Academic literature on the topic 'Intrinsic instrumental motivation'
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Journal articles on the topic "Intrinsic instrumental motivation"
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Kartal, Seval Kula, and Ömer Kutlu. "Identifying the Relationships between Motivational Features of High and Low Performing Students and Science Literacy Achievement in PISA 2015 Turkey." Journal of Education and Training Studies 5, no. 12 (2017): 146. http://dx.doi.org/10.11114/jets.v5i12.2816.
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In this study, the predictive roles of intrinsic and instrumental motivations, science self-efficacy on success in the lower and upper quartiles of score distribution are analyzed in scientific domain of PISA 2015 Turkey sample. Since their index values can’t be calculated due to missing values, some students are excluded from the sample and the study sample is comprised of 5287 students. Regression models in which intrinsic and instrumental motivation, science self-efficacy are predictive variables and success is response variable are formed for the lower and upper quartiles of score distribution of science literacy. Models are analyzed by quantile regression analysis. It is found that self-efficacy in science, intrinsic and instrumental motivations towards science are significant predictors of science success. The predictive roles of science self-efficacy and intrinsic motivation towards science are much more effective in the upper quartile of score distribution than the lower quartile. Instrumental motivation has significant relationship with science success only in the lowest and highest 10th percentages. Based on these results, suggestions are made both for researchers and teachers regarding the classroom activities, assessment processes and possible future studies that might be conducted related with the success and motivation of the students.
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Jowkar, Mehdi, Leily Nekuruh Motlagh, and Fatemeh Sadat Mirshamsi. "Types of Motivation in Iranian EFL learners toward English Language Learning." Journal of English Language and Literature 7, no. 3 (2017): 560–64. http://dx.doi.org/10.17722/jell.v7i3.319.
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This study aimed at investigating the types of motivation (integrative, instrumental, intrinsic and extrinsic) that Iranian students, studying English, have toward the learning of the English language. A modified27-item motivational survey adapted from Gardner’s (1985) Attitude/Motivation Test Battery (AMTB) questionnaire was administered to 47 (male and female) who were studying English as their second language. The data was then recorded in SPSS computer software and later was calculated with the help of the descriptive data. The findings revealed that the students had high levels of integrative and instrumental motivation to learn English. Their integrative motivation was found slightly higher than their instrumental motivation. Contrary to intrinsic motivation, the learners demonstrated a relatively high extrinsic motivation. Following these findings, some pedagogical implications are discussed with their recommendations.
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Tucker, Olivia. "Mastery Goals and Intrinsic Motivation in Instrumental Ensembles." Music Educators Journal 106, no. 4 (2020): 30–35. http://dx.doi.org/10.1177/0027432120901767.
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How do we motivate students to practice and persist when facing challenges inherent in learning to play an instrument? In this article, I synthesize research findings into strategies to encourage students’ mastery goal orientations and intrinsic motivation. Educators can use these strategies in the classroom or as inspiration to create innovative ways of supporting student motivation in instrumental music.
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JONES, PHILIP, and JOHN CULLIS. "Key Parameters in Policy Design: The Case of Intrinsic Motivation." Journal of Social Policy 32, no. 4 (2003): 527–47. http://dx.doi.org/10.1017/s0047279403007165.
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An important consideration when designing social policy is the expected response of individuals to new taxes and expenditures. Response is predictable when individuals are assumed to optimise instrumentally. However, the extent to which instrumental behaviour can be deemed ‘representative’ has been questioned. Behavioural experiments reveal that individuals rely more heavily on low-cost signals and heuristics than on an optimising calculus. When costs and benefits are not easy to discern the consequences of action are difficult to estimate and perceptions of the intrinsic value of action assume greater relevance. Such considerations are particularly apposite when social policy affects altruism. In this paper the proposition is that policy signals impact on motivation systematically. Policy can have a greater (or lesser) impact than anticipated by instrumental response to the sum of its parts. Two examples prove illustrative. The first considers institutional reform and the supply of ‘merit wants’. The second focuses on recent proposals to nurture the voluntary charitable sector. In both cases, policy expectations based only on instrumental response prove misleading; the impact of policy signals on perceptions of the intrinsic value of action cannot be ignored.
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Algharaibeh, Salem Ali Salem. "Should I ask for help? The role of motivation and help-seeking in students’ academic achievement: A path analysis model." Cypriot Journal of Educational Sciences 15, no. 5 (2020): 1128–45. http://dx.doi.org/10.18844/cjes.v15i5.5193.
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Abstract
 Academic achievement is considered as one of the major factors in the learning process, as it is one of the complex variables that have an important influence on learning. The purpose of the current study was to investigate the relationship between academic motivation, academic help-seeking and academic achievement. A total of 437 university students were selected randomly (simple random–online questionnaires) from many Arab countries (Jordan, Kingdom of Saudi Arabia, United Arab Emirates and Syria) who responded to the questionnaire on academic motivation (intrinsic, extrinsic and amotivation) and academic help-seeking (instrumental, executive, avoidance and benefits of help-seeking). Path analysis results showed direct effects from intrinsic motivation to instrumental help-seeking (0.291**), amotivation to executive help-seeking (0.709**), instrumental help-seeking to grade point average (GPA) (0.377**), executive help-seeking to GPA (−0.349**), intrinsic motivation to benefits of help-seeking (0.528**) and from amotivation to avoidance help-seeking (0.738**). Also, there were indirect effects from amotivation to GPA (−0.248**) and from intrinsic motivation to GPA (0.110**). The results illustrate the importance of academic motivation and help-seeking to provide a fuller understanding of students’ academic achievement.
 Keywords: Intrinsic motivation, extrinsic motivation, amotivation, instrumental help-seeking, executive help-seeking, avoidance help-seeking, benefits of help-seeking, path analysis.
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Silalahi, Rentauli Mariah. "WHEN ENGLISH GRADES GET LOWER – EXPLORING BIOPROCESS STUDENTS’ MOTIVATION TO LEARN ENGLISH." Polyglot: Jurnal Ilmiah 15, no. 1 (2019): 17. http://dx.doi.org/10.19166/pji.v15i1.1271.
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<p>This study investigated the motivation of 47 Indonesian university students in a Bioprocess program to learn English. The study was conducted using questionnaires to gauge students’ personal views on the importance of motivation and the Attitude/Motivation Test Battery as the fundamental theory to assess their intrinsic and instrumental motivation. A semi-structured interview was conducted to learn more about the students’ responses. The study found that students were motivated to learn English, had high instrumental motivation and had good intrinsic motivation. They were motivated to do 67% of inside classroom activities but not likely to do activities outside the classroom.</p><p><strong>BAHASA INDONESIA ABSTRAK: </strong>Penelitian ini dilakukan untuk mengetahui motivasi dari 47 mahasiswa Indonesia yang merupakan mahasiswa di Fakultas Bioprocess. Penelitian ini dilaksanakan dengan menggunakan metode pengumpulan data melalui kuesioner untuk melihat pandangan mahasiswa terhadap pentingnya motivasi dan dengan menggunakan teori ‘the Attitude/Motivation Test Battery’ sebagai teori dasar untuk menilai sikap dan motivasi pelajar dalam mempelajari bahasa asing, dilakukan penilaian terhadap motivasi intrinsik dan motivasi instrumental mahasiswa tersebut. Wawancara semi terstuktur dilakukan untuk menyelidiki lebih banyak mengenai tanggapan mahasiswa yang ditemukan didalam kuesioner. Penelitian ini menemukan bahwa mahasiswa tersebut memiliki motivasi untuk belajar bahasa Inggris, memiliki motivasi instrumental yang tinggi, dan memiliki motivasi instrinsik yang baik untuk kegiatan di dalam kelas karnea mereka memiliki motivasi untuk melakukan 67% dari kegiatan yang disebutkan namun ditemukan bahwa mereka tidak memiliki motivasi untuk melalukan kegiatan di luar kelas.</p>
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Lansri, Suwannee, and Josephine Esther Katenga. "THAI STUDENTS’ MOTIVATION TO SPEAK ENGLISH OUTSIDE THE CLASSROOM AT ASIA-PACIFIC INTERNATIONAL UNIVERSITY." Abstract Proceedings International Scholars Conference 7, no. 1 (2019): 1518–38. http://dx.doi.org/10.35974/isc.v7i1.992.
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 Introduction: The purposes of this study were to explore the factors that motivated and those that discouraged students from speaking English outside of the classroom at Asia-Pacific International University, Mauk Lek Campus. The university offers undergraduate programs in both English and Thai medium. The majority of Thai students who were enrolled in both programs notably lived in the University dormitories, which exposed them to students from 32 different countries, yet were still hesitant to speak English.
 Methods: Using the convenience sampling method, 197 students were selected to participate in this study. A descriptive quantitative method and a self-administered questionnaire were used to collect the data.
 Result: The findings reveal that motivation for speaking English outside the classroom was mainly for instrumental motivational reasons (M=4.17, SD=0.59), followed by integrative motivational reasons (M=3.74, SD=0.67). Less clear reasons were intrinsic motivation (M=3.41, SD=0.75) and extrinsic motivation (M=3.32, SD=0.82) motivations. The study also reported that factors such as inadequate vocabulary to speak effectively, insufficient knowledge of English grammar, and inability to speak English fluently and continuously, were perceived as hindering them from speaking English outside the classroom. Lastly, the study found statistically significant differences at the 0.05 level in instrumental motivation, intrinsic motivation, and extrinsic motivation when compared with gender, faculty, class status, program of study, and period of learning.
 Discussion: The recommendations for future research threefold: to study learning approaches to a variety of vocabularies which would enhance students’ communication outside of the classroom; to study participants from other nationalities; and to use a larger sample using other types of sampling and data collection methods.
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Buckledee, Steve. "Motivation and Second Language Acquisition." ELOPE: English Language Overseas Perspectives and Enquiries 5, no. 1-2 (2008): 159–70. http://dx.doi.org/10.4312/elope.5.1-2.159-170.
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A feature of Italian universities is the high student drop-out rate in nearly all degree courses. It is likely that among the causes of this phenomenon a significant factor is loss of motivation. This study represents the first stage of a longitudinal research project aimed at monitoring students’ motivation levels over a three-year period. At the beginning of the academic year 2008-2009 a questionnaire was administered to 150 newly enrolled students of English at the University of Cagliari in Italy. The closed-response items were designed to measure the respondents’ instrumental and intrinsic motivation. The responses were then considered in the light of the following variables: age, gender, level of competence in English and choice of degree course. The major finding was that a clear majority of respondents reported a considerably higher level of intrinsic than instrumental motivation, while the most significant variables were shown to be competence level and choice of degree.
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Kundl, Beatus A. T., and Shoukry D. Saleh. "A Model of Organizational Commitment: Instrumental and Intrinsic Motivation and Beyond." Canadian Journal of Administrative Sciences / Revue Canadienne des Sciences de l'Administration 10, no. 2 (2009): 154–66. http://dx.doi.org/10.1111/j.1936-4490.1993.tb00024.x.
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Liu, Yuan, Kit‐Tai Hau, and Xin Zheng. "Does instrumental motivation help students with low intrinsic motivation? Comparison between Western and Confucian students." International Journal of Psychology 55, no. 2 (2018): 182–91. http://dx.doi.org/10.1002/ijop.12563.
Full textDissertations / Theses on the topic "Intrinsic instrumental motivation"
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Carlén, Johanna. "Research on motivation and motivational strategies in EFL teaching : A systematic literature review." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-100826.
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The aim of this study is to conduct a systematic review of the research literature that has been done previously on the subject of motivation and motivational strategies in the EFL classroom. Furthermore, the gathered material will be compared and analyzed. The research questions are based on how motivation and motivational strategies have been defined by previous researchers and what the pedagogical implications are for the Swedish context related to the previous research. The material behind the study is eight articles that all talk about one or more of the four motivational strategies, intrinsic, extrinsic, instrumental and integrative. The majority of the studies argue that the intrinsic motivational strategy is the most valuable, however they all agree that it takes more than one motivational strategy and other factors to build student motivation. These articles have been analyzed with a content analysis and thereafter the articles have been categorized. The result of this study shows that the majority of the analyzed material mentions or recommends the intrinsic motivational strategy, how the motivation from within where a person does something because they simply want to do it is the most powerful sort of motivation. However, some of the previous researchers indicate that there are more factors involved in a student’s motivation then just one strategy, for example the relationship between a teacher and a student or a combination of different motivational strategies. The research and researchers are consistent with the fact that you need motivation and motivational strategies in the EFL classroom to increase learning.
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Granstedt, Susanne, Ellen Holmström, and Vendela Källström. "Varför volontärarbeta?" Thesis, Högskolan i Borås, Akademin för textil, teknik och ekonomi, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-14581.
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I ett samhälle där eventindustrin är växande är det av stor vikt att få förståelse för vad som motiverar individer till att arbeta volontärt. Många evenemang skulle inte gå att genomföra utan volontär arbetskraft. Syftet med denna studie är att få förståelse för hur de instrumentella (yttre) och intrinsikala (inre) motivationsfaktorerna påverkar individer till att arbeta volontärt. Studien genomfördes med en kvalitativ metod och data samlades in genom sju semistrukturerade intervjuer. Studiens respondenter bestod av individer som tidigare arbetat volontärt. Vidare ska samtliga av respondenterna arbeta volontärt för EuroPride 2018. Resultatet påvisade mer skilda upplevelser gällande de instrumentella motivationsfaktorerna och fler enstämmiga svar gällande de intrinsikala faktorerna. Gemenskap var dock ett återkommande tema som samtliga respondenter belyste. Det framgick tydligt i studien hur de intrinsikala motivationsfaktorerna fanns väl förankrade och djupt rotade hos respondenterna, medan de instrumentella motivationsfaktorerna mer sågs som en bonus som förgyllde tillvaron.<br>In a society where the event industry is growing, it is of importance to understand what motivates individuals to work voluntarily. Many events would not be possible to accomplish without the work of volunteers. The purpose of this study is to gain knowledge of how the instrumental (external) and intrinsic (internal) motivational factors influence individuals to work voluntarily. The study was conducted with a qualitative method and data was collected through seven semi- structured interviews. The study's respondents consisted of individuals who previously have worked as volunteers. Furthermore, all of them will volunteer at EuroPride 2018. The result demonstrated different experiences regarding the instrumental motivation factors and more unanimous answers regarding the intrinsic factors. However, belonging to a community was a recurring theme highlighted by all respondents. It was clear in the study how the intrinsic motivation factors were well-rooted within the respondents, while the instrumental motivational factors were more viewed as a bonus that embellished life. This study will be presented in Swedish.
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Merlo, Frauca Gabriela. "¿Qué motiva a los alumnos en Suecia a elegir español como idioma moderno?" Thesis, Linnéuniversitetet, Institutionen för utbildningsvetenskap (UV), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-52641.
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The popularity of the Spanish language, as a modern language, has been increasing the last years in Sweden causing the number of study groups in schools to rise. This event led us to question, what motivated the students to choose this language? Perhaps it's because it is considered to be easy to learn? Or that the students are under pressure from their friends that have already chosen it? Why not choose Spanish because the students have it as their mother tongue. For this reason we have decided to realize this comparative dissertation in the three educational levels using the quantitative method by taking a poll of almost 200 students to collect the necessary information. In each poll the students have answered 30 questions or assumptions, grouped according to the type of motivation and student profile. As a result of our work we can mention that we only managed to confirm the first of the three assumptions since the second and the third one couldn’t be substantiated. Keywords: Motivation, intrinsic instrumental motivation, integrative instrumental motivation, extrinsic instrumental motivation, student profile. Palabras clave: Motivación, motivación intrínseca instrumental, motivación intrínseca integradora, motivación extrínseca, perfil del alumno.
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Olgun, Alison Alev. "The Influence Of Thematic Instruction On The Motivation Of Upper-intermediate Preparatory School Students Of English For Academic Purposes (eap) At Metu." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/12605064/index.pdf.
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This research inquires into whether the motivation of students learning English for Academic Purposes (EAP) at the upper-intermediate level improves when thematic instruction is employed in the classroom.
This is the first time that a theme-based integrated skills approach was implemented at the Department of Basic English (DBE), METU at the intermediate and upper-intermediate levels. With the outcome of the needs analysis carried out by the administration, it was realized that students at the preparatory school needed to use integrated skills as reflected in &lsquo<br>real life&rsquo<br>. Moreover, thematic instruction was seen to be a requisite in the new curriculum since content is a key motivating principle. Hence, since one of the main concerns was the motivation of students attending courses at the preparatory school, there was a need to examine whether using this mode of instruction at the upper-intermediate level was able to ameliorate student motivation.
For this research, firstly a pilot study and then qualitative analysis using in-depth interviews developed on the basis of the pilot study was employed. Therefore, using a triangulation of different kinds of data on related questions, interviews were carried out with 14 students on three separate occasions at the end of each span from the upper-intermediate group, two administrators and six upper-intermediate instructors.
From the point of view of the students it appeared that generally content encouraged learning and improved English proficiency if the themes/topics were found to be of interest. However, the degree of impact of the themes and topics on student motivation largely depended on whether the student was intrinsically motivated or not. If the student was intrinsically motivated, content had a nominal affect on motivating them.
The study showed that if the themes are linear and have a parochial focus on topics, too much time is spent on a theme, a redundancy of lexical items are taught, unnecessary details are included, and difficult and academic language used, these led to student demotivation in respect of content. Thus, indicating a greater variety of content was needed.
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Hellsten, Eli. "Övning inifrån : En surveystudie av gymnasieelevers inre motivation till att ägna sig åt övning." Thesis, Karlstads universitet, Institutionen för konstnärliga studier (from 2013), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-84547.
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Syftet med den föreliggande studien är att undersöka i vilken grad elever vid det estetiska gymnasieprogrammet med inriktning musik känner inre motivation till att ägna sig åt övning på sitt huvudinstrument. Syftet är också att undersöka om det finns några samband mellan graden av inre motivation och genre, tidigare musikutbildning, och musicerande familjemedlemmar. I områdesorienteringen lyfts litteratur fram som berör övningsbegreppet och motivationsbegreppet, liksom tidigare forskningsstudier på området. Studien är en kvantitativ sådan där data har samlats in med hjälp av en digital enkät. Ett bekvämlighetsurval av respondenter har gjorts, varför ingen bortfallsanalys har kunnat göras. Resultatet visar att respondenterna upplever en generellt hög grad av inre motivation till att ägna sig åt övning, och att det finns ett statistiskt signifikant samband mellan en hög grad av inre motivation till att ägna sig åt övning och hobbymusicerande föräldrar. Inga samband mellan en hög grad av inre motivation till att ägna sig åt övning och genre eller tidigare musikutbildning kunde påvisas. Diskussionen belyser resultatet i relation till relevant tidigare forskning på området.<br>The purpose of the present study is to examine to what degree high school students studying music experiences intrinsic motivation for practicing their instrument. The purpose is also to find out if there are any connections between intrinsic motivation for practicing and musical genre, previous musical education, or family members engaging in musical activities. Chapter two presents relevant literature on practicing and motivation, as well as previously conducted studies on the subject. The present study is quantitative, and data has been gathered using an online survey. A convenience sample of respondents was used and therefore no dropout analysis could be carried out. The result shows that the respondents experience a rather high level of intrinsic motivation for practicing their instrument, and that there is a statistically significant connection between a high level of intrinsic motivation for practicing and having parents who take part in musical activities in their spare time. No connections could be found between a high level of intrinsic motivation for practicing and musical genre or previous musical education. Chapter six discusses the result in relation to relevant literature and previously conducted studies on the subject.
Books on the topic "Intrinsic instrumental motivation"
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Sugden, Robert. Intrinsic Motivation, Kindness, and Reciprocity. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198825142.003.0009.
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Chapter 9 considers a critique of the market and of the liberal tradition of economics that has been made both by virtue ethicists and by behavioural economists. According to this critique, market relations are based on self-interested and instrumental motivations, and so are morally impoverished; socially valuable practices (particularly those of trust and reciprocity) can depend on pro-social and intrinsic motivations which the market tends to ‘crowd out’. An important strand of behavioural economics is concerned with modelling intrinsic motivation, ‘social preferences’ and preferences for conforming to social norms. I identify a paradoxical implication of many of these models: there cannot be an equilibrium in which everyone is completely trustworthy, because if everyone were trustworthy, trust would not reveal pro-social intentions and so could not prompt trustworthiness. This is the ‘Paradox of Trust’.
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Toma, Sorana, and Maria Villares-Varela. Internationalization and Diversification of Academic Careers. Edited by Mathias Czaika. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198815273.003.0012.
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This chapter examines the major patterns and drivers of interlinked geographical and career mobilities of Indian-born researchers and scientists. Based on a global survey and in-depth interviews, this study shows that the mobility of Indian researchers is mainly driven by an intrinsic motivation to internationalize their scientific careers, but has also to do with the characteristics of the research environment in India. Moving abroad enables researchers to acquire expertise in a field of research that is not sufficiently developed back home, and provides exposure to research facilities and personnel deemed better and more qualified than those back home. In this respect, international study and work experience are often perceived as providing professional merits that are instrumental in career progression on return to India.
Book chapters on the topic "Intrinsic instrumental motivation"
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Petrides, Joanna Rodiki. "Young Learners." In Advances in Early Childhood and K-12 Education. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3123-4.ch004.
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This chapter refers to a very complex factor that is of primary importance in language learning theories: motivation. It aims—through a brief analysis of existing theories and research findings on motivation, its impact on foreign language learning, and second language acquisition—to provide a definition of this complicated term, to explain how motivation can affect foreign language learners, and how young foreign language learners can be motivated to learn a foreign or additional language effectively and become competent users of it. To manage to provide a clear description of how motivation affects young language learners, it is necessary to refer to the theories that analyze foreign language learning or language acquisition and then relate them to the theories on motivation. Different types of motivation are described, including intrinsic, extrinsic, integrative, and instrumental, as well as motivation in the language classroom.
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Reynolds, L. "Measuring Intrinsic Motivations." In Handbook of Research on Electronic Surveys and Measurements. IGI Global, 2007. http://dx.doi.org/10.4018/978-1-59140-792-8.ch018.
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Numerous instruments have been created over the last several decades for measuring both extrinsic and intrinsic values as they are made manifest in Western culture. Although many of these instruments are well-balanced and have strong internal validity, more progress needs to be made specifically with the items being used. If this can be done, then it may be possible for a great leap of progress in measuring the intrinsic values. It is very difficult to gain understanding about how to bridge the small differences in sub-cultures if surveys continue to gloss over delicate areas that are the very reasons for sub-culture disagreements. This chapter reviews current measurement instruments for measuring both extrinsic and intrinsic values. It gives a sample of a specific study and makes a call for improved intrinsic instruments in the future.
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"Intrinsic and Extrinsic Motivation: What Do You Look for in a Job?" In Training Instruments in HRD and OD: Fourth Edition. SAGE Publications Pvt. Ltd, 2018. http://dx.doi.org/10.4135/9789353885984.n15.
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Al Jahdhami, Abdel Rahman Mohammed, Serge Gabarre, and Cécile Gabarre. "Gamifying the English Language Classroom to Motivate Omani Teenagers." In Practical Perspectives on Educational Theory and Game Development. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5021-2.ch003.
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Students in Oman have negative attitudes towards learning English. An action research where a gamification implementation including various elements such as a leaderboard, badges, and a progress bar was conducted. Three instruments were used to investigate how gamification could increase the learners' motivation: motivation tests, interview protocols, and complete participant observations. The motivation tests were analyzed using Wilcoxon signed-rank test. The interview and observation data were analyzed using a thematic coding qualitative method. Results revealed that over the two cycles of implementation of the gamified approach to learning English, 92% of students demonstrated an increase in their motivation to learn English. The interviews revealed the specific aspects of the gamified approach that contributed to this increase. Extrinsic motivation was replaced by intrinsic motivation. This leads to implications for a future study where the gamified approach to teaching could be trialed across different classes and subjects in the same school.
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Gu, Linwu, Milam Aiken, Jianfeng Wang, and Kustim Wibowo. "The Influence of Information Control upon On-Line Shopping Behavior." In User Perception and Influencing Factors of Technology in Everyday Life. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-1954-8.ch003.
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Previous studies have explored privacy instruments and disclosures as factors that affect on-line shopping intentions or attitudes. However, few have evaluated how information control affects this behavior. This paper draws on psychological and social justice theories to gain an understanding of how information control impacts on-line purchasing directly or indirectly through the mediation of intrinsic motivation. The resulting causal model was validated using structural equations with data from 179 respondents. Results show that perceived information control affects cognitive absorption, and users, as expected, value procedural fairness.
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Urbano, Igor, Anna Carolina Souza Marques, and Matheus Milanez. "Dance as a Supplementary Instrument for Cardiac Rehabilitation." In Coronary and Cardiothoracic Critical Care. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8185-7.ch025.
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Intrinsic socio-cultural and motivational dance aspects, physical demands, general and styles characteristics, may promote positive influence on cardiac rehabilitation programs development and progression, if dance is approached as a supplementary activity and resource for cardiac patients. The aim of this study was to conduct an integrative literature review to evaluate dance as a supplementary activity on cardiac rehabilitation, considering physical demands, dance socio cultural aspects and regular practice related effects on cardiac patients' health and quality of life. Classical ballet and modern dance are not supported by this revision as appropriated alternatives to improve cardiovascular capacities for cardiopaths However, belly dance, ballroom dance, emphasis on Samba, Samkya showed multiple positive effects: glycemia levels reduction, resting heart rate reduction, cholesterol (HDL, LDL) and triglycerides level regulation, BP reduction, cardio respiratory increment and body relaxation.
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Zhen, Jingying. "Cultural Considerations of Chinese Calligraphy Using Characters as Visual Language." In Advances in Media, Entertainment, and the Arts. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5753-2.ch008.
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Chinese writing language originated from hieroglyphics. Chinese characters, changing with the development of writing instruments, became pure written symbols. The emergence of calligraphy, one of the highest quality art forms in China, caused the evolution of Chinese characters. Each style in calligraphy reflects the calligraphists' personality, emotion, and the intrinsic motivation behind a message in the script. The author created the characters based on her own style by studying the characteristics of calligraphy and personifying calligraphy as human. The charm of calligraphy was shown by expressing changes in ink thickness and opacity. The author intended to help people who cannot read Chinese to understand emotions expressed within the characters, and combine illustration, calligraphy, and painting characterized by fast-moving ink marks drawn with a writing brush, then imported into computer software for detailed drawing. The purpose of this document is to use case studies to seek optimal art form in illustration.
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MacDonald, Alexander. "Public Spirit and Patronage: American Observatories." In The Long Space Age. Yale University Press, 2017. http://dx.doi.org/10.12987/yale/9780300219326.003.0003.
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In the first half of the nineteenth century, American astronomical observatories were instruments for the personal exploration of the planets and the stars as well as monuments of civic development. Their value was often more symbolic than scientific and they represented significant expenditures for the individuals and communities that undertook them. Their costs were equivalent, in modern terms, to small robotic NASA probes. The cost of these facilities grew in the late nineteenth and early twentieth centuries, with the Lick, Mount Wilson, and Mount Palomar Observatories representing major, billion-dollar equivalent investments in space exploration capabilities. These early American observatories were predominantly privately funded. Over forty observatories are investigated, only two of which were built with significant government support. The motivations that dominated the financing of these “lighthouses of the sky” were personal ones—intrinsic interest in the heavens and scientific curiosity, or the desire to signal status through monuments and legacies. This earliest period of American space exploration was thus one with an overridingly private context, with social entrepreneurs like Ormsby McKnight Mitchell and George Ellery Hale selling the mystique and adventure of the heavens to the wealthy elite and the general public. Major figures from the 19<sup>th</sup> century were involved in funding astronomical observatories, include Andrew Carnegie and John D. Rockefeller.
Conference papers on the topic "Intrinsic instrumental motivation"
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Bessette, Amanda, Vitalis Okafor, and Beshoy Morkos. "Correlating Student Motivation to Course Performance in Capstone Design." In ASME 2014 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/detc2014-35506.
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This paper presents the preliminary results of a motivational study of students enrolled in their capstone design course during their senior year in mechanical engineering at the Florida Institute of Technology. Student teams are assigned a project and teams are tasked with completing a design project over a one-year (2 semesters) span. Data is collected during the beginning of the fall semester and during the end of the spring semester. Two methods were used to collect the data of the class. A live interview was conducted for each of the capstone teams. Within this interview, a range of questions are asked to facilitate an understanding of what motivates the student. An adaptation of the Motivated Learning Strategies Questionnaire (MSLQ) survey instrument was also administered to the students to collect quantitative data. The MSLQ framework divides the instruments into two sets of questions to address motivation and learning. Motivation is comprised of three factors: test anxiety, self-efficacy, and intrinsic value. Statistical analysis is performed on the quantitative data to determine significance or correlation between student motivation and performance. Performance is measured through the student’s grade (evaluated by instructor) and peer evaluation (evaluated by team). The analysis is performed through segmenting the sample into international versus domestic, and males versus females; to identify any differences in motivation between the groups. Results indicate there are differences between international and domestic students along all motivational factors. Further, differences are identified between males and females for intrinsic anxiety motivational factors.