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Journal articles on the topic 'Task Motivation'

Author: Grafiati
Published: 4 June 2021
Last updated: 18 June 2025

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1

Konno, Katsuyuki, Tsutomu Koga, and Atsumi Yamaguchi. "Effects of Pairing on the Relationships between Motivation and Task Performance in an Interactive Task." Studies in English Language Teaching 7, no. 4 (2019): p451. http://dx.doi.org/10.22158/selt.v7n4p451.

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This study investigates how learners’ own motivational variables are related to task performance and how learners’ task performance is influenced by their partners’ motivational variables in an interactive task. A total of 28 Japanese first year university students engaged in a computer mediated, decision making task, and the number of words produced and turns taken during the task was counted as their task performance. Questionnaires were administered to measure eight motivational dispositions related to the task. Correlation analyses were used to examine the relationships between task motiva
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Chris Zhao, Yuxiang, and Qinghua Zhu. "Effects of extrinsic and intrinsic motivation on participation in crowdsourcing contest." Online Information Review 38, no. 7 (2014): 896–917. http://dx.doi.org/10.1108/oir-08-2014-0188.

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Purpose – The rapid development of Web 2.0 and social media enables the rise of crowdsourcing. Crowdsourcing contest is a typical case of crowdsourcing and has been adopted by many organisations for business solution and decision making. From a participant's perspective, it is interesting to explore what motivates people to participate in crowdsourcing contest. The purpose of this paper is to investigate the category of motivation based on self-determination theory and synthesises various motivation factors in crowdsourcing contest. Meanwhile, perceived motivational affordances and task granul
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Trichandhara, Kanon, Ratana Somrongthong, and Idsaratt Rinthaisong. "Influence of Transformational Leadership and Public Service Motivation on Job Performance of Nurses in Thailand." Asian Social Science 15, no. 6 (2019): 59. http://dx.doi.org/10.5539/ass.v15n6p59.

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Leaders’ role is significant in motivating employee performance. The present study examines the influence of transformational leadership and public service motivation (PSM) on task performance of nurses in three southernmost provinces in Thailand. Based on the data collected from 813 nurses in public hospitals, the results showed that the proposed model was well-fitted to the empirical data. The results of the study indicated that transformational leadership and public service motivation had effects directly on both task performance and contextual performance. Furthermore, transforma
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Dolgaya, A. A. "MOTIVATING DELEGATION MODEL AND ITS RATIONALE." Vestnik Universiteta, no. 5 (July 16, 2020): 5–11. http://dx.doi.org/10.26425/1816-4277-2020-5-5-11.

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The model of motivating delegation has been proposed and its justification by the results of recent studies in educational psychology, neurobiology and pedagogy has been presented. The actualization of the employee’s personal effectiveness lies in his internal, inherent and characteristic motivational model only for him. To build the model, the theory of self-motivation and the phenomenon of self-determination, recent discoveries in neurobiology have been used, a sequence of communication interactions between the director and the employee, which makes it possible to include the motivation of a
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Romero, R., Mª A. De las Heras, P. Sáenz-López, and E. J. Fernández Ozcorta. "One Step Closer to Understanding Motivation in Scientific Education: The Incorporation of Science Textbooks as a Predictor, Together with Motivational Climate and Basic Psychological Needs." Jurnal Pendidikan IPA Indonesia 9, no. 4 (2020): 590–99. http://dx.doi.org/10.15294/jpii.v9i4.24864.

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Students’ increasing lack of interest in science has led to a disturbing situation that compels us to continue researching educational motivation, in this line, and within the framework provided by self-determination and achievement goal theories. The great importance of this variable can be attributed to its relevance in classes and its competence-related nature, which in principle makes it a motivating resource, as is the case with science textbooks. In particular, this study provides an in-depth understanding of motivation using various motivational predictors, while incorporating the mot
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Strizhova, Ekaterina, and Aleksey Gusev. "Motivational Task: Methodology and Method of Work Motivation Diagnostics." Procedia - Social and Behavioral Sciences 86 (October 2013): 551–56. http://dx.doi.org/10.1016/j.sbspro.2013.08.612.

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Erarslan, Ali, and Mehmet Asmalı. "EFL Teachers’ Work Tasks Motivation towards Class Preparation, Teaching, and Evaluation of Students." Acta Educationis Generalis 12, no. 1 (2022): 1–22. http://dx.doi.org/10.2478/atd-2022-0001.

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Abstract Introduction: Motivation plays a central role in teachers’ instructional practices. Teaching quality and teacher effectiveness contribute positively to student achievement. In line with this, teachers face several tasks in their profession, and they exhibit various motivational levels consisting of different motivational constructs, such as intrinsic, introjected, identified, external motivation, and amotivation. Therefore, this study aims at revealing Turkish EFL teachers’ motivations towards the work tasks of class preparation, teaching, and evaluation of students, which all teacher
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Gan, Zhengdong, Fulan Liu, and Honghan Nang. "The Role of Self-Efficacy, Task Value, and Intrinsic and Extrinsic Motivations in Students’ Feedback Engagement in English Learning." Behavioral Sciences 13, no. 5 (2023): 428. http://dx.doi.org/10.3390/bs13050428.

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Drawing on Wigfield and Eccles’s motivational theory, which is acclaimed for explaining individual behavioral intentions, this study investigated the extent to which different forms of motivation (i.e., self-efficacy, task value, and intrinsic and extrinsic motivations) predicted student behavioral feedback engagement (i.e., action on teacher feedback and feedback seeking) in English learning. The participants were 276 male and female students who were enrolled in a second-year full-time English language and literature program at two Chinese universities. Multiple regression analyses showed th
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Dewar, Alexis R., Nicholas W. Fraulini, Victoria L. Claypoole, and James L. Szalma. "Performance in Vigilance Tasks is Related to Both State and Contextual Motivation." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 60, no. 1 (2016): 1145–49. http://dx.doi.org/10.1177/1541931213601268.

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Vigilance, or sustained attention, is the ability to maintain attention to stimuli over a prolonged period of time. Synonymous with the study of sustained attention is the vigilance decrement, which is a decline in performance as a function of time on task. In the present study, we examined the effects of state motivation (i.e., motivation measured immediately prior to the task) and context-based motivation (i.e., motivation that stems from task instructions) on vigilance performance in a sensory-based vigilance task. Forty-three participants completed a 24-minute vigilance task, as well as me
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Latham, Van M. "Task Type and Group Motivation." Small Group Behavior 18, no. 1 (1987): 56–71. http://dx.doi.org/10.1177/104649648701800103.

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Frey, Nancy, and Douglas Fisher. "Motivation Requires a Meaningful Task." English Journal 100, no. 1 (2010): 30–36. http://dx.doi.org/10.58680/ej201011688.

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AL-HOORIE, ALI H. "Metamotivation: Self-regulating task–motivation fit." Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, no. IX (January 25, 2024): 49–67. http://dx.doi.org/10.30827/portalin.viix.29880.

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Regulating one’s motivation contributes to well-being and success across various domains, including language learning. For example, activating a promotion versus prevention regulatory focus orientation is generally more compatible with tasks requiring creativity and innovation (e.g., brainstorming) versus tasks requiring vigilance (e.g., proofreading), respectively. Metamotivation represents awareness of such task–motivation fit. This article reports a study involving Saudi language learners of English (N = 311) who were presented with language-related tasks requiring two different motivationa
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Drews, Ricardo, Go Tani, Priscila Lopes Cardozo, and Suzete Chiviacowsky. "Positive feedback praising good performance does not alter the learning of an intrinsically motivating task in 10-year-old children." European Journal of Human Movement 45 (2020): 46–54. http://dx.doi.org/10.21134/eurjhm.2020.45.5.

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Several studies have provided evidence for the importance of motivation in motor learning. The present study investigates whether providing positive feedback as statements praising good performance would benefit children’s motor learning when compared to a no-praise condition. Thirty 10-year-old children divided into two groups—positive feedback (PF) and control—learned to ride a pedalo over a seven-meter distance in the shortest time possible. Participants performed 20 practice trials and received feedback on their movement time following each trial. However, only the PF group received feedba
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Radel, Rémi, Philippe Sarrazin, and Luc Pelletier. "Evidence of Subliminally Primed Motivational Orientations: The Effects of Unconscious Motivational Processes on the Performance of a New Motor Task." Journal of Sport and Exercise Psychology 31, no. 5 (2009): 657–74. http://dx.doi.org/10.1123/jsep.31.5.657.

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The aim of this study was to examine whether motivational orientations for a new motor task could be triggered by unconscious determinants. Participants were primed with subliminal words depicting an autonomous, a neutral, or a controlled motivation during an initial unrelated task, followed by working on an unknown motor task. Behavioral, physiological, and self-reported indicators of motivation for this task were assessed. Overall, results indicated a significant impact of the priming condition on all these indicators; whereas the priming of autonomous motivation led to positive outcomes, th
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APPEL, CHRISTINE, and ROGER GILABERT. "Motivation and task performance in a task-based web-based tandem project." ReCALL 14, no. 1 (2002): 16–31. http://dx.doi.org/10.1017/s0958344002000319.

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The objective of this paper is to describe a task-based project in tandem via e-mail, and to discuss the effects of motivation on task performance. In this project, a group of Irish students and a group of Spanish students are asked to carry out a series of tasks in collaboration with their tandem partners via e-mail by means of a web page especially designed for the project. Half the message is meant to be written in the student’s native language and half in the target language, and students are also encouraged to correct one another. The goal behind our research is to discuss the effects of
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Widanta, I. Made Rai Jaya, Anak Agung Raka Sitawati, Luh Nyoman Chandra Handayani, et al. "The Impact of Task-Based Language Teaching on Nursing Students’ English-Learning Motivation." Theory and Practice in Language Studies 14, no. 10 (2024): 3131–40. http://dx.doi.org/10.17507/tpls.1410.15.

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This mixed-method study investigated how task-based language teaching (TBLT) implemented in English-for-nursing programmes impacted students’ learning motivation. Specifically, the study explored the motivational patterns that underlie the students’ participation in the learning process, the factors influencing their English-learning motivation, and the aspects of TBLT that positively affected their learning motivation. The data analysed were acquired through questionnaires and interviews. The questionnaire was designed according to the motivational attitude test battery (MATB) by Gardner (201
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Seegers, Gerard, and Monique Boekaerts. "Task motivation and mathematics achievement in actual task situations." Learning and Instruction 3, no. 2 (1993): 133–50. http://dx.doi.org/10.1016/0959-4752(93)90012-o.

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Malik, Sameetah Fatima, and Azhar Pervaiz. "Investigating the Effects of ESL Learners’ Motivation and Anxiety on Task Based Language Teaching in Pakistan." Linguistics and Literature Review 9, no. 1 (2023): 65–87. http://dx.doi.org/10.32350/llr.91/04.

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Motivation and anxiety play a significant role in the teaching and learning process, either it is second language learning or Task Based Language Teaching (TBLT). The current research aimed to investigate the motivation and anxiety faced by Pakistani English as Second Language (ESL) learners while learning English language. A quantitative research design was used to conduct this research. Moreover, Structural Equation Modeling (SEM) was subsequently applied to record the relationship between task motivation and second language (L2) motivation, as well as to configure the association between ta
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Salikin, Hairus, Saidna Bin-Tahir, Hari Supriono, and Anisya Rahmawati. "Students’ Self and Group-Driven Motivation on Target-Oriented Activity in Grammar Learning." International Journal of English Linguistics 8, no. 5 (2018): 192. http://dx.doi.org/10.5539/ijel.v8n5p192.

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The article investigated students’ self and group-driven motivation in learning Grammar & Structure 03 on target oriented activity. It aimed at exploring what factors influence the participants and their higher motivation between self and group-driven motivation are, and how their motivation progress is toward the target-oriented activity. This article applied three phases of motivation theory (Dornyei and Otto, 1998) and language learning strategies (Dornyei, 2005). The results show that self-motivation is more dominant than group-driven motivation. Several factors influenced the moti
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Magata, Yugo, and Ayumi Tanaka. "The effect of self-talk on motivation and task performance." Proceedings of the Annual Convention of the Japanese Psychological Association 86 (2022): 2PM—050—PM—2PM—050—PM. http://dx.doi.org/10.4992/pacjpa.86.0_2pm-050-pm.

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Goudas, Marios, Stuart Biddle, and Kenneth Fox. "Achievement Goal Orientations and Intrinsic Motivation in Physical Fitness Testing with Children." Pediatric Exercise Science 6, no. 2 (1994): 159–67. http://dx.doi.org/10.1123/pes.6.2.159.

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This study examined the relationship between dispositional achievement goal orientations and intrinsic motivation following physical fitness testing. Students, aged 11–15 years, completed the Task and Ego Orientation in Sport Questionnaire, participated in the 20-m progressive shuttle run test, and then completed a modified Intrinsic Motivation Inventory (IMI). Using their goal orientations, students were placed into one of four groups: low in both task and ego, high ego/low task, high task/low ego, and high in both task and ego. A MANOVA indicated that for students in the “high” and “low” per
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Soutschek, Alexander, Christine Stelzel, Lena Paschke, Henrik Walter, and Torsten Schubert. "Dissociable Effects of Motivation and Expectancy on Conflict Processing: An fMRI Study." Journal of Cognitive Neuroscience 27, no. 2 (2015): 409–23. http://dx.doi.org/10.1162/jocn_a_00712.

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Previous studies suggest that both motivation and task difficulty expectations activate brain regions associated with cognitive control. However, it remains an open question whether motivational and cognitive determinants of control have similar or dissociable impacts on conflict processing on a neural level. The current study tested the effects of motivation and conflict expectancy on activity in regions related to processing of the target and the distractor information. Participants performed a picture–word interference task in which we manipulated the size of performance-dependent monetary
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Han, Yeji, and Kim McDonough. "Korean L2 speakers’ regulatory focus and oral task performance." International Review of Applied Linguistics in Language Teaching 56, no. 2 (2018): 181–203. http://dx.doi.org/10.1515/iral-2015-0116.

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AbstractThe L2 motivation self system posits that motivation emerges from the dynamic interactions among a learner’s ideal L2 self, ought-to L2 self, and situated learning experience. Only a few studies to date have investigated the individual and combined impact of trait-based and task-induced motivation (i. e., situational motivation related to the immediate learning environment) on L2 performance. Therefore, the current study explored whether Korean L2 speakers’ trait-based and task-induced regulatory focus impacted their oral task performance. Vietnamese university students (N=62) studying
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Villarreal-Lozano, Ricardo Jesus, Guadalupe Elizabeth Morales-Martinez, Angel Garcia-Collantes, and Maynor Enrique Barrientos-Amador. "Cognitive assessment of motivation to perform classroom or online math tasks among engineering students." International Journal of Evaluation and Research in Education (IJERE) 11, no. 4 (2022): 1903. http://dx.doi.org/10.11591/ijere.v11i4.22008.

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<span lang="EN-US">This study explored the cognitive algebra mechanism underlying mathematical motivation in 672 engineering students. The experimental design included the combination of four factors (task modality versus task difficulty versus task structure versus task relevance) to compose 36 written experimental scenarios. Each one described a hypothetical situation about assigned activities in math class. The participant's task was to read each scenario and estimate how much motivation they would experience if performing the assigned math activity. The results indicated five cogniti
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Dewiana, Dewiana, Ika Baskara, and Gilang Pratama Hafidz. "The Impact Of Motivational Factors And Task-Related Behavior On Employee Performance." Jurnal Ilmiah Manajemen Kesatuan 12, no. 5 (2024): 1635–52. http://dx.doi.org/10.37641/jimkes.v12i5.2806.

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This study aims to examine the influence of intrinsic and extrinsic motivation on employee task-related behavior and performance at PT. Admiral Lines. The background of this study is the instability of employee performance, so a study was conducted to determine the dominant motivational factors that influence employee task-related behavior and performance. The population of this study were employees of PT. Admiral Lines, with samples taken using purposive sampling techniques totaling at least 85 respondents. This study used a quantitative method with the Structural Equation Modeling - Partial
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Amaro, Nuno, Diogo Monteiro, Filipe Rodrigues, et al. "Task-Involving Motivational Climate and Enjoyment in Youth Male Football Athletes: The Mediation Role of Self-Determined Motivation." International Journal of Environmental Research and Public Health 20, no. 4 (2023): 3044. http://dx.doi.org/10.3390/ijerph20043044.

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Background: This study aimed at examining the mediation role of self-determined motivation (identified and integrated regulation and intrinsic motivation) in the association between task-involving climate and enjoyment in youth male football athletes. Methods: A total of 109 youth males (M = 14.38; SD = 1.55) were recruited to participate in this study. The survey included sociodemographic data and validated instruments such as the Motivational Climate Sport Youth Scale, the Behavioral Regulation Sport Questionnaire, and the Sports Enjoyment Scale. Results: The results showed that the task-inv
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Maharsi, Ista, Sugirin Sugirin, and Ashadi Ashadi. "EFL students’ motivational currents during Extensive Reading Programs: A retrodictive qualitative modelling." Studies in English Language and Education 11, no. 1 (2024): 23–40. http://dx.doi.org/10.24815/siele.v11i1.30185.

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Motivation to read, the driving force to achieve one’s reading goals, plays a significant role in language learning as it relates to reading engagement and achievement. Its presence is prominently necessary for a longer learning period. This article explores the features of nine pre-service students’ motivational currents and how their motivation changes throughout the task performance in Extensive Reading Programs (henceforth ERPs). Data were collected from diaries, and a retrodictive qualitative model was applied to recount the experiences of the student participants’ motivational currents f
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Papi, Mostafa. "MOTIVATION AS QUALITY." Studies in Second Language Acquisition 40, no. 4 (2018): 707–30. http://dx.doi.org/10.1017/s027226311700033x.

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AbstractThe study examined the predictions of regulatory fit theory (Higgins, 2000) in relation to task-based incidental vocabulary learning. A total of 189 English as a second language learners completed a vocabulary pretest, a regulatory focus questionnaire, an integrated reading/writing task, and finally an unannounced vocabulary posttest. The participants were randomly assigned to two task conditions. In the gain condition, they started the task with zero points and had to gain 75 points to enter a drawing to win one of three $100 gift cards; in the loss condition, they started with 100 po
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Nakanishi, Masayuki. "Group Motivation and Group Task Performance." Small Group Behavior 19, no. 1 (1988): 35–55. http://dx.doi.org/10.1177/104649648801900103.

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Beaudry, Jonas-Sébastien. "A Task-Sensitive Ethics of Motivation." AJOB Neuroscience 6, no. 1 (2015): 22–24. http://dx.doi.org/10.1080/21507740.2014.995314.

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May, Christine N., Nora L. Nock, Devon Bentley, and Heath A. Demaree. "Acute aerobic exercise increases implicit approach motivation for dessert images." Journal of Health Psychology 23, no. 6 (2016): 807–17. http://dx.doi.org/10.1177/1359105316657404.

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We examined the effect of acute exercise compared to a cognitive task on implicit approach/avoidance motivation to dessert food images using the Dessert–Approach–Avoidance Task. Participants randomized to exercise had a greater increase in approach motivation to dessert images compared to those completing cognitive tasks ( p=0.046), adjusting for disordered eating, task difficulty, and changes in negative affect. This study provides the first evidence for the use of the Dessert–Approach–Avoidance Task to evaluate the effects of acute exercise on implicit motivations for dessert images. Future
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Ichimura, Kenshiro, Yoshiyuki Ueda, and Takashi Kusumi. "The effects of task outcome on task motivation and effort." Proceedings of the Annual Convention of the Japanese Psychological Association 79 (September 22, 2015): 3AM—098–3AM—098. http://dx.doi.org/10.4992/pacjpa.79.0_3am-098.

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Lecera, Evilyn, Ma Izelle Gonzales, Christine Madula, Trishia Joeh Gumandal, Cristy Lou Lopez, and Carouse Tagaylo. "Motivational Variables and Academic Performance of Educational Research Course Students." Asian Journal of Education and Social Studies 51, no. 6 (2025): 581–605. https://doi.org/10.9734/ajess/2025/v51i62019.

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Aims: This study aimed to determine the levels of motivational variables employed by Education students and their relationship with their academic performance in Research courses. Study Design: This research used a descriptive-correlational quantitative design. Place and Duration of Study: The study was conducted at one of the higher institutions in Ozamiz City during the AY 2023-2024. Methodology: This study used the survey questionnaire to describe the levels of motivational variables such as intrinsic motivation, extrinsic motivation, task value, and self-efficacy, and the academic performa
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Núñez, Juan L., José Martín-Albo, Alberto Paredes, Oliver Rodríguez, and Noemí Chipana. "The mediating role of perceived competence: testing a motivational sequence in university students." Universitas Psychologica 10, no. 3 (2010): 669–80. http://dx.doi.org/10.11144/javeriana.upsy10-3.mrpc.

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In order to test the mediating role of perceived competence between each goal orientation (i.e. task and ego orientations) and intrinsic motivation in a motivational sequence in the context of university education, two models based on the cognitive evaluation theory and the achievement goal theory were tested with 276 Bolivian undergraduate students (138 males, 138 females), who completed Spanish versions of instruments designed to assess motivation, perceived competence, and positive emotions and interest. Two models were found with structural equation modeling techniques, one for ego orienta
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Rich, Ivana M. "The 4 M’s of Motivation: Keys to Motivating Student-Athletes." Journal of Higher Education Athletics & Innovation, no. 2 (September 29, 2017): 132–34. http://dx.doi.org/10.15763/issn.2376-5267.2017.1.2.132-134.

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Finding ways to motivate student-athletes can be a challenging task that requires creativity, autonomy and buy-in. The 4 M’s of Motivation: Keys to Motivating Student-Athletes introduces an innovative model that can be used by athletic academic professionals to help student-athletes cultivate and maintain motivation.
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Chen, Ang, and Xinlan Liu. "Task Values, Cost, and Choice Decisions in College Physical Education." Journal of Teaching in Physical Education 28, no. 2 (2009): 192–213. http://dx.doi.org/10.1123/jtpe.28.2.192.

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The expectancy-value motivation theory postulates that motivation can be achieved when perceived values in an activity override perceived cost of the activity derived from the effort of achieving. This study was designed to examine types of perceived cost in physical education and the extent to which the cost might affect motivation. Data about attainment, intrinsic, and utility values in physical education were collected using surveys from college students (n = 368) in China. Perceived cost was investigated through open-ended written responses and interviews. Disappointment about the curricul
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Husana, Marlou B., and Cecilia P. Velasco. "Innovative Teaching Behavior and Environment in Promoting Task Motivation Among Elementary School Teachers." INTERNATIONAL JOURNAL OF SOCIAL SCIENCE HUMANITY & MANAGEMENT RESEARCH 2, no. 10 (2023): 1032–65. https://doi.org/10.5281/zenodo.8424919.

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Teachers are expected to establish and embody an innovative teaching behavior that includes idea generation, idea championing, idea implementation, and opportunity exploration that are necessary for them to cope to the rapid educational changes. Additionally, innovative work environment also contributes to the teacher’s task motivation. The purpose of the study is to find out if innovative teaching behavior and environment promotes elementary school teacher’s task motivation . Specifically, it seeks to answer the following questions. 1) To what extent does innovative teaching behav
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Matthews, Gerald, Sian E. Campbell, and Shona Falconer. "Assessment of Motivational States in Performance Environments." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 45, no. 13 (2001): 906–10. http://dx.doi.org/10.1177/154193120104501302.

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The development of a new measure of operator motivational state is described, within the framework of a model of subjective stress that distinguishes Task Engagement, Distress and Worry as fundamental aspects of state (Matthews et al., 1999). Previous work on task motivation suggests that strivings for success should be distinguished from interest in the task. Factor analysis of items representing these constructs in a sample of 880 supported the development of reliable, psychometrically distinct scales for Success and Interest Motivation. Both dimensions relate to Task Engagement, but Success
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Podzihun, Svitlana, and Andrii Chernov. "MOTIVATION AS A DRIVING FORCE FOR ACTIVATING THE ACTIVITIES OF IT WORKERS." Economies' Horizons, no. 1(30) (March 29, 2025): 123–30. https://doi.org/10.31499/2616-5236.1(30).2025.322347.

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The article examines the concept of "motivation" and the influence of motivation on the activation of the activities of IT employees. The basic and modern theories of motivation of IT personnel are systematized and clarified. It is proven that in the current conditions, personnel motivation is the driving force for the activation of the activities of IT enterprise employees. It is established that the core of motivation of IT enterprise personnel is remuneration. A scientific methodology for developing mechanisms for managing personnel incentives is proposed, which reflects a general idea of ​
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Baena-Extremera, Antonio, Manuel Gómez-López, Antonio Granero-Gallegos, and Maria del Mar Ortiz-Camacho. "Predicting Satisfaction in Physical Education From Motivational Climate and Self-determined Motivation." Journal of Teaching in Physical Education 34, no. 2 (2015): 210–24. http://dx.doi.org/10.1123/jtpe.2013-0165.

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The purpose of this research study was to determine to what extent the motivational climate perceived by students in Physical Education (PE) classes predicts self-determined motivation, and satisfaction with physical education classes. Questionnaires were administered to 758 high school students aged 13-18 years. We used the Spanish versions of the PE adaptations of instruments: Sport Satisfaction Instrument, Sport Motivation Scale and Learning and Performance Orientations in PE Classes Questionnaire. We conducted a descriptive statistical analysis and correlations with structural equation mod
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Papaioannou, Athanasios, Herbert W. Marsh, and Yannis Theodorakis. "A Multilevel Approach to Motivational Climate in Physical Education and Sport Settings: An Individual or a Group Level Construct?" Journal of Sport and Exercise Psychology 26, no. 1 (2004): 90–118. http://dx.doi.org/10.1123/jsep.26.1.90.

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Motivational climate is inherently a group-level construct so that longitudinal, multilevel designs are needed to evaluate its effects on subsequent outcomes. Based on a large sample of physical education classes (2,786 students, 200 classes, 67 teachers), we evaluated the effects of classroom motivational climate (task-involving and ego-involving) and individual goal orientations (task and ego) on individual students’ outcomes (intrinsic motivation, attitudes, physical self-concept, and exercise intentions) collected early (T1) and late (T2) in the school year. Using a multilevel approach, we
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Zeng, Zhiyuan, Jian Tang, and Tianmei Wang. "Motivation mechanism of gamification in crowdsourcing projects." International Journal of Crowd Science 1, no. 1 (2017): 71–82. http://dx.doi.org/10.1108/ijcs-12-2016-0001.

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Purpose The purpose of this paper is to study the participation behaviors in the context of crowdsourcing projects from the perspective of gamification. Design/methodology/approach This paper first proposed a model to depict the effect of four categories of game elements on three types of motivation based upon several motivation theories, which may, in turn, influence user participation. Then, 5 × 2 between-subject Web experiments were designed for collecting data and validating this model. Findings Game elements which provide participants with rewards and recognitions or remind participants o
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Su, Yu, and Xiang-yang Fan. "Sport Events, Task Motivation Climate and Motivation in Physical Education Learning." Medicine & Science in Sports & Exercise 49, no. 5S (2017): 1040. http://dx.doi.org/10.1249/01.mss.0000519855.13759.96.

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Neigel, Alexis R., Victoria L. Claypoole, Kristen M. Waldorf, Daryn A. Dever, and James L. Szalma. "Motivational Correlates of Vigilance Task Engagement." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 61, no. 1 (2017): 1524–28. http://dx.doi.org/10.1177/1541931213601865.

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There is relatively little research on the intersection of state and trait motivation measures and vigilance task engagement. The present research demonstrates and catalogs the correlation between several measures of self-reported motivation and task engagement factors on the short- and long-form versions of the Dundee Stress State Questionnaire (DSSQ; Matthews et al., 2002; Matthews, 2016). Data was collected from 200 participants across three vigilance studies. Evidence from correlational analyses indicated that state intrinsic motivation, trait achievement motivation, and trait self-esteem
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Goudas, Marios. "Motivational Climate and Intrinsic Motivation of Young Basketball Players." Perceptual and Motor Skills 86, no. 1 (1998): 323–27. http://dx.doi.org/10.2466/pms.1998.86.1.323.

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The present study examined the relationship between motivational climate with intrinsic motivation for athletes with high and low perceived competence. It was predicted that for highly competent athletes a motivational climate of high mastery and high performance would be associated with enhanced intrinsic motivation whereas for athletes of low competence perceptions of a motivational climate of high mastery would be associated with higher intrinsic motivation. Analysis for 100 male basketball players showed that there was no significant interaction between perceived competence and perceptions
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Masrom, Umi Kalsom, Nik Aloesnita Nik Mohd Alwi, and Nor Shidrah Mat Daud. "The Role of Task Complexity and Task Motivation in Language Production." GEMA Online Journal of Language Studies 15, no. 2 (2015): 33–49. http://dx.doi.org/10.17576/gema-2015-1502-03.

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Leeming, Paul, and Justin Harris. "Self-Determination theory and tasks." TASK / Journal on Task-Based Language Teaching and Learning 2, no. 2 (2022): 164–83. http://dx.doi.org/10.1075/task.21024.lee.

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Abstract Researchers investigating TBLT have used psycholinguistic and sociolinguistic theories in support of the approach, but there has been limited discussion of motivational frameworks. A framework for motivation within TBLT would enhance our understanding of learner motivation, and could be utilised in future studies. This paper argues that Self-Determination Theory is an appropriate framework. After briefly describing the key tenets of TBLT and SDT, the paper shows how SDT helps us understand the motivational benefits of tasks. It outlines the six mini-theories of SDT, and aligns them wi
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Wang, Pei-Jung, Hua-Fang Liao, Li-Chiou Chen, Lin-Ju Kang, Lu Lu, and Karen Caplovitz Barrett. "Child and Family Predictors for Mastery Motivation in Children With Developmental Delays." American Journal on Intellectual and Developmental Disabilities 129, no. 5 (2024): 387–404. http://dx.doi.org/10.1352/1944-7558-129.5.387.

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Abstract Motivation is a key factor for child development, but very few studies have examined child and family predictors of both child task and perceived motivation. Thus, the three aims of this 6-month longitudinal study in preschoolers with global developmental delays (GDD) were to explore: 1) differences between task and perceived motivation in cognitive domain; 2) differences among three domains of perceived motivation: cognitive, gross motor, and social; and 3) early child and family predictors of cognitive task motivation and the three domains of perceived motivation 6 months later. Res
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Choi, Jimmy, Kee-Hong Choi, L. Felice Reddy, and Joanna M. Fiszdon. "Measuring motivation in schizophrenia: Is a general state of motivation necessary for task-specific motivation?" Schizophrenia Research 153, no. 1-3 (2014): 209–13. http://dx.doi.org/10.1016/j.schres.2014.01.027.

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Compton, Rebecca J., Bryn Bissey, and Sharoda Worby-Selim. "Task motivation influences alpha suppression following errors." Psychophysiology 51, no. 7 (2014): 585–95. http://dx.doi.org/10.1111/psyp.12212.

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