the neurocognitive mechanisms that underlie intrinsically motivated behavior remains limited. Dysfunction in intrinsic motivation represents an important trans-diagnostic facet of psychiatric symptomology, but due to a lack of clear consensus, the contribution of intrinsic motivation to psychopathology remains poorly understood. This review aims to provide an overview of the conceptualization, measurement, and neurobiology of intrinsic motivation, providing a framework for understanding its potential contributions to psychopathology and its treatment. Distinctions between intrinsic and extrinsic motivation are discussed, including divergence in the types of associated rewards or outcomes that drive behavioral action and choice. A useful framework for understanding intrinsic motivation, and thus separating it from extrinsic motivation, is developed and suggestions for optimization of paradigms to measure intrinsic motivation are proposed.
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Affiliation(s)
- Laurel S. Morris
- Department of Psychiatry, Depression and Anxiety Center for Discovery and Treatment, Icahn School of Medicine at Mount Sinai, New York, NY 10029 USA
| | - Mora M. Grehl
- Department of Psychology, Temple University, Philadelphia, PA 19122 USA
| | - Sarah B. Rutter
- Department of Psychiatry, Depression and Anxiety Center for Discovery and Treatment, Icahn School of Medicine at Mount Sinai, New York, NY 10029 USA
| | - Marishka Mehta
- Department of Psychiatry, Depression and Anxiety Center for Discovery and Treatment, Icahn School of Medicine at Mount Sinai, New York, NY 10029 USA
| | - Margaret L. Westwater
- Department of Radiology and Biomedical Imaging, Yale School of Medicine, New Haven, CT 06510 USA
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32
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Sundararajan S, Ramakanth R, Rajasekaran S. The evolving trends in arthroscopy and sports medicine. J Clin Orthop Trauma 2022; 31:101915. [PMID: 35789820 PMCID: PMC9250011 DOI: 10.1016/j.jcot.2022.101915] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
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33
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Yang H, Cai J, Yang HH, Wang X. Examining key factors of beginner's continuance intention in blended learning in higher education. J Comput High Educ 2022; 35:126-143. [PMID: 35637707 PMCID: PMC9134973 DOI: 10.1007/s12528-022-09322-5] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 04/20/2022] [Indexed: 06/01/2023]
Abstract
With the outbreak of the COVID-19 pandemic, blended learning became exceptionally widespread, especially in higher education. As a result, many college students became beginners in this learning method. To identify key factors that impact beginners' continuance intention in blended learning, this study surveyed 1845 first-year college students at a university in central China in the falls of 2020 and 2021 who used blended learning for the first time. Structural equation modeling was employed to verify a model that integrates intrinsic motivation and academic self-efficacy in the Expectation-Confirmation Model of Information System Continuance. The results show that performance expectancy, intrinsic motivation, and satisfaction significantly impact beginners' continuance intention in blended learning. Moreover, performance expectancy, intrinsic motivation, and confirmation significantly impact beginners' continuance intention through mediating variable satisfaction. Academic self-efficacy does not directly impact college students' continuance intention but indirectly impacts their continuance intention through intrinsic motivation. Finally, this study provides suggestions for educators to improve beginners' blended learning experience thus promoting their continuance intention in blended learning.
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Affiliation(s)
- He Yang
- School of Computer, Hubei University of Education, Wuhan, 430205 China
- Wuhan Huada National E-Learning Technologies Co., Ltd, Central China Normal University, Wuhan, 430079 China
| | - Jin Cai
- School of Computer, Hubei University of Education, Wuhan, 430205 China
| | - Harrison Hao Yang
- School of Education, State University of New York at Oswego, 4060 Route 104, Oswego, NY 13126 USA
- National Engineering Research Center for E-Learning, Central China Normal University, Wuhan, 430079 China
| | - Xiaochen Wang
- College of Teacher Education, Capital Normal University, Beijing, 100091 China
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34
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Costache O, Edelsbrunner PA, Becker ES, Sticca F, Staub FC, Götz T. [Growth trajectories of intrinsic value beliefs in mathematics and French: Relations with career orientations]. Z Erziehwiss 2022; 25:269-291. [PMID: 35875181 PMCID: PMC9296413 DOI: 10.1007/s11618-022-01095-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 05/04/2021] [Revised: 03/05/2022] [Accepted: 03/17/2022] [Indexed: 06/15/2023]
Abstract
This longitudinal study investigated different trajectories in the development of intrinsic value beliefs in the subjects Mathematics and French in Grades 9 to 11 and their correlations with career aspirations. Using data from 850 students from German-Swiss high schools (54% female, age T1: 15.6 years), five distinct growth classes were identified in a bivariate growth model. Two of these classes showed clear differentiation between intrinsic value beliefs regarding the two subjects and stable growth in the preferred subject. The other three classes were characterized by mean differences (high, medium, low intrinsic value beliefs) and moderate decline in both subjects. The five growth classes were associated with different career orientations at the end of the 11th grade, with students exhibiting particularly high career orientations in one subject when intrinsic value regarding the other subject was low. Gender differences in career orientations could be fully explained by gender membership in the five growth classes.
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Affiliation(s)
- Oana Costache
- Institut für Erziehungswissenschaft, Universität Zürich, Kantonsschulstrasse 3, 8001 Zürich, Schweiz
| | - Peter A. Edelsbrunner
- Institut für Verhaltenswissenschaften, ETH Zürich, Clausiusstrasse 59, 8092 Zürich, Schweiz
| | - Eva S. Becker
- Institut für Erziehungswissenschaft, Universität Zürich, Kantonsschulstrasse 3, 8001 Zürich, Schweiz
| | - Fabio Sticca
- Assoziiertes Institut der Universität Zürich, Marie Meierhofer Institut für das Kind, Pfingstweidstrasse 16, 8005 Schweiz Zürich
| | - Fritz C. Staub
- Institut für Erziehungswissenschaft, Universität Zürich, Kantonsschulstrasse 3, 8001 Zürich, Schweiz
| | - Thomas Götz
- Institut für Psychologie der Entwicklung und Bildung, Universität Wien, Universitätsstraße 7, 1010 Wien, Österreich
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35
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Dzhivelikian E, Latyshev A, Kuderov P, Panov AI. Hierarchical intrinsically motivated agent planning behavior with dreaming in grid environments. Brain Inform 2022; 9:8. [PMID: 35366128 PMCID: PMC8976870 DOI: 10.1186/s40708-022-00156-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/03/2021] [Accepted: 03/02/2022] [Indexed: 11/10/2022] Open
Abstract
Biologically plausible models of learning may provide a crucial insight for building autonomous intelligent agents capable of performing a wide range of tasks. In this work, we propose a hierarchical model of an agent operating in an unfamiliar environment driven by a reinforcement signal. We use temporal memory to learn sparse distributed representation of state–actions and the basal ganglia model to learn effective action policy on different levels of abstraction. The learned model of the environment is utilized to generate an intrinsic motivation signal, which drives the agent in the absence of the extrinsic signal, and through acting in imagination, which we call dreaming. We demonstrate that the proposed architecture enables an agent to effectively reach goals in grid environments.
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Affiliation(s)
| | - Artem Latyshev
- Moscow Institute of Physics and Technology, Dolgoprudny, Russia
| | - Petr Kuderov
- Moscow Institute of Physics and Technology, Dolgoprudny, Russia. .,Federal Research Center "Computer Science and Control" of the Russian Academy of Sciences, Moscow, Russia. .,Artificial Intelligence Research Institute (AIRI), Moscow, Russia.
| | - Aleksandr I Panov
- Moscow Institute of Physics and Technology, Dolgoprudny, Russia.,Federal Research Center "Computer Science and Control" of the Russian Academy of Sciences, Moscow, Russia.,Artificial Intelligence Research Institute (AIRI), Moscow, Russia
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36
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Skoglund G, Nilsson BB, Olsen CF, Bergland A, Hilde G. Facilitators and barriers for lifestyle change in people with prediabetes: a meta-synthesis of qualitative studies. BMC Public Health 2022; 22:553. [PMID: 35313859 PMCID: PMC8935766 DOI: 10.1186/s12889-022-12885-8] [Citation(s) in RCA: 18] [Impact Index Per Article: 9.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/16/2021] [Accepted: 02/22/2022] [Indexed: 12/19/2022] Open
Abstract
BACKGROUND The increasing prevalence of type 2 diabetes worldwide is a major global public health concern. Prediabetes is a reversible condition and is seen as the critical phase for the prevention of type 2 diabetes. The aim of this study is to identify and synthesize current evidence on the perceived barriers and facilitators of lifestyle change among people with prediabetes in terms of both initial change and lifestyle change maintenance. METHODS A systematic literature search in six bibliographic databases was conducted in April 2021. Potential studies were assessed for eligibility based on pre-set criteria. Quality appraisal was done on the included studies, and the thematic synthesis approach was applied to synthesize and analyse the data from the included studies. RESULTS Twenty primary studies were included, containing the experiences of 552 individuals. Thirteen studies reported participants perceived facilitators and barriers of lifestyle change when taking part in community-based lifestyle intervention programs, while seven studies reported on perceived facilitators and barriers of lifestyle change through consultations with health care professionals (no intervention involved). Three analytical themes illuminating perceived barriers and facilitators for lifestyle change were identified: 1) the individual's evaluation of the importance of initiating lifestyle change, 2) the second theme was strategies and coping mechanisms for maintaining lifestyle changes and 3) the last theme was the significance of supportive relations and environments in initiating and maintaining lifestyle change. CONCLUSION Awareness of prediabetes and the perception of its related risks affects the motivation for lifestyle change in people at risk of type 2 diabetes; but this does not necessarily lead to lifestyle changes. Facilitators and barriers of lifestyle change are found to be in a complex interplay within multiple ecological levels, including the interpersonal, intrapersonal, environmental and policy level. An integrated understanding and analysis of the perceived barriers and facilitators of lifestyle change might inform people with prediabetes, healthcare professionals, and policy makers in terms of the need for psychological, social, and environmental support for this population.
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Affiliation(s)
- Gyri Skoglund
- Department of Physiotherapy, Faculty of Health Sciences, OsloMet- Oslo Metropolitan University, Oslo, Norway.
| | - Birgitta Blakstad Nilsson
- Department of Physiotherapy, Faculty of Health Sciences, OsloMet- Oslo Metropolitan University, Oslo, Norway
- Section for Physiotherapy, Division of Medicine, Oslo University Hospital, Oslo, Norway
| | - Cecilie Fromholt Olsen
- Department of Physiotherapy, Faculty of Health Sciences, OsloMet- Oslo Metropolitan University, Oslo, Norway
| | - Astrid Bergland
- Department of Physiotherapy, Faculty of Health Sciences, OsloMet- Oslo Metropolitan University, Oslo, Norway
| | - Gunvor Hilde
- Department of Physiotherapy, Faculty of Health Sciences, OsloMet- Oslo Metropolitan University, Oslo, Norway
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37
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Karayanni M, Nelken I. Extrinsic rewards, intrinsic rewards, and non-optimal behavior. J Comput Neurosci 2022; 50:139-143. [PMID: 35122189 DOI: 10.1007/s10827-022-00813-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/05/2021] [Revised: 01/20/2022] [Accepted: 01/25/2022] [Indexed: 10/19/2022]
Abstract
The optimality of behavior in experimental settings is usually determined with respect to an extrinsic reward defined by the experimenters. However, actions that do not lead to reward are ubiquitous in many species and in many experimental paradigms. Modern research on decision processes commonly treat non-optimal behaviors as noise, often excluding from analysis animals that do not reach behavioral performance criteria. However, non-optimal behaviors can be a window on important brain processes. Here we explore the evidence that non-optimal behaviors are the consequence of intrinsically motivated actions, related to drives that are different from that of obtaining extrinsic reward. One way of operationally characterizing these drives is by postulating intrinsic rewards associated with them. Behaviors that are apparently non-optimal can be interpreted as the consequence of optimal decisions whose goal is to optimize a combination of intrinsic and extrinsic rewards. We review intrinsic rewards that have been discussed in the literature, and suggest ways of testing their existence and role in shaping animal behavior.
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Affiliation(s)
- Mousa Karayanni
- Edmond and Lily Safra Center for Brain Sciences, Hebrew University, Jerusalem, Israel.
| | - Israel Nelken
- Edmond and Lily Safra Center for Brain Sciences, Hebrew University, Jerusalem, Israel.,Department of Neurobiology, Silberman Institute of Life Sciences, Hebrew University, Jerusalem, Israel
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38
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Varsamis P, Katsanis G, Iosifidou E. Development and initial validation of a scale for the situational recognition of the basic psychological needs. Heliyon 2022; 8:e08786. [PMID: 35128095 PMCID: PMC8800032 DOI: 10.1016/j.heliyon.2022.e08786] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/12/2021] [Revised: 12/20/2021] [Accepted: 01/14/2022] [Indexed: 11/25/2022] Open
Abstract
Centered on the Basic Psychological Needs Theory, recent theoretical underpinnings were used and initial empirical processes were initiated to conceptualize, develop and validate a new questionnaire about how teachers shape instructional goals. In a first exploratory study, 188 university graduates and 211 in-service teachers from both the general and special education domains were recruited to recognize the basic psychological needs of an adolescent with physical and mild cognitive disability presented in a short video vignette. In the second confirmatory study, the sample consisted of 239 in-service teachers. According to the results, the new instrument demonstrated acceptable psychometric qualities. For instance, the goodness-of-fit indices CFI and NNFI were both good (1.00) in the confirmatory factor analysis. In both studies, the recognition of the basic psychological needs was involved in a series of statistically significant correlations with participants’ intrinsic life goals (R ≥ .34), state empathy (R ≥ .38) and intrinsic instructional goals (R ≥ .51). This preliminary research suggested that participants integrated the new concept in their intrinsic motivational style. Overall, the results highlight the importance of recognizing the basic psychological needs by including this construct both in research and practice.
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Affiliation(s)
- Panagiotis Varsamis
- University of Macedonia, Department of Educational and Social Policy, Greece
| | - Georgios Katsanis
- Experimental Senior High School of University of Macedonia, Thessaloniki, Greece
| | - Eleni Iosifidou
- University of Macedonia, Department of Educational and Social Policy, Greece
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Dimas MA, Galway SC, Gammage KL. Do you see what I see? The influence of self-objectification on appearance anxiety, intrinsic motivation, interoceptive awareness, and physical performance. Body Image 2021; 39:53-61. [PMID: 34147854 DOI: 10.1016/j.bodyim.2021.05.010] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/27/2020] [Revised: 05/21/2021] [Accepted: 05/26/2021] [Indexed: 11/26/2022]
Abstract
Self-objectification negatively impacts body image, mental health, and cognitive performance outcomes in women and has been correlated with poorer physical performance. The purpose of this study was to determine if trying on a swimsuit (versus a sweater) impacted state self-objectification, body shame, social physique anxiety, intrinsic motivation, bodily awareness, and physical performance in university women. Female undergraduate students (N = 52) were randomly assigned to try on either a swimsuit (objectification condition) or sweater (control condition) and complete measures of self-objectification, body shame, appearance anxiety, intrinsic motivation, and interoceptive awareness, and perform a series of balance tasks. Women in the swimsuit condition reported higher state self-objectification, body-related shame and appearance anxiety, and lower intrinsic motivation compared to women in the sweater condition. In addition, women in the swimsuit condition restricted body movements during a 1-legged stand balance task. Consistent with objectification theory, women may have made smaller physical movements in an attempt to hide or cover up the body. Findings could have implications for promoting positive experiences during physical activity for women, such as in sport, exercise or rehabilitation settings.
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Affiliation(s)
- Michelle A Dimas
- Brock University, 1812 Sir Isaac Brock Way, St. Catharines, ON L2S 3A1, Canada
| | - Sarah C Galway
- Brock University, 1812 Sir Isaac Brock Way, St. Catharines, ON L2S 3A1, Canada
| | - Kimberley L Gammage
- Brock University, 1812 Sir Isaac Brock Way, St. Catharines, ON L2S 3A1, Canada.
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Xu J, Lio A, Dhaliwal H, Andrei S, Balakrishnan S, Nagani U, Samadder S. Psychological interventions of virtual gamification within academic intrinsic motivation: A systematic review. J Affect Disord 2021; 293:444-465. [PMID: 34252688 DOI: 10.1016/j.jad.2021.06.070] [Citation(s) in RCA: 15] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/22/2021] [Revised: 05/24/2021] [Accepted: 06/25/2021] [Indexed: 11/29/2022]
Abstract
BACKGROUND Students constantly seek ways to improve productivity within academia. With the advancement of technology in the recent decade, virtual implementations may provide additional support for student productivity, particularly during the COVID-19 pandemic with online learning. One of the virtual realms for motivation include gamification, which has potential as an effective tool to further bolster an individual's source of intrinsic motivation. METHODS Qualitative and quantitative studies were extracted from APA PsycInfo, ProQuest, and IEEE for relevance to virtual gamification and intrinsic motivation. Studies were reviewed based on a pre-determined and piloted screening tool. Included studies were published between 1990 and 2020 in English within Asia, North America, or Europe. Only systematic reviews, randomized control trials (RCTs), meta-analysis, and grey literature were included. Study screening, extraction, and quality appraisals using the Mixed Methods Appraisal Tool (MMAT) were performed independently among two authors. Disagreements following reconciliation between two authors were settled by a third author. Heterogeneity in study designs, outcomes, and measurements precluded meta and statistical analyses; thus, a qualitative analysis of studies was provided. RESULTS Based on the appraised articles, gamification improves intrinsic motivation through badges, social interactions, points, and leaderboards. Experimental studies also displayed a correlation between learning behaviour. CONCLUSION The data exhibited an increase in intrinsic motivation due to gamification features, which can be integrated within a virtual context to enhance motivation with potential for application towards online learning settings.
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Affiliation(s)
- Joy Xu
- McMaster University, Hamilton, ON, Canada.
| | - Aaron Lio
- St Robert CHS, Thornhill, ON, Canada
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Alghonaim AS. Intrinsic Motivation and Speech Production in Saudi EFL College Students. J Psycholinguist Res 2021; 50:1137-1157. [PMID: 34392441 DOI: 10.1007/s10936-021-09803-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 07/24/2021] [Indexed: 06/13/2023]
Abstract
This study aims to introduce a conceptual model that evaluates six variables, and their indicators, on a sample of 148 Saudi EFL students in their sophomoric year of studying English major in order to link intrinsic motivation, pre-lecture tasks preparation, and L2 rate of speech production. To this end, a sample of 148 experimental Saudi EFL students in their sophomoric year of studying English major was enrolled. The same tests are measured in a control group of 60 peers. The six variables are intrinsic motivation, pre-lecture tasks preparation, lexical knowledge, classroom interaction, L2 disfluency, and L2 rate of speech production. The analysis was carried out using statistical tests and structural equation modeling The results suggest that pre-lecture activities improved the students' rate of speech production and increased the students' classroom reaction, which could not be attained by e-learning. The language level was the most influencing factor that governed the intrinsic motivation after planning pre-lecture tasks. 148 students of the experimental group demonstrated a faster speech rate than the control groups. The pedagogical technique of teaching English in the Middle East, either on-campus or off-campus, would benefit from comparing the developed language and rate of speech production at different educational platforms.
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Affiliation(s)
- Ali S Alghonaim
- Department of English Language and Translation, College of Arabic and Social Studies, Qassim University, Buridah, Saudi Arabia.
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Abstract
It is well-established that intermediate challenge is optimally motivating. We tested whether this can be quantified into an inverted-U relationship between motivation and success frequency. Participants played a game in which they navigated a scene to catch targets. In Experiment 1 (N = 101), play duration was free and the motivating value of success frequency was measured from the probability that a player would continue at that frequency. In Experiment 2 (N = 70), play duration was fixed, and motivation was measured using repeated self-reports. In Experiment 1, the probability to continue increased linearly with the success frequency whereas play duration did show the inverted-U relationship with success frequency. In Experiment 2, self-reported motivation showed the inverted-U relationship with success frequency. Together, this shows that motivation depends on success frequency. In addition, we provide tentative evidence that the concept of intermediate challenge being most motivating can be quantified into an inverted-U relationship between motivation and success frequency.
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Affiliation(s)
- Katinka van der Kooij
- Department of Human Movement Sciences, Vrije Universiteit Amsterdam, Van der Boechorststraat 9-1, 1081BT Amsterdam, The Netherlands
| | - Lars In 't Veld
- Department of Human Movement Sciences, Vrije Universiteit Amsterdam, Van der Boechorststraat 9-1, 1081BT Amsterdam, The Netherlands
| | - Thomas Hennink
- Department of Human Movement Sciences, Vrije Universiteit Amsterdam, Van der Boechorststraat 9-1, 1081BT Amsterdam, The Netherlands
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Kotera Y, Taylor E, Fido D, Williams D, Tsuda-McCaie F. Motivation of UK graduate students in education: self-compassion moderates pathway from extrinsic motivation to intrinsic motivation. Curr Psychol 2021;:1-14. [PMID: 34566390 DOI: 10.1007/s12144-021-02301-6] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/08/2021] [Indexed: 11/22/2022]
Abstract
Academic motivation is recognised as a key factor for academic success and wellbeing. Highly motivated students actively engage with academic activities and maintain good wellbeing. Despite the importance of motivation in education, its relationship with engagement and wellbeing remains to be evaluated. Accordingly, this study explored the relationships between motivation, engagement, self-criticism and self-compassion among UK education postgraduate students. Of 120 postgraduate students approached, 109 completed three self-report scales regarding those constructs. Correlation, regression and moderation analyses were performed. Intrinsic and extrinsic motivation were positively associated with engagement, whereas amotivation was negatively associated with it. Engagement positively predicted intrinsic motivation. Self-criticism and self-compassion moderated the pathway from extrinsic motivation to intrinsic motivation: higher self-criticism weakened the pathway, while higher self-compassion strengthened it. Findings suggest the importance of engagement in relation to cultivating intrinsic motivation of education students. Moreover, enhancing self-compassion and reducing self-criticism can help transfer extrinsic to intrinsic motivation.
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Gill KK, van der Moolen S, Bilal S. Phenomenological insight into the motivation to quit smoking. J Subst Abuse Treat 2021; 131:108583. [PMID: 34535321 DOI: 10.1016/j.jsat.2021.108583] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/12/2021] [Revised: 07/09/2021] [Accepted: 07/15/2021] [Indexed: 11/23/2022]
Abstract
INTRODUCTION Quitting tobacco is often viewed as a difficult experience as the dependence includes sets of behavioral, cognitive, social, and physiologic phenomena that prevent most smokers from having a successful first attempt of quitting. The aim of this qualitative study was to gain insight into and understand the motivation for attempts to quit smoking in relation to the stages of the behavior change model. METHOD The study team based this qualitative study on Alfred Schütz's social phenomenology framework. The study team planned for fourteen in-depth interviews with patients registered at a Quit Smoking Clinic. Each in-depth session lasted 45-60 min and we audio recorded them with consent. Following full verbatim transcription, the study team carried out detailed thematic analysis using Nvivo software. RESULTS Out of a total of 14 patients, 10 agreed to participate (response rate 71.4%). Seven participants (70%) had successfully quit smoking, while the remaining 30% relapsed after the first quit attempt. The study team extracted from the data three key themes with eight child nodes: barriers to quitting smoking, reasons for quit attempt, and how to quit. Unsuccessful attempts were related to tobacco addiction and successful attempts were based on the need to improve one's health and family. The study explored two intrinsic (self-realization and healthy lifestyle) and two extrinsic motivations (family's health and role model for children) for attempting to quit. CONCLUSION The study highlights the importance of psychological support in successful quit attempts. Treatment providers should encourage behavior change through intrinsic goals, as such goals, compared to extrinsic goals, have a long-term and positive impact because they can activate autonomous motivation.
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Park IJ, Hai S. How does career future time perspective moderate in the relationship between infection anxiety with the COVID-19 and service behavior among hotel employees? Tour Manag Perspect 2021; 39:100846. [PMID: 34692395 PMCID: PMC8522981 DOI: 10.1016/j.tmp.2021.100846] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/10/2020] [Revised: 05/24/2021] [Accepted: 05/28/2021] [Indexed: 06/13/2023]
Abstract
The COVID-19 pandemic has had far-reaching impacts on the hospitality industry and its employees. The purpose of this study was to explore the effects of infection anxiety with COVID-19 (IAWC) on employee motivation and work behaviors. This study proposes and examines a model predicting that IAWC has indirect effects on service and helping behaviors via intrinsic motivation. Furthermore, we expect that career future time perspective mitigates the harmful effects of IAWC on service and helping behaviors. We tested our moderated mediation model using data collected from multiple time points and multiple resources (i.e., hotel employees and their corresponding supervisors). The results show that IAWC indirectly influences service and helping behaviors via intrinsic motivation. In addition, career future time perspective moderated the effects of IAWC, such that the indirect effects of IAWC were weakened when employees' career future time perspective was high. This study extends our understanding of the impacts of IAWC on hospitality employees and the buffering effects of career future time perspective. The theoretical and practical implications of this study are discussed.
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Affiliation(s)
- In-Jo Park
- Department of Psychology, Henan University, China
| | - Shenyang Hai
- Department of Psychology, Henan University, China
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Montagano KJ, Sheehan AH. Pharmacy students' intrinsic motivation to participate in electronic peer review of journal article critique assignments. Curr Pharm Teach Learn 2021; 13:855-861. [PMID: 34074518 DOI: 10.1016/j.cptl.2021.03.005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/28/2020] [Revised: 01/10/2021] [Accepted: 03/16/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND AND PURPOSE Journal article critiques are frequently used to teach literature evaluation to pharmacy students. Peer review is one method to improve students' competency regarding journal article critiques. The objective of this manuscript is to describe implementation of electronic peer review of journal article critique drafts and explore students' intrinsic motivation to participate in the peer-review process. Influence of students' motivation to participate in peer review on their self-competence regarding journal article critiques was also explored. EDUCATIONAL ACTIVITY AND SETTING Second-year pharmacy students participated in three in-class, electronic, anonymous peer-review sessions for written journal article critique drafts. Students were invited to complete a 16-item survey instrument based on self-determination theory. Modified Intrinsic Motivation Inventory and Perceived Competence Scales assessed student interest in and perceived value of the peer-review sessions and their self-competence regarding journal article critiques. FINDINGS The survey response rate was 99% (146/148). Based on a Likert scale of 1 (not at all true) to 7 (very true), students demonstrated moderate interest in the peer-review sessions (M = 3.86), viewed them as valuable (M = 5.25), and had a moderate level of self-competence regarding journal article critiques (M = 3.74). Additionally, interest and perceived value of the peer-review sessions significantly influenced self-competence in completing journal article critiques. SUMMARY An anonymous, electronic peer-review system provides an efficient method for in-class peer review of draft assignments. Implementing strategies to increase student interest in peer review may increase their motivation for participation and ultimately improve self-competence regarding literature evaluation.
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Affiliation(s)
| | - Amy Heck Sheehan
- Pharmacy Practice, Purdue University College of Pharmacy, Fifth Third Bank Building, 640 Eskenazi Avenue, Indianapolis, IN 46202, United States.
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Zhang M, Zhu B, Yuan C, Zhao C, Wang J, Ruan Q, Han C, Bao Z, Chen J, Arceneaux KV, Wielen RV, Siegle GJ. Are need for affect and cognition culture dependent? Implications for global public health campaigns: a cross-sectional study. BMC Public Health 2021; 21:693. [PMID: 33836715 PMCID: PMC8034077 DOI: 10.1186/s12889-021-10689-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/13/2020] [Accepted: 03/23/2021] [Indexed: 01/17/2023] Open
Abstract
Background Cultural differences in affective and cognitive intrinsic motivation could pose challenges for global public health campaigns, which use cognitive or affective goals to evoke desired attitudes and proactive health-promoting actions. This study aimed to identify cross-cultural differences in affective and cognitive intrinsic motivation and discuss the potential value of this information for public health promotion. Methods A cross-sectional survey using cross-culturally validated need for affect (NFA) and need for cognition (NFC) scales was carried out among 1166 Chinese participants, and the results were compared with published data from 980 American participants. Additionally, we assessed a highly prevalent symbolic geriatric health condition, hearing loss, in 500 Chinese community-dwelling seniors. The Chinese NFA scale was developed following the translation-back translation procedure, and the psychometric evaluation was performed by applying confirmatory factor analysis (CFA), exploratory structural equation modeling (ESEM), correlation analysis and multigroup invariance test. MANOVA and Hedge’s g statistic were employed to compare the NFA and NFC levels between individuals from different countries and between Chinese seniors with and without hearing loss. The relation of early hearing intervention intention to NFA and NFC was also explored in the Chinese sample. Results A basic two-factor model of NFA adequately fit the sample data from Chinese and American cultures. The questionnaire demonstrated reasonable invariance of the factor structure and factor loadings across the groups. Those in the primary Chinese sample had lower NFA and NFC than their American peers. This difference held in the senior sample. Moreover, Chinese seniors with hearing loss had even lower NFA and NFC than those without hearing loss. Their early hearing intervention intention was low but was associated with intrinsic motivation. Conclusions The Need for Affect (NFA) construct may be generalized beyond its Western origins. There was a general lack of affective and cognitive intrinsic motivation in Chinese individuals, particularly in seniors with hearing loss, compared with their American peers. These differences point to a potential challenge in framing effective messages for some cultures in the geriatric public health domain. Ideally, recognizing and understanding this challenge will inspire the consideration of novel persuasive strategies for these audiences. Supplementary Information The online version contains supplementary material available at 10.1186/s12889-021-10689-w.
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Affiliation(s)
- Min Zhang
- Shanghai Key Laboratory of Clinical Geriatric Medicine, Huadong Hospital, Fudan University, 221 West Yan'an Road, Shanghai, China
| | - Bei Zhu
- Jiuting Community Health Service Center, Shanghai, Songjiang District, China
| | - Chunlan Yuan
- Jiuting Community Health Service Center, Shanghai, Songjiang District, China
| | - Chao Zhao
- National Clinical Research Center for Aging and Medicine, Huashan Hospital, Fudan University, Shanghai, China
| | - Jiaofeng Wang
- Shanghai Key Laboratory of Clinical Geriatric Medicine, Huadong Hospital, Fudan University, 221 West Yan'an Road, Shanghai, China
| | - Qingwei Ruan
- Shanghai Key Laboratory of Clinical Geriatric Medicine, Huadong Hospital, Fudan University, 221 West Yan'an Road, Shanghai, China
| | - Chao Han
- Shanghai Key Laboratory of Clinical Geriatric Medicine, Huadong Hospital, Fudan University, 221 West Yan'an Road, Shanghai, China
| | - Zhijun Bao
- Shanghai Key Laboratory of Clinical Geriatric Medicine, Huadong Hospital, Fudan University, 221 West Yan'an Road, Shanghai, China.,National Clinical Research Center for Aging and Medicine, Huashan Hospital, Fudan University, Shanghai, China
| | - Jie Chen
- Shanghai Key Laboratory of Clinical Geriatric Medicine, Huadong Hospital, Fudan University, 221 West Yan'an Road, Shanghai, China.
| | | | - Ryan Vander Wielen
- Department of Political Science, Temple University, Philadelphia, PA, USA
| | - Greg J Siegle
- Department of Psychiatry, University of Pittsburgh, Pittsburgh, PA, USA
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Van de Cruys S, Damiano C, Boddez Y, Król M, Goetschalckx L, Wagemans J. Visual affects: Linking curiosity, Aha-Erlebnis, and memory through information gain. Cognition 2021; 212:104698. [PMID: 33798948 DOI: 10.1016/j.cognition.2021.104698] [Citation(s) in RCA: 13] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/26/2020] [Revised: 03/12/2021] [Accepted: 03/20/2021] [Indexed: 11/27/2022]
Abstract
Current theories propose that our sense of curiosity is determined by the learning progress or information gain that our cognitive system expects to make. However, few studies have explicitly tried to quantify subjective information gain and link it to measures of curiosity. Here, we asked people to report their curiosity about the intrinsically engaging perceptual 'puzzles' known as Mooney images, and to report on the strength of their aha experience upon revealing the solution image (curiosity relief). We also asked our participants (279) to make a guess concerning the solution of the image, and used the distribution of these guesses to compute the crowdsourced semantic entropy (or ambiguity) of the images, as a measure of the potential for information gain. Our results confirm that curiosity and, even more so, aha experience is substantially associated with this semantic information gain measure. These findings support the expected information gain theory of curiosity and suggest that the aha experience or intrinsic reward is driven by the actual information gain. In an unannounced memory part, we also established that the often reported influence of curiosity on memory is fully mediated by the aha experience or curiosity relief. We discuss the implications of our results for the burgeoning fields of curiosity and psychoaesthetics.
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Affiliation(s)
| | | | - Yannick Boddez
- Department of Experimental Clinical and Health Psychology, Ghent University, Belgium; Centre for the Psychology of Learning and Experimental Psychopathology, KU Leuven, Belgium
| | - Magdalena Król
- Institute of Psychology, SWPS University of Social Sciences and Humanities, Poland
| | | | - Johan Wagemans
- Laboratory of Experimental Psychology, KU Leuven, Belgium
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Pedersen LB, Hvidt EA, Waldorff FB, Andersen MK. Burnout of intrinsically motivated GPs when exposed to external regulation: A combined panel data survey and cluster randomized field experiment. Health Policy 2021; 125:459-66. [PMID: 33546912 DOI: 10.1016/j.healthpol.2021.01.004] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/04/2020] [Revised: 11/05/2020] [Accepted: 01/19/2021] [Indexed: 12/24/2022]
Abstract
Burnout among general practitioners (GPs) is a problem in many countries. Research indicates that burnout is less likely to occur among intrinsically motivated employees. Based on self-determination theory, we investigate 1) whether intrinsically motivated GPs are less burned out than their colleagues, and 2) whether the most intrinsically motivated GPs are more likely to burn out when exposed to an external regulatory accreditation programme. General practices in Denmark were cluster randomized to mandatory accreditation in 2016, 2017 or 2018. We measure GPs' intrinsic motivation and burnout levels one and two years into the accreditation process. We use a balanced panel of GPs (n = 846) to estimate mixed effects ordered logit models. We find that GPs with high intrinsic motivation are less burned out than their colleagues. However, the most intrinsically motivated GPs are significantly more burned out when exposed to accreditation compared to their colleagues. We conclude that being intrinsically motivated may not shield from burnout when external regulation is imposed.
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Kotera Y, Green P, Sheffield D. Positive Psychology for Mental Wellbeing of UK Therapeutic Students: Relationships with Engagement, Motivation, Resilience and Self-Compassion. Int J Ment Health Addict 2021;:1-16. [PMID: 33456408 DOI: 10.1007/s11469-020-00466-y] [Citation(s) in RCA: 15] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 12/15/2020] [Indexed: 11/01/2022] Open
Abstract
This study aimed to examine the relationships between mental wellbeing and positive psychological constructs in therapeutic students (psychotherapy and occupational therapy students). The number of therapeutic students has increased recently; however, they suffer from poor mental health, which may be improved by potentiating their positive psychological constructs, bypassing mental health shame. Therapeutic students (n = 145) completed measures regarding positive psychological constructs, namely mental wellbeing, engagement, motivation, resilience, and self-compassion. Resilience and self-compassion predicted mental wellbeing, explaining a large effect. Self-compassion partially mediated the relationship between resilience and mental wellbeing. This study highlights the importance of positive psychological constructs, especially resilience and self-compassion, for mental wellbeing of therapeutic students.
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