Journal articles: 'Situational motivation'

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Gao, Yihong, Xiaoying Wang, and Yan Zhou. "EFL motivation development in an increasingly globalized local context: A longitudinal study of Chinese undergraduates." Applied Linguistics Review 5, no. 1 (April 1, 2014): 73–97. http://dx.doi.org/10.1515/applirev-2014-0004.

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AbstractAs part of a larger longitudinal study, this paper examines the development of Chinese students' EFL learning motivation throughout university undergraduate study, in an increasingly globalized local context. The study adopted a social constructivist perspective of language learning and combined research methods; the participants were over 1,000 undergraduates from 5 universities. The quantitative data were collected through a questionnaire (based on Gao et al. 2004) including motivational intensity and motivation types – instrumental, cultural, and situational, implemented annually from university entrance to graduation. The qualitative data consisted of individual and group interviews, student journals, and observations. Integrated data analysis revealed that sustained high-level long-term instrumental motivations coexisted with an increase of L2- oriented cultural motivations and situational motivation, particularly in the first and fourth year. The increased L2-oriented cultural motivations indicated neither ``ntegrativeness'' in the sense of becoming a member of the native English speaker community, nor a culturally neutral ``global identity.'' The increase of such L2- oriented cultural motivations was also accompanied by a sustained ``social responsibility'' motivation oriented to learners' home culture. Such complexities of motivational development call for further investigation in increasingly globalized EFL contexts.

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Farmer, Mark, Anne-Marie McAlinden, and Shadd Maruna. "Sex Offending and Situational Motivation." International Journal of Offender Therapy and Comparative Criminology 60, no. 15 (September 26, 2016): 1756–75. http://dx.doi.org/10.1177/0306624x16668175.

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Reinermann, Jan, and Timothy Williams. "Motivational change in the perpetration of genocidal violence." Violence: An International Journal 1, no. 1 (April 2020): 144–65. http://dx.doi.org/10.1177/2633002420904283.

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While the study of perpetrators has benefited greatly from burgeoning work on motivations for participating in genocidal violence, there is a considerable gap regarding how these motivations change over time. This article draws on psychological theories to provide an approach to understanding such motivational change. In the interaction of situational and dispositional approaches, the article proposes that motivations derive from and are structured by hierarchies of needs and that these hierarchies can change through three processes of adaption within the hierarchy: motivation addition, motivation removal and hierarchy re-ordering. The article is primarily conceptual but draws on insights from various different cases in its development and illustrates the model with empirical examples of motivations for participating in genocidal violence.

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Shen, Bo, Ang Chen, Hope Tolley, and Kristin A. Scrabis. "Gender and Interest-Based Motivation in Learning Dance." Journal of Teaching in Physical Education 22, no. 4 (July 2003): 396–409. http://dx.doi.org/10.1123/jtpe.22.4.396.

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Guided by the interest-based motivation theory, this study examined the extent to which personal interest and situational interest accounted for boys’ and girls’ learning outcome in a middle school physical education dance unit. Personal and situational interests, physical activity intensity, and skill/knowledge outcome were measured in a random student sample (N = 57). Girls demonstrated higher personal interest in dance than the boys, but both groups were equally motivated with situational interest. Although the girls were not as physically active as boys, their skill/knowledge outcome measures were higher than those of the boys. It appears that gender may have little impact on the motivational effect of situational interest and that girls’ in-class learning might have higher quality than that of boys as a result of higher personal interest. The findings indicate that situational interest may motivate all students, but it is necessary to enhance personal interest in order for them to engage in quality learning.

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MUDIYANTUN, Yayan. "THE INVESTIGATION OF SITUATIONAL LEADERSHIP, AND WORK MOTIVATION ON KINDERGARDEN TEACHER PERFORMANCE." JKP | Jurnal Kepemimpinan Pendidikan 2, no. 1 (June 11, 2019): 193–204. http://dx.doi.org/10.22236/jkpuhamka.v2i1.3814.

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The purpose of this study was to investigate the influence of the principal's situational leadership on teacher performance; the influence of work motivation on teacher performance; and the influence of the principal's situational leadership on work motivation. The research employed a causal survey research and path analysis technique. The sample of 103 kindergarten teachers of Tanggerang regency was taken by using proportional random sampling. The results have shown that 1) Path coefficient value of the principal’s situational leadership and the teacher performance is 0.440 with the probability significance value ρx3x1 = 0.000. It means that the principal’s situational leadership has a significant effect on teacher performance. 2) Path coefficient value of work motivation and the teacher Performance is 0.166 with the probability significance value ρx3x1 = 0.005. It indicates that work motivation has a significant effect on teacher performance. 3) Path coefficient value of situational leadership and teacher work motivation is 0,598 with probability significance value ρx3x1 = 0.000. It implies that the principal’s situational leadership has a significant effect on work motivation. Based on the research findings, it can be inferred that leadership style has a major role to develop work motivation and performance that have a positive impact on the quality of individuals in an organization

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Umemoto, Takatoyo, and Tsutomu Inagaki. "Relationship between situational motivation and engagement." Proceedings of the Annual Convention of the Japanese Psychological Association 83 (September 11, 2019): 2A—081–2A—081. http://dx.doi.org/10.4992/pacjpa.83.0_2a-081.

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Wulandari, Gusti Ayu, Ika Barokah Suryaningsih, and Roshinta Meta Abriana. "CO-SHOPPER, MALL ENVIRONMENT, SITUATIONAL FACTORS EFFECTS ON SHOPPING EXPERIENCE TO ENCOURAGE CONSUMERS SHOPPING MOTIVATION." Jurnal Aplikasi Manajemen 19, no. 3 (September 1, 2021): 547–60. http://dx.doi.org/10.21776/ub.jam.2021.019.03.08.

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Motivation at a shopping Centres can be influenced by a pleasant shopping experience caused by other factors such as the role of companion, the shopping environment, and other situational factors. This study aims to determine the effect of co-shoppers, shopping environment, situational factors on shopping motivation through shopping experience in Jember Shopping Centres in the Covid-19 pandemic era. The population in this study are consumers who shop in all shopping Centres in Jember. The research sample is 125 respondents who are deemed sufficient to meet the requirements of the PLS analysis method of this study with purposive sampling methods. The results showed that the coshopper had no significant effect on the shopping experience; the shopping environment has a significant positive effect on the shopping experience; situational factors have no significant effect on the shopping experience. Co-shopper has a significant positive effect on shopping motivation. The shopping environment has no significant effect on shopping motivation. Situational factors have a significant positive effect on shopping motivation, and the Shopping Centre’s shopping experience has a significant positive effect on shopping motivation. Shopping Centres managers need to create an attractive and comfortable shopping environment to provide a pleasant shopping experience. Meanwhile, to increase shopping motivation, managers need to consider creating a comfortable atmosphere for coshoppers and creating co-conducive situational factors in increasing consumer shopping motivation in the shopping Centres they lead.

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Koniswara, Sanjung, and Tri Suris Lestari. "GAYA KEPEMIMPINAN SITUASIONAL TERHADAP MOTIVASI KERJA KARYAWAN PADA PT GARUDA INDONESIA (PERSERO) TBK CABANG KUPANG." EKOBIS : Jurnal Ilmu Manajemen dan Akuntansi 7, no. 1 (June 21, 2019): 1–15. http://dx.doi.org/10.36596/ekobis.v7i1.69.

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Based on Kompas news, it is known that several pilots who are members of the Garuda Pilot Association (APG) conducted a strike because of management problems. Employees (pilots) assume that management always makes unilateral decisions on every policy made. This study aims to determine the effect of situational leadership style on employee work motivation at PT Garuda Indonesia (Persero) Tbk Kupang Branch. The independent variable under study is the situational leadership style (X), while employee work motivation (Y) as the dependent variable is examined. Situational leadership style variables are measured using indicators of instruction, consultation, participation, and delegation. The variable work motivation of employees is measured by using indicators of willingness to assume responsibility, achievement motivation, and engagement. This study uses a sample of 25 respondents, namely the executive employee of PT Garuda Indonesia (Persero) Tbk Kupang Branch. While sampling uses a saturated sampling technique. The data used are primary data and secondary data collected through questionnaires and observations. The results of this study based on the results of the correlation analysis/relationship between situational leadership style and employee work motivation obtained a correlation value of 0.677 which is classified as positive and strong. The results of simple linear regression analysis obtained the equation Y = 31.931 + 0.599X, X regression coefficient of 0.599 states that every 1% increase in the value of situational leadership style, the motivation value increases by 0.599. The t-test shows that situational leadership style (variable X) partially proved to have a positive effect on employee work motivation (variable Y). The magnitude of the influence of situational leadership on employee motivation is 45.9%, while 54.1% is influenced by other factors such as the desire to live, the desire for a position, the desire for power and the desire for recognition, which is not examined by the researcher. Based on the results of the data analysis, it is suggested that in increasing employee work motivation, it is necessary to have guidance and training in the field of tasks as well as increased motivation related to the needs of employees both internally and externally. For other researchers, it is expected that they can expand the object of their research and not only limited to the PT Garuda Indonesia (Persero) Tbk Kupang Branch but can be done in other institutions related to the objectivity of employee motivation. Keyword : situational leadership, motivation, employees

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Ortner, Tuulia M., Eva Weißkopf, and Tobias Koch. "I Will Probably Fail." European Journal of Psychological Assessment 30, no. 1 (May 1, 2014): 48–56. http://dx.doi.org/10.1027/1015-5759/a000168.

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We investigated the effects of computerized adaptive testing (CAT) versus computerized fixed item testing (FIT) of reasoning ability on current motivation in terms of situational fear of failure and subjective probability of success, as well as flow. A group of 174 students (aged 15–21) from two German secondary schools was presented either a CAT or a FIT version of a matrices test; motivational variables were assessed during a short break in testing. More situational fear of failure and less subjective probability of success were reported using CAT compared to FIT. Self-reported flow did not differ between test mode conditions. When we addressed the hypothesis that adaptive testing is equally motivating for both high and lower performers, test performance appeared to moderate the relationship of test mode and subjective probability of success: Only during FIT was subjective probability of success higher with lower test performance. This moderation effect was also revealed for the relationship of test mode and flow. However, as average reported motivation was lower during CAT, results contradict assumptions of enhanced motivation during CAT. Results are discussed in relation to self-concept relevance of testing domains and with reference to test fairness.

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Haerens, Leen, Christa Krijgsman, Athanasios Mouratidis, Lars Borghouts, Greet Cardon, and Nathalie Aelterman. "How does knowledge about the criteria for an upcoming test relate to adolescents’ situational motivation in physical education? A self-determination theory approach." European Physical Education Review 25, no. 4 (July 22, 2018): 983–1001. http://dx.doi.org/10.1177/1356336x18783983.

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Students’ knowledge about the criteria for an upcoming test is a crucial component of assessment quality. Grounded in self-determination theory, we investigated whether knowledge about the criteria for an upcoming test related to students’ situational motivation and experienced anxiety during physical education (PE). We also examined whether these relations were: (a) mediated by need-based experiences; and (b) moderated by teachers’ motivating style. Participants were 659 students (55.54% boys, 44.46% girls, mean age 14.72 years, standard deviation = 0.94) out of 40 classes from 32 schools taught by 39 different PE teachers. Analyses through multilevel structural equation modeling showed that students with more knowledge about the criteria for an upcoming test valued and enjoyed the lesson more (i.e. autonomous motivation), and felt less aloof (i.e. amotivation). Relations between knowledge about the criteria and students’ situational motivation were mediated by experienced need satisfaction. Specifically, students who had more knowledge about the criteria for an upcoming test felt more in charge of their learning process (i.e. autonomy satisfaction), felt more effective in reaching their goals (i.e. competence satisfaction) and felt more connected to the teacher (i.e. relatedness satisfaction). Although relations between knowledge about the criteria and students’ motivation were not moderated by teachers’ motivating style, teachers’ motivating style displayed independent relations with students’ motivation. Implications for assessment quality and students’ motivation in PE are discussed.

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Remmele, Martin, and Andreas Martens. "Using stereoscopic visualizations as templates to construct a spatial hands-on representation—is there a novelty effect?" Advances in Physiology Education 43, no. 1 (March 1, 2019): 93–98. http://dx.doi.org/10.1152/advan.00180.2018.

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Sculpting representations of human organs out of modeling clay is an acknowledged method of teaching anatomical structures. Because of its potential to provide detailed spatial information, stereoscopic imagery can be understood to function as a suitable template for such sculpting tasks. Currently, it is unknown whether the advantages of stereoscopic images for modeling structures result from enhanced depth impression alone, or whether task performance is impacted by factors such as situational intrinsic motivation and perceived competence while sculpting a human organ using stereoscopic imagery as template. To clarify these queries, 35 eighth-grade students constructed a representation of the nasal cavity consisting of modeling clay. After the working phase, their situational intrinsic motivation and their perceived competence were assessed by a paper-and-pencil test and then analyzed, as was the elaboration of the sculpted representations. A control group with 38 students working with nonstereoscopic visualizations functioned as a counterpart. Stereoscopic imagery outperformed nonstereoscopic imagery concerning the accuracy in elaborating structures within the representations. However, there was no difference between situational intrinsic motivation and perceived competence in the context of using the digital template for forming the representations. Within the cohort working with nonstereoscopic imagery, situational intrinsic motivation was correlated with task performance. In contrast, within the cohort working with stereoscopic imagery, there was no relation concerning this. The findings show that depth impression due to stereoscopic imagery can be utilized to construct template-close representations, independently of situational feelings. This independence from situational sensitivities indicates that low situational intrinsic motivation will not condemn students to poor task performance.

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Wang, Yanxia, Chih-Chieh Chen, Luo Lu, Robert Eisenberger, and Patricia Fosh. "Effects of leader–member exchange and workload on presenteeism." Journal of Managerial Psychology 33, no. 7/8 (November 12, 2018): 511–23. http://dx.doi.org/10.1108/jmp-11-2017-0414.

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PurposeThe purpose of this paper is to promote a wider understanding of the importance of distinguishing between presenteeism behavior and its motivation and between the avoidance and approach dimensions of motivation, and to rectify the neglect of presenteeism’s antecedents (in particular, situational ones). It develops a theoretical model that explains how situational antecedents affect presenteeism – conventionally defined as attending work while ill.Design/methodology/approachAn ordinary least-squares regression-based path analysis is employed to analyze the findings of a sample of 277 employees in service organizations in southwestern China.FindingsFindings demonstrate that the situational factor, leader–member exchange (LMX), is positively related to the approach dimension of presenteeism motivation and that of workload moderates the positive link between presenteeism motivation and behavior, such that employees who experience higher workload more frequently display presenteeism behavior.Practical implicationsFindings suggest that managers should be prudent when developing relationships with their subordinates and consider the ways in which they may most effectively encourage employees to support their organization.Originality/valueThis is the first study to consider LMX and workload as situational antecedents of presenteeism motivation and behavior.

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Harsono, Anastasia Dessy, Ratna Indrawati, and Idrus Jus'at. "Situational Leadership Style Supports the Performance of Doctors in the Military Based Hospital." European Journal of Business and Management Research 6, no. 2 (March 31, 2021): 118–26. http://dx.doi.org/10.24018/ejbmr.2021.6.2.780.

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The doctor's performance played an important role in achieving the vision and mission of a hospital. Many factors affected performance, including leadership style, work environment, organizational learning, work motivation, work discipline and so on. This study aimed to analyze the influence of situational leadership style, work environment, organizational learning, and work motivation on performance. The research design used was quantitative analytic research with a causality approach. The data source was obtained in the form of primary data. Samples were a total sampling. Data analysis using Structural Equation Modeling (SEM) - AMOS. The results of the research were situational leadership style, work environment, organizational culture and work motivation partially or simultaneously had a positive and significant effect on the performance of general practitioners. The findings of the study were that the situational leadership style and work environment had a positive and significant effect on organizational culture, work motivation and performance of general practitioners. The direct influence of the situational leadership style on the performance of general practitioners was greater than the work environment, organizational culture, and work motivation.

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Jaakkola, Timo Tapio, Arja Sääkslahti, Sami Yli-Piipari, Mika Manninen, Anthony Watt, and Jarmo Liukkonen. "Student Motivation Associated With Fitness Testing in the Physical Education Context." Journal of Teaching in Physical Education 32, no. 3 (July 2013): 270–86. http://dx.doi.org/10.1123/jtpe.32.3.270.

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The purpose of the study was to analyze students’ motivation in relation to their participation in fitness testing classes. Participants were 134 Finnish Grade 5 and 8 students. Students completed the contextual motivation and perceived physical competence scales before the fitness testing class and the situational motivation questionnaire immediately after the class. During the fitness test class, abdominal muscle endurance was measured by curl-up test, lower body explosive strength and locomotor skills by the five leaps test, and speed and agility by the Figure 8 running test. For the fitness testing class, students reported higher scores for intrinsic motivation, identified motivation, and amotivation than in their general physical education program. The result of the path analysis showed physical fitness was positively related to perceived physical competence. In addition, perceived competence was found to be a positive predictor of situational intrinsic motivation, but not of other forms of situational motivation. Significant path coefficients in the model ranged from −.15 to .26.

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Ding, Haiyong, Haichun Sun, and Ang Chen. "Impact of Expectancy-Value and Situational Interest Motivation Specificity on Physical Education Outcomes." Journal of Teaching in Physical Education 32, no. 3 (July 2013): 253–69. http://dx.doi.org/10.1123/jtpe.32.3.253.

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To be successful in learning, students need to be motivated to engage and learn. The domain-specificity motivation theory articulates that student motivation is often determined by the content being taught to them. The purpose of this study was to extend the theory by determining domain-specificity of situational interest and expectancy-value motivation in terms of engagement and achievement outcomes in physical education. A random student sample (N = 346) from eight Chinese middle schools provided data of situational interest, expectancy-value, engagement, and knowledge and skills acquired. Results from correlation, regression, and structural equation model analyses revealed causal inferences demonstrating differentiated effects of motivation components on the outcome measures: task values were specific to knowledge outcome, expectancy beliefs to skills, and situational interest to engagement. The findings imply that physical educators need to adopt motivation strategies compatible to specific learning outcomes to maximize student motivation for engagement and achievement.

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Majidah, Yuniz, Ike Kusdyah Rachmawati, and Tin Agustina Karnawati. "PENGARUH GAYA KEPEMIMPINAN SITUASIONAL DAN MOTIVASI KERJA TERHADAP KINERJA GURU DENGAN KEPUASAN KERJA SEBAGAI VARIABEL MODERASI." Jurnal Ilmiah Bisnis dan Ekonomi Asia 14, no. 2 (August 8, 2020): 105–12. http://dx.doi.org/10.32812/jibeka.v14i2.173.

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The principal should have caring to improving the quality of education. Such caring should be demonstrated with the will and ability to develop themselves optimally, so the teachers and education personnel can improve their performance. The teacher's performance is influenced by several factors are situational leadership style, work motivation and job satisfaction.The purpose of this research is to know and analyse the influence of situational leadership style, job motivation, and job satisfaction on the teacher's performance, the influence of situasional leadership style and job motivation to the performance of teachers moderated in job satisfaction. The population of this research is the teachers of accredited pre-primary school in Singaraja Cit Bali. The data collection techniques in this research are the observation and distribution of questionnaires. This research uses data analysis methods using SmartPLS software. The results showed that the situational leadership style, job motivation, and job satisfaction affects the teacher’s performance of the accredited pre-primary schools in Singaraja City Bali, and the situational leadership style, and job motivation have no effect the teacher’s performance who are moderated job satisfaction at the pre-primary school accredited in Singaraja City Bali.

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Bumpus, Minnette A., Sharon Olbeter, and Saundra H. Glover. "Influences of Situational Characteristics on Intrinsic Motivation." Journal of Psychology 132, no. 4 (July 1998): 451–63. http://dx.doi.org/10.1080/00223989809599279.

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Ratelle, Catherine F., Mark W. Baldwin, and Robert J. Vallerand. "On the cued activation of situational motivation." Journal of Experimental Social Psychology 41, no. 5 (September 2005): 482–87. http://dx.doi.org/10.1016/j.jesp.2004.10.001.

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Dohn, Niels B., Peter T. Madsen, and Hans Malte. "The situational interest of undergraduate students in zoophysiology." Advances in Physiology Education 33, no. 3 (September 2009): 196–201. http://dx.doi.org/10.1152/advan.00038.2009.

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Situational interest has been identified as an important motivational variable that has an impact on students’ academic performances, yet little is known about how the specific variable of the learning environment might trigger students’ situational interest. The purpose of this study was to investigate sources that stimulate the interest of students in an undergraduate course in zoophysiology. Observations, informal conversational interviews, and responses to a survey were used to identify sources of interest. Five situational variables and one predominantly individual variable are documented to influence the catching of interest of students. The situational variables are live animals, “Ah-ha!” experiences, meaningfulness, social involvement, and humor, whereas the predominantly individual variable is background knowledge. We conclude that the situational variables are largely under the control of the faculty and should be considered when planning instruction. By focusing on the enhancement of situational interest in physiology lessons, faculty members can find ways to foster students’ involvement in specific content areas and increase levels of academic motivation.

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Barbuto, John E., and Richard W. Scholl. "Leaders' Motivation and Perception of Followers' Motivation as Predictors of Influence Tactics Used." Psychological Reports 84, no. 3_suppl (June 1999): 1087–98. http://dx.doi.org/10.2466/pr0.1999.84.3c.1087.

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This description and test of motivation as a dispositional and situational variable for predicting leaders' influence tactics was based on 83 leader-member dyads sampled from a national restaurant chain. Results support a dispositional perspective, as leaders' sources of motivation best predicted their behaviors. Hypothesized relationships between motivation and leaders' influence tactics were also well supported.

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Prusak, Keven A., Darren C. Treasure, Paul W. Darst, and Robert P. Pangrazi. "The Effects of Choice on the Motivation of Adolescent Girls in Physical Education." Journal of Teaching in Physical Education 23, no. 1 (January 2004): 19–29. http://dx.doi.org/10.1123/jtpe.23.1.19.

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This study examined the motivational responses of adolescent girls in the physical education setting to having choices of walking activities. Seventh and 8th grade girls (N = 1,110) in 42 intact physical education classes participated in this study. Classes were randomly assigned to choice (n = 21) and no-choice (n = 21) groups. Participants’ situational and contextual motivation was assessed using the Situational Motivation Scale (SIMS) and the Sport Motivation Scale for PE (SMSPE). The SIMS was administered every 3 days during the intervention. The SMSPE was administered as the pre- and posttest. Significant differences indicated that the choice group (a) was more intrinsically motivated, (b) had higher identified regulation, (c) experienced less external control, and (d) was less amotivated. Moderate to large effect sizes were noted. A significant difference in amotivation at the contextual level was noted. Results suggest that adolescent female PE students may be more motivated if given choices. The notion of emerging adult attitudes is presented and explored.

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Kotkas, Tormi, Jack Holbrook, and Miia Rannikmäe. "A THEORY-BASED INSTRUMENT TO EVALUATE MOTIVATIONAL TRIGGERS PERCEIVED BY STUDENTS IN STEM CAREER-RELATED SCENARIOS." Journal of Baltic Science Education 16, no. 6 (December 15, 2017): 836–54. http://dx.doi.org/10.33225/jbse/17.16.836.

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Students’ lack of motivation in learning school science has been recognized as a problem, due to its negative impact on students´ STEM-related career choices. For supporting students´ motivation to study science, the use of an introduction which sets the scene, sometimes called a scenario, has been recommended. Although scenarios, which introduce STEM-related careers in an everyday life problem solving context, are seen as useful tools for the teachers, they are not automatically guaranteed to be motivating to students. The current research aims to develop an empirically tested and validated instrument to measure the impact of context-based scenarios, through evaluating perceived motivational triggers such as relevance, interest and enjoyment by 7th grade students. An analysis of students´ responses showed that the test scenario was able to trigger mostly situational interest toward the topic of energetics. Only a small number of students indicated motivation to take the learning of this topic further. Keywords: STEM-related careers, STEM career-related scenarios, science teaching materials, motivational triggers, instrument evaluation.

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Conroy, David E., Miranda P. Kaye, and J. Douglas Coatsworth. "Coaching Climates and the Destructive Effects of Mastery-Avoidance Achievement Goals on Situational Motivation." Journal of Sport and Exercise Psychology 28, no. 1 (March 2006): 69–92. http://dx.doi.org/10.1123/jsep.28.1.69.

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The present research tested a model of social-cognitive influences on situational motivation (i.e., youths’ reasons for participating in sport at a given moment in time) via youths’ 2 × 2 achievement goals. Boys and girls (N = 165) participating in a summer swim league completed measures of their achievement goals and situational motivation on multiple occasions during a 6-week period; they also rated the coaching climate at the end of the season. All Situational Motivation Scale responses exhibited acceptable levels of longitudinal factorial invariance. Latent growth curve analyses revealed that intrinsic motivation and identified regulation did not appear to change over the course of the season; however, external regulation and amotivation increased significantly during that period. Youths’ perceptions of an avoidance-oriented coaching climate predicted corresponding residualized change in their own achievement goals over the season. Additionally, residualized change in youths’ mastery-avoidance goals (i.e., focus on avoiding self-referenced incompetence) was positively linked to the rate at which external regulation and amotivation scores changed.

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Johnson, Tyler G., Keven A. Prusak, Todd Pennington, and Carol Wilkinson. "The Effects of the Type of Skill Test, Choice, and Gender on the Situational Motivation of Physical Education Students." Journal of Teaching in Physical Education 30, no. 3 (July 2011): 281–95. http://dx.doi.org/10.1123/jtpe.30.3.281.

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The purpose of this study was to examine the effects of (a) skill test type, (b) choices, and (c) gender on the situational motivation profiles of adolescents during skill testing in physical education. Participants were 507 students (53% male) aged 12–16 years (M = 13.87; SD = 0.94) attending a suburban junior high school in a western state in the U.S. All participants experienced either a norm-referenced, summative or a criterion-referenced, formative skill test with or without choices. The Situational Intrinsic Motivation Scale (SIMS) was administered to assess situational motivation. A 2 (test type) × 2 (choice) × 2 (gender) MANOVA was used to test for significant differences on each of the four SIMS indices. Significant test type and gender and a significant test type by gender interaction were found. These findings suggest practitioners should use criterion-referenced, formative skill tests especially when teaching girls in physical education.

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Bar-Tal, Yoram. "FOLLOWERS' PHENOMENOLOGICAL FIELD AS AN EXPLANATORY FRAMEWORK TO FIEDLER'S SITUATIONAL FAVORABILITY DIMENSION." Social Behavior and Personality: an international journal 19, no. 3 (January 1, 1991): 165–75. http://dx.doi.org/10.2224/sbp.1991.19.3.165.

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Fiedler's contingency model (FCM) is based on the assumption that the interaction between leader's characteristics (leader's LPC) and the controllability of the situation determines followers’ productivity. The present paper, based on Lewinian analysis, suggests that followers' productivity is determined by followers' goals and motivations. These goals and motivation are partially determined by the situation and partially by the followers' perception of the situation. The leader is only a part of this. To demonstrate this claim a role play study was conducted. Subjects received a description of a leader (high or low LPC) and information about the followers' motivation in the situation. Four sets of situational conditions, characterized by octants 1, 4, 5 and 8 of the FCM were used. The dependent variable consisted of subjects' predictions of followers' productivity. It was hypothesized that the correlations between the projected group's productivity and leader's LPC would not be lower those that obtained by Fiedler, although the situational variables were replaced by information about followers'motivation. The hypothesis was confirmed.

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Trémeau, Fabien, Jennifer Goldman, Daniel Antonius, and Daniel C. Javitt. "Inpatients with schizophrenia report impaired situational motivation but intact global and social motivation." Psychiatry Research 210, no. 1 (November 2013): 43–49. http://dx.doi.org/10.1016/j.psychres.2013.05.031.

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Schoel, Christiane, Katharina Zimmer, and Dagmar Stahlberg. "The Spatial Power Motivation Scale: A Semi-Implicit Measure of Situational Power Motivation." Journal of Personality Assessment 97, no. 1 (May 9, 2014): 66–80. http://dx.doi.org/10.1080/00223891.2014.914524.

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Locher, Franziska Maria, Sarah Becker, and Maximilian Pfost. "The Relation Between Students’ Intrinsic Reading Motivation and Book Reading in Recreational and School Contexts." AERA Open 5, no. 2 (April 2019): 233285841985204. http://dx.doi.org/10.1177/2332858419852041.

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In comparison with younger children, older students tend to be less motivated to read. A literature class that fails to motivate students is one aspect that has often been discussed in this regard. Using data from 405 German ninth graders, we examined how students’ book reading is related to intrinsic situational and intrinsic habitual reading motivation in and out of school. The books that students reported to have read were characterized by LIX readability and text type. Our results first showed that recreational reading motivation exceeded school reading motivation. Second, the reading of classic literature was a negative predictor of intrinsic situational reading motivation. Third, in the school context, students who read more difficult books were less motivated to read them. Fourth, analyses showed that individual book-reading experiences were linked to intrinsic habitual reading motivation. We discuss practical implications for book reading in and out of the literature class.

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Ferencz-Flatz, Christian. "Fundierung und Motivation." Phänomenologische Forschungen 2011 2011, no. 1 (2011): 111–32. http://dx.doi.org/10.28937/1000107823.

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In several of his early lectures and also in Being and Time, Heidegger rejects the traditional conception of “cultural objects” as objects comprising a primary layer of natural thing-reality and a secondary, subjective layer of value, opposing it a concept of “meaningfulness” as an immediate sense structure of situational life-experience. In opposition to the traditional concept, often associated in a more or less overt fashion with Husserl himself, Heidegger stresses that the foundational relationship we are dealing with here is actually directed the other way around: meaningfulness is not founded in natural reality, but instead the latter already presupposes the former. The present article aims to question this heideggerian critique by analyzing the concept of „foundation“ employed by Husserl and by tracing it’s evolution from the Logical Investigations to several later notations from the 1930’s, in order to obtain a more nuanced understanding of the term.

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Liu, Wenxi, Nan Zeng, Zachary C. Pope, Daniel J. McDonough, and Zan Gao. "Acute Effects of Immersive Virtual Reality Exercise on Young Adults’ Situational Motivation." Journal of Clinical Medicine 8, no. 11 (November 12, 2019): 1947. http://dx.doi.org/10.3390/jcm8111947.

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The development of innovative technology, such as virtual reality (VR), has provided opportunities for promoting physical activity (PA) in a fun and engaging manner. The purpose of this study was to examine differences in young adults’ situational motivation (SM) among immersive VR, non-immersive VR, and traditional stationary cycling sessions. In all, 49 healthy college students (35 females; Mage = 23.6 years, SD = 3.4; M%BF = 24.0%, SD = 7.5) completed three separate 20 min cycling sessions: (1) immersive VR cycling; (2) non-immersive VR cycling; and (3) traditional cycling. Participants’ SM was assessed via the situational motivation scale, which included four subconstructs: intrinsic motivation, identified regulation, external regulation, and amotivation. Repeated measures ANOVAs indicated significant differences for situational motivation between cycling sessions (F (2, 96) = 4.74–53.04, p < 0.01, ηp2 = 0.090–0.525). Specifically, participants elicited the highest level of intrinsic motivation in immersive VR cycling compared to the other two sessions. Moreover, participants in both immersive VR and traditional cycling showed greater identified regulation than the non-immersive VR session. Furthermore, participants showed greater external regulation compared to the immersive VR session. In addition, greater amotivation was observed in non-immersive VR compared to the immersive VR session. Findings suggested that immersive VR exercise has the potential to be an attractive exercise alternative, possibly promoting greater PA participation and adherence among young adults.

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Manik, Ester, and Iwan Sidharta. "The Impact of Motivation, Ability, Role Perception on Employee Performance and Situational Factor as Moderating Variable of Public Agency in Bandung, Indonesia." INTERNATIONAL JOURNAL OF MANAGEMENT SCIENCE AND BUSINESS ADMINISTRATION 3, no. 4 (2017): 65–73. http://dx.doi.org/10.18775/ijmsba.1849-5664-5419.2014.34.1008.

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This study aims to determine the effect of MARS model consists of motivation, ability, role perception and situational factors on employee performance. The research was conducted on two public sectors of government with a sample of 83 people. Methods of explorative research are used with the aim of predicting the contribution of MARS Model to employee performance. This research uses structural equation modeling partial least square. The result shows MARS model has a significant effect on employee performance with the motivation variable is the biggest contribution to the employee performance. The results also show that situational factors are proven to mediate employee performance.

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Biles, Melissa L., Jan L. Plass, and Bruce D. Homer. "Designing Digital Badges for Educational Games." International Journal of Gaming and Computer-Mediated Simulations 10, no. 4 (October 2018): 1–19. http://dx.doi.org/10.4018/ijgcms.2018100101.

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Findings from two studies on the design of digital badges for a middle school geometry game and their impact on motivational and cognitive learning outcomes are reported. Study 1 compared the effect of badges in the game to a group with no badges. Badges did not increase posttest performance for all. Learners with high situational interest performed better with badges, learners with low situational interest performed worse with badges. Study 2 compared mastery goal orientation badges with performance goal orientation badges. The interaction of condition and situational interest from Study 1 was replicated. Furthermore, students receiving performance badges performed better on the posttest than students in the mastery badges condition; the no-badges condition was not different from either of the other conditions. Results suggest badges do not always help in educational video games: Types of badges interact with students' interest and motivation to affect learning outcomes.

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Grao-Cruces, Alberto, Alejandro Racero-García, David Sánchez-Oliva, David Blanco-Luengo, Alberto Nuviala, and Tomás García-Calvo. "Associations between Weight Status and Situational Motivation toward Fitness Testing in Physical Education: The Mediator Role of Physical Fitness." International Journal of Environmental Research and Public Health 17, no. 13 (July 4, 2020): 4821. http://dx.doi.org/10.3390/ijerph17134821.

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Background: This article examines the differences in situational motivation toward fitness testing in physical education classes between non-overweight and overweight students, as well as the mediator effect of objective and perceived physical fitness on the relationship between weight status and motivation toward fitness testing. Methods: A total of 534 adolescents (298 boys, 55.80%) participated in the study. Perceived physical fitness and situational motivation toward fitness testing were measured through questionnaires, whereas weight status and physical fitness were objectively measured. Results: Overweight students had lower intrinsic motivation (p < 0.001), and higher external regulation (p < 0.01) and amotivation (p < 0.05) during fitness testing in a physical education class than their non-overweight peers. The influence of being overweight on motivation regulations toward fitness testing was mediated by objective physical fitness level for intrinsic motivation (B = −0.140), external regulation (B = 0.104) and amotivation (B = 0.146). Perceived physical fitness was also used as a second mediator between weight status and intrinsic motivation (B = −0.117). Conclusions: Strategies to improve objective and perceived physical fitness in overweight students are necessary to increase self-determined motivation during fitness testing in physical education lesson.

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Roure, Cédric, and Denis Pasco. "Exploring situational interest sources in the French physical education context." European Physical Education Review 24, no. 1 (August 11, 2016): 3–20. http://dx.doi.org/10.1177/1356336x16662289.

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Based on the framework of interest, studies have shown that situational interest possesses strong motivation potential for students in physical education. Understanding how teachers can use situational interest in a classroom context is critical to motivate students. However, such investigations have been exclusively conducted in the United States and little is known about situational interest in other contexts. Grounded specifically in the French physical education curriculum, the purpose of this study was to investigate the relationships between the five situational interest sources (instant enjoyment, exploration intention, attention demand, challenge and novelty) and total interest, to demonstrate which sources could be related to total interest and to determine possible mediators’ effects among sources. Students ( n = 601; Mage = 14.37; range 11–18 years; SD = 1.96; 51.4% boys) from 25 classes in six secondary schools participated in the study. They responded to the French situational interest scale after practising learning tasks in regular physical education lessons. On the basis of multiple-regression and mediation analyses, a structural equation model was formed to map out the meaningfulness of the relationships among situational interest sources and the total interest. Our results showed that instant enjoyment and exploration intention have direct and positive effects on total interest. In addition, these sources mediated the effects from attention demand and challenge toward the total interest. These results indicated that an effective way to motivate students in physical education is to build motivational components into the course content, especially those which enhance situational interest.

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Gao, Zan. "Motivated but Not Active: The Dilemmas of Incorporating Interactive Dance into Gym Class." Journal of Physical Activity and Health 9, no. 6 (August 2012): 794–800. http://dx.doi.org/10.1123/jpah.9.6.794.

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Background:Dance Dance Revolution (DDR) is considered a tool to help children promote a healthy active lifestyle. Empirical studies in this field have been largely unexplored. The purpose of this study was to examine the relationships between students’ mastery experiences, situational motivation, and physical activity levels in DDR.Methods:One hundred and ninety-five seventh, eighth, and ninth graders participated in a 2-week DDR unit. Students’ physical activity levels and situational motivation [intrinsic motivation (IM), identified regulation (IR), external regulation, and amotivation) were measured for 3 classes.Results:Students were motivated to play DDR, but their moderate-to-vigorous physical activity (MVPA) was low (ie, mean = 4.95%). In addition, students with successful mastery experiences had significantly higher IM, IR, and MVPA.Conclusions:Although students were motivated for DDR, they were not physically active in DDR. In addition, successful mastery experience played an important role in students’ motivation and physical activity levels in DDR.

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Rovai, Alfred P., Michael K. Ponton, M. Gail Derrick, Nancy Rhea Wiggers, and Jenny Sue Flannagan. "An Exploration of Attitudinal and Situational Factors Related to Intrinsic Motivation and Autonomy in Teacher Education Students." International Journal of Education 12, no. 1 (March 7, 2020): 99. http://dx.doi.org/10.5296/ije.v12i1.16160.

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Teachers who are autonomous in their learning are able to serve as both role models and facilitators of autonomy in their students. Because the manifestation of autonomy in pursuit of individual learning goals often spurs intrinsic motivation, this study used multiple correlation analysis in order to determine how well attitudinal and situational factors in teacher education students (N = 320) were related to intrinsic motivation as a proxy measure for learner autonomy. The attitudinal factors used were three components of extrinsic motivation, amotivation, classroom community, school community, and self-esteem; the situational factors were student status (undergraduate or graduate) and course type (online or face-to-face). Study results suggest that the most important factors related to intrinsic motivation are the three types of regulation associated with extrinsic motivation, graduate student status, enrollment in an online course, and self-esteem. In particular, online students were more intrinsically motivated than face-to-face classroom students. Possible explanations for this result are that (a) students with greater levels of intrinsic motivation self-select online versus face-to-face courses or (b) online instructors, course design, and pedagogy are better able to strengthen intrinsic motivation (and, by assumption, learner autonomy) in students.

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Ho, Jordan L., Deborah M. Powell, Pat Barclay, and Harjinder Gill. "The Influence of Competition on Motivation to Fake in Employment Interviews." Journal of Personnel Psychology 18, no. 2 (April 2019): 95–105. http://dx.doi.org/10.1027/1866-5888/a000222.

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Abstract. Many applicants fake, or intentionally misrepresent information, in employment interviews. Recent theories of faking propose that applicants may fake more when there are situational cues that signal intense competition for the job. We tested this proposition by manipulating the number of competitors and selection ratio in selection scenarios, and assessed individuals’ faking intentions. We also examined whether Honesty-Humility moderated the relation between competition and faking intentions. Hypotheses were tested using a between-subjects study with 775 participants. Results show that faking intentions increased with few competitors and a small selection ratio. Honesty-Humility did not moderate the relation between competition and faking intentions. Findings support competition as a situational predictor of faking intentions, lending support to models of faking.

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Diwiyani, Dini, and Alit Sarino. "GAYA KEPEMIMPINAN SITUASIONAL KEPALA SEKOLAH DAN MOTIVASI KERJA GURU SEBAGAI DETERMINAN KINERJA GURU." Jurnal MANAJERIAL 17, no. 1 (January 27, 2018): 83. http://dx.doi.org/10.17509/manajerial.v17i1.9763.

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Penelitian ini bertujuan untuk menganalisis pengaruh gaya kepemimpinan situasional kepala sekolah dan motivasi kerja guru terhadap kinerja guru. Metode penelitian menggunakan metode survey. Teknik pengumpulan data menggunakan angket model rating scale dengan skor yang terentang antara 1 sampai dengan 5. Responden adalah 66 guru Sekolah Menengah Kejuruan Negeri 11 di Kota Bandung. Teknik analisis data menggunakan regresi. Hasil penelitian menunjukkan gaya kepemimpinan situasional dan motivasi kerja berpengaruh positif dan signifikan terhadap kinerja guru, baik secara parsial maupun secara simultan. Dengan demikian kinerja guru dapat ditingkatkan melalui peningkatan gaya kepemimpinan situiasional kepala sekolah dan motivasi kerja guru. The purpose of this study was to analyze the influence of principals’ situational leadership style and teachers’ motivation on teachers’job performance. The research method used survey method. Data collection techniques used a rating scale questionnaire with scores ranging from 1 to 5. Respondents are 66 teachers of State Vocational High School 11 in Bandung. Data analysis technique using regression. The results showed that situational leadership style and job motivation have a positive and significant influence on teachers’ job performance, either partially or simultaneously. Thus the performance of teachers can be improved through improving the principals’ situational leadership style and teachers’ motivation.

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Sulichka, Ilona. "Theoretical-Pragmatic Overview of Learning Motivation." Педагогически форум 7, no. 3 (2019): 50–58. http://dx.doi.org/10.15547/pf.2019.020.

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The article discusses the motivation to learn as a part of the subject-subject pedagogical interaction. It is presented as an active multifaceted pedagogical, psycho-age and social problem. And also as a problem related to the overall development of school education. The problem of motivation in the school environment is considered theoretically. On this basis, references are made to the various practical situational models proposed in the scientific literature. Motivation is shaped as a specific problem area that is directly related to the school environment; the intellectual and cognitive development of the student; methodical and didactic skills of the teacher.

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ARIANI, Dorothea Wahyu. "WHY DO I STUDY? THE MEDIATING EFFECT OF MOTIVATION AND SELF-REGULATION ON STUDENT PERFORMANCE." Business, Management and Education 14, no. 2 (December 29, 2016): 153–78. http://dx.doi.org/10.3846/bme.2016.329.

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The present study is designed to improve understanding of personal and situational effects on academic performance. This study examines relationship between flexible assessment system and academic performance mediated by self-regulation and academic motivation. This study also investigates moderated gender as a variable on the relationship models. A sample of 326 students of economics and business program were participated in the current study. The results indicate that academic motivational construct is a strong predictor of students’ self-regulation in learning and academic performance. Self-regulation mediates relationship between students’ academic motivation and students’ academic performance. Academic motivation and self-regulation also mediate the relationship between flexible assessment system and self regulation. The results also indicate that flexible assessment system does not have a direct relation with performance. These results are discussed with regard to the relevance of flexible assessment system, academic motivation, and self-regulation in increasing academic performance.

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Garn, Alex C. "Multidimensional Measurement of Situational Interest in Physical Education: Application of Bifactor Exploratory Structural Equation Modeling." Journal of Teaching in Physical Education 36, no. 3 (July 2017): 323–39. http://dx.doi.org/10.1123/jtpe.2017-0035.

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Multidimensional measurement is a common theme in motivation research because many constructs are conceptualized as having an overarching general factor (e.g., situational interest) and specific dimensions (e.g., attention demand, challenge, exploration intention, instant enjoyment, novelty). This review addresses current issues associated with the multidimensional measurement of situational interest in elementary physical education (PE) and illustrates the application and benefits of bifactor exploratory structural equation modeling (ESEM). I perform secondary analysis on a large, previously published data set used to provide validation support for the Situational Interest Scale for Elementary PE. Findings clearly demonstrate the advantages of capturing the multidimensional nature of situational interest using bifactor ESEM. Specifically, a more accurate measurement model of situational interest is reproduced using bifactor ESEM compared with other techniques such as first-order and second-order confirmatory factor analysis. There is empirical support for an overall general factor of situational interest when using the Situational Interest Scale for Elementary PE, however, examining the five dimensions of situational interest as unique factors after accounting for the general factor does not appear warranted.

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Dubnjakovic, Ana. "Information Seeking Motivation Scale development: a self-determination perspective." Journal of Documentation 73, no. 5 (September 11, 2017): 1034–52. http://dx.doi.org/10.1108/jd-03-2017-0032.

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Purpose Using self-determination motivation theory as a theoretical framework, the purpose of this paper is to examine information seeking motivation at the domain level in higher education setting. Design/methodology/approach Confirmatory factor analysis was used to validate the Information Seeking Motivation Scale – College Version (ISMS – C). Findings ISMS – C was validated in the information seeking context. Consistent with self-determination theory (SDT), the results imply that students approach research tasks for both controlled and autonomous reasons. Research limitations/implications All constructs representing extrinsic and intrinsic motivation on a continuum were confirmed. However, amotivation proved difficult to define with the current sample. Additional studies need to be conducted in higher education setting in order to confirm its existence. Practical implications Given that the situational motivation is contingent on domain-level motivation, the ISMS – C scale can be helpful in promoting lasting intrinsic information seeking motivation at that level. Originality/value Consistent with the subjectivist orientation in information sciences which aims to account for cognitive and affective forces behind information need, ISMS constructed in the current study is one of the first measurement instruments to account for a spectrum of information seeking motivations at the domain level.

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Selfriz, Jeffrey J., Joan L. Duda, and Likang Chi. "The Relationship of Perceived Motivational Climate to Intrinsic Motivation and Beliefs about Success in Basketball." Journal of Sport and Exercise Psychology 14, no. 4 (December 1992): 375–91. http://dx.doi.org/10.1123/jsep.14.4.375.

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Drawing from contemporary goal perspective theories of achievement motivation, this investigation had as its primary purpose to determine the relationship of perceived motivational climate to intrinsic motivation and attributional beliefs in a sport setting. This study also examined the degree to which the dependent variables of interest are a function of situational goal structure, dispositional goal orientations, or both. Subjects, 105 male basketball players from nine varsity high school teams, were requested to complete the four instruments. Results indicated that the Perceived Motivational Climate in Sport Questionnaire was comprised of two valid and reliable subscales, the Mastery and Performance Climate scales. Perceptions of a mastery-oriented climate positively related to reported enjoyment and the belief that effort leads to achievement. Perceptions of a performance-oriented climate were associated with the view that superior ability causes success. In general, indices of intrinsic motivation and attributional beliefs were best predicted by dispositional goal orientation.

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Andrews, Jonlee, and Daniel C. Smith. "In Search of the Marketing Imagination: Factors Affecting the Creativity of Marketing Programs for Mature Products." Journal of Marketing Research 33, no. 2 (May 1996): 174–87. http://dx.doi.org/10.1177/002224379603300205.

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The profitability of established products is affected greatly by the extent to which they are meaningfully differentiated from competing alternatives. Maintaining meaningful differentiation, in turn, is facilitated by ongoing development of creative marketing programs. Although marketplace observation reveals a general lack of creativity in the way established products are marketed, some product managers are able to devise creative marketing programs for their products. The authors test hypotheses concerning the effects of individual (i.e., product manager) and situational (i.e., planning process) characteristics on marketing program creativity. The findings reveal that marketing program creativity is a function of individual problem-solving inputs (e.g., knowledge of the marketing environment, diversity of experience, diversity of education), motivational factors (e.g., intrinsic motivation, risk taking), and situational factors (e.g., planning process formalization, interaction with others, time pressure).

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Stefanova, Albena, and Georgi Zabunov. "Enhancing Student Motivation in ESP by Increasing the Level of Engagement: A Proposed Model." English Studies at NBU 6, no. 2 (December 21, 2020): 201–16. http://dx.doi.org/10.33919/esnbu.20.2.2.

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The article considers the opportunity to enhance student motivation in the acquisition of English for specific purposes by increasing the level of learner engagement. The authors propose to use an interdisciplinary approach by applying tools that have been approved in marketing theory and practice for the management of consumer involvement in the purchasing process and adapting them to teaching ESP to increase course effectiveness. Marketing literature analysis reveals two important points. The first one is that in classical marketing, the concepts of enduring involvement and situational involvement are used and combined together to form a complex consumer response. In modern marketing, this complex response is called consumer engagement. The second point is that situational involvement plays a key role in shaping the complex consumer response. The authors' suggestion is to use situational involvement as the major tool for boosting student motivation taking into consideration factors such as the specific features of the new generations and the growing use of modern technologies in everyday communication and learning. A description of model tasks is given to exemplify their interdisciplinary nature as well as observations related to their use in class supplemented by student feedback.

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ADA, Elif Nilay. "Flow Experiences in Physical Education Classes: The Role of Perceived Motivational Climate and Situational Motivation." Asian Journal of Education and Training 4, no. 2 (2018): 114–20. http://dx.doi.org/10.20448/journal.522.2018.42.114.120.

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van der Burgt, Stéphanie M. E., Rashmi A. Kusurkar, Gerda Croiset, and Saskia M. Peerdeman. "Exploring the situational motivation of medical specialists: a qualitative study." International Journal of Medical Education 9 (February 26, 2018): 56–63. http://dx.doi.org/10.5116/ijme.5a83.6025.

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Martín-Albo, José, Juan L. Núñez, and José G. Navarro. "Validation of the Spanish Version of the Situational Motivation Scale (EMSI) in the Educational Context." Spanish journal of psychology 12, no. 2 (November 2009): 799–807. http://dx.doi.org/10.1017/s113874160000216x.

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The purpose of the present research was to translate into Spanish and analyze the psychometricA properties of the Situational Motivation Scale (SIMS). The participants were 373 undergraduate students (126 males and 247 females). Factor validity was tested via confirmatory factor analysis. Based on factor loadings and modification indexes, the SIMS was reduced to a 14-item model. This respecification showed adequate internal consistency and construct validity. The multistep analysis of invariance revealed that the factor structure of the SIMS is invariant across gender. Likewise, MANOVA revealed that amotivation was the only significant variable across gender. Predictive validity was assessed through path analysis. The results support the preliminary use of the Spanish version of the SIMS for the assessment of situational motivation in education.

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Steuer, Gabriele, Tobias Engelschalk, Nicole Eckerlein, and Markus Dresel. "Assessment and Relationships of Conditional Motivational Regulation Strategy Knowledge as an Aspect of Undergraduates' Self-regulated Learning Competencies." Zeitschrift für Pädagogische Psychologie 33, no. 2 (August 2019): 95–104. http://dx.doi.org/10.1024/1010-0652/a000237.

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Abstract. For learners, motivational regulation represents a daily challenge in terms of initiating, increasing and maintaining motivation. Crucial here is conditional knowledge about which motivational regulation strategies are appropriate for which specific motivational problems. This paper addresses the relationships between this type of strategy knowledge and regulatory effectiveness and characteristics of learning behavior. In a sample of 188 undergraduates, this strategy knowledge – assessed with a newly developed Situational Judgement Test – showed moderately positive correlations with motivational regulation on the behavioral level. Moreover, it was positively related to the effectiveness of motivational regulation and effort. Hence, conditional motivational regulation strategy knowledge is relevant and contributes to an extended understanding of motivational regulation in the higher education context.

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Kulagina, I. Y. "Dominant Motivation in Schoolchildren: Age Trends and Conditions of Development." Cultural-Historical Psychology 11, no. 3 (2015): 100–109. http://dx.doi.org/10.17759/chp.2015110309.

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The paper addresses the issue of the development of dominant motivation, or motivation of over-situational level, regarded as the general vector that defines basic patterns of behavior of an individual in various situa¬tions and activities. Dominant motivation represents the attitude towards the world (towards other people and work) and oneself and underpins personality orientation on the ontogenetic stage of personality stabilization. The paper describes data of an empirical study carried out on a sample of 403 children and adolescents using an inventory developed by the author. The data provide an insight into the population dynamics of motivation development in school-age children and teenagers. As it was revealed, moral motivation actively develops in early school age, whereas egocentric and hedonistic motivation develops in adolescence. The paper provides characteristics both of motivational profiles that promote socialization in adolescents and of the ones that do not. It concludes that moral motivation dominates in favorable educational and upbringing conditions (in teenagers with normal intellectual development studying at ordinary schools and in gifted children and teenagers with high levels of intellectual development studying at gymnasiums), while hedonistic motivation dominates in children who are brought up in children's homes; homeless adolescents display no differentiation of motives at all.

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Journal articles on the topic 'Situational motivation'

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