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Artigos de revistas sobre o tema "Amotivation"

Autor: Grafiati

Publicado: 4 de junho de 2021

Última modificação: 25 de julho de 2025

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Minichino, A., M. Jackson, P. Burnet, and B. Lennox. "The gut-microbiome-endocannabinoid axis and anhedonia/amotivation: A mediation analysis in a general population cohort." European Psychiatry 64, S1 (2021): S131. http://dx.doi.org/10.1192/j.eurpsy.2021.365.

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IntroductionGeneral-population studies investigating the biological correlates of anhedonia/amotivation might be informative for treatment breakthroughs for a number of clinical conditions. Reduced gut-microbial diversity might lead to an anhedonic/amotivational syndrome (“sickness behaviour”). However, how gut-microbial diversity contribute to this clinical phenotype is a key gap in knowledge. We hypothesised the endocannabinoid system would be at play.ObjectivesWe tested the hypothesis that the endocannabinoid system mediates the association between gut-microbial diversity and anhedonia/amot

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Fervaha, Gagan, Hiroyoshi Takeuchi, Jimmy Lee, et al. "Antipsychotics and Amotivation." Neuropsychopharmacology 40, no. 6 (2015): 1539–48. http://dx.doi.org/10.1038/npp.2015.3.

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Yurt, Eyüp. "Examining High School Students' Academic Amotivation." International Journal of Current Educational Studies 1, no. 1 (2022): 51–63. https://doi.org/10.46328/ijces.15.

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This research aimed to examine the academic amotivation of high school students. To that end, the academic amotivation levels of high school students were determined, and their amotivation levels were compared according to some demographic variables. The study group of the research consisted of 318 students studying at different high schools in Bursa, Turkey, in the fall semester of the 2021-2022 academic year. "Demographic Information Form" and "Academic Amotivation Scale" were used to collect data. Data were analyzed by applying descriptive statistics, independent groups t-test, and a one-wa

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Shen, Bo, Weidong Li, Haichun Sun, and Paul Bernard Rukavina. "The Influence of Inadequate Teacher-to-Student Social Support on Amotivation of Physical Education Students." Journal of Teaching in Physical Education 29, no. 4 (2010): 417–32. http://dx.doi.org/10.1123/jtpe.29.4.417.

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Guided by Green-Demers, Leagult, Pelletier, and Pelletier’s (2008) assumption that amotivation (absence of motivation) is a multidimensional construct, we designed this study to investigate the influence of inadequate teacher-to-student social support on amotivation of high-school physical education students. Five hundred and sixty-six ninth graders completed questionnaires assessing psychological constructs and intentions for future physical education participation while physical education teachers rated their students’ in-class effort. Structural equation modeling analysis revealed that perc

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Jackson-Kersey, Rachel, and Christopher Spray. "Amotivation in physical education." European Physical Education Review 19, no. 3 (2013): 289–301. http://dx.doi.org/10.1177/1356336x13495625.

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Markland, David, and Vannessa Tobin. "A Modification to the Behavioural Regulation in Exercise Questionnaire to Include an Assessment of Amotivation." Journal of Sport and Exercise Psychology 26, no. 2 (2004): 191–96. http://dx.doi.org/10.1123/jsep.26.2.191.

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Drawing on self-determination theory, Mullan, Markland, and Ingledew (1997) developed the Behavioural Regulation in Exercise Questionnaire (BREQ) to measure the continuum of behavioral regulation in exercise contexts. The BREQ assesses external, identified, introjected, and intrinsic regulations. Mullan et al. initially included a set of amotivation items but dropped these due to high levels of skewness and a restricted response range in their development sample. It would clearly be useful to assess amotivation for exercise. This study aimed to test the factorial validity of a modified BREQ wi

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Kwon, Da Young, and Seung-hee Kang. "Analysis of Social Influencing Factors by Learning Amotivation Type in Adolescence." Society for Cognitive Enhancement and Intervention 14, no. 4 (2023): 83–103. http://dx.doi.org/10.21197/jcei.14.4.5.

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Objective: The objectives of this study were to identify latent profiles according to trajectories in the learning amotivation of adolescents and test whether the relationships between the adolescents and their parents, teachers, and peers have significant effects on classifying the latent profiles. Methods: The latent growth model was applied to identify the growth pattern of amotivation for the Gyeongi Education Panel Study (GEPS) panel data from the 3rd grade of middle school to the 3rd grade of high school and the different groups of amotivation changes were investigated using growth

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Shen, Bo, Robert K. Wingert, Weidong Li, Haichun Sun, and Paul Bernard Rukavina. "An Amotivation Model in Physical Education." Journal of Teaching in Physical Education 29, no. 1 (2010): 72–84. http://dx.doi.org/10.1123/jtpe.29.1.72.

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Amotivation refers to a state in which individuals cannot perceive a relationship between their behavior and that behavior’s subsequent outcome. With the belief that considering amotivation as a multidimensional construct could reflect the complexity of motivational deficits in physical education, we developed this study to validate an amotivation model. In study 1 (N = 156), an exploratory factor analysis provided preliminary support with the model comprising four dimensions: ability beliefs, effort beliefs, values placed on the task, and characteristics of the task. In study 2 (N = 499), the

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Kaliuzhna, Mariia, Matthias Kirschner, Fabien Carruzzo, et al. "S71. CLINICAL, BEHAVIOURAL AND NEURAL VALIDATION OF THE POSITIVE AND NEGATIVE SYMPTOM SCALE (PANSS) AMOTIVATION FACTOR." Schizophrenia Bulletin 46, Supplement_1 (2020): S61. http://dx.doi.org/10.1093/schbul/sbaa031.137.

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Abstract Background Negative symptoms of schizophrenia are suggested to map onto two distinct factors – amotivation and diminished expression, which relate to different aspects of behaviour and neural activity. Most research in patients with schizophrenia is conducted with broad symptom assessment scales, such as the PANSS, for which factor solutions allowing the distinction between amotivation and diminished expression have only recently been reported. We aimed to establish whether the PANSS factor structure corresponds to the well-established two-factor structure of the Brief Negative Sympto

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Ntoumanis, Nikos, Anne-Marte Pensgaard, Chris Martin, and Katie Pipe. "An Idiographic Analysis of Amotivation in Compulsory School Physical Education." Journal of Sport and Exercise Psychology 26, no. 2 (2004): 197–214. http://dx.doi.org/10.1123/jsep.26.2.197.

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The purpose of this study was to provide an in-depth account of amotivation in compulsory school physical education by examining its major causes, the way it is displayed, and how it can be tackled. From an initial participant pool of 390 British schoolchildren ages 14 to 15 years, 21 of them (15 girls and 6 boys) were selected to participate in semi-structured interviews. They were categorized as being amotivated based on their responses to a questionnaire measuring motivation in physical education. Three main perceived causes of amotivation were identified in the interviews: learned helpless

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Cheon, Sung Hyeon, Johnmarshall Reeve, and Yong-Gwan Song. "A Teacher-Focused Intervention to Decrease PE Students’ Amotivation by Increasing Need Satisfaction and Decreasing Need Frustration." Journal of Sport and Exercise Psychology 38, no. 3 (2016): 217–35. http://dx.doi.org/10.1123/jsep.2015-0236.

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Intervention-induced gains in need satisfaction decrease PE students’ amotivation. The present study adopted a dual-process model to test whether an intervention could also decrease need frustration and hence provide a second supplemental source to further decrease students’ PE amotivation. Using an experimental, longitudinal research design, 19 experienced PE teachers (9 experimental, 10 control) and their 1,017 students participated in an intervention program to help teachers become both more autonomy supportive and less controlling. Multilevel repeated measures analyses showed that students

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Chang, W. C., A. Westbrook, G. P. Strauss, et al. "Abnormal cognitive effort allocation and its association with amotivation in first-episode psychosis." Psychological Medicine 50, no. 15 (2019): 2599–609. http://dx.doi.org/10.1017/s0033291719002769.

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AbstractBackgroundAbnormal effort-based decision-making represents a potential mechanism underlying motivational deficits (amotivation) in psychotic disorders. Previous research identified effort allocation impairment in chronic schizophrenia and focused mostly on physical effort modality. No study has investigated cognitive effort allocation in first-episode psychosis (FEP).MethodCognitive effort allocation was examined in 40 FEP patients and 44 demographically-matched healthy controls, using Cognitive Effort-Discounting (COGED) paradigm which quantified participants’ willingness to expend co

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Atienza, Francisco L., Isabel Castillo, Paul R. Appleton, and Isabel Balaguer. "Examining the Mediating Role of Motivation in the Relationship between Multidimensional Perfectionism and Well- and Ill-Being in Vocational Dancers." International Journal of Environmental Research and Public Health 17, no. 14 (2020): 4945. http://dx.doi.org/10.3390/ijerph17144945.

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Perfectionism is considered to be an important personality factor within the dance context given the high number of dancers whose psychological health is influenced by its consequences. The relationship between perfectionism and dancers’ well- and ill-being can be mediated by a range of variables. The present study explores the role of forms of motivation (i.e., autonomous motivation, controlled motivation and amotivation) as mediators in the relationship between perfectionism (i.e., self-oriented and socially prescribed) and an indicator of well-being (i.e., subjective vitality) and ill-being

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Sánchez-Oliva, David, Athanasios Mouratidis, Francisco M. Leo, José L. Chamorro, Juan J. Pulido, and Tomás García-Calvo. "Understanding Physical Activity Intentions in Physical Education Context: A Multi-Level Analysis from the Self-Determination Theory." International Journal of Environmental Research and Public Health 17, no. 3 (2020): 799. http://dx.doi.org/10.3390/ijerph17030799.

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Using self-determination theory as a framework, we aimed to study the relationships between perceived need support and need satisfaction with self-determined motivation and extracurricular physical activity intentions in the physical education (PE) classroom, including sex and out-of-school sport participation as moderators. Additionally, we aimed to test whether a need-supportive classroom environment in PE moderates these associations. Participants were 1259 students (556 males) aged between 12 to 16 years (Mage = 13.46 years; SD = 0.74) from 77 PE classes. At the student level we found (a)

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Gearing, Nigel. "Korean language learning demotivation among EFL instructors in South Korea." Studies in Second Language Learning and Teaching 9, no. 1 (2019): 199–223. http://dx.doi.org/10.14746/ssllt.2019.9.1.9.

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Studies investigating the motivation of L1 speakers of English to learn the national language of the host society they currently reside in remain rare, despite the exponential growth of such individuals residing in these nations this century. Previous such studies in South Korea have concluded that learning Korean as a second language (L2) is largely perceived as difficult, unnecessary and is therefore accompanied by experiences of demotivation and amotivation (see Gearing & Roger, 2018). However, these studies did not explicitly address demotivation and amotivation when examining experien

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Nelson, Peter L. "Cannabis Amotivational Syndrome and Personality Trait Absorption: A Review and Reconceptualization." Imagination, Cognition and Personality 14, no. 1 (1994): 43–58. http://dx.doi.org/10.2190/uey1-lk8p-h5d0-1gt8.

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This article argues that the so-called cannabis “amotivation syndrome,” widely reported in the literature, may not be a single nosological entity, but represent, instead, a change in cognitive style emerging as a result of cannabis's ability to facilitate a unique attentional state favoured by those who have a higher than average level of a personality factor referred to as “trait absorption.” Exaggeration of the absorptive style of cognition through cannabis use, when taken in the context of either a pre-existing or a reactive depression, may be what has been mistakenly categorized as “amotiv

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Algharaibeh, Salem Ali Salem. "Should I ask for help? The role of motivation and help-seeking in students’ academic achievement: A path analysis model." Cypriot Journal of Educational Sciences 15, no. 5 (2020): 1128–45. http://dx.doi.org/10.18844/cjes.v15i5.5193.

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Abstract Academic achievement is considered as one of the major factors in the learning process, as it is one of the complex variables that have an important influence on learning. The purpose of the current study was to investigate the relationship between academic motivation, academic help-seeking and academic achievement. A total of 437 university students were selected randomly (simple random–online questionnaires) from many Arab countries (Jordan, Kingdom of Saudi Arabia, United Arab Emirates and Syria) who responded to the questionnaire on academic motivation (intrinsic, extrinsic

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Oram, Rylee, Maria Rogers, and George DuPaul. "Explaining the Relationship Between ADHD Symptomatology and Amotivation in the Undergraduate Population: The Role of Basic Psychological Need Frustration." Canadian Journal of School Psychology 35, no. 2 (2019): 139–53. http://dx.doi.org/10.1177/0829573519880063.

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Recent research has shown that undergraduate students who experience both clinical and subclinical attention-deficit/hyperactivity disorder (ADHD) struggle academically. Furthermore, these students have cited academic amotivation as a factor in their academic difficulties. Self-determination theory (SDT) posits that a lack of motivation—known as amotivation—may be the result of the frustration of the basic psychological needs—autonomy, competence, and relatedness. For this reason, the current study examined whether basic psychological need frustration mediated the relationship between ADHD sym

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Barcza-Renner, Kelly, Robert C. Eklund, Alexandre J. S. Morin, and Christine M. Habeeb. "Controlling Coaching Behaviors and Athlete Burnout: Investigating the Mediating Roles of Perfectionism and Motivation." Journal of Sport and Exercise Psychology 38, no. 1 (2016): 30–44. http://dx.doi.org/10.1123/jsep.2015-0059.

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This investigation sought to replicate and extend earlier studies of athlete burnout by examining athlete-perceived controlling coaching behaviors and athlete perfectionism variables as, respectively, environmental and dispositional antecedents of athlete motivation and burnout. Data obtained from NCAA Division I swimmers (n = 487) within 3 weeks of conference championship meets were analyzed for this report. Significant indirect effects were observed between controlling coaching behaviors and burnout through athlete perfectionism (i.e., socially prescribed, self-oriented) and motivation (i.e.

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Ayhan, Şerife, and Nurten Karacan Özdemir. "The Predictors of Academic Motivation of University Students During COVID-19 Pandemic." Cukurova University Faculty of Education Journal 53, no. 1 (2024): 64–86. http://dx.doi.org/10.14812/cuefd.1264288.

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Given the salience of personal and environmental-related factors in young people’s motivation during COVID-19, this study investigated if positive future expectations, social-emotional learning (SEL) skills, and perceived social support were related to university students’ intrinsic and extrinsic academic motivation and amotivation as well as if their academic motivations differed according to gender. Using a convenient sampling method, 805 university students (54% female) participated in the study in the spring semester of 2020-2021, during COVID-19 lockdowns. The results of multiple linear r

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Bayocot, Francis Arvin E., Esvaniza H. Magarang, and Nestor T. Samonteza. "Academic Motivation and Stress of Senior High School Students in a Rural Post-Quarantine Face-to-Face Learning Context." Panagdait Journal of Learning, Culture, and Educational Trends 3 (June 5, 2023): 120–39. https://doi.org/10.5281/zenodo.10491261.

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This study examines the relationship between academic motivation and stress levels among Senior High School students. The research employed a quantitative approach, utilizing a structured questionnaire administered to a sample of 267 Senior High School students. The questionnaire included measures of academic motivation, such as intrinsic motivation, extrinsic motivation, and amotivation, as well as perceived stress levels. Data analysis involved descriptive statistics, tests of significant difference, and correlation analysis. Findings indicate differences in perceived academic stress and aca

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Schwan, Anna. "Perceptions of Student Motivation and Amotivation." Clearing House: A Journal of Educational Strategies, Issues and Ideas 94, no. 2 (2021): 76–82. http://dx.doi.org/10.1080/00098655.2020.1867490.

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Cho, Hyunchul. "Construct validation of multidimensional academic amotivation." Education Research Institute 15, no. 4 (2017): 99–120. http://dx.doi.org/10.31352/jer.15.4.99.

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Perlman, Dana, and Peter Caputi. "Examining the influence of Sport Education on the precursors of amotivation." European Physical Education Review 23, no. 2 (2016): 212–22. http://dx.doi.org/10.1177/1356336x16643921.

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The purpose of this study was to examine the influence of Sport Education on the constructs that facilitate amotivation. A total of 78 amotivated secondary students were engaged in a 15-lesson unit of badminton taught using the Sport Education or skill-drill-game approach. Constructs that facilitate amotivation were assessed using the Amotivation Inventory in Physical Education survey using a pre-test and post-test design. Data were analysed using linear mixed modelling. Results indicated that Sport Education brought about a significant change for half of the pre-cursors of low levels of motiv

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Chan, Siaw Leng, and Lei Voon Ng. "A REVIEW OF ACADEMIC AMOTIVATION AND THE APPLICATION OF MIRACLE QUESTION AMONG ADOLESCENTS." International Journal of Education, Psychology and Counseling 5, no. 35 (2020): 206–14. http://dx.doi.org/10.35631/ijepc.5350018.

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Academic amotivation contributed to maladaptive functioning and negatively affected the academic engagement of adolescent students. This paper aimed to study on the application of the Miracle Question (MQ) in facilitating adolescents with academic amotivation. The present work also demonstrated the underlying theories of academic amotivation (i.e., Self-Determination Theory) and MQ (i.e., Solution-Focused Brief Therapy). A three-part process model and practical effects of MQ were included for practitioners such as school counselors and teachers to assist adolescents better. The main implicatio

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Aleman, A. "Self-related networks and negative symptoms in psychotic disorders." European Psychiatry 33, S1 (2016): S44—S45. http://dx.doi.org/10.1016/j.eurpsy.2016.01.900.

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ObjectiveTwo factors of negative symptoms in schizophrenia have been consistently described based on factor analysis, “expressive deficits” and “social amotivation”. We aimed to investigate the putatively differential involvement of self-related networks, as measured with BOLD fMRI during a self-evaluation task, in two dimensions of negative symptoms in schizophrenia (reduced expression and social amotivation).MethodForty-five patients with a diagnosis of schizophrenia participated in an fMRI study in which they performed a self-evaluation task. The task comprised a self-reflection, close othe

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Kim, Jinhyung, Andrew G. Christy, Rebecca J. Schlegel, M. Brent Donnellan, and Joshua A. Hicks. "Existential Ennui." Social Psychological and Personality Science 9, no. 7 (2017): 853–62. http://dx.doi.org/10.1177/1948550617727587.

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Two studies ( N = 649) examined the association between self-alienation (SA; i.e., feelings of detachment from one’s true self) and academic amotivation (AA; i.e., lack of motivation in the academic domain). Based on classical and contemporary theories, a strong link between alienation and amotivation was predicted. A cross-sectional correlation study (Study 1) found that SA significantly predicted AA controlling for relevant variables (e.g., self-efficacy). A four-wave longitudinal design (Study 2) tested the reciprocal relationship between SA and AA within persons. Contrary to the a priori h

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Norvilitis, Jill M., Howard M. Reid, and Karen O'Quin. "Amotivation: A Key Predictor of College GPA, College Match, and First-Year Retention." International Journal of Educational Psychology 11, no. 3 (2022): 314–38. http://dx.doi.org/10.17583/ijep.7309.

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Two studies examined the relationships between motivational orientation, college student success, and first-year retention. In Study 1, 523 college students completed measures of motivational orientation and student success. Results indicated that intrinsic and extrinsic motivation were positively related to college GPA, student-university match and adjustment to college. In contrast, amotivation was negatively related to these dependent variables. Study 2 examined a mediational model in which motivational orientation, most consistently amotivation, predicted lower college student GPA and poor

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Gale, Lewis R., and Clifford Nowell. "Motivation and Academic Performance: An Inter-country Comparison." Communication, Society and Media 3, no. 3 (2020): p70. http://dx.doi.org/10.22158/csm.v3n3p70.

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The objective of this paper is to explore the impact of amotivation on academic performance and to test whether the impact of motivation on academic performance differs across students from China and the U.S. Using data from Chinese and U.S. students located in their home countries, we find amotivation negatively impacts academic performance of both groups of students. We also show that external motivation is positively associated with academic achievement. While these findings are consistent with results from previous studies, we extend the understanding on the relationship between motivation

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Pelegrín-Borondo, Jorge, Yolanda Sierra-Murillo, Cristina Olarte-Pascual, and Alba García-Milon. "GAME OF THRONES IN CLASS. EFFECT OF GAMIFICATION ON AMOTIVATION AND PERCEIVED QUALITY." Journal of Management and Business Education 3, no. 1 (2020): 72–89. http://dx.doi.org/10.35564/jmbe.2020.0006.

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The loss of students’ motivation (amotivation) is among the most important problems in academic centers. Nowadays, it is still unknown if gamification diminish the loss of students’ motivation and if it affects the perception of the teaching quality in the classroom. This paper develops an exploratory investigation based on a sample of 57 students, from two subjects, from two different degrees, to analyze whether gamification influences motivation and the perception of the teaching quality in the classroom. Results show that gamification not always reduce amotivation and it may even cause an i

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Iftikhar, Aatif, Abdul Wahab Liaquat, and Hina Shahid. "Mediating Effect of Academic Amotivation between Smartphone Addiction and Academic Procrastination among University Students." Online Media and Society 3 (December 30, 2022): 202–12. https://doi.org/10.71016/oms/vw457236.

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Aim of the Study: Based on the Media System Dependency theory, the study aims to investigates the mediating effect of academic amotivation between smartphone addiction and academic procrastination. The literature shows that new media technologies, especially smartphones have both positive and negative effects on users. Methodology: In this study researchers used cross-sectional research design and is quantitative study which employed survey method to collect data from students. The sample constituted (N=896) university students from undergraduate and graduate programs. Information was obtained

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Ramis, Yago, Joan Pons, Saul Alcaraz, et al. "Perfectionistic Environments and Irrational Beliefs on the Transition to Elite Athletic Performance: A Longitudinal Study." International Journal of Environmental Research and Public Health 20, no. 8 (2023): 5561. http://dx.doi.org/10.3390/ijerph20085561.

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This study aimed to longitudinally evaluate talented athletes’ levels of perfectionism, irrational beliefs, and motivations with regard to their athletic careers. A total of 390 athletes from U14, U16, and junior categories (MageT1 = 15.42) answered shortened versions of the Sport-MPS2, iPBI, and BRSQ during two consecutive seasons, along with questions referring to their current and predicted prioritization of sports and education. Participants reported high levels of perfectionistic strivings and medium to low levels of socially prescribed perfectionism and concern over mistakes decreasing f

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Chang, W. C., V. W. Y. Kwong, G. H. K. Chan, et al. "Prediction of motivational impairment: 12-month follow-up of the randomized-controlled trial on extended early intervention for first-episode psychosis." European Psychiatry 41, no. 1 (2017): 37–41. http://dx.doi.org/10.1016/j.eurpsy.2016.09.007.

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AbstractBackgroundAmotivation is prevalent in first-episode psychosis (FEP) patients and is a major determinant of functional outcome. Prediction of amotivation in the early stage of psychosis, however, is under-studied. We aimed to prospectively examine predictors of amotivation in FEP patients in a randomized-controlled trial comparing a 1-year extension of early intervention (Extended EI, 3-year EI) with step-down psychiatric care (SC, 2-year EI).MethodsOne hundred sixty Chinese patents were recruited from a specialized EI program for FEP in Hong Kong after they have completed this 2-year E

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Houssami, Sarah, and Driss Benattabou. "Intersections of Motivation and Autonomous Learning Activities Among Moroccan EFL University Students." TESOL and Technology Studies 5, no. 2 (2024): 1–20. http://dx.doi.org/10.48185/tts.v5i2.1194.

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This study examines the correlations between types of motivation (intrinsic, extrinsic, and amotivation) and engagement in autonomous learning activities among Moroccan EFL university students. Conducted at Moulay Ismail University, the research surveyed 560 students using adapted versions of established motivational and autonomous learning questionnaires. Findings reveal a significant positive correlation between intrinsic motivation and the engagement in autonomous learning activities, suggesting that intrinsically motivated students are more likely to pursue activities that support language

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Sánchez-Miguel, Pedro A., Francisco M. Leo, David Sánchez-Oliva, Diana Amado, and Tomás García-Calvo. "The Importance of Parents’ Behavior in their Children’s Enjoyment and Amotivation in Sports." Journal of Human Kinetics 36, no. 1 (2013): 169–77. http://dx.doi.org/10.2478/hukin-2013-0017.

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The main aim of the research was to examine the relationship between motivational orientations and parents’ behavior with regard to the players’ motivational orientation, motivational climate, enjoyment and amotivation. The sample comprised 723 athletes (M = 12.37, SD = 1.48) and 723 parents (M = 46.46, SD = 2.56). Players were male and female who belonged to federative basketball, handball, football and volleyball teams. Parents and athletes completed questionnaires that assessed motivational orientations, parents’ involvement in the practice as well as enjoyment and motivation in the sport.

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Kaczmarek, Łukasz D., Piotr Haładziński, Lech Kaczmarek, Błażej Bączkowski, Michał Ziarko, and Stephan U. Dombrowski. "Validation of the voluntary participation in online surveys scale." Polish Psychological Bulletin 43, no. 3 (2012): 210–14. http://dx.doi.org/10.2478/v10059-012-0023-4.

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A comprehensive understanding of participants’ motives to complete web-based surveys has the potential to improve dataquality. In this study we tested the construct validity of a scale developed to measure motivation to participate in webbasedsurveys. We expected that 7 different motivations observed in our previous study will form a 3-factor structure, aspredicted by Self-Determination Theory. This web-based questionnaire study comprised 257 participants completing theVoluntary Participation in Online Studies Scale. Their responses to 21 items underwent a principal component analysisand confi

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Fervaha, Gagan, George Foussias, Ofer Agid, and Gary Remington. "Amotivation and functional outcomes in early schizophrenia." Psychiatry Research 210, no. 2 (2013): 665–68. http://dx.doi.org/10.1016/j.psychres.2013.07.024.

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Sumakul, Dian Toar Y. G., and Fuad Abdul Hamied. "Amotivation in AI injected EFL classrooms: Implications for teachers." Indonesian Journal of Applied Linguistics 13, no. 1 (2023): 26–34. http://dx.doi.org/10.17509/ijal.v13i1.58254.

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Motivation is an essential aspect of students' success in their learning, and an investigation into the factors that could deteriorate their motivation could shed light on that issue. This study investigates amotivation during the application of artificial intelligence technology in EFL classrooms or AI-injected learning. As artificial intelligence is still a relatively new technology, but its application is becoming increasingly more prevalent in language classrooms, this study aims to explore factors that could negatively affect EFL students’ motivation to use technology in their learning. T

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Gearing, Nigel. "Applying the Lens of Second Language Motivation Research to Interpret Online Learner Amotivation and Demotivation." ATLAANZ Journal 6 (November 24, 2023): 1–16. http://dx.doi.org/10.26473/atlaanz.2023/004.

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The aim of this article is to inform deep, contextualized insight into understanding why internal and external factors caused the amotivation of an English as a Foreign Language (EFL) instructor’s attempts to acquire Korean online. Amotivation is a learner’s realization that either their current learning trajectory is too difficult or pointless, and demotivation is a specific trigger leading to amotivation (Dörnyei ; Ushioda, 2011). Patricia was one of 14 English L1 English speaking EFL instructors employed by a South Korean university to participate in my PhD in Applied Linguistics entitled F

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Chang, W. C., V. W. Y. Kwong, C. L. M. Hui, S. K. W. Chan, E. H. M. Lee, and E. Y. H. Chen. "Relationship of amotivation to neurocognition, self-efficacy and functioning in first-episode psychosis: a structural equation modeling approach." Psychological Medicine 47, no. 4 (2016): 755–65. http://dx.doi.org/10.1017/s0033291716003044.

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BackgroundBetter understanding of the complex interplay among key determinants of functional outcome is crucial to promoting recovery in psychotic disorders. However, this is understudied in the early course of illness. We aimed to examine the relationships among negative symptoms, neurocognition, general self-efficacy and global functioning in first-episode psychosis (FEP) patients using structural equation modeling (SEM).MethodThree hundred and twenty-one Chinese patients aged 26–55 years presenting with FEP to an early intervention program in Hong Kong were recruited. Assessments encompassi

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Chin, Ngien-Siong, Selina Khoo, and Wah-Yun Low. "Self-Determination and Goal Orientation in Track and Field." Journal of Human Kinetics 33, no. 1 (2012): 151–61. http://dx.doi.org/10.2478/v10078-012-0054-0.

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Self-Determination and Goal Orientation in Track and FieldThis study investigated gender, age group and locality differences in adolescent athletes' self-determination motivation and goal orientations in track and field. It also examined the relationship between the self-determination theory and achievement goal theory. A total of 632 (349 boys, 283 girls) adolescent athletes (aged 13-18 years) completed the Sports Motivation Scale and Task and Ego Orientation in Sport Questionnaire. Results indicated significant differences between gender on intrinsic motivation, extrinsic motivation, amotiva

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Yoo, Kaehwan. "The Effects of Intrinsic Motivation and Amotivation on Academic Stress among College Students and the Mediating Role of Grit: An Exploratory Analysis of Structural Differences by Exercise Participation." Korean Association For Thinking Development 21, no. 1 (2025): 193–209. https://doi.org/10.51636/jotd.2025.04.21.1.193.

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This study aims to analyze the effects of intrinsic motivation and amotivation on academic stress among university students, while also exploring the mediating role of grit and the potential moderating role of physical exercise in this relationship. In particular, it investigates whether exercise not only directly moderates the relationship between intrinsic/amotivation and academic stress but also plays a moderating role in the indirect path through grit. The study participants were 681 students enrolled in a junior college located in S city, Jeollanam-do, South Korea. The research data were

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Góźdź, Joanna. "Wpływ motywacji do nauki na ściąganie w szkole." Studia Edukacyjne, no. 57 (June 15, 2020): 257–66. http://dx.doi.org/10.14746/se.2020.57.18.

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The article presents the problem of cheating in Polish schools. 1,070 students of high schools were examined. The aim of the research was to establish relationships between amotivation, external motivation, introjected motivation, motivation based on identification and internal one, and cheating, help to cheat and reluctance to help to cheat. The results show that amotivation, introjected and internal motivation are predictors of cheating. Only the external motivation turned out to be the predictor of help to cheat; on the basis of internal motivation it is possible to anticipate reluctance to

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Kotera, Yasuhiro, Kenichi Asano, Hiromasa Kotera, Remi Ohshima, and Annabel Rushforth. "Mental Health of Japanese Workers: Amotivation Mediates Self-Compassion on Mental Health Problems." International Journal of Environmental Research and Public Health 19, no. 17 (2022): 10497. http://dx.doi.org/10.3390/ijerph191710497.

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Workplace mental health is a cause for concern in many countries. Globally, 78% of the workforce experienced impairment of their mental health in 2020. In Japan, more than half of employees are mentally distressed. Previously, research has identified that self-compassion (i.e., being kind and understanding towards oneself) and work motivation were important to their mental health. However, how these three components relate to each other remains to be elucidated. Accordingly, this study aimed to examine the relationship between mental health problems, self-compassion and work motivation (i.e.,

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Xu, Chengwei. "Work Motivation in the Public Service: A Scale Development Based on the Self-Determination Theory." SAGE Open 12, no. 2 (2022): 215824402210912. http://dx.doi.org/10.1177/21582440221091263.

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Work motivation in the public service (WMPS) was proposed to address street-level bureaucrats’ work motivation based on the self-determination theory (SDT). Using mixed methods, the present study developed the WMPS scale within a Chinese context. A series of analyses supported the construct validity, reliability, content validity, convergent and discriminant validity, and criterion validity of the WMPS scale. The scale includes 20 scale items in six dimensions: intrinsic motivation, identified regulation, instrumental regulation, introjected regulation, external regulation, and amotivation. Co

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Ardeńska, Agnieszka, Rajmund Tomik, Serkan Berber, et al. "A Comparison of Physical Education Students’ Motivation Using Polish and Turkish Versions of the Academic Motivation Scale." Journal of Human Kinetics 54, no. 1 (2016): 207–18. http://dx.doi.org/10.1515/hukin-2016-0046.

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AbstractMotivation is an important phenomenon in the realm of education, particularly in the university fields connected with physical education and sport, where it is necessary to accommodate and balance intellectual abilities and physical fitness. The present study tested motivation levels among university students in the fields connected with physical education and sport in Poland and Turkey. It was based on the Self-Determination Theory (Deci and Ryan, 1985), namely intrinsic motivation, extrinsic motivation and amotivation which impact human behaviour. The Academic Motivation Scale was us

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Leyton-Román, Marta, Jaime José León González-Vélez, Marco Batista, and Ruth Jiménez-Castuera. "Predictive Model for Amotivation and Discipline in Physical Education Students Based on Teaching–Learning Styles." Sustainability 13, no. 1 (2020): 187. http://dx.doi.org/10.3390/su13010187.

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One of the purposes of teachers is to ensure the motivation of the students in their classes and to maintain disciplined behaviours. However, the teaching styles and methodologies used do not always have a positive effect on student’s motivation and discipline. This study analysed the relationship between student’s perceptions of the controlling behaviours of their physical education teacher, together with amotivation and discipline styles from Self-Determination Theory. The sample comprised 922 students, aged between 14 and 18 years (M = 14.95; SD = 0.98). Students’ perceptions of less contro

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Riley, Kristen E., Dean G. Cruess, Crystal L. Park, Ashley Tigershtrom, and Jean-Philippe Laurenceau. "Anxiety and Depression Predict the Paths Through Which Rumination Acts on Behavior: A Daily Diary Study." Journal of Social and Clinical Psychology 38, no. 5 (2019): 409–26. http://dx.doi.org/10.1521/jscp.2019.38.5.409.

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Introduction: Rumination—thinking passively, negatively, and repetitively—is a common cognitive process that is associated with poor health behaviors. Rumination impacts health behaviors through two distinct behavioral pathways: acting too quickly (impulsivity) or not acting at all (amotivation), though no research to date has examined the conditions under which rumination may manifest in these two disparate behavioral paths. The presence of anxiety and depression may lead to the behavioral manifestations of rumination, which may then differentially impact health behavior patterns. In this stu

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Chang, W. C., C. S. M. Wong, P. C. F. Or, et al. "Inter-relationships among psychopathology, premorbid adjustment, cognition and psychosocial functioning in first-episode psychosis: a network analysis approach." Psychological Medicine 50, no. 12 (2019): 2019–27. http://dx.doi.org/10.1017/s0033291719002113.

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AbstractBackgroundBetter understanding of interplay among symptoms, cognition and functioning in first-episode psychosis (FEP) is crucial to promoting functional recovery. Network analysis is a promising data-driven approach to elucidating complex interactions among psychopathological variables in psychosis, but has not been applied in FEP.MethodThis study employed network analysis to examine inter-relationships among a wide array of variables encompassing psychopathology, premorbid and onset characteristics, cognition, subjective quality-of-life and psychosocial functioning in 323 adult FEP p

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Frikha, Mohamed, Nourhen Mezghanni, Nesrine Chaâri, et al. "Towards improving online learning in physical education: Gender differences and determinants of motivation, psychological needs satisfaction, and academic achievement in Saudi students." PLOS ONE 19, no. 2 (2024): e0297822. http://dx.doi.org/10.1371/journal.pone.0297822.

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Studies on students’ perceptions and expectations during physical education (PE) online learning remain scarce. Centered on self-determination theory, the present cross-sectional study aims to identify gender differences and predictors affecting motivation, psychological needs satisfaction (PNS), and academic achievement during PE online learning. Data were collected from Saudi students’ (N = 308, 161 females and 147 males) responses to the PE autonomy, relatedness, competence, and motivation questionnaires. Welch’s t-test for unequal sample sizes, multiple linear regression, and binary logist

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