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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.
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Ryan, James C. "Development of a Measure of Work Motivation for a Meta-Theory of Motivation." Psychological Reports 108, no. 3 (2011): 743–55. http://dx.doi.org/10.2466/01.14.20.pr0.108.3.743-755.
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This study presents a measure of work motivation designed to assess the motivational concepts of the meta-theory of motivation. These concepts include intrinsic process motivation, goal internalization motivation, instrumental motivation, external self-concept motivation, and internal self-concept motivation. Following a process of statement development and identification, six statements for each concept were presented to a sample of working professionals ( N = 330) via a paper-and-pencil questionnaire. Parallel analysis supported a 5-factor solution, with a varimax rotation identifying 5 factors accounting for 48.9% of total variance. All 5 scales had Cronbach alpha coefficients above .70. Limitations of the newly proposed questionnaire and suggestions for its further development and use are discussed.
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Cigan, Vesna. "Relationship between students’ motivation and their socio-demographic characteristics." Linguistica 54, no. 1 (2014): 11–30. http://dx.doi.org/10.4312/linguistica.54.1.11-30.
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This article presents the results of research on the relationship between indicators of intrinsic and extrinsic motivation in students attending higher education institutions, and their socio-demographic characteristics: the type of upper secondary education completed, secondary education grade point average, year of study, gender, and parents’ education. The research was conducted in March 2012, through a survey questionnaire administered to a sample of 604 respondents. The questionnaire examined, among other things, students’ motivation for learning, self-assessment of motivation for learning English and further professional development, and self-assessment of overall satisfaction with the study programme. According to the self-determination theory developed by Deci and Ryan (2000), intrinsic and extrinsic motivation are essential for undertaking any activity, including learning. As a social agent, each individual interacts with different social groups in an action-oriented set of circumstances, and develops his/her personality (CEFR). Social contexts that catalyse intrapersonal and interpersonal differences also have a significant influence on motivation. Gardner’s theory of motivation emphasizes the importance of social components and the extrinsic nature of instrumental and integrative orientation. Instrumental-integrative dichotomy was further developed by Dörnyei (1994: 279), who introduced a motivational framework consisting of three levels: the language level, the learner level and the learning situation level. Survey results show that the respondents are generally highly-motivated to learn, and that intrinsic motivation is predominant. Statistically significant differences were found between gender, secondary education grade point average, and year of study and the type and intensity of motivation, whereas the type of upper secondary education completed, and parents’ education, were not found to be statistically significantly correlated with the examined concepts.
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Delaney, Molly L., and Mark A. Royal. "Breaking Engagement Apart: The Role of Intrinsic and Extrinsic Motivation in Engagement Strategies." Industrial and Organizational Psychology 10, no. 1 (2017): 127–40. http://dx.doi.org/10.1017/iop.2017.2.
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Employee engagement has long been an instrumental component of human capital strategies and continues to dominate the conversation about how high-performing organizations attract and retain their best talent. Engagement is a construct of component parts, however, and we believe there is still much to be learned about engagement by taking an in-depth look at those components. This article examines employee motivation as a core element of engagement, including its antecedents and outcomes, the types of motivation and the dynamics between them, and the ways organizations can foster and harness motivation for improved engagement. Our research identifies a large and consistent motivation gap, such that employee intrinsic motivation is consistently higher than extrinsic motivation. This gap signals that investments in engagement can yield a higher return if strategically focused on motivation, and so we offer recommendations regarding how to close this gap via intrinsically and extrinsically motivating work structures and environments. The goal is to create a new dialogue around engagement and encourage organizations to break it down in order to understand it more fully.
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Indriani, Ketut Santi. "Motivasi Tenaga Kerja RSD Mangusada Badung-Bali dalam Mempelajari Bahasa Inggris." Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya 4, no. 1 (2021): 115–26. http://dx.doi.org/10.30872/diglosia.v4i1.130.
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This study aims to identify the categories of motivation and appropriate stimulants for the RSD Mangusada staffs in learning English. This research is a qualitative research with method of collecting data using questionnaire distributed to 50 staff of RSD Mangusada from various divisions. The questionnaire contains closed questions that are filled out using Likert’s scale. The data in this study were analyzed descriptive-qualitatively by describing the categories of motivation in learning English. The results of the data analysis show that there are five categories of single dominant motivation and three categories of combined dominant motivation possessed by the staff of Mangusada Badung Hospital in learning English, those are intrinsic dominant motivation category, extrinsic dominant, integrative dominant, instrumental dominant, amotivation dominant, intrinsic- integrative dominant, intrinsic-instrumental dominant and extrinsic-instrumental dominant. Based on the results of the data analysis, it can be concluded that the main factor which encourages Mangusada Hospital staffs to learn English is only limited to the desire to fulfill practical needs, such as the desire to get a better job and/or to get a higher income. The desire to fulfill this practical need arises both from within the learners and from the environment. Thus, if RSD Mangusada needs to improve the English competence of all its staff in order to improve services, pragmatic stimulants is needed in order to get an optimal result.
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Thohir, Lalu. "Motivation in a Foreign Language Teaching and Learning." Vision: Journal for Language and Foreign Language Learning 6, no. 1 (2017): 20. http://dx.doi.org/10.21580/vjv6i11580.
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<p>In learning English as a foreign language, where learners are separated logistically and psychologically from the target culture, motivation plays a critical role and it is one of the main determining factor in a second/foreign language learning achievement. Motivation is defined as some kind of internal drive which pushes someone to do things in order to achieve something and to achieve success, someone needs to be motivated.Motivation is distinguished into different kinds, such as integrative and instrumental, intrinsic and extrinsic, global, situational and task. However, the most widely cited distinction of motivation is between intrinsic and extrinsic motivation.In the field of language learning, motivation is sometimes distinguished from orientation. As an ideal for self-determined behavior, the intrinsic motivation is considered to be more powerful than extrinsic motivationin the success of learning a language, however, most of learning activities which the language learners do are initiated and driven by extrinsic motivation.There are three areas – goalsand goal setting, learning environment, and interesting classes – in which the language teachers could directly influence the language learners’ motivation and their continuing participation in the classroom. Providing positive feedback and enhancing the autonomous learning are among important means to increase the learners’ motivation. In addition, emphasizing two forms of positive extrinsic motivation – identificationand integration, while minimizing two forms of negative extrinsic motivation – external regulation and introjection could boost the intrinsic motivation of the learners. </p>
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Schmidt, Charles P. "Relations among Motivation, Performance Achievement, and Music Experience Variables in Secondary Instrumental Music Students." Journal of Research in Music Education 53, no. 2 (2005): 134–47. http://dx.doi.org/10.1177/002242940505300204.
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The purpose of this study was to (1) reexamine academic achievement motivation orientations within the context of instrumental music, and (2) examine relations among achievement motivation orientations, self-concept in instrumental music, and attitude to band in relation to teachers' ratings of performance achievement and effort, and students' grade level, gender, instrument, self-reported practice time, and selected music experience variables. Participants ( N= 300) were band students (Grades 7-12) in four school districts. Data were gathered concerning students' (a) motivation orientations (mastery, intrinsic, individual, cooperative, ego, competitive, approach success, avoid failure), self-concept, and commitment to band; (b) instrument, grade level and gender, practice time per week, and experience in private lessons, solo festival, and all-county band; and (c) performance achievement and effort as rated by their teachers. Results indicated that ratings of performance and effort were most strongly correlated with self-concept and intrinsic motivation, respectively. Practice time was most strongly correlated with intrinsic motivation. Factor analysis revealed three factors of motivation: Learning/Task Orientation, Performance/Ego Orientation, and Individual Orientation. The factors essentially replicated those found in a general academic achievement setting. Learning/Task Orientation was positively correlated with practice time, ratings of performance and effort, solo festival and private-lesson experience, and grade level. Performance/Ego Orientation was negatively correlated with grade level and solo festival ratings. Individual Orientation scores were positively correlated with ratings of performance and effort and solo festival ratings. Differences by gender and instrument group were nonsignificant. October 11, 2004 March 20, 2005.
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Barbuto, John E., and Richard W. Scholl. "Motivation Sources Inventory: Development and Validation of New Scales to Measure an Integrative Taxonomy of Motivation." Psychological Reports 82, no. 3 (1998): 1011–22. http://dx.doi.org/10.2466/pr0.1998.82.3.1011.
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Scales are developed and tested based on an integrative taxonomy of motivation sources. The sources, as measured on the Motivation Sources Inventory include intrinsic process, instrumental, external self-concept, internal self-concept, and goal internalization. The development procedures produced five subscales with six unique loading items per subscale that seem to capture the domains of interest for each source of motivation. Proposals for research using the inventory are also discussed.
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Ning, Bo. "Discipline, motivation, and achievement in mathematics learning: An exploration in Shanghai." School Psychology International 41, no. 6 (2020): 595–611. http://dx.doi.org/10.1177/0143034320961465.
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Utilizing the Programme for International Student Assessment 2012 Shanghai dataset ([Formula: see text]), this study examined the relationship between school disciplinary climate aggregated from mathematics classrooms and student mathematics learning outcomes, including mathematics achievement and intrinsic and instrumental motivation to learn mathematics, from the perspective of the self-determination theory of academic motivation. The results of the analyses demonstrated challenges supporting students in Shanghai schools to simultaneously perform well in the three mathematics learning outcomes. Meanwhile, an orderly school disciplinary climate might hurt students’ instrumental motivation, although it is beneficial to students’ mathematics achievement.
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Sorayyaei Azar, Ali, and Darshini Tanggaraju. "Motivation in second language acquisition among learners in Malaysia." Studies in English Language and Education 7, no. 2 (2020): 323–33. http://dx.doi.org/10.24815/siele.v7i2.16506.
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Lack of motivation is the critical factor which affects university students’ learning process in Malaysia. Hence, this study is an attempt to investigate the types of motivation which Bachelor students used in learning English at one of the private universities in Malaysia. It was also analysed to determine the motivational level of the Bachelor students who learn English as a Second Language (ESL). This study used a quantitative method where the data was collected through the questionnaire adapted from Gardner’s (1972) Attitude, Motivation Test Battery (AMTB). The questionnaire was distributed to 150 students and the data was analysed quantitatively. The findings showed that the majority of the Bachelor students were instrumentally motivated towards learning ESL. The result concerning the level of motivation showed that the students had a high level of instrumental motivation for learning English, compared to integrative, resultative, and intrinsic ones. Yet, it is also apparent that all four types of motivation are at a high motivational level. Based on the findings, a few suggestions were highlighted. First, the lecturers should always design a classroom environment that promotes students’ motivation towards learning ESL. Second, students should be given more opportunities to visit other English native countries under Global Learning Programmes (GLP). In that case, teachers or lecturers of ESL should promote all types of motivation in the classroom and guide students towards achieving goals.
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Tucker, Olivia Gail. "Positive Teacher Influence Strategies to Improve Secondary Instrumental Students’ Motivation and Perceptions of Self." Update: Applications of Research in Music Education 36, no. 3 (2017): 5–11. http://dx.doi.org/10.1177/8755123317733109.
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Asmus’s model of achievement motivation in music established a framework for the study of motivation in music education. Student perceptions of self were included in the model as a dynamic factor in student motivation to accomplish music learning tasks. Research has revealed further teacher influence on student motivation and perceptions of self since Asmus’s article. This article reviews literature on positive secondary instrumental music teacher influence on student motivation and perceptions of self. Research is organized around four practical areas of teacher influence: (a) word choice, (b) performance experiences, (c) intrinsic motivation, and (d) environments. Strategies for positive influence in these areas are then offered.
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Khan, Harunur Rashid, and Adilur Rahaman. "Theorizing Motivation for EFL Writing Classrooms at Tertiary Level: A Postcolonial Intervention." BELTA Journal 1, no. 1 (2017): 28–45. http://dx.doi.org/10.36832/beltaj.2017.0101.02.
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It has long been observed by the teachers of writing in Bangladesh that students are reluctant to think and perform actively in EFL writing classrooms. This behavior is generally explained with reference to the notions of integrative vs. instrumental and intrinsic vs. extrinsic motivation. In this article, we argue that cognitive behavior of students in EFL writing classrooms cannot be understood by solely employing the intrinsic/extrinsic or instrumental/integrative models for at least two specific reasons: First, these models for analyzing motivation deal with immediate psychological responses of learners; second, the learners of post-colonial countries experienced extreme socio-political-economic-historical violence that shapes their cognitive and psychological landscape. Recognition of politico-historical context in EFL writing classrooms can add a new dimension to understanding learners’ behavior and motivation. In this paper, we will try to explore an implication of colonial intervention for the motivation of students in EFL writing classrooms by engaging some ideas of postcolonial theories. Drawing on Freire’s (1970) notion of ‘conscientization’ and Hirano’s (2009) idea of ‘identity reconstruction’, we would also make an attempt to reconfigure learners’ motivation in post-colonial context.
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Khan, Harunur Rashid, and Adilur Rahaman. "Theorizing Motivation for EFL Writing Classrooms at Tertiary Level: A Postcolonial Intervention." BELTA Journal 1, no. 1 (2017): 28–45. http://dx.doi.org/10.36832/beltaj.2017.0101.002.
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It has long been observed by the teachers of writing in Bangladesh that students are reluctant to think and perform actively in EFL writing classrooms. This behavior is generally explained with reference to the notions of integrative vs. instrumental and intrinsic vs. extrinsic motivation. In this article, we argue that cognitive behavior of students in EFL writing classrooms cannot be understood by solely employing the intrinsic/extrinsic or instrumental/integrative models for at least two specific reasons: First, these models for analyzing motivation deal with immediate psychological responses of learners; second, the learners of post-colonial countries experienced extreme socio-political-economic-historical violence that shapes their cognitive and psychological landscape. Recognition of politicohistorical context in EFL writing classrooms can add a new dimension to understanding learners‘ behavior and motivation. In this paper, we will try to explore an implication of colonial intervention for the motivation of students in EFL writing classrooms by engaging some ideas of postcolonial theories. Drawing on Freire‘s (1970) notion of "conscientization" and Hirano‘s (2009) idea of "identity reconstruction", we would also make an attempt to reconfigure learners‘ motivation in post-colonial context.
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Keuneman, Katrine Pilcher, and Sylvia Sagona. "Why study French?" Australian Review of Applied Linguistics 15, no. 2 (1992): 63–89. http://dx.doi.org/10.1075/aral.15.2.05keu.
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Abstract The following article gives an account of the results of a research project which looked, inter alia, at motivation among first year university students of French, both beginner stream and post school certificate students. While it is currently fashionable to underline the economic and social usefulness of language study, information is not freely available on why students who enrol for French actually do so. The extrinsic / intrinsic dichotomy of motivations was adopted as a working principle for classifying motivations. This dichotomy may be likened to the integrative / instrumental division used by Gardner and Lambert (1972) We observed that students were motivated by a wide variety of factors. Though motivations are sometimes hard to classify on a binary scale, there was nevertheless no clear preference for extrinsic or pragmatic reasons; if anything, personal or intrinsic reasons seemed to dominate.
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Furnborough, Concha, and James A. Coleman. "Sticking with Spanish: Reasons for Study and Motivation Maintenance in Adult Beginner Distance Language Learners." European Journal of Open, Distance and E-Learning 17, no. 2 (2014): 40–60. http://dx.doi.org/10.2478/eurodl-2014-0018.
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Abstract This paper examines the reasons for study of adult beginner distance learners of Spanish and the relationships between those reasons and motivation maintenance. A survey of 563 Open University UK students found motivational orientations distinct from those of young people in earlier studies. Adult learners who maintained their motivation also demonstrated a greater number of reasons for study. Their motivation embraced intrinsic and extrinsic, integrative and instrumental orientations, short-term and long-term ambitions, and an L2 self both ideal and realistically attainable. During their course module they focused more consistently than others on the language skills they had targeted, and expressed increased enjoyment of the learning experience. This study suggests that achieving ‘softer’ short-term goals encourages persistence towards longer-term goals which reflect the ideal L2 self.
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Muhammad, Muhammad. "Promoting students’ learning motivation through project-based learning using Muvizu in 21st-century education." Cypriot Journal of Educational Sciences 15, no. 5 (2020): 899–908. http://dx.doi.org/10.18844/cjes.v15i5.5120.
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The present research aims to investigate the implementation of project-based learning (PBL) in the ESP 21st-century education setting by using the Muvizu application that promotes students’ motivation to learn English together with ICT and hadith. Hence, the researcher carried out descriptive quantitative research at the Manajemen Dakwahdepartment of the State Islamic University Mataram by involving 132 students. The interview, observation and questionnaire were the instruments for gathering data. The resultsare as follows: first, students learned English, religion and ICT simultaneously; second, Muvizu PBL in English class had promoted students’ intrinsic and extrinsic motivation as well as integrative and instrumental motivations; third, the Muvizu PBL had depicted the expected 21st-century education classroom setting, competences and skills;fourth, good students’ responses and attitudes had raised the public’s interest to study at the department and university. Future researchesareexpected to discuss the most contributive factors that influence students’ motivation in asimilar learning design.
 
 Keywords: ICT, Muvizu, motivation, project-based learning, 21st-century education;
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Rahman, Diana S., and Wening Sahayu. "How do foreign language teachers motivate students in language learning?" Studies in English Language and Education 7, no. 1 (2020): 181–93. http://dx.doi.org/10.24815/siele.v7i1.15586.
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Motivation is one of the keys to success in the language learning process. It is a crucial factor for students in learning a foreign language, and the teachers’ ways to motivate students are also essential. This study aims to investigate language teachers’ ways in motivating students in learning foreign languages. The participants in this study are eight foreign language teachers including English, Arabic, and French teachers. Data were collected through open-ended questionnaires with the teachers. The results of this study showed that most of the foreign language teachers motivated the students in learning a foreign language by sentences (verbal) and this method encouraged students’ instrumental motivation. Next, referring to the time of motivation, four teachers motivated the students at the beginning of each learning process, meanwhile three teachers gave motivations at the beginning and at the end of each learning process. Finally, referring to the types of motivation, only two teachers (i.e. French teachers) could identify motivation types of learners, which are in the form of internal, external, intrinsic, and extrinsic motivation. Meanwhile, other teachers (i.e. English and Arabic teachers), did not mention specifically the names of the motivation types that they knew. To conclude, most of the teachers of this study did not motivate their students maximally in the classrooms. Consequently, this study offers some methods to motivate learners in learning foreign languages, those are the Verbal Method (VM1) and the Visual Method (VM2), and they are further discussed in the paper.
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Getman, A. V., Y. D. Kersha, and S. G. Kosaretsky. "Students’ Science Motivation: A Cross- Country Analysis of the Relationship with the Science Literacy Level." Психологическая наука и образование 25, no. 6 (2020): 77–87. http://dx.doi.org/10.17759/pse.2020250607.
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The paper presents results of a comparative study of motivation for studying science in Russia and leading countries in science education. We explored the relationship and its strength between various types of motivation and the level of science literacy. The analysis was based on the data of the international study PISA-2015, represented by a sample of 15-year-olds (N = 6036).We found a significant positive correlation between intrinsic and achievement motivation and the level of science literacy almost in all analysed countries. At the same time, in case of intrinsic motivation — which is the strongest predictor for achievement in other countries — the increase in PISA results was lower for Russian students. On the other side, with an increase in motivation focused on academic achievement, Russian students have one of the most noticeable increases in results in comparison with leading countries. The nonlinear nature of the relationship between instrumental motivation and the PISA results for Russian students was also revealed — students with the highest and lowest levels of this type of motivation show the best results. The potential prospects of using different kinds of programs for raising motivation and achievement are discussed.
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Muñoz, Carmen, and Elsa Tragant. "Motivation and attitudes towards L2." EUROSLA Yearbook 1 (January 1, 2001): 211–24. http://dx.doi.org/10.1075/eurosla.1.16mun.
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This paper analyses the answers to a questionnaire in which learners of different age-groups and different proficiency levels were asked about their attitudes and types of motivation towards the L2 (EFL). First, motivation is seen to increase with school experience. Second, the younger learners show more intrinsic types of motivation, while the older groups show more extrinsic types and a preference for an instrumental type of motivation. That is, while the younger students do not, as a group, present higher motivation than the older students, they have a qualitatively different type of motivation. Third, significant statistical relations are shown between attitude towards language learning and achievement in some language tests, but not all. Significant relations are also found between achievement at the first measurement time and attitudes at the second in those students who were traced longitudinally, raising the issue of the directionality of the relation between motivation and second language achievement.
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Ma, Lai. "Money, morale, and motivation: a study of the Output-Based Research Support Scheme in University College Dublin." Research Evaluation 28, no. 4 (2019): 304–12. http://dx.doi.org/10.1093/reseval/rvz017.
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Abstract Adapted from the Norwegian model, University College Dublin has implemented the Output-Based Research Support Scheme (OBRSS) to stimulate research performance. Semi-structured interviews were conducted to understand the perception of the OBRSS after two years of implementation, its implications on research and publication practices, and the responses to monetary reward as an incentive. This study shows that the effects of the OBRSS on publication practices are intertwined with intrinsic and instrumental values. More importantly and unexpectedly, the study reveals the norms and values concerning academic integrity and research culture, the importance of intrinsic motivation in research and scholarship, as well as morale issues in academic work environment. The findings are consistent with studies of self-determination theory that an incentive scheme can be highly effective if it conveys clear goals and values with a vision of enhanced intrinsic motivation; however, a scheme can be demoralizing when it is perceived as a controlling mechanism.
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Yusof, Halimah M. "Unleashing the Power of Emotional Competency Development Program on Leaders’ Self-Motivation." Asian Social Science 12, no. 5 (2016): 64. http://dx.doi.org/10.5539/ass.v12n5p64.
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<p class="a"><span lang="EN-US">This study attempts to investigate the effects of the emotional competency development program on leaders’ self-motivation. Eighty leaders at a non-profit agency in Malaysia were involved in an experimental/control group research design where the experimental group was given a nine-week emotional competency development program. Pre- and post-test were conducted to assess participants’ self-motivation using the Motivation Sources Inventory. The findings indicate that the emotional competency development program does have an effect on increasing leaders’ self-motivation. However, positive effects were only seen on <em>intrinsic process</em>, <em>self-concept internal </em>and <em>goal internalization</em>. Whereas, the <em>instrumental</em> and <em>self-concept external</em> does not produce any significant changes after the training. As a conclusion, this study has provided some empirical proof on the effectiveness of the EI training program on developing leaders’ emotional intelligence and intrinsic motivation, which might contribute to the theoretical and methodological aspect of leadership development.</span></p>
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Liu, Meihua, and Wenhong Huang. "An Exploration of Foreign Language Anxiety and English Learning Motivation." Education Research International 2011 (2011): 1–8. http://dx.doi.org/10.1155/2011/493167.
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Perceived to be two important affective variables, anxiety and motivation have been found to be highly correlated to second/foreign language acquisition. In order to examine the relationship between foreign language anxiety, English learning motivation, and performance in English, the present study investigated 980 undergraduate students from three universities in China who answered a 76-item survey. Analyses of the data revealed that (1) the respondents generally did not feel anxious in English and were moderately motivated to learn English, (2) foreign language anxiety and English learning motivation were significantly negatively correlated with each other, and (3) both foreign language anxiety and English learning motivation were significantly correlated with students' performance in English. Among the scales, foreign language classroom anxiety (FLCAS), intrinsic motivation (IntrinM), instrumental motivation (InstruM), fear of being negatively evaluated (FLCAS1), and interest in foreign languages and cultures (IFLC) proved to be powerful predictors for the latter.
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Komlósi, Flora. "Motivation of Russian Students Towards the Learning of English." Journal of Language and Education 3, no. 1 (2017): 23–33. http://dx.doi.org/10.17323/2411-7390-2017-3-1-23-33.
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This paper seeks to analyze the attitudes and motivation for learning English of students in the city of Surgut, in the Russian Federation. The investigation was carried out in November 2013 by means of self-completion questionnaires distributed to 30 students aged between 13 and 17 who had studied English for at least two years in private language schools although all of them had studied at least one foreign language within the Russian national education system. The students were divided into two main categories: students who are citizens of the Russian Federation who come from bilingual families (BF), such as Tatar, Bashkir, Ukrainian or others, and students from Russian monolingual families (MF). The results were analyzed from different motivational views, namely achievement, instrumental, integrative, extrinsic, and intrinsic motivations. This methodology allowed the researcher to acquire a multi-perspective vision of what impelled Russian students to learn English, what they expected of that knowledge, and whether there were differences between both groups. The results showed a high level of motivation among both genders of bilingual students and among girls from Russian monolingual families, while non-bilingual boys’ results were much more discreet. Although this research wascarried out in according to concrete standards of age and education, the results can increase the scientific understanding of motivation for second-language learning in contexts where that second language is not necessary, used or even known by the community in its daily life, as well as the perception of language learning by monolingual and by bilingual individuals.
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Alimyar, Zabihullah. "Attitudes and Motivation of Afghan Students toward Learning English." Journal of English Education 5, no. 1 (2020): 19–33. http://dx.doi.org/10.31327/jee.v5i1.1172.
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AbstractThis study investigated Afghan students’ attitudes and motivation toward learning English at six different universities in Afghanistan. Several factors were believed to influence their success in learning English (i.e., motivation types as a major factor together with variables, such as gender, grades, fields of study, parental/teacher involvement, language learning anxiety and academic achievement). In searching for a reliable attitudinal profile of the subjects, quantitative research methodology was adopted along with mixed research techniques. The data was collected from 457 university students (273 male and 184 female) and 12 university EFL teachers through questionnaires and interviews. The findings showed that most of the Afghan university students held a positive attitude toward learning English and they were highly influenced by three types of motivation (i.e., instrumental, integrative, and intrinsic). Significant differences were found in the attitudes of students in terms of their fields of study, grades, and language learning anxiety. Interestingly, the findings also showed that some students were demotivated to learn EFL due to the propagation that English will no longer widely be used if NATO and US forces leave Afghanistan. It is suggested that EFL teachers should adopt motivational strategies in their classes to develop students’ positive attitudes and enhance their motivation toward learning EFL.
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Ratnasari, Dwi. "Motivation and Instructional Preference of EFL Students at Tertiary Level." International Journal of Language Teaching and Education 3, no. 1 (2019): 28–44. http://dx.doi.org/10.22437/ijolte.v3i1.6559.
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The aims of the study to find out the relationship between students’ motivation and instructional preference. The main components of motivation that underlay the students to learn English, and the students’ most preferred instruction, is beneficial to contribute to teachers’ understanding of the need to consider students’ preferences when planning the teaching-learning activities and to choose the instructional methods to use in teaching. A mixed-method design used in this study by combining quantitative and qualitative data to analyze. Descriptive statistics and interview analysis were used. The participants of this study were 323 students at a private university in Palembang, Indonesia. An 82-item questionnaire assessing motivation and instructional preference and semi-structured interview were used. The questionnaire consisted of 50 items measuring motivation and 32 items measuring instructional preference. The result showed that there was a positive and significant relationship between motivation and instructional preference. It means that students who had a higher level of motivation would have more instructional preferences than those who had a lower level of motivation. The result of the study indicated that the primary motivational components underlying the students to learn English were instrumental orientation, intrinsic orientation, and integrative orientation, and the students’ most preferred instruction was mastery learning. This study implies that teachers should be aware of diversifying the instructional methods used in their classes. They should take into account the students’ characteristics when planning and implementing educational processes.
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Widodo, Mulyanto, Farida Ariyani, and Ag Bambang Setiyadi. "Attitude and Motivation in Learning a Local Language." Theory and Practice in Language Studies 8, no. 1 (2018): 105. http://dx.doi.org/10.17507/tpls.0801.14.
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Some studies have been conducted to relate motivation with second /foreign language learning. Belmechri and Hummel (1988) introduced intensity and desire in exploring motivation in the acquisition of a second language. In some studies motivation was classified into integrative and instrumental (Gardner and Lambert, 1972; Ely, 1986; Oxford and Shearin, 1994; and Sung and Padila, 1998), while some other studies motivation was classified into extrinsic and intrinsic (Dornyei (1994; Ramage, 1990; and Noels et al. 1999). Unlike the concept of motivation introduced by Oller et al.(1977 and Spolsky ( 1969), who did not separate attitude from motivation in language learning motivation in language learning in the study is separated from attitude. This study attempted to investigate how individual differences with regard to attitude and motivation are correlated in language learning. The participants in this study consisted of 75 students of a university in Indonesia who have been learning Lampungese language, a local language, since Elementary School. The data of attitude and motivation, which were collected through questionnaires, were analyzed by undertaking correlation analyses. The findings show that attitude and motivation was significantly correlated. The pedagogical implications were also provided in this study.
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Gűrsoy, Salih, and Naciye Kunt. "Acculturation of university students in Northern Cyprus." Culture & Psychology 25, no. 2 (2018): 146–60. http://dx.doi.org/10.1177/1354067x18808213.
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This study addresses learner acculturation in the English Preparatory School of Eastern Mediterranean University in Famagusta, Northern Cyprus, and it examines the role of learners’ social and cultural identities conveyed through teaching English in a foreign language context. Qualitative research using in-depth interviews with 10 participants of Turkish, Azeri, Uygur (China) origin, and Palestinian students, was employed to gain a nuanced understanding of how the acculturation process is experienced, and what role cultural and motivational factors play. The findings of this study reveal that participants are closely aligned with their home cultures, and thus have little motive to distance themselves and integrate into the host culture. Although Turkish students have more motivation to integrate with the host culture, the results reveal that all students involved in the acculturation process display a separation strategy, and therefore find themselves facing difficulty integrating themselves within different cultures in the English as a Foreign Language context. For this reason, the type of motivation participants display changes from intrinsic to extrinsic and instrumental motivation can be seen as depending on the students’ overall motivation patterns as well as their cultural backgrounds. The closer the students’ culture to the culture of the target language and host culture, the better the acculturation process will prove to be. Finally, the findings show that cultural background, language learning, and motivation are closely interrelated in the learner acculturation process.
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McCormick, John, and Gary E. McPherson. "Expectancy-Value Motivation in the Context of a Music Performance Examination." Musicae Scientiae 11, no. 2_suppl (2007): 37–52. http://dx.doi.org/10.1177/10298649070110s203.
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Expectancy-value theory is a well-established cognitive approach to motivational research that focuses on belief systems, specifically, learners' expectations and valuing of activities in which they are engaged. Investigating this area in music we sampled 723 instrumental music learners aged 9 to 19 to determine their expectations for succeeding on a graded music performance examination. The students completed a questionnaire on the day before their performance examination that sampled their responses according to the four constructs in the expectancy-value framework: Attainment value, intrinsic value, utility value and cost. Results are consistent with findings from research on academic learning suggesting that children's judgments concerning the likelihood for succeeding in the music examination are positively associated with the result they actual obtained from their examiner. We conclude from the studies we have undertaken so far, that beliefs student hold, about their own musical capabilities, are powerful predictors and determinants of achievement. These important and crucial components of motivation deserve continued research attention.
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Koen, Jessie, Jasmine T. H. Low, and Annelies Van Vianen. "Job preservation efforts: when does job insecurity prompt performance?" Career Development International 25, no. 3 (2019): 287–305. http://dx.doi.org/10.1108/cdi-04-2018-0099.
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Purpose While job insecurity generally impedes performance, there may be circumstances under which it can prompt performance. The purpose of this paper is to examine a specific situation (reorganization) in which job insecurity may prompt task and contextual performance. The authors propose that performance can represent a job preservation strategy, to which employees may only resort when supervisor-issued ratings of performance are instrumental toward securing one’s job. The authors hypothesize that because of this instrumentality, job insecurity will motivate employees’ performance only when they have low intrinsic motivation, and only when they perceive high distributive justice. Design/methodology/approach In a survey study among 103 permanent employees of a company in reorganization, the authors assessed perceived job insecurity, intrinsic motivation and perceived distributive justice. Supervisors rated employees’ overall performance (task performance and organizational citizenship behaviors). Findings Multilevel analyses showed that job insecurity was only positively related to supervisor-rated overall performance among employees with low intrinsic motivation and, unexpectedly, among employees who experienced low distributive justice. Results were cross-validated using employees’ self-rated performance, replicating the findings on distributive justice but not the findings on intrinsic motivation. Research limitations/implications The results can inform future research on the specific situations in which job insecurity may prompt job preservation efforts, and call for research to uncover the mechanisms underlying employees’ negative and positive responses to job insecurity. The results and associated implications of this study are largely based on conceptual evidence. In addition, the cross-sectional design warrants precaution about drawing causal inferences from the data. Originality/value By combining insights from coping responses and threat foci, this study advances the understanding of when and why job insecurity may prompt performance.
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Company Almagro, Rebeca. "“I just want to graduate!”." BELT - Brazilian English Language Teaching Journal 12, no. 1 (2021): e39800. http://dx.doi.org/10.15448/2178-3640.2021.1.39800.
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Motivating L2 students is challenging. Most learners are not interested in the language and must be reassured that learning a new language is beneficial and worth the effort (Krashen, 2015). L2 students are more likely to be successful when highly motivated (Schütz, 1998), which can be achieved with fun and engaging material. Games are one of the most motivating techniques when introduced properly (McCallum, 1980). They create a relaxed challenging atmosphere of healthy competition that increases students’ desire of self improvement and makes them forget the anxiety that is usually associated with language lessons (Schumann 1994; Constantinescu, 2012; Gozcu & Caganaga, 2016). The link between motivation and acquisition is positive especially when motivation is intrinsic (Tremblay & Gardner, 1995). However, getting students’ interest is more difficult when their motivation is instrumental. This is the case of Gardner-Webb University students, who are required to take a language course in order to graduate. Motivating these students is harder when the target is culture. Culture has been traditionally taught with old-fashioned teacher-centered activities, but new technologies enable the development of effective and stimulating material (Dema & Moeller, 2012). The present paper focuses on a series of technology-based games addressing culture. The activities were used to increase the motivation of American university students learning Spanish as a L2 at Gardner-Webb University (North Carolina). The experience was designed by a team of Fulbright fellows to be implemented in their Spanish labs as part of the celebration of two Cultural Weeks during the first semester.
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Matsuzaki Carreira, Junko. "Motivation for Learning English as a Foreign Language in Japanese Elementary Schools." JALT Journal 28, no. 2 (2006): 135. http://dx.doi.org/10.37546/jaltjj28.2-2.
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This study investigated how 345 Japanese elementary school pupils’ intrinsic and extrinsic motivation for learning English changed with age (174 third– and 171 sixth–graders). Factor analysis identified five underlying factors: interest in foreign countries, intrinsic motivation, caregivers’ encouragement, instrumental motivation, and anxiety. The results of an ANOVA showed significant differences in intrinsic motivation, interest in foreign counties, and instrumental motivation between the third and sixth graders. The third graders' mean scores were higher than those of the sixth graders. This study revealed a rather steady developmental decline in intrinsic and extrinsic motivation for learning English, which might be attributed to general development trends in contemporary Japanese elementary school pupils. Within a consensus that there is considerable room for improvement in primary–school English education in Japan, results of the present study suggest that the area of motivation can shed light on how the teaching methods for elementary school students in the higher grades can be improved. 本研究は、日本の小学生英語学習者の英語学習に対する内発的・外発的動機が年齢によりどのように変化していくかを調べたものである。調査参加者は、3年生174名、6年生171名、合計345名である。質問紙で得たデータを因子分析した結果、外国に対する興味、内発的動機、道具的動機、親の励まし、不安の５つの因子が抽出された。さらに分散分析の結果、外国に対する興味、内発的動機、道具的動機に有意差がみられ、どれも３年生の平均値が６年生の平均値よりも高かった。ｋの結果から、学年があがるほど英語学習に対する内発的動機と外発的動機が低下していることがわかる。これは今の小学生の一般的な発達的傾向に原因があるという推測も成り立つが、特に、本論文では日本の初等英語教育においても改善すべき点があるとの立場から、高学年の指導法の改善の必要性を示唆した。
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Mohd Amin, Noraziah, and Noor Azam Abdul Rahman. "The Influence of Integrative Motivation in Learning Malay Language Vocabulary among Foreign Speakers at UNITEN." International Journal of Modern Languages And Applied Linguistics 3, no. 3 (2019): 10. http://dx.doi.org/10.24191/ijmal.v3i3.7678.
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Ellis (1994) divides motivation into four types, namely instrumental motivation, integrative motivation, resultative motivation and intrinsic motivation. This study discusses the effects of integrative motivation on foreign speakers while studying Malay Language vocabulary. The main objective of the study was to identify the influence of integrative motivation on male and female students while studying Malay Language vocabulary in Universiti Tenaga Nasional (UNITEN). This study was conducted in order to seek the answer to the question of whether there was a significant difference in the influence of integrative motivation between male and female students. A questionnaire containing 10 items in the form of self-reporting statements concerning integrative motivation was used as an instrument of the study. The data from the questionnaires administered were analysed using SPSS software version 23 for descriptive data and inferences such as mean scores and percentages, and the results of the ANOVA test was analysed too. The results showed that there was a significant difference in the influence of integrative motivation between male and female students while studying Malay Language vocabulary, where the significant value was less than 0.05 (p <0.05). The findings showed that the majority of the male students were influenced by integrative motivation while studying Malay Language vocabulary in UNITEN compared to the female students.
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Cho, Youngsam, and Gahye Hong. "Job Demand and Intrinsic Motivation : The Three-Way Interaction Effects of Emotional and Instrumental Supports by Supervisor and Colleague." Korean Academic Association of Business Administration 32, no. 01 (2019): 49–70. http://dx.doi.org/10.18032/kaaba.2019.32.1.49.
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Wallace, Matthew P., and Emily In Leng Leong. "Exploring Language Learning Motivation among Primary EFL Learners." Journal of Language Teaching and Research 11, no. 2 (2020): 221. http://dx.doi.org/10.17507/jltr.1102.10.
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The present study examined factors contributing to motivation of young EFL learners. Specifically, it explored learners’ attitudes and purposes for studying English, and how their perceptions of social support (teacher, family, peers) and that of the formal learning environment (learning tasks and class activities) varied at different levels of motivation. In total, 23 grade six students who studied at a Macau primary school completed a 10-item open-ended questionnaire. Findings revealed that most of the participants were highly motivated and learned English for both instrumental (e.g., for work and travel) and integrative (e.g., wanting to integrate within the target language culture) reasons. Most respondents reported that they viewed their teachers positively, which may explain why most of them also had a positive view of studying English despite indicating that their family expected them to get high grades on exams, and that most of their classmates perceived studying English negatively. Unsurprisingly, participants also reported that games and songs were their favored activities because they increased their intrinsic motivation to learn. The results of this study suggest that young learner motivation may be largely influenced by the learning environment (as opposed to family or peer social relationships), notably the positive relationship with the teacher and the types of learning activities employed to achieve learning aims.
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Dietrich, Michael, and Donna Rowen. "Ethical Principles and Economic Analysis." Journal of Interdisciplinary Economics 16, no. 3 (2005): 247–69. http://dx.doi.org/10.1177/02601079x05001600303.
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Traditional economics assumes that economic agents are self-interested, whereas arguably individuals are ethically motivated and aware, and hence economic analysis can benefit from an incorporation of ethical motivation, awareness and intention. We argue that ethics can be incorporated into the individual decision-making process by adapting the assumption that individuals are self-interested through an expansion of the notion of self-interest which is consistent with rationality. Ethical motivation therefore has a self-interested foundation, as ethical motivation appears as an extension of self-interest rather than as pure ethical motivation alone. The ethical behaviour which is most appealing is where individuals act ethically due both to an intrinsic valuation of ethics and because it is in their self-interest, rather than because it is in their self-interest alone. This type of ethical behaviour can be represented using a two-stage process, whereby individuals firstly adopt ethical principles because they value ethics in itself, and secondly because it is in their interest to do so. This two-stage process builds on insights provided by, among others, Sen and Etzioni. The first stage of the two-stage process (where the individual makes a commitment to ethical principles due to the intrinsic value of ethics rather than its instrumental value) is the most challenging for economic analysis. Two possible frameworks are suggested based on commitment and learned behaviour and institutional analysis. We find that both frameworks are suggestive but a complete analysis requires inputs from wider socio-political factors.
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Genc, Zubeyde Sinem, and Fulya Aydin. "An Analysis of Learners’ Motivation and Attitudes toward Learning English Language at Tertiary Level in Turkish EFL Context." English Language Teaching 10, no. 4 (2017): 35. http://dx.doi.org/10.5539/elt.v10n4p35.
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The purpose of this study is to investigate Turkish students’ (n=462) motivation and attitudes toward learning English as a foreign language at a state university in Turkey and the relation between their attitudes, motivation and the variables such as gender, parental involvement, their fields of study at university, and academic achievement. It was important to explore and comprehensively look at the issue through a range of variables because the findings of the previous studies have revealed inconsistent attitudinal profiles toward learning English language. The study adopted quantitative research paradigm and used a questionnaire for data collection. The results indicated that the participants’ instrumental and intrinsic motivation were at moderate level while the mean of parental involvement was at a high level. It was also shown that the learners’ attitude changed according to their gender, fields of study and academic achievement. Alternative solutions at individual and institutional levels have been proposed in order to develop motivation and more favourable attitudes toward learning English language, and to prevent the generalization of stereotypes, which may have great impact on the success of learning English language at tertiary level.
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., Rahmania, Anni Holila Pulungan, and I. Wayan Dirgeyasa. "ECONOMICS STUDENTS’ PERCEPTION, ATITUDE AND MOTIVATION TOWARD LEARNING ENGLISH LANGUAGE." LINGUISTIK TERAPAN 17, no. 1 (2020): 43. http://dx.doi.org/10.24114/lt.v17i1.19764.
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This study aimed (1) to describe the perception, attitude and motivation of Economics students in learning English. (2) to describe level of perception, the level of attitude and level of motivation of Economics students in learning English.(3) to reason why the Economics students realize such perception, attitude and motivation in learning English as the ways they are. This qualitative study was conducted at the first year of Economics students. The sources of data of this study were 58 students from two classes. The data were collected by share questionnaire and interviews then were analyzed using Interactive Models. The result showed that (1) the students perceive the important of English for his/her study and future work and students offer the general abstract statement of the important of English. They have positive attitude and negative attitudes and integrative instrumental, intrinsic and extrinsic motivation; (2) level of perception of Economics students were 485 highly positive, 33% positive and 19 % negative, then the level of attitude in the level of receiving (78%), valuing (64%), internalizing values (63%), responding (50%) and organizing (43%). The level of motivation was high. (3)some reason of students realized their perception were work, study, promote economy syariah language policy and lack of skill. For reason of students realized their attitudes were economical factor, ethnicity, language policy, occupation and listen the music, three reasons of students realized their motivation were the physical condition of class, lecturer and method of teaching.Keywords: English, Learning, Perception, Attitude, Motivation.
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Bruni, Luigino, and Robert Sugden. "Reclaiming Virtue Ethics for Economics." Journal of Economic Perspectives 27, no. 4 (2013): 141–64. http://dx.doi.org/10.1257/jep.27.4.141.
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Virtue ethics is an important strand of moral philosophy, and a significant body of philosophical work in virtue ethics is associated with a radical critique of the market economy and of economics. Expressed crudely, the charge sheet is this: The market depends on instrumental rationality and extrinsic motivation; market interactions therefore fail to respect the internal value of human practices and the intrinsic motivations of human actors; by using market exchange as its central model, economics normalizes extrinsic motivation, not only in markets but also in social life more generally; therefore economics is complicit in an assault on virtue and on human flourishing. We will argue that this critique is flawed, both as a description of how markets actually work and as a representation of how classical and neoclassical economists have understood the market. We show how the market and economics can be defended against the critique from virtue ethics, and crucially, this defense is constructed using the language and logic of virtue ethics. Using the methods of virtue ethics and with reference to the writings of some major economists, we propose an understanding of the purpose (telos) of markets as cooperation for mutual benefit, and identify traits that thereby count as virtues for market participants. We conclude that the market need not be seen as a virtue-free zone.
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Segura-Robles, Adrián, Antonio-José Moreno-Guerrero, María-Elena Parra-González, and Jesús López-Belmonte. "Adaptation and Validation of the Motivated Strategies for Learning Questionnaire for Spanish Adolescents." European Journal of Investigation in Health, Psychology and Education 11, no. 1 (2021): 142–53. http://dx.doi.org/10.3390/ejihpe11010012.
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This work adapts and validates the scale of the motivated strategies for learning questionnaire (MSLQ), which is used to measure motivation. For this, an instrumental design was carried out with the purpose of analyzing the psychometric properties of the instrument. The sample consisted of 307 participants enrolled in compulsory secondary education. Reliability with fit indices were good in model B (proposed) with composite reliability, global reliability index, and Cronbach’s alpha. The original model (A) presented small problems that had to be adjusted when carrying out the translation. We concluded that adaptation and subsequent validation of the MSLQ instrument into a Spanish context was positive. In this sense, adequate adjustment rates have been achieved. However, in its contextual adequacy, the need arises to modify the presentation of the items alluding to intrinsic motivation due to the difficulty of measuring such a construct. Among the implications reached in this study is the possibility of having a validated instrument for the Spanish adolescent context to measure motivation on educational aspects. Furthermore, this tool can serve as the basis for the design of other instruments that measure this construct in other age ranges.
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Tóth, Szilárd. "Justifying republican patriotism." Filozofija i drustvo 30, no. 2 (2019): 287–303. http://dx.doi.org/10.2298/fid1902287t.
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My paper is on the republican version of patriotism and its justification, as developed most systematically by Philip Pettit and Maurizio Viroli. The essence of the justification is as follows: patriotism is to be viewed as valuable insofar as it is an indispensable instrument for the upholding of the central republican ideal, namely freedom understood as non-domination. My primary aim is to evaluate the normative force of this justification. In the first section, I introduce minimal descriptive definitions of the concepts of patriotism and the patria. Second, I reconstruct the republican patria-ideal to which patriotism is linked to. In the third section, I reconstruct the republican justification of patriotism. Finally, I ask what we justify when we justify republican patriotism. Two views are prevalent in this regard. According to the first, republican patriotic motivation, similarly to its justification, ought to be instrumental itself too (Pettit, Viroli). I argue that this view is untenable, since it is in tension with the minimal definition of patriotism. The conclusion is that the other view - according to which the patriotic motivation ought to be of intrinsic character (Miller) - possesses greater normative force.
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Jismulatif, Jismulatif, and Marzuki Marzuki. "A REVIEW OF RECENT MANAGEMENT AT RIAU UNIVERSITY LANGUAGE CENTRE, INDONESIA." International Journal of Educational Best Practices 2, no. 1 (2018): 54. http://dx.doi.org/10.31258/ijebp.v2n1.p54-61.
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Abstract: This case study was focused on a review of the recent management of the language Centre programme, University of Riau. The data were collected using triangulation method where some instruments were used, two sets of questionnaires for the students and staff, a semi-structured interview for the three staff, the results of students’ exams, and policy documents. The findings provided the evidence that the students were more motivated to study English for their future employment (instrumental motivation), whereas the staffs were more motivated to teach English for intrinsic rewards rather than extrinsic rewards. The findings also showed that the quality of teaching was generally good but it was suggested that the number of the computer for CALL program be increased, and more importantly, among the staff and the Manager be continuously built for a strong teamwork which could positively affect the implementation of the programme.