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Suyarova, Mavjuda Ergashevna. "TEACHER'S ROLE IN THE PROCESS OF MOTIVATING LEARNERS." Zamonaviy dunyoda innovatsion tadqiqotlar 2, no. 16 (May 15, 2023): 97–99. https://doi.org/10.5281/zenodo.7935484.
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This article focus on studying widely spread definitions of motivation in language learning and teaching. It also tried to find theoretical considerations about motivating students to be effective learners and factors increasing their motivation. This article aimed to find the most important factors that influence the motivation of the students to learn the English language and to uncover the character and intensity of these factors. Moreover, the research analysed the motivational factors in relation to the gender, year of study and the grades in English to reveal the differences between the motivations of the investigated groups of students.
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Cao, Xuanming, Jiayi Tian, Keyi Wang, and Lan Wang. "Exploring Foreign Language Learning Motivation." Communications in Humanities Research 3, no. 1 (May 17, 2023): 972–77. http://dx.doi.org/10.54254/2753-7064/3/2022746.
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Motivation is crucial for second language (SL) learners. Motivation is an important factor in second foreign language learning. It alludes to a psychological propensity for learning foreign languages. The motivation of second language learners is examined in this work by categorizing motivation, outlining the motivational variables in L2 learning, and concentrating on the various motivational types. This paper divided second language motivation (SLM) into four parts: Internal and external motivation; Integrative and instrumental motivation; General motivation and specific motivation and other motivations. Finally, the paper draws on some recent ideas about the nature of the concept.
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Cai, Guodong. "CLASSROOM TRANSFORMATIONAL LEADERSHIP PRACTICES ON VOCATIONAL STUDENTS' ACADEMIC MOTIVATION." Pacific International Journal 7, no. 1 (February 15, 2024): 44–51. http://dx.doi.org/10.55014/pij.v7i1.508.
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With the strategic expansion of vocational education in China, enhancing student motivation is imperative yet challenging. This mixed methods study investigates how vocational college administrators’ leadership styles correlate to student motivation. Surveying 370 students across 7 colleges in Shandong Province revealed moderate transformational leadership positively predicted intrinsic motivation and negatively predicted amotivation, while showing negligible association with controlled extrinsic motivations. Interviews with 15 students and 7 administrators offered qualitative insights into leadership’s motivational impact. Although moderately transformational overall, administrators lacking strategic vision and overemphasizing skills dampened engagement. Students desired more inspiration, participation, and individualized support. Findings suggest extending transformational leadership development in vocational colleges to foster internalized motivation. This study provides empirical evidence and guidance to enhance leadership strategies for motivating China’s emerging generation of vocationally-trained talent.
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Malchrowicz-Mośko, Ewa, Patrycjusz Zarębski, and Grzegorz Kwiatkowski. "What Triggers Us to Be Involved in Martial Arts? Relationships between Motivations and Gender, Age and Training Experience." Sustainability 12, no. 16 (August 13, 2020): 6567. http://dx.doi.org/10.3390/su12166567.
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The study aims to recognize the motivations to engage in judo depending on gender, age and level of sports experience among nonelite judokas from the Greater Poland region because previous studies mostly concerned the motivations of top athletes. We supposed that there was a relationship between age, gender, level of sports experience and motivations in judo. During the diagnostic survey, judokas completed the Polish version of the Sport Motivation Scale. In order to determine the motivational profiles of judokas, cluster analysis was performed using the k-means method. The highest values were obtained for motivations related to the intrinsic motivation to experience stimulation and the intrinsic motivation to accomplish, while the lowest values were obtained for motivations related to amotivation and external regulation. The research results showed a relationship between experience in judo training and the motivations of judokas; however, the motivations of the judokas were not differentiated based on their gender or age. In our study, the intrinsic motivation to experience stimulation turned out to be more important for judokas participating in competitions, while recreational athletes more often indicated experiencing amotivation. The intrinsic motivation to accomplish and intrinsic motivation to know turned out to be more important for athletes in training for more than 10 years, while amotivation was more often indicated to be experienced by judokas practicing judo for less than 10 years. Respondents who reported high internal motivation values and had a motivational structure they shaped themselves had been training for longer—for more than 10 years. In our study, the three motivational groups of judokas were identified, and we found that judo experience differentiated belonging to groups. It is recommended to check other martial arts and check more variables in the future, e.g., marital status, which is a potentially important factor in the field of sport motivation.
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Nachshoni, Amizur. "The Impact of Principal on Teacher Motivation in Secondary Schools." Journal of Artificial Intelligence General science (JAIGS) ISSN:3006-4023 4, no. 1 (April 23, 2024): 27–44. http://dx.doi.org/10.60087/jaigs.vol4.issue1.p44.
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This research investigates the influence of school principals' motivation on teachers, recognizing motivation as a complex process driving human behavior towards goals. Motivation's significance lies in its role in energizing individuals towards their aspirations. The study highlights two key motivations: the critical role of motivated teachers in education and the principal's leadership impact on teacher motivation. Literature underscores motivation's multifaceted nature and its link to organizational climate, rewards, and management practices. Challenges include establishing causality between principal actions and teacher motivation amid diverse educational contexts. Despite hurdles, insights gleaned shed light on the principal's influence and teacher motivation levels.
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Nachshoni, Amizur. "The Impact of Principal on Teacher Motivation in Secondary Schools." Journal of Artificial Intelligence General science (JAIGS) ISSN:3006-4023 4, no. 1 (April 23, 2024): 27–44. http://dx.doi.org/10.60087/jaigs.v4i1.79.
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This research investigates the influence of school principals' motivation on teachers, recognizing motivation as a complex process driving human behavior towards goals. Motivation's significance lies in its role in energizing individuals towards their aspirations. The study highlights two key motivations: the critical role of motivated teachers in education and the principal's leadership impact on teacher motivation. Literature underscores motivation's multifaceted nature and its link to organizational climate, rewards, and management practices. Challenges include establishing causality between principal actions and teacher motivation amid diverse educational contexts. Despite hurdles, insights gleaned shed light on the principal's influence and teacher motivation levels.
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Mateos-Moreno, Daniel. "What is attractive about becoming a music teacher? Exploring the motivations of pre-service music teachers towards the profession." British Journal of Music Education 40, no. 3 (November 2023): 311–24. http://dx.doi.org/10.1017/s0265051723000335.
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AbstractUncovering the motivations towards a profession may contribute to a better understanding of how the profession is chosen and will be pursued. However, the research on the attractiveness of the music teaching profession is rather limited and predominantly focused on identity development, thereby overlooking other aspects that may play a role. In pursuing a case study, my aim is to contribute to this field of research by investigating the views of pre-service music teachers enrolled at the University of Karlstad in Sweden. The results depict a unique motivational profile compared to their counterparts in other subjects. These differential aspects are threefold, indicating a high prevalence of ‘extrinsic motivations’ driving their choice of profession, that ‘altruistic reasons’ have lower significance as a motivating factor, and that there is a poor perceived relevance of these individuals’ future profession. In addition, this study provides evidence of the prevalence of ‘musician identities’ over ‘teaching identities’ and foresees the dependence between the participants’ motivation and their future students’ progression. Moreover, I hypothesise that career changes and Pygmalion effects are to be expected if intrinsic motivation towards the profession is not fostered or if this population’s motivation is linked to the progress of their students rather than the challenge of motivating them in the first place.
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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 (November 4, 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 granularity are also examined as the moderate constructs. Design/methodology/approach – The paper builds a conceptual model to illustrate the relationships between various motivations (extrinsic and intrinsic) and participation effort under the moderating of perceived motivational affordances and task granularity. An empirical study is conducted to test the research model by surveying the Chinese participants of crowdsourcing contest. Findings – The results show that various motivations might play different roles in relating to participation effort expended in the crowdsourcing contest. Moreover, task granularity may positively moderate the relationship between external motivation and participation effort. The results also show that supporting of a participant's perceived motivational affordances might strengthen the relationship between the individual's motivation with an internal focus (intrinsic, integrated, identified and introjected motivation) and participation effort. Originality/value – Overall, the research has some conceptual and theoretical implications to the literature. This study synthesises various motivation factors identified by previous studies in crowdsourcing projects or communities as a form of motivation spectrum, namely external, introjected, identified, integrated and intrinsic motivation, which contributes to the motivation literatures. Meanwhile, the findings indicate that various motivations might play different roles in relating to participation effort expended in the crowdsourcing contest. Also, the study theoretically extends the crowdsourcing participation research to incorporate the effects of perceived motivational affordances in crowdsourcing contest. In addition, the study may yield some practical implications for sponsors, managers and designers in crowdsourcing contest.
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Cho, Joonyoung, Ruth Dunkle, and Garrett Pace. "Motivations To Join And Stay A Member Of A Village For Older Adults." Innovation in Aging 5, Supplement_1 (December 1, 2021): 620–21. http://dx.doi.org/10.1093/geroni/igab046.2369.
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Abstract People join a customer-driven organization with motivations that may not be static over time, an important issue for long-term organizational viability. In this study, we examined motivations among members of ShareCare, the first Village for older adults in the U.S. Using qualitative data from a random sample of 91 members, we compared motivations for becoming a member and for continuing membership. Motivations to join and continue membership are not necessarily the same. Motivations were categorized as: instrumental, social, and altruistic motivation. We categorized length of membership as short-term: 8-years or less (51.63%) and long-term: 9-years and more (49.37%). While 36% of members joined only for instrumental motivation, 59% continued membership only for instrumental motivation. While about 52% joined with multiple motivations, only 35% of members mentioned multiple motivations when continuing their membership. Finally, 18% of short-term members mentioned altruistic motivation when continuing their membership, while 28% of long-term members mentioned altruistic motivation when continuing their membership. While people’s motivation might change over time, altruistic motivation may be the greatest motivating factor for long-term memberships. Long-term members may identify themselves as supporters rather than users of the organization and cultivate stronger connections with other members over time. Our findings inform how to recruit and retain members in Villages, and customer-driven organizations for older adults more broadly.
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Wang, Yake, and He Yang. "Language Learning Motivations among Turkish Learners of Chinese as a Foreign Language: A Survey of Five Universities in Turkey." Behavioral Sciences 13, no. 10 (September 29, 2023): 808. http://dx.doi.org/10.3390/bs13100808.
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Research on language learning motivations has been extensive. However, research on learners’ motivations for learning Chinese has been underexplored compared to that for learning English. The current study aimed to investigate the motivations among 256 Turkish learners of Chinese as foreign language (CFL) who studied at five universities in Turkey. Participants completed an adapted questionnaire based on Gardner’s Attitude/Motivation Test Battery (AMTB). A series of statistical analysis revealed three major findings. First, integrativeness, attitudes towards learning situation and attitudes towards learning Chinese were identified as the three most important motivational variables, followed by instrumentality, and parental encouragement. Language anxiety and passive motivation seemed to play a weaker role in Turkish CFL learners’ motivations for learning Chinese at the tertiary level. Second, the results also show that females exhibited higher motivation to learn the target language compared to their male peers. Third, the choice of major among CFL learners appeared to influence their language learning motivations, with a notable distinction between Chinese majors and non-Chinese majors in five motivational variables: integrativeness attitudes towards the learning situation, language anxiety, parental encouragement, and passive motivation.
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Chiu, Chao-Wen. "Navigating Motivation: Freshmen’s Quest for English Proficiency in Taiwanese University Contexts." English Language Teaching 17, no. 4 (March 23, 2024): 34. http://dx.doi.org/10.5539/elt.v17n4p34.
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English language proficiency is crucial in today’s globalized world, prompting Taiwanese universities to mandate one to four years of English courses. With the implementation of a national bilingual education program for college students, universities aim to enhance English proficiency through Freshman English courses, facilitating a smooth transition to English-mediated instruction in subsequent years, particularly in specialized subjects. Despite the official emphasis on English’s importance for future success, the effectiveness of language instruction hinges on understanding students’ motivations. This study investigates English learning motivations among Taiwanese undergraduates, utilizing a Likert-scale questionnaire to discern general trends. The sample comprises 360 undergraduates from a northern Taiwanese university, with factor analysis revealing five motivational factors: intrinsic appreciation, instrumental motivation, external expectations motivation, exam-driven motivation, and interpersonal influence. These findings offer valuable insights into the multifaceted nature of English language learning motivations among Taiwanese freshmen, contributing to existing literature by highlighting nuanced motivational factors. The identified motivational factors hold implications for both theoretical understanding and pedagogical approaches, providing educators with insights to tailor instruction to students’ diverse motivations. This study aims to enrich the discourse on language learning motivation and serve as a foundation for future research in similar contexts.
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Hustiana, Hustiana. "EXPLORING THE MOTIVATIONAL TEACHING PRACTICES IN ENGLISH INTENSIVE PROGRAM AT AN INDONESIAN ISLAMIC UNIVERSITY." English Language, Linguistics, and Culture International Journal 1, no. 2 (August 30, 2021): 85. http://dx.doi.org/10.24252/elstic-ij.v1i2.22818.
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The aim of this research was to explore the application of motivational teaching practices used by instructors and their impact on the students’ motivation. The researcher applied case study that conducted in English Intensive Program of UIN Alauddin Makassar namely Pengembangan Intesifikasi Bahasa Asing (PIBA) in academic year 2017/2018. The data sources were 2 instructors and 72 first semester students that taken through purposive sampling. The first instructor taught Guidance and Counseling C Department students that consisted of 30 students and the second instructor taught Nursing A Department students that consisted of 32 students. In collecting data, the motivational teaching Practices by instructor was taken through interview and observation. While, the impact of the application of motivational teaching practices on the students’ motivation was taken through questionnaire. In brief, it could be concluded that there were two kinds instructors’ perception about motivational teaching practices, they were Strongly Motivating Instructor (SMI) and Weakly Motivating Instructor (WMI). Besides, there were two kinds of instructors’ motivation teaching practices implementation, they were Highly Implemented Motivational Teaching Practices (HIMTP) and Lowly Implemented Motivational Teaching Practices (LIMTP). Thus, the impact on the students’ motivation was also different. The Strongly motivating instructor who implemented motivational teaching practices highly had more self-confidence students in learning English. While, the weakly motivating instructor who implemented motivational teaching practices lowly had less self-confidence students in learning English. Even though it could not be denied that all of the students from both classes still had high anxiety and low intrinsic motivation. Therefore, it was suggested for the Instructor to applied personal approach to decrease the anxiety of the students and to increase their satisfying in learning English.
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Ren, Xiaobin, and Lin Wang. "Disappearing Integrative Motivation: A Validated Scale of Motivation for Learners of Southeast Asian Languages." Behavioral Sciences 15, no. 4 (April 3, 2025): 464. https://doi.org/10.3390/bs15040464.
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This study aimed to develop and validate a motivation scale specifically designed for university students enrolled in Southeast Asian language programs. Utilizing a thematic analysis of interviews with 28 students, five key motivational dimensions were identified: institutional environment, proficiency demand, self-development planning, social responsibilities, and intrinsic interest. These dimensions informed the construction of an initial scale, which was empirically tested and refined through two rounds of validation. The final 19-item scale covers four core dimensions, excluding intrinsic interest, reflecting the dominance of instrumental motivations in this context. Results highlighted the practical and goal-oriented nature of these motivations, differing from the integrative motivations observed in learners of global languages like English. This study fills a research gap by offering a validated tool for assessing language learning motivation in smaller, regionally significant language programs and provides insights into the unique motivational factors driving these learners.
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Hadi, Faishol, Haris Dibdyaningsih, Rizki Ramadhan, and Khoirul Ihsan. "STUDENTS’ MOTIVATION AND TEACHERS’ MOTIVATIONAL STRATEGY IN LEARNING ENGLISH TO THE TENTH GRADERS OF SENIOR HIGH SCHOOL." English Teaching Journal : A Journal of English Literature, Language and Education 10, no. 2 (December 8, 2022): 98–105. https://doi.org/10.25273/etj.v10i2.14241.
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The aim of this research was to investigate student’ motivation and teachers' motivational strategy in learning English at tenth graders MA Maarif Grabag and SMK Islam Sudirman. To evaluate students' motivation and teachers' motivational strategy in learning English, qualitative methodologies were employed. The subjects of the research were English teachers and the tenth grade students of MA Maarif Grabag and SMK Islam Sudirman. Observation, questionnaires, and interviews were utilized to collect the data. The questionnaire results showed that students' motivation of SMK Islam Sudirman were in Moderate (Tata Boga) and Low (TKR) and MA in Moderate. The Teachers' motivational strategy was in Enough level for SMK Islam and Good for MA Maarif. The analysis obtained showed that students have various motivations. Teachers' motivational strategy was conducted by the field rather than theories. Students' motivation majority was influenced by the intrinsic factors. Teachers did not fully applied theories, and did strategy as impacted by their characteristic, experience, knowledge, and condition of school which result on students' motivation as the extrinsic factors. The suggestion on this study was teachers should know and applied theories of motivation and how to motivate students to enhance their motivation in learning English.
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Gao, Yihong, Xiaoying Wang, and Yan Zhou. "EFL motivation development in an increasingly globalized local context: A longitudinal study of Chinese undergraduates." Applied Linguistics Review 5, no. 1 (April 1, 2014): 73–97. http://dx.doi.org/10.1515/applirev-2014-0004.
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AbstractAs part of a larger longitudinal study, this paper examines the development of Chinese students' EFL learning motivation throughout university undergraduate study, in an increasingly globalized local context. The study adopted a social constructivist perspective of language learning and combined research methods; the participants were over 1,000 undergraduates from 5 universities. The quantitative data were collected through a questionnaire (based on Gao et al. 2004) including motivational intensity and motivation types – instrumental, cultural, and situational, implemented annually from university entrance to graduation. The qualitative data consisted of individual and group interviews, student journals, and observations. Integrated data analysis revealed that sustained high-level long-term instrumental motivations coexisted with an increase of L2- oriented cultural motivations and situational motivation, particularly in the first and fourth year. The increased L2-oriented cultural motivations indicated neither ``ntegrativeness'' in the sense of becoming a member of the native English speaker community, nor a culturally neutral ``global identity.'' The increase of such L2- oriented cultural motivations was also accompanied by a sustained ``social responsibility'' motivation oriented to learners' home culture. Such complexities of motivational development call for further investigation in increasingly globalized EFL contexts.
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Mousumi, Sengupta, and Peter Helen. "Investigating the SDT theory of motivation: A study among Indian banking sector employees." Empirical Economics Letters 24, March Special Issue 4 (March 30, 2025): 47–64. https://doi.org/10.5281/zenodo.15107660.
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<strong>Abstract: </strong>The banking sector in India is characterized by intense competition, rapid technological advancements, and a strong focus on customer service. Self-determination theory (SDT) of motivation offers insights into the different motivations that drive employee performance. Keeping this in mind, Motivation at Work Scale (MAWS) was administered among 289 employees of the Indian banking sector and 32 respondents were interviewed, to investigate the motivation factors. In general, the respondents perceived all motivational factors as the reasons for which they were performing their job roles. The study revealed that respondents’ perception significantly differed in relation to the motivational factors, responsible for their job performance. Respondents’ perception significantly differed in relation to motivational factors, responsible for their job performance. It is also revealed that respondents differed in perceiving intrinsic motivation, identified regulation, introjected regulation, and external regulation based on demographic factors. Findings support the existing literature, in terms of motivation at work. They highlight the complexity of workplace motivation, emphasizing that no one-size-fits-all solution exists. <strong>Keywords</strong>: Intrinsic Motivation, Extrinsic Motivation, Job Performance, Employee Engagement <strong>JEL Classification Number</strong>: M540, M120, M100, M10
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Grabiec, Olimpia, and Joanna Jędraszczyk-Kałwak. "Motivating factors applied in small and medium enterprises." Zeszyty Naukowe Wyższej Szkoły Humanitas Zarządzanie 18, no. 3 (September 29, 2017): 37–49. http://dx.doi.org/10.5604/01.3001.0010.6384.
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This article presents a discussion of issues connected with motivating employees to work. It contains theoretical principles of psychology of motivation, as well as a self-study connected with the presented topic. The theoretical part of this article presents a detailed definition of motivation, the scope of interest of motivational psychology as well as different types of motivation drivers applied by managers. On the other hand, the empirical part presents results of the research related to motivational systems applied in Silesian enterprises. This article aimed at showing different ways of motivating employees of small and medium enterprises to work, as well as defining, which factors are, in their opinions, the most encouraging to intensive work, which can contribute to the development of motivational systems in enterprises.
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Mdaka, Lerato E., and Mpumelelo Longweni. "A pilot study exploring the interactive effects of intrinsic and extrinsic motivations in Open Source problem-solving." Journal of the Academy of Business and Emerging Markets 5, no. 1 (January 25, 2025): 15–28. https://doi.org/10.5281/zenodo.14737409.
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This study examines the interaction between intrinsic and extrinsic motivations in open-source problem-solving. Using a pilot moderation model, we analyze the combined and interactive effects of these motivations on collaborative crowdsourcing within open-source projects. Our quantitative approach, involving respondents from the Mturk platform, employs structural equation modeling to explore the relationships between motivational types and problem-solving success. The findings show that intrinsic motivation significantly enhances open-source problem-solving. Conversely, extrinsic motivation has a moderating effect, reducing the positive impact of intrinsic motivation when perceived as controlling. This research contributes to the theoretical understanding of motivation in crowdsourcing, highlighting the complex role of extrinsic rewards in collaborative settings.
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Mahdi Adai, Salih, and Anmar Ahmed Kadhem. "THE ELOQUENT FOOTBALL COACH: A PRAGMATIC STUDY OF SOME OF PEP GUARDIOLA’S MOTIVATIONAL PHRASES." International journal of language, literature and culture 04, no. 04 (April 14, 2024): 19–27. http://dx.doi.org/10.55640/ijllc-04-04-03.
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The practices, that individuals in positions of responsibility adopt to enhance their teams, come in various forms and strategies. Pep Guardiola, one of the most renowned football coaches, is known for his motivational techniques. Using Chen's (2022) motivation model of pragmatics, this study analyzes some of the most powerful phrases used by Guardiola in front of his players. The analysis reveals two levels of motivations and their categories: transactional and interactional motivations. Guardiola's motivational practices also focus on enhancing both his image and his players' public image for effectiveness and motivation.
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Raposo, Frederico Zarazaga, David Sánchez-Oliva, Eliana Veiga Carraça, António Labisa Palmeira, and Marlene Nunes Silva. "The Dark Side of Motivational Practices in Exercise Professionals: Mediators of Controlling Strategies." International Journal of Environmental Research and Public Health 17, no. 15 (July 26, 2020): 5377. http://dx.doi.org/10.3390/ijerph17155377.
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According to the Self-Determination Theory, perceived job pressures can coerce professionals to develop more controlled motivations towards their work, and consequently increase the probability of using controlling motivational strategies. This study sought to analyze work-related motivations as mediators between two types of perceived job pressures: organizational constraints and perceptions of clients’ controlled motivation and the use of controlling motivational strategies by exercise professionals. Using a cross-sectional design, involving 366 exercise professionals (172 women), mediation paths were assessed following Preacher and Hayes statistical procedures. Models were adjusted for gender, work experience (years), and the internal tendency to feel events as pressuring. Organizational constraints were associated with lower autonomous motivation for work and the use of controlling strategies. Perceptions of clients’ controlled motivation were associated with work-related amotivation and the use of controlling strategies. Amotivation mediated the association between organizational constraints and controlling strategies. Overall, results support theoretical predictions and previous research, extending it to the exercise domain, highlighting the interplay between job pressures, work-related motivations, and the use of controlling strategies. The understanding of what influences exercise professionals’ motivation, and consequently the motivational strategies they use, is of paramount importance for exercise promotion and the benefit of those who seek their expert guidance.
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Rusminto, Nurlaksana Eko, Ag Bambang Setiyadi, Mahpul, and B. Anggit Wicaksono. "Exploring Motivational Orientations of Prospective Language Teachers." Theory and Practice in Language Studies 12, no. 5 (May 4, 2022): 937–42. http://dx.doi.org/10.17507/tpls.1205.14.
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Pre-service teacher program has been a big issue in educational development and research worldwide. A dichotomy of their motivation under intrinsic motivation and extrinsic motivation is widely accepted but the motivational orientations under altruistic, intrinsic and extrinsic motivation are also identified. This study was meant to identify what motivational orientations the Indonesian preservice language teachers had and whether their motivations changed while taking the training program. The criteria on reliability of internal consistency of the items were relatively high with their Cronbach’s Alpha .85. The results show that the participants had the three classifications of motivation of pre-service teachers and the results also revealed that the three sub-scales were significantly correlated. The empirical data in this study supported that the category of motivation of pre-service students under altruistic, intrinsic and extrinsic motivation and the data also revealed that the participants became more motivated to be teachers after entering to the teacher training program. The data also suggests that the three types of motivation (altruistic, extrinsic and intrinsic orientation) are not antagonistic. The data also implies that motivational orientations in general are identified under the continuum of the extrinsic- intrinsic motivation and other categories, if any, may be grouped under the continuum.
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Debnath, Beauty. "Possible Selves, Motivation, and Classroom Practices: A Qualitative Enquiry with English Teachers in Dhaka, Bangladesh." Theory and Practice in Language Studies 11, no. 3 (March 1, 2021): 251. http://dx.doi.org/10.17507/tpls.1103.04.
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Studies around the world show that students’ motivation for learning English as a foreign language is usually interconnected with teachers’ motivation. To explore this relationship, this study investigated five Bangladeshi EFL teachers’ early language learning experiences, their visions of possible L2 selves, their motivations for becoming English teachers and the way they connect their visions with their classroom teaching for motivating students. This study employed L2 Motivational Self System (Dorney, 2005, 2009) as the theoretical framework. It was situated in the constructivist paradigm using a qualitative approach taking the form of a narrative enquiry. Data was collected from teachers’ language biographies and in-depth interviews. The thematic analysis of data revealed teachers’ considerable academic and socio-cultural challenges, their improved motivational states and visions of either ‘Ideal L2 Self’ or ‘L2 Learning Experiences’. Teachers with ‘Ideal L2 Selves’ were found more aware of generating students’ L2 vision. The study also found a considerable influence of social, economic, psychological, infrastructural, and cultural factors on teachers’ professional motivation and commitment. Therefore, the study has brought implications for addressing these factors at an institutional and political level to bring about attitudinal change towards teaching as a profession in Bangladesh.
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Ramadhia, Ulfah, and Danny Sanjaya Arfensia. "EXPLORING MOTIVATIONS FOR ONLINE VOLUNTEERING IN EMERGING ADULTS: A DESCRIPTIVE STUDY." Psychosophia: Journal of Psychology, Religion, and Humanity 5, no. 2 (October 31, 2023): 108–17. http://dx.doi.org/10.32923/psc.v5i2.3622.
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The widespread use of the internet has led to a new activity involving individuals in spreading goodness through voluntary social engagement. This activity is known as online volunteering. The flexible nature of online volunteering has increased interest and enthusiasm, particularly among emerging adults, motivating them to participate in such activities. However, research on this phenomenon, especially among emerging adults, is still limited. This study aims to explore the various forms of motivation among emerging adults to participate in online volunteering. A total of 205 emerging adult participants who have previously or are currently engaged in online volunteering activities are recruited to complete the Volunteer Functions Inventory adaptation scale. Descriptive analysis indicates that out of the six proposed motivation forms, Motivations related to understanding, values, and enhancement play a crucial role in motivating emerging adults to engage in online volunteering. These three motivational factors serve as the primary incentives for emerging adults to develop themselves and achieve their goals. Additionally, the study finds that emerging adults who engage in online volunteering activities for 6 months to 1 year and those who participate in environmental online volunteering exhibit higher motivation compared to those engaged in volunteering for longer durations and in other volunteer fields. Overall, this research identifies a high level of motivation among emerging adults participating in online volunteering activities, categorizing it as a significant driving factor.
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Raharja, Ernita, and Ashadi Ashadi. "Motivating EFL Learners Comprehensively: Applying Dörnyei’s Taxonomy of Classroom Motivational Strategies." Journal of English Language Teaching and Linguistics 4, no. 1 (April 19, 2019): 117. http://dx.doi.org/10.21462/jeltl.v4i1.213.
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<p><em>Learning English as a foreign language is considered as a long-term process. During the period of learning, students might undergo ‘ups’ and ‘downs’ issue related to motivation swings. It is believed that motivated learners likely to outperform others who have high language aptitude but possess low motivation. For this reason, EFL teachers are required to involve strategies that captivate EFL students’ motivation. Motivating students should not only rely on immediate teaching strategies or a single activity since learning English as a foreign language is not an immediate process. Students tend to show fluctuated motivation in a time while in the other occasions could suffer in learning. </em><em>Hence, how motivation is considered as a process rather than a single state is described. Examining other perspective about motivation and the changing of focus in researching motivation show that seeing motivation as a process indicates more promising results for EFL students’ learning accomplishment. </em><em>Pointing out the importance of motivation in English learning attainment and the need of continuum process in motivating students, this paper offers the practical and comprehensive classroom motivational strategies by applying </em><em>Dörnyei’s motivational taxonomy</em><em>. </em></p>
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Savin-Zgardan, Angela. "Opinions on Lexical, Phraseological and Motivational Meaning." Intertext, no. 1(59) (July 2022): 15–20. http://dx.doi.org/10.54481/intertext.2022.1.02.
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The motivation of the word is its specific sign; it is the structural-semantic capacity that allows us to be aware of the interconditioning of the sound form and its meaning by comparing it with other lexical units of the language. The types of motivation of the word meaning are: the lexical motivation which is the result of the expression by the word of the motivational index of the designated object and the structural motivation which is the expression by the word of the classification index of the designated object. Lexical and structural motivations are realized by the internal form of the word (IFW). The IFW components are on the “horizontal” motivational form and the motivational meaning, and on the vertical - the motivational part and the forming part. With reference to words we can speak of lexical meaning and motivational meaning; in SPU (stable polilexical units), however, we identify phraseological meaning, motivational meaning, and lexical meaning. The motivational form of the word (MF) is the segment (or segments of its sound form), determined in terms of its motivation. The motivational meaning of the word is the meaning (or a synthesis of the meanings) of the motivational form. There are different types of relations between the motivational meaning and the lexical meaning of the word: the overlapping relationship; inclusion relationships; intersection relations; and inadvertent relationships. There are various types of motivational indices. The following types of IFW are determined: a) live - when the motivation can be identified by the speaker; b) dead, here the word has lost its motivation in the speaker's perception; c) lexicalized and non-lexicalized; d) metaphorical and non-metaphorical. Examples of the types of motivation mentioned are presented in this article.
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ELLIS, JASON D., SUSAN W. ARENDT, CATHERINE H. STROHBEHN, JANELL MEYER, and PAOLA PAEZ. "Varying Influences of Motivation Factors on Employees' Likelihood To Perform Safe Food Handling Practices Because of Demographic Differences." Journal of Food Protection 73, no. 11 (November 1, 2010): 2065–71. http://dx.doi.org/10.4315/0362-028x-73.11.2065.
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Food safety training has been the primary avenue for ensuring food workers are performing proper food handling practices and thus, serving safe food. Yet, knowledge of safe food handling practices does not necessarily result in actual performance of these practices. This research identified participating food service employees' level of agreement with four factors of motivation (internal motivations, communication, reward-punishment, and resources) and determined if respondents with different demographic characteristics reported different motivating factors. Data were collected from 311 food service employees who did not have any supervisory responsibilities. Intrinsic motivation agreement scores were consistently the highest of all four motivational factors evaluated and did not differ across any of the demographic characteristics considered. In contrast, motivation agreement scores for communication, reward-punishment, and resources did differ based on respondents' gender, age, place of employment, job status, food service experience, completion of food handler course, or possession of a food safety certification. In general, respondents agreed that these motivation factors influenced their likelihood to perform various safe food handling procedures. This research begins to illustrate how employees' demographic characteristics influence their responses to various motivators, helping to clarify the complex situation of ensuring safe food in retail establishments. Future research into why employee willingness to perform varies more for extrinsic motivation than for intrinsic motivation could assist food service managers in structuring employee development programs and the work environment, in a manner that aids in improving external motivation (communication, reward-punishment, and resources) and capitalizing on internal motivation.
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Seleky, Rosalia Natalia, Wataru Ozawa, and Aofei Chen. "Motivation toward Rice Farming in Margokaton Village, Sleman District, Yogyakarta Province, Indonesia." Asian Journal of Agriculture and Development 21, no. 1 (June 28, 2024): 21–38. http://dx.doi.org/10.37801/ajad2024.21.1.2.
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Lately, younger people have not involved themselves in farming activities, nor have they continued their parents’ jobs as farmers. Nevertheless, agriculture continues to play a pivotal role in Indonesian food production. Some studies reveal that fewer young people have been engaging in farming because aging farmers are unwilling to bequeath farms to younger farmers for educational, financial, and motivational reasons. Thus, this study sought to describe and analyze the motivating factors why farmers continue farming in Margokaton village, Sleman district, Yogyakarta province. The study gathered primary information from 82 farmers using a structured questionnaire. It used Alderfer’s existence-relatedness-growth (ERG) theory to assess farmer motivations. It found that, overall, rice farmers’ motivation, as seen from the motivation of ERG needs, was “moderate.” Spearman’s rank correlation coefficient analysis shows farmers’ motivation correlating with their education, side jobs, perception of farming as an occupation, farmland areas, productivity of paddy fields, household income from crops farming, farming experience, maintenance of the farmland, having daughters only, and parental encouragement toward farming. Understanding the factors that correlate with farmers’ motivation to continue farming can help assess the future of rice farming.
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Fang, Minghui. "Exploring the Relationship Between Motivation and IELTS Reading Proficiency Among Chinese Learners." World Journal of English Language 14, no. 6 (July 30, 2024): 341. http://dx.doi.org/10.5430/wjel.v14n6p341.
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This study investigates the impact of motivational factors on the reading test performance of Chinese learners in the IELTS examination. The objectives are to evaluate the motivation levels, analyze the relationship between motivation and IELTS reading achievement, and identify the most influential predictors among intrinsic and extrinsic motivations. Using a quantitative research design and a sample of 242 students from 12 IELTS training centers in southwest China, data were collected through the Motivation in English Reading Questionnaire (MERQ) and Cambridge Practice Tests for IELTS. Pearson correlation coefficients and multiple regression analysis were employed to analyze the data. The results show significant positive correlations between various motivational constructs and IELTS reading scores. Total motivation (r = .634, p < .001), efficacy and engagement (r = .520, p < .001), utility value (r = .459, p < .001), and academic value (r = .424, p < .001) are all positively associated with reading proficiency. Regression analysis indicates that intrinsic motivation, specifically efficacy and engagement (β = 0.504), is the strongest predictor of reading scores, followed by utility value (β = 0.351) and academic value (β = 0.315). These findings underscore the essential role of both intrinsic and extrinsic motivations in improving reading proficiency among Chinese IELTS learners.
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Suliman, Wesam, Tendai Charles, and Omaima Sawalha. "Students’ Integrative and Instrumental Motivation for Learning English as a Second Language." Revista de Gestão Social e Ambiental 18, no. 8 (April 17, 2024): e06092. http://dx.doi.org/10.24857/rgsa.v18n8-040.
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Objective: This research investigates the influence of integrative and instrumental motivations on English Language Learning (ELL) among students in private educational institutions within the United Arab Emirates (UAE). It aims to discern which type of motivation—integrative or instrumental—exerts a greater impact on second language acquisition. Method: A quantitative research methodology was employed, utilizing a 44-item questionnaire adapted from the Motivation Test Battery. The study sample consisted of 101 English as a Second Language (ESL) students. Statistical tools such as regression analysis and correlation coefficients were used to analyse the data, providing insights into the relationships between motivational types and language acquisition success. Results and Discussion: The study revealed a positive correlation between both integrative and instrumental motivations and ELL. Notably, integrative motivation had a more substantial influence on the ESL outcomes compared to instrumental motivation. These results underline the complexity of motivational impacts on language learning, with integrative motivation playing a pivotal role. Research Implications: The findings suggest that educational strategies that enhance integrative motivation could be more effective in promoting successful language learning. This could involve fostering a deeper connection with the language community and culture, thereby enriching the educational experience and outcomes for ESL learners. Originality/Value: This study contributes to the existing body of knowledge by focusing on the comparative impacts of integrative and instrumental motivations in the context of the UAE—a region where such studies are seldom conducted. The insights regarding the predominant influence of integrative motivation add a valuable dimension to the global discourse on second language acquisition, especially in multilingual and multicultural learning environments.
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Ibba, Mohammad Yusri, and Aurizia Siraji. "Motivational Factors Towards English Language Learning Success Among English as a Second Language Learners at Sulu College of Technology Senior High School." Psychology and Education: A Multidisciplinary Journal 38, no. 4 (May 23, 2025): 403–12. https://doi.org/10.70838/pemj.380408.
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This study aimed to examine the motivational factors influencing English language learning among senior high school students, focusing on both intrinsic and extrinsic motivations. It also investigated how demographic characteristics such as age, gender, parents’ educational attainment, and family income may affect these motivations. The research instrument included two parts: demographic profiling and a Likert scale-based assessment of motivational factors. Descriptive statistics (frequency and percentage) summarized demographics, while weighted mean and standard deviation assessed motivation levels. Inferential analyses included ANOVA, independent sample t-tests, and Pearson correlation. Findings revealed that most respondents were 18 years old or younger, with an equal gender distribution. Most students came from low-income families, and their parents had primarily attained high school or a college education. The overall results indicated that students are both intrinsically (M = 4.29, SD = 0.44) and extrinsically (M = 4.34, SD = 0.36) motivated to learn English, with extrinsic motivation slightly higher. No significant differences in motivation were found across different age groups (p = 0.294). However, female students showed significantly higher intrinsic motivation (M = 4.414) compared to males (M = 4.172), with a t-value of -2.80. Parental education did not significantly affect students' intrinsic (p = 0.119) or extrinsic motivation (p = 0.558). Similarly, family income did not significantly influence motivation levels (F = 1.792, p = 0.037). A statistically significant positive correlation (p = 0.000) was found between intrinsic and extrinsic motivation, indicating a meaningful relationship between the two. The study concludes that both intrinsic and extrinsic motivations are key drivers of English language learning among senior high school students, with gender being a notable factor, while age, income, and parental education show limited influence.
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Gashu Walle, Demissie. "Assessing the Motivation of First-year Undergraduate Students for Physical Fitness Workout and Contextual Differences at Bahir Dar University." SINET: Ethiopian Journal of Science 46, no. 2 (November 22, 2023): 203–12. http://dx.doi.org/10.4314/sinet.v46i2.8.
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Motivation can be seen as a major factor in improving physical exercise behavior among people. Evaluating the motivational of university students towards physical fitness workout is important to implement intervention strategies’ to increase their motivationlevel for their personal development and achievement of individual goals.This study aimed to assess university first-year undergraduate students' motivations for engaging in physical fitness workout and how those motivations related to contextual factors. The study used a cross-sectional survey design consisted of 323 sample students at Bahir Dar University. The majority age of the students (n= 216, 66.9%) were 20 years old. The adapted Exercise Self-Regulation Questionnaire (SRQ-E) was used to measure the motivation for physical fitness workout.The results were analyzed using descriptive statistics and t tests. The results show that overall mean of students’ motivation for physical fitness workout was below the average (2.85). The mean scores of most few motivational variables show significant statistical difference across the students religion, and residential status (p<.05).As far as major field was concerned, there was a statistically significant difference between natural and social science students in the two motivational variables: identified regulation and external motivation (p<.05,Cohen's d= -.123 & -.027). To understand the motivation of freshman students for physical fitness workout in universities, future research needs to consider the direct effect of some other contextual variables.
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NANNAPARAJU, PRASHANT. "THE ROLE OF MOTIVATION IN ADULT LANGUAGE LEARNING: A MIXED-METHODS APPROACH." International Journal of Social Sciences and Management Review 08, no. 02 (2025): 507–14. https://doi.org/10.37602/ijssmr.2025.8220.
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Motivation plays a pivotal role in adult language learning, serving as the primary driver behind learners’ engagement, persistence, and success. Unlike children, adult learners often voluntarily choose to learn a language, juggling multiple responsibilities such as work, family, and social obligations. Their motivation is influenced by a range of factors, including personal aspirations, career goals, and cultural interests. This study adopts a mixed-methods approach to investigate the intricate dynamics of motivation, combining quantitative surveys of 150 adult learners with qualitative interviews of 20 participants. The study explores various motivational types, such as intrinsic motivation, driven by a love for the language or culture, and extrinsic motivation, tied to practical goals like career advancement. It also examines integrative motivation, rooted in the desire to connect with a language’s cultural community. Findings reveal that while instrumental motivations like job prospects dominate, intrinsic motivations sustain long-term engagement. Barriers such as time constraints, financial limitations, and emotional challenges often hinder adult learners, underscoring the need for supportive environments and tailored teaching strategies. Key insights from qualitative data highlight the evolving nature of motivation, with learners often transitioning from extrinsic to intrinsic drivers as they progress. The research also underscores the importance of technology, cultural relevance, and social support in fostering motivation. Innovative teaching methods, such as gamified learning, role-playing, and collaborative projects, emerge as effective tools to sustain engagement. The study concludes with actionable recommendations for educators and policymakers, emphasizing flexible curricula, teacher training, and investment in technological tools. By addressing the nuanced motivational needs of adult learners, stakeholders can create more inclusive and effective language-learning experiences. This research contributes to a deeper understanding of the motivational landscape in adult language acquisition, paving the way for further exploration of this critical area.
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Chhor, Chang, Vimon Sek, Rasmeikhema Norng, and Rany Sam. "The Investigation of Intrinsic and Extrinsic Motivations Impacting EFL Students' English Language Learning." Journal of Language and Linguistics in Society, no. 46 (October 10, 2024): 12–24. http://dx.doi.org/10.55529/jlls.46.12.24.
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This study aims to (1) investigate the intrinsic and extrinsic motivations of English as a Foreign Language (EFL) students, (2) examine EFL students' perspectives on these motivational factors, and (3) identify any significant gender differences in these motivations. Conducted with 200 EFL students at the National University of Battambang, this research employed qualitative methods to explore how intrinsic and extrinsic factors influence students' motivation for English learning. The findings revealed that both types of motivation significantly impact students' enthusiasm to learn English, highlighting the need for further studies across different institutions. Additionally, socioeconomic and cultural factors should be considered to inform strategies for enhancing motivation and learning outcomes among EFL students.
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Billah, Motasim, Sultan Zeb, Sarah Yunus, Shehla Aman, Hafeez Baloch, and Abdul Rashid Baloch. "Study on Motivation Factors and their Affectiveness among the Students of Anatomy." Pakistan Journal of Medical and Health Sciences 17, no. 1 (May 30, 2023): 883–85. http://dx.doi.org/10.53350/pjmhs2023171883.
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Background and Aim: The learning environment influences students' motivation, which is a critical factor of academic achievement. A variety of essential elements, including motivation, can influence student success in anatomy lessons. The present study aimed to assess various motivational factors and their effectiveness among anatomy students. Materials and Methods: This questionnaire based cross-sectional study was conducted on 140 students of anatomy in Faculty of Medicine, Gajju Khan Medical College Swabi and Gomal Medical College DI Khan. The motivation factors of anatomy students, various types of motivations, degree of motivation assessment, and improving the motivation by various parameters during their studies were assessed. SPSS version 27 was used for data analysis. Results: Of the total 140 anatomy students, there were 78 (55.7%) male and 62 (44.3%) female. The overall mean age was 22.52±4.68 years with an age range 18 years to 26 years. The overall response rate of the students was 90% (n=126). The distribution of students based on their motivational degree were as follows: 2 (1.4%) <20, 2 (1.4%) 20-40, 18 (12.9%) 40-60, 34 (24.3%) 60-80, and 84 (60%) 80-100. Male students were predominant than females. The motivation degree was 81.67% with no statistical significance between genders. Conclusion: The present study revealed that teachers may definitely target motivation as the most significant aspect to promote learning. A greater knowledge of the drivers and markers of motivation should help enhance medical student teaching to some extent. Keywords: Motivations, Anatomy students, improving learning
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Lestari, Dwi Indah, Asokan Vasudevan, Tania AdialitaC, and Anong Rungsuk. "Green Practice Motivation in Small Businesses." Revista de Gestão Social e Ambiental 18, no. 1 (May 13, 2024): e06804. http://dx.doi.org/10.24857/rgsa.v18n1-150.
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Purpose: The study's primary aim is to identify and analyze the factors influencing the motivation of Small and Medium Enterprises (SMEs) in Indonesia to implement green accounting practices as part of sustainable business operations. Theoretical framework: The theoretical framework focuses on motivational theories, particularly distinguishing between extrinsic and intrinsic motivations. This framework underpins the study's exploration of why SMEs might adopt green practices. Method: The research employs a deductive approach, utilizing qualitative methods such as interviews and document analysis to gather data. This approach is used to understand the motivations behind SMEs' decisions to implement green accounting practices. Result and Conclusion: The study finds that extrinsic and intrinsic factors motivate SMEs to run sustainable businesses and adopt green accounting practices. Extrinsic motivations include introjected motivation, identification, and integrated motivation, while intrinsic motivations are derived from satisfaction, profits, and cost efficiency. Research implications: The study contributes to the broader understanding of green practices in the context of SMEs, a sector often overlooked in previous research predominantly focused on larger companies. The findings can aid SMEs in understanding the various motivational factors that could drive the adoption of green practices. The results are valuable for policy-making, providing insights for the government to develop green policies tailored to small businesses, promoting broader environmental sustainability within the business sector. Originality/value: This study focuses on green accounting that was carried out in a small, medium enterprises (SMEs) context, which has not been studied much by previous studies.
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Kubanov, Ruslan A., Dmytro A. Makatora, and Oleksii F. Yashchenko. "Motivational Mechanism of an Architectural and Construction Manager’s Activity." Business Inform 8, no. 559 (2024): 399–412. http://dx.doi.org/10.32983/2222-4459-2024-8-399-412.
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The motivational mechanism of an architectural and construction manager’s activity is a complex and multifaceted process that requires careful studying and analysing various aspects. This article is a study of this mechanism with a view to the identification of the key factors and their impact on the motivation of managers. According to the authors, motivating an architectural and construction manager is a complex and multifaceted process that includes two main components: motivating subordinates and personal and professional development of the manager himself. An important component of successful management in the construction industry is employee motivation. The motivation of employees towards the achievement of common goals through encouragement, training and development, as well as support in difficult situations, are key aspects of this process. Financial incentives also continue to be an important factor for some members of staff. Creating individualised plans that take into account the needs and motivations of employees is important to motivate them effectively. Key elements of a motivation strategy include developing creativity, professional skills and setting clear goals. The personal motivation of a manager also plays an important role in the achievement of success. Factors that influence a manager’s motivation and performance include the internal need for success and recognition, self-actualisation through creativity, and the need for recognition and professional achievement. In addition to technical skills, a successful manager in the architecture and construction industry must have leadership skills, strategic thinking and adaptability to changes in the industry. To ensure the sustainability of the company’s development, it is important to manage resources and budgets rationally. The conclusions emphasise that an important aspect of successful management in the architectural and construction industry is the development and stimulation of managerial motivation. This process is a matter of continuous improvement and consideration of the various factors that have an impact on motivation and productivity. The key components of effective motivation are approaching each employee individually, developing the manager’s personal and professional qualities, as well as leadership and strategic thinking skills. An important task for a manager is to create a stable and effective team that shares common goals and knows how to work together. Employees should be given opportunities to grow and develop, encouraging them to be creative and take the initiative to generate new ideas and increase overall productivity. In addition, in order to achieve high results in the architecture and construction industry, it is important to maintain a positive working climate and to develop effective motivational strategies that would add energy and motivation.
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Raudya Haya, Maya, Nurul Fitri, and Siti Aisyah. "Students’ Motivation on Speaking Skill at the X Grade of Vocational High School 1 Jambi City." JELT: Journal of English Language Teaching 6, no. 2 (November 28, 2022): 170. http://dx.doi.org/10.33087/jelt.v6i2.121.
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The purpose of this study was to find out what is the motivation of students in terms of speaking skills in class X SMKN 1 Jambi City. This study uses quantitative methods and data collection is done by distributing questionnaires to students. The subjects of this study were 31 students of class X SMKN 1 Jambi City. The results of this study indicate that there are two student motivations in speaking skills, namely intrinsic motivation, namely motivation to be active or not need to be stimulated from outside because everyone has the urge to do something and extrinsic motivation, namely motivation that is motivational. lively and functional. with external stimuli. Thus, from the results of observations and questionnaires, this research concluded that students' speaking skills were caused by intrinsic motivation and extrinsic motivation.
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Trang Hoang Nguyen, Anh. "Motivation in English Language Learning: A Critical Review of General and Medical English Among Doctors in Ho Chi Minh City." International Journal of Language Studies (ISSN : 3078 - 2244) 2, no. 1 (March 15, 2025): 12–17. https://doi.org/10.60087/ijls.v2.n1.002.
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This critical review examines the motivational factors influencing English language learning among medical professionals in Ho Chi Minh City, Vietnam, focusing on both General English (GE) and English for Medical Purposes (EMP). Drawing on a mixed-methods study involving 104 medical doctors who graduated within the past three years, the paper explores the levels and types of motivation, the differences between GE and EMP learning motivations, and the factors that drive or hinder motivation. The findings reveal that instrumental (INS) and integrative (INT) motivations are the primary drivers, with extrinsic (EXT) and intrinsic (INR) motivations playing moderate roles. The study highlights the significant impact of career development, educational purposes, and cultural understanding on motivation, while identifying challenges related to classroom environments, teaching methods, and time constraints. This paper critically evaluates these findings, situates them within the broader literature on language learning motivation, and offers recommendations for improving English language education for medical professionals.
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Ayasha Siddiqua, Most. "Exploring Motivation in Organizational Behavior: A Review." South Asian Journal of Social Studies and Economics 20, no. 3 (September 27, 2023): 169–79. http://dx.doi.org/10.9734/sajsse/2023/v20i3721.
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This review explores the multifaceted field of motivation within organizational behavior by synthesizing insights from some research. The research is founded on an extensive literature review encompassing various studies that address motivation-related issues within organizational behavior. Spanning foundational theories to contemporary paradigms, the review delves into intrinsic and extrinsic motivational factors, justice perceptions, emotional influences, and the interplay of creativity. It highlights the evolution of motivational theories, ranging from Adams' equity theory to modern constructs like self-determination theory and goal-setting theory, emphasizing the dual nature of motivation. Justice perceptions emerge as crucial influencers of behavior, while transformational leadership behaviors amplify motivation, job satisfaction, and commitment. The relationship of emotions adds another layer, where positive affect enhances expectancy and motivation. The temporal dynamics of motivation and its creative potential are also explored. The review culminates in a nuanced understanding of motivation's essence, guiding organizations toward fostering engagement and productivity. It serves as a foundation for further exploration, reflecting the intricate variety of motivational factors that influence organizational behavior.
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Kristanti, Ika Neni. "MOTIVASI DAN STRATEGI MANAJEMEN LABA PADA ORGANISASI." Jurnal Ilmiah Akuntansi dan Keuangan 8, no. 2 (July 31, 2019): 68–80. http://dx.doi.org/10.32639/jiak.v8i2.298.
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Earnings management occurs when managers use valuations in financial reporting and in compiling transactions to change financial statements so as to mislead some stakeholders regarding the underlying results that depend on reported accounting figures or to influence contract outcomes that depend on reported accounting figures. The existence of earnings management in a company is inseparable from the various types or underlying motivational factors, while some of the motivations associated with the implementation of earnings management are bonus motivation, political motivation, tax motivation, CEO turnover motivation, IPO motivation. The models used in measuring earnings management include: Healy Model, DeAngelo Model, Jones Model, Industrial Model, Jones Modification Model, Dechow-Dichev Model, Kothari Model and Stubben Model.
 Keywords : earning management, motivation, measuring models
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Hitka, Miloš, Silvia Lorincová, Miloš Gejdoš, Kristina Klarić, and Dagmar Weberová. "Management approach to motivation of white-collar employees in forest enterprises." BioResources 14, no. 3 (May 29, 2019): 5488–505. http://dx.doi.org/10.15376/biores.14.3.5488-5505.
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Employee motivation is a prerequisite for the effective development of the potential of human resources. Therefore, motivation processes are important. The aim of the paper was to define the motivational priorities of white-collar employees in forest enterprises. Following the research results, cluster analysis statistical methods were used to define employee groups with similar motivations. The research was carried out in 11 forest enterprises with 195 total respondents. The results indicated that it is possible to create a unified motivation program with selected motivation factors for white-collar employees in forest enterprises. Defined groups had similar levels of motivation in individual motivation factors. Three significant motivation factors were determined: basic salary, working environment, and fair appraisal system. These motivation factors can be systematically implemented as a tool to improve the level of motivation of individual groups. It is important to consider that conditions and work environments change over time, so an effective motivation program must be updated regularly in order to produce sustained benefits.
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Chintalapti, Neelima Rani. "Impact of employee motivation on work performance." ANUSANDHAN – NDIM's Journal of Business and Management Research 3, no. 2 (August 31, 2021): 24–33. http://dx.doi.org/10.56411/anusandhan.2021.v3i2.24-33.
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This paper endeavors to understand how an employee work performance could be influenced by the motivation ,as the employee work performance excel or fail depends upon the motivation .The research aims to define and understand the role of motivation on employees performance. To determine the motivation's root cause in employee's efficiency various theories of motivations are studied and their correlation with employee performance are detailed. The findings justified the influence on employees psychology and its high influence on employee work efficiency and effectiveness. The research will prove beneficial for researchers to understand the concept of motivation in organization behavior.
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Tashpulatov, Farkhad Alisherovich. "DIDACTIC POSSIBILITIES OF USING MOTIVATIONAL TECHNOLOGIES IN PHYSICAL EDUCATION LESSONS." INTERNATIONAL BULLETIN OF APPLIED SCIENCE AND TECHNOLOGY ECHNOLOGY 3, no. 4 (April 12, 2023): 402–5. https://doi.org/10.5281/zenodo.7820852.
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This article is about the didactic possibilities of using motivational technologies in physical education lessons. Concepts of motivation and the main theories of its formation are considered, they describe various psychological characteristics of motivations for sports, which can be determined by evaluating success levels and educational activities. Psychological characteristics of students' motivation to play sports are studied.
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Xu, Wei, and Yi Zhang. "A Study on Motivation Orientations of English Learners in Management Major." International Journal of Languages, Literature and Linguistics 7, no. 2 (June 2021): 59–66. http://dx.doi.org/10.18178/ijlll.2021.7.2.288.
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Based on the motivation theory, this study aims to investigate the motivational orientations of the English learners from Management majors. 32 graduate students participated in the questionnaire and accomplished the interview in this research. Based on the statistics processed by SPSS, it is found that (1) instrumental orientation is significantly stronger than the integrative type; (2) among all the motivation items, the most three significant motivations are preparing for a future career, desiring to be a knowledgeable person and passing exams. Besides, based on the analysis of interview, a model of major-oriented, international and nested systems of instrumental motivation was constructed, indicating the interrelationship between motivational factors: globalization, social expectation, university policy, major needs and learner factors. It is expected that this study can provide some implications to English teaching to management students with the investigation of the systematic structure of their motivations.
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Lampusova, V. B., L. Yu Orekhova, and L. I. Shalamay. "Educational motivation of the senior students of Dental faculty." Scientific Notes of the Pavlov University 26, no. 4 (March 21, 2020): 34–39. http://dx.doi.org/10.24884/1607-4181-2019-26-4-34-39.
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Introduction. The question of learning motivation turns out to be the leading one in psychology of study. The content and structure of motivation form a certain motivational level of a student as well as the degree of his educational activity. During the years of study at the university, the correlation of motives changes, influencing the academic progress of the students.The objective of our study was to investigate the motivation peculiarities of educational activity in 4th year-students of the Faculty of Dentistry.Methods and materials. Forty-eight 4th year – students of the Faculty of Dentistry were analyzed for the structure of their motivation to study. The techniques and methods used in the study were «Studying the motives of students` learning activities» by A. A. Rean and V. A. Yakunin, «Motivation for university education» by T. I. Ilyina, «Motivation for success» and «Motivation to avoid failures» by T. Ehlers.Results. The learning activity of dental students is supported by many motives. The strongest leading motives are professional, educational, and cognitive motives as well as motivation for obtaining a diploma. The motivational sphere of students embraces both external and internal motives that do not depend on external stimuli. The students are equally aimed at gaining knowledge and mastering the profession. In the sphere of motivation, the students have both motivations for achieving success, and the motives for avoiding failures. The methods of forming positive learning motivation in the classes of 4-year dentistry students are given.Conclusion. The educational activity of dental students is supported by professional, educational, cognitive, and pragmatic motives. The structure of motivation includes both external and internal motives that give it stability. Students are satisfied with their chosen profession, and their educational activities are not compelled. The dental students have motivations for archiving success and the motives for avoiding failures, expressed to a greater extend. It must be taken into account in motivational support.Authors declare no conflict of interest.The authors confirm that they respect the rights of the people participated in the study, including obtaining informed consent when it is necessary, and the rules of treatment of animals when they are used in the study. Author Guidelines contains the detailed information.
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Lohrabi, Golnar, and Mina Naderi. "Examining Motivational Factors Influencing English Language Learning Among Iranian University Students: The Role of Intrinsic and Extrinsic Motivation." Journal of Cognition, Behavior, Learning 1, no. 4 (2024): 117–32. https://doi.org/10.61838/jcbl.1.4.10.
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Motivation is recognized as a critical and decisive factor in the successful acquisition of a foreign language, particularly English, which holds substantial importance in today’s globalized world. Motivation serves as a driving force that encourages learners to actively engage in the process of language learning and to persist in their efforts. This study investigates the motivational factors that influence English as a Foreign Language (EFL) learning among Iranian university students. The primary objective of the research is to identify intrinsic (integrative) and extrinsic (instrumental) motivations in the English language learning process and to analyze the differences based on gender and academic discipline. The research design is quantitative and descriptive in nature. Data were collected through an online questionnaire adapted from Sugimoto et al. (2006) and completed by 383 Iranian students. The findings indicated that Iranian students possess both intrinsic and extrinsic motivations; however, intrinsic motivation was more prominent than extrinsic motivation. A significant difference was observed between male and female students regarding their language learning motivation, particularly in terms of intrinsic motivation, which was significantly higher among female students. Moreover, the results showed that academic discipline did not have a statistically significant impact on students’ motivation for learning English, as motivation levels were relatively consistent across different fields of study.
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Phuong, Nguyen Ho Quy, Pham Xuan Giang, Vo Huu Khanh, Tran Hoa Phuc Chan, Nguyen Ngoc Thuc, and Ngo Ngoc Minh. "Motivations for Employee Creativity: The Mixed Moderating Role of Prosocial Motivation." International Journal of Religion 5, no. 11 (July 30, 2024): 4967–78. http://dx.doi.org/10.61707/r41jkz47.
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This study investigates the indirect relationship between job autonomy and creativity through creative self-efficacy and intrinsic motivation, and is based on the motivational theory of creativity. It suggests that intrinsic motivation and creative self-efficacy positively influence creativity. Additionally, prosocial motivation’s mixed moderating role is tested in this study. The results demonstrate that job autonomy directly promotes intrinsic motivation and creative self-efficacy and indirectly influences employee creativity through intrinsic motivation and creative self-efficacy, based on survey data from 323 employees in the information technology industry. In decreasing order, creative self-efficacy, intrinsic motivation, and prosocial motivation-the three main motivations-all have a favorable impact on creativity. Furthermore, the impact of creative self-efficacy on creativity is reinforced by prosocial drive. Prosocial drive, however, has no moderating effect on the connection between intrinsic motivation and employee creativity.
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Luhova, V. M., and A. O. Churkin. "The Directions of Diagnostics of Management Motivation in Accordance with Modern Motivation Theories." Business Inform 1, no. 528 (2022): 390–97. http://dx.doi.org/10.32983/2222-4459-2022-1-390-397.
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The article is aimed at studying the regularities of labor behavior of the individual and determining the directions for diagnosing the motivation of employees of different levels of management. The article analyzes contemporary theories of motivation: meaningful, process and field theories. The regularities of theories of motivation are determined and directions of diagnostics of personnel motivation are proposed in accordance with the identified patterns. According to meaningful theory of motivation, a person’s behavior is determined by his unmet needs; according to the process theory – one’s expectations and subjective assessments related to a particular situation and the possible consequences of its chosen type of behavior; according to the field theory – one’s personal characteristics and environmental factors (organizational culture, social environment). In this regard, the diagnostic instrumentarium for motivating staff should ensure that information about the list of needs and their hierarchy is obtained; subjective valuations of employees as to the significance and fairness of remuneration, its compliance with the efforts spent, the complexity of work, etc., further the motivational impact of organizational culture and leadership on the labor behavior of personnel be determined. The expediency of using the «Motivational Profile» questionnaire by S. Ritchie and P. Martin to determine the actual needs of the staff is substantiated; an authors’ own questionnaire was developed to obtain assessments of managers regarding the factors of motivation, as identified in the process theories of motivation and theories of the «field». The application of the «Motivational Profile» allows to determine the most significant factors of staff motivation, including the following: material encouragement, recognition, interesting and useful work, self-improvement and the desire for achievements. The authors’ questionnaire made it possible to identify the relationship between effort, result and reward. The results of the performed questionnaire survey of employees show that the system of remuneration of personnel is outdated, labor contributions significantly exceed the remuneration received, the social environment ambiguously affects their motivation. The obtained results helped to determine the problem areas in the motivation of managers, which in the future will allow to form an effective mechanism for motivating management personnel.
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Nguyen, Thanh Thai. "Motivation for pursuing a bachelor of arts in English: A case study of students at Thu Dau Mot University." Multidisciplinary Reviews 8, no. 3 (October 19, 2024): 2025072. http://dx.doi.org/10.31893/multirev.2025072.
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Motivation for pursuing a Bachelor of Arts in English plays a crucial role in motivating students to persevere and make efforts to achieve their learning goals. Therefore, investigating the reasons behind students’ decision to pursue a B.A. in English is very necessary to serve as a reference for practical adjustments to curriculum as well as training and teaching practices. Findings from a survey of 121 English-majored students at Thu Dau Mot University, conducted by using a questionnaire, reveal that most students are driven by a combination of instrumental and integrative motivations when deciding to pursue a Bachelor of Arts in English, with instrumental motivation serving as the strongest driving force. Additionally, most students are more motivated by intrinsic factors than extrinsic ones. Furthermore, the findings indicate significant differences in the motivations of students from various backgrounds, with a majority of female students pursuing English for job opportunities and urban students prioritizing proficiency certificates and travel. A generational shift in motivations is also evident among Vietnamese students, who are increasingly less influenced by external factors compared to older generations. These insights can guide educators in designing engaging curricula aligned with students' motivations and inform future research on learning motivation's impact on academic achievement, ultimately fostering a more responsive educational framework.
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Czerwińska-Lubszczyk, Agnieszka, and Nikol Jankowiak. "Motivation in the workplace – gender perspective." Scientific Papers of Silesian University of Technology. Organization and Management Series 2024, no. 214 (2024): 39–54. https://doi.org/10.29119/1641-3466.2024.214.3.
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Purpose: The purpose of this paper is to recognize employee motivation considering gender differences. Specific aims include evaluating the levels of motivation and understanding perceptions of both material and non-material motivational factors. Design/methodology/approach: The empirical research discussed in this article is part of a broader study on work motivation. This study utilized a quantitative approach, employing an online survey questionnaire created with Google Forms as the research tool. The empirical research was conducted in 2023, using purposive sampling to target 120 participants. The questionnaire was disseminated electronically. The theoretical framework was developed using data sourced from the Scopus database, which was analyzed with Scopus AI and VOSviewer software tools. Statistical analysis was conducted using PS Imago Process. Findings: The empirical research results revealed no statistically significant differences between women and men regarding their level of motivation. However, significant differences were found in terms of material motivational factors between genders. Non-material motivational factors were categorized into organizational and psychological tools. While there were no statistically significant differences between women and men concerning organizational motivational factors, significant differences emerged in the context of psychological motivational factors. Originality/value: The research findings can serve as a foundation for evaluating motivation systems implemented in organizations during post-pandemic conditions. The empirical studies have underscored differences in the motivation levels of women and men. Future research should prioritize the study of women in the labor market, as understanding their unique needs is crucial for comprehending their motivations and sources of inspiration, which differ from those of men. These research results may be of interest to scholars investigating motivation systems, management students, and organizations. Keywords: motivation, gender, women. Category of the paper: Research paper.