Journal articles: 'Theories of achievement motivation'

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Schunk, Dale H. "Self-Theories and Achievement Motivation." Contemporary Psychology 45, no. 5 (October 2000): 554–56. http://dx.doi.org/10.1037/002303.

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Pietrzak, Anna, and Aleksandra Tokarz. "Structure of Achievement Motivation Dispositions in Elite and Non-Elite Track and Field Athletes." Physical Culture and Sport. Studies and Research 83, no. 1 (September 1, 2019): 63–73. http://dx.doi.org/10.2478/pcssr-2019-0022.

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AbstractAchievement motivation is a distinguishing disposition in elite and non-elite athletes. Implicit theories and competence perception influence the types of achievement goals and constitute separate achievement motivation dispositions. The context of sport promotes various achievement goals and implicit theories about athletic competence. For this reason, scientific research should focus on the intrapersonal profiles of achievement motivation dispositions (achievement goals, implicit theories, and competence perception) instead of specifying only one of them. This study explores differences between elite and non-elite athletes in terms of intrapersonal profiles of achievement motivation dispositions. 54 elite and 50 non-elite track and field athletes took part in the study. The results suggest that athletes tend to perceive their competence accurately. Cluster analysis of the studied dispositions was conducted. The clusters present sets of achievement dispositions that vary in intensity. Moreover, the results present trends of the differences between elite and non-elite athletes in two of the three clusters obtained in the study.

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Nikitskaya, M. G., and N. N. Tolstykh. "Foreign studies of learning motivation: XXI century." Современная зарубежная психология 7, no. 2 (2018): 100–113. http://dx.doi.org/10.17759/jmfp.2018070210.

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The article provides an overview of foreign (Western) researches in the field of academic motivation conducted in the United States, Europe and Canada over the past two decades. It presents the main provisions of the twelve most influential theories: Control-value theory of achievement emotions, Achievement goal theory, Attribution theory, Expectancy-value theory, Goal-setting theory, Theory of interest, Need for achievement theory, Possible selves theory, Self-determination theory, Self-efficacy theory, Social belongingness theory, Transformative experience theory, and also the Implicit theories of intelligence. Some of these theories appeared long ago, often more than half a century ago, but were subsequently expanded and/or modified. Some are articulated in recent years. In most theories of great importance is attached to the role of cognitions and cognitive processes in the process of learning, to the role of goal-setting, emotions in general, as well as to the student's identity and his/her relationships with parents, teachers and peers

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Lapadat, Judith C. "Evaluative Discourse and Achievement Motivation: Students' Perceptions and Theories." Language and Education 14, no. 1 (March 2000): 37–61. http://dx.doi.org/10.1080/09500780008666778.

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Kovach, Mary. "A Review of Classical Motivation Theories." Journal of Interdisciplinary Studies in Education 7, no. 1 (December 6, 2018): 34–53. http://dx.doi.org/10.32674/jise.v7i1.1059.

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This manuscript demonstrates the value of understanding locus of control in higher education. Understanding this value provides educators with the ability to potentially predict academic outcomes, and have the foresight to guide students to achievement. First, the manuscript identifies and explores the classic theories of motivation from the mid-1900s. Then, a study is conducted that hypothesizes a correlation between demographic variables (age, gender, graduate/undergraduate classification) and locus of control using Rotter’s (1966) locus of control questionnaire. Finally, examples from four different disciplines are provided. This manuscript proposes suggestions for future research that will contribute to the findings of the overall construct of motivation, and more specifically, student locus of control in higher education.

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M. Badubi, Reuben. "Theories of Motivation and Their Application in Organizations: A Risk Analysis." INTERNATIONAL JOURNAL OF INNOVATION AND ECONOMIC DEVELOPMENT 3, no. 3 (2017): 44–51. http://dx.doi.org/10.18775/ijied.1849-7551-7020.2015.33.2004.

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The aim of this paper is to compare and contrast the theories of motivation and how they are used to inspire employees to develop the drive to achieve. The importance of motivation in organizations and job satisfaction is vital for the achievement of organizational goals and objectives. The consequences of organizations operating without any purpose of motivation towards its employees are far catastrophic, such as depression, turnover, burnout which can derail the success of organizations. For organizations to make employees their biggest asset and retention purposes, motivation should be a priority. The study tries to help organizations with suggestions to cultivate conducive atmospheres and relationships for employees to work under, to foster positive attitudes towards their work. A qualitative approach and theory based application were considered for this study.

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Fréchette-Simard, Catherine, Isabelle Plante, Annie Dubeau, and Stéphane Duchesne. "LA MOTIVATION SCOLAIRE ET SES THÉORIES ACTUELLES : UNE RECENSION THÉORIQUE." McGill Journal of Education 54, no. 3 (June 4, 2020): 500–518. http://dx.doi.org/10.7202/1069767ar.

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In school, the importance of motivation to promote achievement is well-recognized. Conceived as what moves people to act and pursue a goal, achievement motivation was studied in light of diverse theoretical approaches. However, these approaches provide distinct but complementary conceptions of achievement motivation, which may make the construct harder to understand, especially for non-experts. This article offers a theoretical review of the three dominant theories of school motivation, namely expectancy-value theory, achievement goal theory, and self-determination theory. It also highlights similarities between each theory and proposes an integrative model to better conceptualize the construct of school motivation.

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Takahashi, Chika, and Seongah Im. "Comparing self-determination theory and the L2 motivational self system and their relationships to L2 proficiency." Studies in Second Language Learning and Teaching 10, no. 4 (December 18, 2020): 673–96. http://dx.doi.org/10.14746/ssllt.2020.10.4.2.

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This study empirically compares two often-utilized motivation theories in L2 studies: self-determination theory and the L2 motivational self system. It also examines the relationships among their motivational constructs, learners’ intended L2 learning effort, and L2 proficiency. While a number of studies have utilized these models in order to examine second language learners’ motivation, there has not been a thorough comparison of the two. Furthermore, while many studies have demonstrated the structural relationships between the motivational constructs of the two theories and the learner’s self-reported amount of effort, fewer studies have examined their L2 achievement. The results of this study indicated that the constituents in the two theories are correlated as predicted. Furthermore, while internalized types of motivation in self-determination theory predicted intended learning effort, which then led to L2 proficiency, the strength of the ideal L2 self was much weaker than the L2 learning experience, unlike what is argued in the theory.

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Knee, C. Raymond, Heather Patrick, and Cynthia Lonsbary. "Implicit Theories of Relationships: Orientations Toward Evaluation and Cultivation." Personality and Social Psychology Review 7, no. 1 (February 2003): 41–55. http://dx.doi.org/10.1207/s15327957pspr0701_3.

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Implicit theories of relationships (ITRs) influence goals, motivations, attributions, and behavior in romantic relationships. We developed a model of ITRs that draws from social cognition, motivation, and achievement literatures, and derived conceptual parallels and hypotheses with regard to relationships. It is proposed that ITRs reflect the belief component of a larger system of motivations and goals that can influence the degree to which people are oriented toward the evaluation and cultivation of relationships. Research on ITRs is reviewed with regard to how they moderate well-documented associations between relationship perceptions and outcomes. Differences between ITRs and implicit theories in other domains are also discussed.

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Klassen, Lea, Eike F. Eifler, Anke Hufer, and Rainer Riemann. "WHY DO PEOPLE DIFFER IN THEIR ACHIEVEMENT MOTIVATION? A NUCLEAR TWIN FAMILY STUDY." Primenjena psihologija 11, no. 4 (January 14, 2019): 433–50. http://dx.doi.org/10.19090/pp.2018.4.433-450.

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Although many previous studies have emphasized the role of environmental factors, such as parental home and school environment, on achievement motivation, classical twin studies suggest that both additive genetic influences and non-shared environmental influences explain interindividual differences in achievement motivation. By applying a Nuclear Twin Family Design on the data of the German nationally representative of TwinLife study, we analyzed genetic and environmental influences on achievement motivation in adolescents and young adults. As expected, the results provided evidence for the impact of additive genetic variation, non-additive genetic influences, as well as twin specific shared environmental influences. The largest amount of variance was attributed to non-shared environmental influences, showing the importance of individual experiences in forming differences in achievement motivation. Overall, we suggest a revision of models and theories that explain variation in achievement motivation by differences in familial socialization only.

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Hellmich, Frank, and Fabian Hoya. "Primary School Students’ Implicit Theories and Their Reading Motivation." Zeitschrift für Psychologie 225, no. 2 (April 2017): 117–26. http://dx.doi.org/10.1027/2151-2604/a000288.

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Abstract. Parents’ and teachers’ effort feedback is considered to be an important prerequisite for children’s implicit theories of intelligence and their academic self-concepts as well as for their learning and achievement motivation. Therefore, our study examines whether differences in N = 685 primary school students’ implicit theories, their reading self-concepts, and their reading motivation can be predicted by their perceptions of their parents’ and teachers’ effort feedback on reading processes. The results of a structural equation model show that children’s perceptions of their parents’ effort feedback predict their implicit theories, their reading self-concepts, and their reading motivation. The correlation between children’s perceived parental effort feedback and their intrinsic reading motivation is mediated by their implicit theories. Children’s implicit theories and their reading motivation cannot be predicted by their perceptions of their teachers’ effort feedback.

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Liu, Yujuan, Brent Ferrell, Jack Barbera, and Jennifer E. Lewis. "Development and evaluation of a chemistry-specific version of the academic motivation scale (AMS-Chemistry)." Chemistry Education Research and Practice 18, no. 1 (2017): 191–213. http://dx.doi.org/10.1039/c6rp00200e.

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Fundamentally concerned with motivation, self-determination theory (SDT) represents a framework of several mini-theories to explore how social context interacts with people's motivational types categorized by degree of regulation internalization. This paper aims to modify an existing theory-based instrument (Academic Motivation Scale, or AMS) and provide validity evidence for the modified instrument (Academic Motivation Scale-Chemistry) as a measure of seven types of student motivation toward chemistry. The paper explores how motivation as measured by AMS-Chemistry is related to student academic achievement and attendance. In a pilot study, the unmodified AMS showed good reliability, reasonable data fit, and the ability to detect motivational differences by sex in college chemistry courses. Based on the pilot study results, expert panel discussions, and cognitive interviews with students, the Academic Motivation Scale – Chemistry (AMS-Chemistry) was developed. AMS-Chemistry was administered to university students in a first semester general chemistry course twice within a semester. An examination of validity evidence suggested that the AMS-Chemistry data could be used to investigate student motivation toward chemistry. Results showed students were extrinsically motivated toward chemistry on average, and there was an overall motivational difference favoring males with a medium effect size. Correlation studies showed motivation was not associated with academic achievement at the beginning of the term, but intrinsic motivation subscales (to know, to experience, and to accomplish) were positively associated with academic achievement at the end of the term. Results also showed that students who persisted in class attendance scored higher on intrinsic motivation subscales than those who did not persist. The 28-item AMS-Chemistry is easy to administer and can be used to better understand students’ motivation status and how it might change across the curriculum. Faculty interested in promoting student intrinsic motivation may also use the AMS-Chemistry to evaluate the impact of their efforts.

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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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Ahmad, Nor Aniza, Siti Aishah Hassan, Abdul Razak Ahmad, Chua Lay Nee, and Nor Hashim Othman. "The Typology of Parental Engagement and its Relationship with the Typology of Teaching Practices, Student Motivation, Self-Concept and Academic Achievement." GATR Journal of Management and Marketing Review 1, no. 1 (December 29, 2016): 01–08. http://dx.doi.org/10.35609/jmmr.2016.1.1(1).

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Objective - The aim of this study is to identify and explore the relationship of parental engagementon teaching practices, student motivation, self-concept and academic achievement. Methodology/Technique - This study applies the perspectives of relevant ecological, socio-cultural and psychological theories. Samples comprise 1075 highschool students who were randomly stratified across Malaysia.Data were extracted from questionnaireswhich were analyzed by Structural Equation Modeling (SEM) AMOS. Findings – Findings show that parental engagement, teaching practices, student motivation and self-concept have a significant relationship with academic achievement. Novelty - This study provides significant implications to the development of theoretical models for parental engagement, teaching practices, student motivation, self-concept and academic achievement in the Malaysian education system. Type of Paper - Empirical Keywords: Academic Achievement; Motivation; Parental Engagement; Self-Concept; Teaching Practices. JEL Classification: I21, I23.

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Romero, R., MÂª A. De las Heras, P. SÃ¡enz-LÃ³pez, and E. J. FernÃ¡ndez 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 (December 31, 2020): 590–99. http://dx.doi.org/10.15294/jpii.v9i4.24864.

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Studentsâ€™ 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 motivational competence relevance of science books. One thousand students between the ages of 10 and 14 years participated. The research instrument used was a questionnaire consisting of 4 scales that measured the motivational competence relevance of science books, the task-oriented motivational climate, the basic psychological need for competence and the intrinsic motivation. Data were analyzed using correlation analysis and a structural equations model. The results showed that, among other aspects, motivation is influenced by competence, while competence is influenced by the task climate and the motivational competence relevance of science books. These findings suggest that in order to increase studentsâ€™ intrinsic motivation, teachers must create a task-oriented climate, emphasize the value that student should attribute to science books from a motivational competence perspective, and satisfy the need for competence.

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Mansaray, Hassan Elsan. "The Role of Human Resource Management in Employee Motivation and Performance-An Overview." Budapest International Research and Critics Institute (BIRCI-Journal) : Humanities and Social Sciences 2, no. 3 (August 2, 2019): 183–94. http://dx.doi.org/10.33258/birci.v2i3.405.

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This paper discusses the link between motivation and performance, and established what makes motivation to have a central role in getting high performances from employees in organizations. It was revealed from the review that there are several motivational theories used by employers at different situations when they want their employees to highly perform. As motivation is to influence employees to perform, hence; performance is the evaluation with respect to acknowledged tasks, objectives, goal line and rational anticipations linked with a role, occupation in an organization. This paper has looked at some of these theories that have been proven and accepted by the general public. They comprise Maslow’s hierarchy of needs, McGregor’s theories x and y, McClelland’s theory of learned needs, Alderfer’s ERG theory, Herzberg’s two-factor theory, Vroom’s expectancy theory and different types of motivation, such as intrinsic and extrinsic. It is evident from the literature reviewed that all theories were established on some experimentations or observations, as a result they are just written ends about a tested situation. Though circumstances can be comparable, they will perhaps by no means be the same. Also, studies have showed that highly motivated employees that are productive and innovative can lead the organization to success through the achievement of its desired results.

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Sinclair, James, Katherine W. Bromley, Karrie A. Shogren, Christopher Murray, Deanne K. Unruh, and Beth A. Harn. "An Analysis of Motivation in Three Self-Determination Curricula." Career Development and Transition for Exceptional Individuals 40, no. 3 (October 25, 2016): 175–85. http://dx.doi.org/10.1177/2165143416676081.

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Self-determination skill development is a central construct in the field of secondary special education. Recently, there has been discussion to revisit the motivational theoretical roots that influence the conceptualization of self-determination in special education, and merge motivational theories with instructional practices. Self-determination can be taught in a variety of formats, but one popular means is through self-determination curricula. To determine how motivational theories are reflected in self-determination instruction, a curriculum analysis was completed. Three motivational theories (contextual theory, self-determination theory, achievement goal theory) and three self-determination curricula (Steps to Self-Determination, Whose Future Is it Anyway?, and ME! Lessons for Teaching Self-Awareness and Self-Advocacy) were analyzed. Results indicated variability of the presence of motivational theory across curriculum.

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Nikitskaya, M. G. "Study on Achievement Goals and Directionality in the Context of Learning Motivation." Современная зарубежная психология 8, no. 2 (2019): 26–35. http://dx.doi.org/10.17759/jmfp.2019080203.

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The article gives a brief historical overview of the origins and development of the theory of the achievement goals. It presents the analysis of the basic constructs of this theory: avoidance and achievement, valency, needs, motive, mastery and demonstration of results. It also introduces major authoritative models of goal achievement theories: diсhotomic, trichotomic, 2 x 2 and 3 x 2 models. The article examines systematized by Elliot and McGregor types of directionality of learning activities: focus on achieving mastery, focus on demonstration of results, focus on the avoidance of mastery, focus on avoidance of demonstrating results. The article includes the data of pilot research describing the link between personality directionality and directionality of learning activity.

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Fielden, Laura V., and Mercedes Rico. "Attribution Theories in Language Learning Motivation: Success in Vocational English for Hospitality Students." English Language Teaching 11, no. 11 (October 10, 2018): 44. http://dx.doi.org/10.5539/elt.v11n11p44.

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One of the overlooked motivational areas for VET hospitality students learning English is attribution theories, students’ beliefs about why they fail or succeed. Weiner identified four basic attributions that people tend to have in achievement situations (2010; 1984): ability, effort, task difficulty, and luck, which contribute to students’ motivation to study. With the aim of researching motivation in order to prevent program abandonment, which is high in Spain, this 2-phased study examined attribution theories for a group of 51 adult, English for hospitality students studying in vocational courses offered by the public employment agency in Extremadura, Spain. It found that in general students’ attribution theories were mostly negative, though they strongly indicated that they could improve through effort. These results may be associated with students’ perception of the instructor and course and the social, dynamic nature of students’ beliefs in general as they are formulated in situ. Suggestions are made for incorporating this possible influence into future vocational course visions for English for hospitality students.

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O'Rourke, Daniel J., Ronald E. Smith, Frank L. Smoll, and Sean P. Cumming. "Parent-Initiated Motivational Climate, Self-Esteem, and Autonomous Motivation in Young Athletes: Testing Propositions from Achievement Goal and Self-Determination Theories." Child Development Research 2012 (September 13, 2012): 1–9. http://dx.doi.org/10.1155/2012/393914.

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Interactions with parents are known to have a significant impact on children's self-esteem. In this study, designed to test propositions derived from Achievement Goal Theory and Self-Determination Theory, we assessed the influence of perceived parent-initiated mastery and ego motivational climates on self-esteem and self-esteem change in competitive youth swimmers over the course of a 32-week sport season. At each of three measurement points (early, mid, and late season), mastery climate scores on the Parent-Initiated Motivational Climate Questionnaire-2 scale were positively related to global self-esteem scores and to a measure of relative motivational autonomy that reflects the intrinsic-extrinsic motivation continuum, whereas ego climate scores were negatively related to self-esteem and autonomy. Longitudinal analyses revealed that early-season mastery climate predicted positive changes in self-esteem over the course of the season, whereas ego climate predicted decreased self-esteem. Consistent with predictions derived from Self-Determination Theory, a meditational analysis revealed that these self-esteem changes were mediated by changes in autonomous motivation.

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El-Alayli, Amani. "Matching Achievement Contexts with Implicit Theories to Maximize Motivation After Failure: A Congruence Model." Personality and Social Psychology Bulletin 32, no. 12 (December 2006): 1690–702. http://dx.doi.org/10.1177/0146167206291946.

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Spray, Christopher M., C. K. John Wang, Stuart J. H. Biddle, and Nikos L. D. Chatzisarantis. "Understanding motivation in sport: An experimental test of achievement goal and self determination theories." European Journal of Sport Science 6, no. 1 (March 2006): 43–51. http://dx.doi.org/10.1080/17461390500422879.

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Wang, Chee Keng John, Leonard Tan, and Eugene I. Dairianathan. "Achievement Goals, Implicit Theories, and Intrinsic Motivation: A Test of Domain Specificity Across Music, Visual Art, and Sports." Journal of Research in Music Education 66, no. 3 (June 25, 2018): 320–37. http://dx.doi.org/10.1177/0022429418784563.

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The purpose of this study was to test the domain specificity of achievement goals across music, visual art, and sports specializations, as measured by Elliot’s 2 × 2 achievement goal framework. Participants in the study were 103 volunteer student teachers from a teacher training institute in Singapore specializing in music, visual art, and physical education. Data were collected via self-report questionnaires that included measures of (a) the 2 × 2 achievement goal orientation constructs; (b) incremental and entity beliefs among the participants in music, visual art, and sports; and (c) participants’ enjoyment, perceived competence, effort, and tension while being engaged in music, visual art, and sports. MANOVA analyses indicated that (a) achievement goals are domain-specific and are highest in participants’ area of specialization; (b) implicit theories can be generalized across the three specializations, with higher incremental beliefs than entity beliefs reported across all specializations; and (c) enjoyment was highest for those who specialized in that particular area. Finally, mastery-approach goals positively predicted enjoyment in each specialization.

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Kaoje, Aminu U., Bello A. Magaji, Mansur O. Raji, Remi A. Oladigbolu, Mansur B. K. Mohammed, Mohammed Sani, and Zakeeyu B. Yahya. "Predictors of job motivation among doctors and nurses in a tertiary hospital in Sokoto, Nigeria." International Journal Of Community Medicine And Public Health 6, no. 4 (March 27, 2019): 1385. http://dx.doi.org/10.18203/2394-6040.ijcmph20191364.

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Background: Doctors and nurses are the largest and very important human resources for health within health service organizations; therefore their performance will impact the overall organizational performance. The study was aimed to assess the predictors of job motivation among Doctors and nurses of a tertiary hospital.Methods: A descriptive cross sectional study was conducted among 334 doctors and nurses. Multi-stage sampling method was used to select study respondents and self-administered questionnaires developed based on Maslow and Herzberg theories of motivation. Linear regression analysis was performed to determine the predictors of job motivation. The level of statistical significance was set at p<0.05.Results: The motivators were ranked in order of importance from achievement factors, remuneration, job attributes and co-workers. Linear regression revealed only respondents’ designation significantly predicted job attributes as a motivating factor. Doctors were less likely to be motivated by their job attributes compared with nurses (p=0.03). Sex (p=0.01) and holding managerial position (p=0.001) predicted remuneration as a motivating factor for doctors and nurses. Disaggregation by profession showed, only holding managerial position (p=0.02) predicted remuneration as a motivating factor for doctors while for nurses, predictors were sex (p=0.001) and holding managerial position (p=0.02). Co-workers as a motivating factor for all groups were predicted by holding managerial position (p=0.01) and designation (p=0.03).Conclusions: Motivation was influenced by both financial (remuneration) and non-financial incentives (achievements). Healthcare professionals tend to be motivated more by non-financial factors, implying that this should be a cogent strategy for effective employee management.

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Sobhanian, Saeed, Ebrahim Khoshnam, Masoud Naderian, and Hosein Dast Barhagh. "Investigating the Association between Sport Motivation with General Health in Faculty Members of Fars University of Medical Sciences (A Cross Sectional-Analytical Study in 2018)." Revista Eletrônica em Gestão, Educação e Tecnologia Ambiental 24 (January 8, 2020): 4. http://dx.doi.org/10.5902/2236117040200.

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Motivation is one of the main indices in many theories of learning and psychology. Sports psychologists consider a variety of motivations, including the motivation for progress and achievement, the motivation for competition, the motivation for participation, etc. with specific concepts. Therefore, this study aimed to examine the association between sport motivations with general health in Fars University of medical sciences. This study was a cross sectional-analytical research. The research population consisted of faculty members of Fars University of medical sciences. Sampling was done randomly with a sample size of 244 people. Data were collected using demographic information, sport motivation questionnaire, and general health questionnaire. Descriptive statistics and analytical statistics were used to analyze the data using SPSS-16 software. The results of Pearson correlation test showed that there was a significant correlation between general health and sport motivation (P = 0.001, r = -0.252); among the components of sport motivation, only physical recovery dimensions, competition, weight control, and health do not have a significant correlation with the general health. The results of this study indicated an association between general health and sport motivation and some of its components in the study population. Therefore, the applying methods for increasing the athletic motivation to achieve the desired levels of general health and its components by modeling the results can be useful for planners and managers of human resources in universities.

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Shchegortsova, Viktoria Mykolaivna. "MOTIVATION OF CIVIL SERVANTS FROM ARCHETYPICAL APPROACH PERSPECTIVE: THEORY AND PROBLEM ISSUES." UKRAINIAN ASSEMBLY OF DOCTORS OF SCIENCES IN PUBLIC ADMINISTRATION 1, no. 14 (June 16, 2018): 356–66. http://dx.doi.org/10.31618/vadnd.v1i14.125.

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The theoretical bases of motivation of civil servants are considered in the article. The description of the basic motivational theories is presented. Substantive theories of motivation (A. Maslow, K. Alderfer, D. McCleland, F. Hertzberg) are based on the analysis of the motivational sphere of a person, on the direct relationship between satisfaction/dissatisfaction of human needs and motivation. In the procedural theories of motivation (V. Vroom, J. Adams, E. Lock, Porter-Lawler theory), the process of motivation is studied and attention is focused on the influence of external factors on the motivation of a person. On the basis of a review of the achievements of the scientific foundations of motivation, recommendations were made to the heads of the public administration authorities on the implementation of the motivation function. Generalized the main problems of labor motivation, typical for staff, regardless of the form of ownership of the organization. The following problems and obstacles in personnel motivation are identified: the complexity of research and determination of the motives of the individual, the problem of fairness in evaluating the performance of management and staff, dissatisfaction with hygiene factors, complex relationships in the team, inadequate expectations on the part of the employee, many innovations and changes in organization of work, monotony of activity, incompatibility of the worker’s qualification with the level of work, constant changes, stressful situations can cause apathy to slave father. Based on the results of the expert survey, the main problems of labor motivation in public administration bodies were identified. The system of motivating public servants has a number of shortcomings: dissatisfaction with the size of material security, the existence of state-wide interdepartmental and regional differences in the wage rates of civil servants, injustice with individual bonuses. The motivation of public servants is based on the opportunities for career growth, increasing competence, the prestige of working in government bodies, the stability of employment, job satisfaction, the amount of annual leave, good pensions and the opportunity to be involved in significant cases for society.

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Umarji, Osman, Peter McPartlan, Julia Moeller, Qiujie Li, Justin Shaffer, and Jacquelynne Eccles. "The motivational system of task values and anticipated emotions in daily academic behavior." Motivation and Emotion 45, no. 5 (July 3, 2021): 599–616. http://dx.doi.org/10.1007/s11031-021-09898-y.

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AbstractThis study integrates theories of achievement motivation and emotion to investigate daily academic behavior in an undergraduate online course. Using cluster analysis and hierarchical logistic regression, we analyze profiles of task values and anticipated emotions to understand expectations and completion of academic tasks over the duration of a week. Students’ task specific interest, opportunity cost, and anticipated satisfaction and regret varied across tasks and were predictive of both their expectations of task completion and actual task completion reported the following day. The results shed light on the important role of achievement motivation as situated and dynamic, highlighting the interplay between task priorities, task values, and anticipated emotions in academic task engagement.

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Ertem, Hasan Yücel. "Relationship of School Leadership with School Outcomes: A Meta-Analysis Study." International Education Studies 14, no. 5 (April 25, 2021): 31. http://dx.doi.org/10.5539/ies.v14n5p31.

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Administration and governance of schools in Turkey have a complex structure and process. Within the centralized structure, the procedures in educational activities are managed by school principals. In the Turkish literature, there are studies showing leadership styles of school leaders based on the leadership theories borrowed from different contexts. Furthermore, these leadership styles are linked to school outcomes like academic achievement and teacher motivation. Thus, catching compatible sides of leadership theories may serve to improve this kind of school outcomes. In these respects, the current study aimed to investigate which leadership styles have more effect on academic achievement and teacher motivation. Exclusion and inclusion criteria were determined in order to identify the studies to be analyzed. A meta-analysis study including 21 studies in Turkish context was conducted to achieve the purpose of the study. The meta-analysis results showed that the leadership styles were highly related with the school outcomes. Overall, laissez-faire, transactional, instructional, and transformational leadership styles had a high and positive relation with the school outcomes. The laissez-faire and spiritual leadership styles showed more effect on the teacher motivation while the positive and transformational style had more effect on the academic achievement. Considering the conclusions of the study, it is recommended that future studies develop a leadership theory specific to the educational settings in Turkey.

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Li, Xingyu, Miaozhe Han, Geoffrey L. Cohen, and Hazel Rose Markus. "Passion matters but not equally everywhere: Predicting achievement from interest, enjoyment, and efficacy in 59 societies." Proceedings of the National Academy of Sciences 118, no. 11 (March 12, 2021): e2016964118. http://dx.doi.org/10.1073/pnas.2016964118.

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How to identify the students and employees most likely to achieve is a challenge in every field. American academic and lay theories alike highlight the importance of passion for strong achievement. Based on a Western independent model of motivation, passionate individuals—those who have a strong interest, demonstrate deep enjoyment, and express confidence in what they are doing—are considered future achievers. Those with less passion are thought to have less potential and are often passed over for admission or employment. As academic institutions and corporations in the increasingly multicultural world seek to acquire talent from across the globe, can they assume that passion is an equally strong predictor of achievement across cultural contexts? We address this question with three representative samples totaling 1.2 million students in 59 societies and provide empirical evidence of a systematic, cross-cultural variation in the importance of passion in predicting achievement. In individualistic societies where independent models of motivation are prevalent, relative to collectivistic societies where interdependent models of motivation are more common, passion predicts a larger gain (0.32 vs. 0.21 SD) and explains more variance in achievement (37% vs. 16%). In contrast, in collectivistic societies, parental support predicts achievement over and above passion. These findings suggest that in addition to passion, achievement may be fueled by striving to realize connectedness and meet family expectations. Findings highlight the risk of overweighting passion in admission and employment decisions and the need to understand and develop measures for the multiple sources and forms of motivation that support achievement.

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Mabuta, Kapule D., Christopher R. Hill, and Leapetswe Malete. "Achievement goals and self-determined motivation in Botswana elite youth athletes: An extension of Achievement Goals and Self Determination Theories." African Journal for Physical Activity and Health Sciences (AJPHES) 27, no. 2 (June 2021): 175–91. http://dx.doi.org/10.37597/ajphes.2021.27.2.4.

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Chen, Jason A., and M. Shane Tutwiler. "Implicit Theories of Ability and Self-Efficacy." Zeitschrift für Psychologie 225, no. 2 (April 2017): 127–36. http://dx.doi.org/10.1027/2151-2604/a000289.

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Abstract. Our overall goal was to empirically test what we called the “growth mindset as inoculation” hypothesis using a series of latent profile analytical approaches. This inoculation hypothesis, which is consistent with the way in which Dweck and Leggett (1988) described their social cognitive approach, states that believing in the malleability of intelligence serves a protective role against negative motivational and achievement outcomes. Participants were Grade 6 students (n = 504) from a middle school and Grade 10 students (n = 354) from two high schools in the Southeastern part of the United States. Two distinct patterns emerged, which corresponded to a growth mindset profile, and an all moderate profile. Our findings did not completely confirm or disconfirm the inoculation hypothesis – rather, a more nuanced conclusion should be drawn. Although there was evidence that the growth mindset profile evinced more adaptive outcomes compared to the all moderate alternative, which reinforced Dweck and Leggett’s claims, there was no evidence of any profiles with a distinct fixed theory of ability. This was true even when we forced our data to conform to such a model. Results refine Dweck and Leggett’s social cognitive approach to motivation.

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Moreno, J. A., P. Hellin, G. Hellin, E. Cervello, and A. Sicilia. "Assessment of Motivation in Spanish Physical Education Students: Applying Achievement Goals and Self-Determination Theories." Open Education Journal 1, no. 1 (July 24, 2008): 15–22. http://dx.doi.org/10.2174/1874920800801010015.

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Trope, Yaacov. "Testing self-enhancement and self-assessment theories of achievement motivation: A reply to Sohn's critique." Motivation and Emotion 10, no. 3 (September 1986): 247–61. http://dx.doi.org/10.1007/bf00992319.

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Chirkov, Valery, and Jade Anderson. "Statistical positivism versus critical scientific realism. A comparison of two paradigms for motivation research: Part 1. A philosophical and empirical analysis of statistical positivism." Theory & Psychology 28, no. 6 (October 25, 2018): 712–36. http://dx.doi.org/10.1177/0959354318804670.

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In this two-part publication, we compare two paradigms—statistical positivism and critical scientific realism—in their application to research on academic motivation. In the first part, the propositions of statistical positivism and their applications to psychological research are presented. An empirical study in this part combines self-determination and achievement goal theories and builds a statistically integrated model of motivation of 385 college students using path analysis. This part ends with a critical analysis of this statistical model and the knowledge about motivation that it provides. In the second part, the propositions of critical scientific realism are articulated. An empirical study in Part 2 utilizes these propositions and initiates realist interviewing of 12 purposefully selected students. Using within- and between-case analyses, a model of a motivational mechanism of successful university students is proposed. The authors conclude that the continued use of statistical positivism generates minimal new knowledge about the mechanisms of academic motivation. This paradigm should be replaced with the realist one and a case-based methodology, which have a better chance to advance research and improve understanding of academic motivation.

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Moody, Stephanie, Xueyan Hu, Li-Jen Kuo, Mohammed Jouhar, Zhihong Xu, and Sungyoon Lee. "Vocabulary Instruction: A Critical Analysis of Theories, Research, and Practice." Education Sciences 8, no. 4 (October 23, 2018): 180. http://dx.doi.org/10.3390/educsci8040180.

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Much is known about the impact of vocabulary instruction on reading skills, word knowledge, and reading comprehension. However, knowledge of the underlying theories that guide vocabulary instruction and their potential impact on teachers’ performance and/or students’ achievement has not been investigated. In this content analysis, articles published in The Reading Teacher and Journal of Adolescent and Adult Literacy between 2007 and 2017 were dissected to identify and code embedded word-learning strategies, grade levels addressed, target student populations, and desired outcomes (receptive or productive vocabulary). Our primary goal was to examine the embedded word-learning strategies within the articles, and to identify the theories on which they were built. Findings showed that a combination of theories guided most strategy recommendations: Social constructivism and sociocultural theories, schema and psycholinguistic theories, motivation theory, and dual coding theory. We also parallel-coded our findings with a recent review of literature on vocabulary instruction by Wright and Cervetti (2017), and found that they corresponded with the original coding. Follow-up quantitative studies can use the salient theories detected in this content analysis to investigate whether knowledge of underlying theories has an impact on teachers’ performance and student vocabulary and reading comprehension achievement.

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Alvarez, María Sol, Isabel Balaguer, Isabel Castillo, and Joan L. Duda. "The Coach-Created Motivational Climate, Young Athletes’ Well-Being, and Intentions to Continue Participation." Journal of Clinical Sport Psychology 6, no. 2 (June 2012): 166–79. http://dx.doi.org/10.1123/jcsp.6.2.166.

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Drawing from the theories of self-determination (SDT; Ryan & Deci, 2000) achievement goals (AGT; Nicholls, 1989), and, in particular, Vallerand’s four-stage casual sequence embedded in his hierarchical model of intrinsic and extrinsic motivation (HMIEM; Vallerand, 1997, 2001), this study tested a motivational model in the sport context via structural equation modeling (SEM). Based on the responses of 370 young male soccer players (M age = 14.77), the path analysis results offered overall support for the proposed model. A perceived task-involving climate emerged as a positive predictor of the satisfaction of the three psychological needs, while a perceived ego-involving climate was a negative predictor of related-ness satisfaction. The results also support positive paths between satisfaction of the three psychological needs and intrinsic motivation, while intrinsic motivation was positively linked to subjective vitality and future intention to participate. The implications of the coach-created motivational climate are discussed in the light of its implications for the quality and potential maintenance of sport involvement among young athletes.

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Sugiaryo, Sugiaryo, and Sutoyo Sutoyo. "Penerapan Model Pembelajaran Cooperative Learning untuk Meningkatkan Motivasi Belajar pada Mata Kuliah Kapita Selekta Pendidikan Mahasiswa FKIP UNISRI." Cendekia: Jurnal Pendidikan dan Pembelajaran 13, no. 2 (February 23, 2020): 115–32. http://dx.doi.org/10.30957/cendekia.v13i2.600.

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Learning is a daily activity for students. there are also learning activities that do not include lecturer designs, because of the students' own desires. There are several motivational theories, among others: encouragement theory, intensive theory, achievement motivation theory, competency motivation theory, and motivation needs theory. cooperative learning system or cooperative learning is a teaching system that provides opportunities for fellow students to work together on structured tasks. Cooperative learning is known as group learning. This research is a Classroom Action Research (CAR) which can also be called development research. The study was conducted in 2 cycles, by applying methods in cooperative learning. Based on the discussion that has been done in the previous chapter, in general, it can be concluded that the application of STAD type cooperative learning methods can increase student motivation in the Capita Selekta Education Course. This was evidenced by the average student motivation in the high category in both Cycles I and Cycle II with a percentage of 56.25 and 62.50%. With an increase in student motivation significantly also affect the results of learning evaluations with a complete score category> 75.

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Mehrollahi, Tahereh, Mariani Md Nor2, and Mahmoud Danaee. "IMPLICIT THEORIES OF INTELLIGENCE: THE IMPACT OF INCREMENTAL MINDSET INTERVENTION ON STUDENT'S ACHIEVEMENT GOALS." International Journal of Education, Psychology and Counseling 5, no. 37 (December 31, 2020): 364–78. http://dx.doi.org/10.35631//ijepc.5370029.

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The achievement goal approach has led to educational and social- psychology as a foundation of practical education in schools. The implicit theory of intelligence, which is one of the leading models in motivation, is deep-rooted in goal theory. This theory suggests the student's belief system is divided into an entity and incremental mindset, which links each with a specific goal orientation: learning, performance, learning avoidance, and performance-avoidance. Therefore, the implicit theory of intelligence is considered an antecedent of achievement goals, which means that by changing the student's mindset, their goals and achievement levels will also change. This study investigates the effect of an incremental mindset intervention on student's achievement goals through a quasi-experimental design. For this purpose, a population of fifty-five eighth-grade female students was classified into control and experimental groups. Both groups performed the pre-, post-, and follow-up tests of goal orientations. The two-way repeated measures of MANOVA results showed a statistically significant difference in the impact of the applied intervention on student's goal orientation between the tested groups against time (F=5.585, P<0.001, η2=0.100).

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Chirkov, Valery, and Jade Anderson. "Statistical positivism versus critical scientific realism. A comparison of two paradigms for motivation research: Part 2. A philosophical and empirical analysis of critical scientific realism." Theory & Psychology 28, no. 6 (December 2018): 737–56. http://dx.doi.org/10.1177/0959354318816829.

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In this two-part publication (see Chirkov & Anderson, 2018), we compare two paradigms—statistical positivism and critical scientific realism—in their application to research on academic motivation. In the first part, the propositions of statistical positivism and their applications to psychological research are presented. An empirical study in this part combined self-determination and achievement goal theories and built a statistically integrated model of motivation of 385 college students using path analysis. Part 1 ended with a critical analysis of this statistical model and the knowledge about motivation that it provided. In the second part, the propositions of critical scientific realism are articulated. An empirical study utilizes these propositions and initiates realist interviewing of 12 purposefully selected students. Using within- and between-case analyses, a model of a motivational mechanism of successful university students is proposed. The authors conclude that the continued use of statistical positivism generates minimal new knowledge about the mechanisms of academic motivation. This paradigm should be replaced with the realist one and a case-based methodology, which have a better chance to advance research and improve understanding of academic motivation.

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Vindeker, O. S., and M. E. Lukanin. "Study of Students’ Achievement Motivation in the Context of Implicit Theories of Intelligence and Educational Goals." Izvestia Ural Federal University Journal Series 1. Issues in Education, Science and Culture 26, no. 2 (2020): 146–57. http://dx.doi.org/10.15826/izv1.2020.26.2.039.

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Almulla, Mohammed Abdullatif, and Mahdi Mohammed Alamri. "Using Conceptual Mapping for Learning to Affect Students’ Motivation and Academic Achievement." Sustainability 13, no. 7 (April 5, 2021): 4029. http://dx.doi.org/10.3390/su13074029.

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Conceptual mapping tools have been used more and more for various educational purposes in recent years by academicians and educators. In addition, developments of technology that include conceptual mapping have a significant influence on education sustainability. Nevertheless, students’ understanding and motivation in using conceptual mapping in the context of education sustainability has rarely been assessed. Thus, this study could be useful for developing and testing theories related to using conceptual mapping, as well as for practitioners who use conceptual mapping in education sustainability. Besides being used as a method of assessment, these mapping tools are used to improve the students’ critical and analytical thinking skills and to facilitate the demonstration of relationships among concepts. Instead of using written or verbal descriptions, these tools utilise various diagrammatic relationships. The use of pictures, diagrams and visual illustrations are believed to facilitate the understanding of complex topics more readily. Therefore, this research aims to develop a new model that employs conceptual mapping for improving the motivation and achievements of students. A survey was distributed to 247 participants who are using conceptual mapping tools for learning, and the data were quantitatively analysed using structural equation modelling (SEM-Amos). The results of this study show that conceptual mapping can be used to increase students’ understanding and motivation to improve their academic achievements.

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Valliere, Dave. "Culture, values and entrepreneurial motivation in Bhutan." Journal of Enterprising Communities: People and Places in the Global Economy 8, no. 2 (May 6, 2014): 126–46. http://dx.doi.org/10.1108/jec-02-2013-0002.

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Purpose – This study aims to conduct a comparative exploration into the effects of culture, social values and entrepreneurial motivation on the career decisions of youth in the newly liberalizing economy of Bhutan. These data should inform current efforts in that country to foster greater entrepreneurship among young people as a means to national development and enhanced levels of gross national happiness (GNH). Design/methodology/approach – We surveyed 144 young people with an express interest in becoming educated in business and entrepreneurship, located in Bhutan and Canada. We measured the seven Hofstede's dimensions of national culture, two dimensions of social values from the world values survey and the three dimensions of McClelland's need for achievement construct – in all cases by reusing well-established metrics from the entrepreneurship and international business literature. The novel Bhutanese data are then compared to the equivalent data for Canada to provide context for their interpretation. Findings – Our results show significant and wide-spread differences in the measures of culture and social values. On the measures of achievement motivation, our results show that the Bhutanese youth differ only in a significantly lower need for demonstrating mastery. Research limitations/implications – This study appears to be the first report of the widely used international measures of culture, values and motivation for Bhutan, which represents a context that differs very significantly from many of its Asian neighbors and from western countries that are the usual subjects of research into drivers of entrepreneurship. As such, Bhutan may form an important test of the generalizability of theories of entrepreneurship and national development. Practical implications – Our results point to novel and clear linkages between national policy objectives of increased entrepreneurship among youth and the specific supports and obstacles that exist in the national culture and values. These linkages, along with our findings on Bhutanese levels of achievement motivation, should inform the development of training programs to support the achievement of the national objectives. Originality/value – Bhutan represents a unique combination where national entrepreneurship programs are being used for economic development in the context of a highly traditional social environment based on the maximization of GHN. Our results provide a unique insight into significant effects that culture and values may have in the realization of these goals for the people of Bhutan.

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Hudley, Cynthia. "Achievement and Expectations of Immigrant, Second Generation, and Non-immigrant Black Students in U.S. Higher Education." International Journal of Educational Psychology 5, no. 3 (October 24, 2016): 223. http://dx.doi.org/10.17583/ijep.2016.2226.

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Research on academic achievement contrasting Black immigrant, second generation, and non-immigrant students as distinct groups is surprisingly sparse in the higher education literature. This study examined Black immigrant and second generation undergraduates from Africa and the Caribbean and non-immigrant Black American undergraduates, using the contrasting lenses of segmented assimilation theory and cultural ecological theory. Results for academic achievement favored second generation students, consistent with cultural ecological theory, while findings concerning expectations were more consistent with segmented assimilation theory. However, findings were moderated by gender in complex ways. This research indicates the need for more comprehensive theories of immigrant student achievement and motivation that incorporate consideration of the context surrounding both emigration from the home country and immigration to the host country.

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Balaguer, Isabel, Joan L. Duda, and Isabel Castillo. "Motivational Antecedents of Well-Being and Health Related Behaviors in Adolescents." Journal of Human Kinetics 59, no. 1 (October 20, 2017): 121–30. http://dx.doi.org/10.1515/hukin-2017-0152.

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AbstractGrounded in the Achievement Goal Theory framework of motivation and optimal functioning, there were two objectives of this study: (a) to test a model hypothesizing links between personal theories of school achievement, indices of the quality of academic engagement, wellbeing, and health-related behaviors, and (b) to explore whether the hypothesized model was invariant across gender groups. A multisection questionnaire pack tapping the targeted variables was administered to 967 teenagers (475 boys and 492 girls) aged between 11 to 16 years old. Structural equation modeling analysis revealed that Task theory of achievement predicted positively satisfaction in school and negatively boredom in school. An Ego theory of achievement was linked to higher levels of boredom in school. Satisfaction in school corresponded to higher life satisfaction, while boredom was negatively related. Higher life satisfaction was associated with lower tobacco, alcohol and marijuana consumption, more healthy food intake and greater levels of physical activity. The results revealed partial invariance of the model by gender. The quality of adolescents’ involvement in the classroom holds important implications for adolescent’s well-being and their health related behaviors. Interventions on the creation of a task-involving motivational climate in the school are proposed to promote healthy lifestyles among young people.

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Fierro-Suero, Sebastián, Bartolomé J. Almagro, and Pedro Sáenz-López. "Validation of the Achievement Emotions Questionnaire for Physical Education (AEQ-PE)." International Journal of Environmental Research and Public Health 17, no. 12 (June 24, 2020): 4560. http://dx.doi.org/10.3390/ijerph17124560.

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The fundamental role of emotions in education has been revealed in recent years. The control-value theory of achievement emotions has been postulated as one of the most used theories in this field. Thanks to the Achievement Emotions Questionnaire (AEQ), achievement emotions have been measured in different subjects and countries. The purpose of this research was to adapt and validate this questionnaire to assess achievement emotions in physical education. The sample of participants consisted of 902 (Mage = 13.15, SD = 1.17) secondary education students from various secondary schools in Spain. The psychometric properties of the Achievement Emotions Questionnaire for Physical Education (AEQ-PE) indicate that the scales are reliable and valid, as demonstrated by exploratory and confirmatory factor analysis, temporal stability, internal consistency and regression analysis. Considering the results achieved in the present study, the AEQ-PE opens a range of possibilities for both teachers and researchers. This instrument will help to understand the role of emotions in student learning and their motivation towards physical education.

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Wibisono, Chablullah. "Pengaruh motivasi mu’amalat (bekerja dan berproduksi, kebutuhan sekunder, kebutuhan primer) terhadap prestasi kerja yang religius." Ijtihad : Jurnal Wacana Hukum Islam dan Kemanusiaan 13, no. 2 (June 30, 2013): 233. http://dx.doi.org/10.18326/ijtihad.v13i2.233-252.

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Observing the development and growth of modern markets that is not comparable to traditionalmarkets and folk market, has described the tendency of secondary needs (psychological) which aredominant, and has been proven by Consumption Patterns Survey Central Bureau of Statistics (1991-2012). The survey shows that spending to meet the secondary needs amounted to 62.56% while for theprimary requirement of 37.44%. The order to meet the secondary needs and primary needs exist in theQur’an, but all of them in order to improve the achievement of the religious (pious charity) is not tosatisfaction solely. Based on a survey of consumption patterns and theories about the need for secondaryand work performance, attractive to the research, is there a need for Secondary Effect on Achievementof the Religious? From the loading factor corfirmatory mu’amallat with second order factor Analysis isas follows: secondary needs loading factor = 1.00 (significant). This figure shows that the needs of mostlarge secondary needs described by the variation of mu’amallat motivation. In other words secondaryrequirement is the most powerful indicator (dominant) of mu’amallat motivation (work and production,needs secondary, needs primary, work performance of religious).

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Thi My Quyen, Mai. "Exploring the effects of customer’s values on motivation and co-creation behavior – a study of education service." Science & Technology Development Journal - Economics - Law and Management 3, SI (April 11, 2020): SI35—SI43. http://dx.doi.org/10.32508/stdjelm.v3isi.609.

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Marketing theories recently emphasize the role of customers in a value co-creation process to create value for themselves. From service-dominant logic, value co-creation refers to interaction and resource integration between customers and other actors in the service ecosystem. To perform any behavior, from self-determination theory, intrinsic motivation is the key driver. The question is, why is there a difference between a customer’s intrinsic motivation when they participate in the value co-creation process? This study aims at proposing the model about the effects of three types of personal values, including self-direction: thought, achievement, and tradition on customer’s intrinsic motivation. The analysis is based on the context of higher education in Vietnam. The results indicate that all three types of personal values have a positive impact on customer’s intrinsic motivation. In addition, self-direction: thought is found to have the strongest positive significant impact on customer’s intrinsic motivation. Moreover, the results also prove the important role of intrinsic customer motivation in performing their value co-creation behaviors. Besides that, this current study provides some research gaps for further study on creating customer motivation through a value co-creation process.

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Karlen, Yves, Francesca Suter, Carmen Hirt, and Katharina Maag Merki. "The role of implicit theories in students' grit, achievement goals, intrinsic and extrinsic motivation, and achievement in the context of a long-term challenging task." Learning and Individual Differences 74 (August 2019): 101757. http://dx.doi.org/10.1016/j.lindif.2019.101757.

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Cavenaghi, Ana Raquel Abelha, José Aloyseo Bzuneck, and Sueli Édi Rufini. "Adolescent's motivation and their perceptions of learning contexts of foreign language." Estudos de Psicologia (Campinas) 30, no. 3 (September 2013): 345–54. http://dx.doi.org/10.1590/s0103-166x2013000300004.

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The aim of the present study was to investigate motivational orientations of 396 adolescents of public schools and their perceptions of their learning contexts. About half of the sample suited English as a compulsory language, while others studied Spanish as an elected language. Data were collected through a Likert-type self report questionnaire with questions related to mastery and work avoidance achievement goals, to perceptions of interesting classes and utility value. Results showed significant positive relations among mastery goal orientation and perceptions of interesting classes and utility, and negative relations among work avoidance goal orientation and those variables. Regression analyses showed that perceptions of interesting classes and utility value predict mastery goal orientation. Some significant differences aroused among students of the two learning contexts. Results were discussed in the light of motivational theories and some suggestions for new researches and for educational practices as well with adolescents were drawn.

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Riou, François, Julie Boiché, Julie Doron, Ahmed-Jérôme Romain, Karine Corrion, Grégory Ninot, Fabienne d’Arripe-Longueville, and Christophe Gernigon. "Development and Validation of the French Achievement Goals Questionnaire for Sport and Exercise (FAGQSE)." European Journal of Psychological Assessment 28, no. 4 (January 1, 2012): 313–20. http://dx.doi.org/10.1027/1015-5759/a000112.

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Recently, Elliot and Murayama (2008 ) pointed out a number of theoretical and methodological shortcomings among the instruments assumed to measure achievement goals. This research aimed to develop and validate a French Achievement Goals Questionnaire for Sport and Exercise (FAGQSE). In a first study, factor analyses conducted on a 20-item preliminary version supported the existence of four factors corresponding to the four types of goals of Elliot and McGregor’s (2001 ) framework (mastery-approach, performance-approach, mastery-avoidance, and performance-avoidance). A second study examined a more parsimonious 12-item version of the FAGQSE, which was found to be valid among samples of athletes, exercisers, and physical education students. The temporal stability of the questionnaire was evidenced by a satisfactory test-retest over a 1-month period, and its theoretical validity was supported by correlations between achievement goals and entity/incremental theories of sports ability, perceived sports competence, and sports anxiety. The FAGQSE is a valid and reliable French instrument for achievement goal motivation. This instrument can be used for theoretical and applied purposes in various sports and exercise settings.

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Journal articles on the topic 'Theories of achievement motivation'

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