Artículos de revistas: "Motivation. engagement"

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Sanjaya, I. Nyoman Suka, Anak Agung Raka Sitawati, Ni Ketut Suciani, I. Made Ardana Putra y Cokorda Gede Putra Yudistira. "THE EFFECTS OF L2 PRAGMATIC AUTONOMOUS AND CONTROLLED MOTIVATIONS ON ENGAGEMENT WITH PRAGMATIC ASPECT". TEFLIN Journal: A publication on the teaching and learning of English 33, n.º 1 (12 de mayo de 2022): 148. http://dx.doi.org/10.15639/teflinjournal.v33i1/148-172.

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No study has investigated the relationship between student engagement per se and student motivation within second language (L2) pragmatics, notwithstanding the significance of engagement for L2 learning. The present study aimed to explore the effects of two global motivational orientations (autonomous and controlled motivations) on behavioral engagement within the perspective of L2 pragmatics by drawing on self-determination theory. A total of 76 college students agreed to participate and were requested to fill out a tailor-made, 34-item, 6-point Likert-scale questionnaire. The results of data analysis using standard multiple linear regression revealed that both Autonomous and Controlled Motivations significantly predicted and explained a large amount of variance in Engagement, F(2, 71) = 161.28, p < .01, R2 = .82, adjusted R2 = .81, and that the effect of Controlled Motivation, B = .33, t(71) = 8.05, p < .01, was twice as large as that of Autonomous Motivation, B = .16, t(71) = 4.91, p < .01. These findings indicate that students’ controlled motivation is more powerful in enhancing their engagement in learning L2 pragmatics. Pedagogically, it implies that teachers should bolster students’ motivation to learn L2 pragmatics, which can eventually lead to their increased engagement.

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Putra, Eka Diraksa, Seonghee Cho y Juan Liu. "Extrinsic and intrinsic motivation on work engagement in the hospitality industry: Test of motivation crowding theory". Tourism and Hospitality Research 17, n.º 2 (1 de agosto de 2016): 228–41. http://dx.doi.org/10.1177/1467358415613393.

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The aim of this study was to examine extrinsic and intrinsic motivations as the antecedents of work engagement and to empirically test the motivation crowding theory using hospitality employees. The findings showed that intrinsic motivation played an important role in improving employees’ work engagement. The study also found that there was no indication that employees’ intrinsic motivation diminished when extrinsic motivation entered. It is also suggested that employers need to understand that creating a comfortable workplace environment and making jobs more interesting and meaningful will increase employees’ intrinsic motivation, which will help employees to engage more at work. Motivational antecedents of work engagement have been rarely studied and no studies have been conducted to research impacts of extrinsic and intrinsic motivators on employees’ work engagement in the hospitality industry, particularly in small restaurant businesses. In addition, empirical studies on motivation crowding theory are needed due to the inconclusive results.

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Miller, Margaret A. "Engagement and Motivation". Change: The Magazine of Higher Learning 46, n.º 4 (4 de julio de 2014): 4–5. http://dx.doi.org/10.1080/00091383.2014.925751.

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Alsmari, Nuha. "The Interplay Between L2 Motivation and Proficiency in Predicting EFL Learners’ Pragmatic Engagement". Journal of Language Teaching and Research 14, n.º 6 (1 de noviembre de 2023): 1637–45. http://dx.doi.org/10.17507/jltr.1406.22.

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Drawing on self-determination theory and L2 pragmatics, this study scrutinizes how two motivational dimensions (autonomous and controlled) can affect EFL learners’ behavioral engagement in learning pragmatics across various English proficiency levels. One hundred ninety-eight Saudi EFL learners were surveyed for their English proficiency level, L2 motivation, and pragmatic engagement. The findings revealed an overall significant positive correlation between EFL learners’ L2 motivation and pragmatic engagement. Autonomous and controlled motivations were significantly and positively correlated with pragmatic engagement among all the English proficiency groups. Learners with advanced proficiency exhibited significantly higher correlations than their counterparts, indicating that L2 motivation mediated by proficiency predicted pragmatic engagement. Learners with higher levels of English proficiency were more sensitive to the pragmatic aspects of the language and, therefore, more motivated toward active engagement in pragmatically oriented contexts than intermediate and upper-intermediate learners.

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Delaney, Molly L. y Mark A. Royal. "Breaking Engagement Apart: The Role of Intrinsic and Extrinsic Motivation in Engagement Strategies". Industrial and Organizational Psychology 10, n.º 1 (marzo de 2017): 127–40. http://dx.doi.org/10.1017/iop.2017.2.

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Employee engagement has long been an instrumental component of human capital strategies and continues to dominate the conversation about how high-performing organizations attract and retain their best talent. Engagement is a construct of component parts, however, and we believe there is still much to be learned about engagement by taking an in-depth look at those components. This article examines employee motivation as a core element of engagement, including its antecedents and outcomes, the types of motivation and the dynamics between them, and the ways organizations can foster and harness motivation for improved engagement. Our research identifies a large and consistent motivation gap, such that employee intrinsic motivation is consistently higher than extrinsic motivation. This gap signals that investments in engagement can yield a higher return if strategically focused on motivation, and so we offer recommendations regarding how to close this gap via intrinsically and extrinsically motivating work structures and environments. The goal is to create a new dialogue around engagement and encourage organizations to break it down in order to understand it more fully.

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Putra, Setya Yurissa y Edy Raharja. "The Effect Of Perceived Organization Support and Work Motivation On Employee Engagement In Improving Employee Performance At Regional Revenue Agency In Tegal Regency". Journal of Business Social and Technology 4, n.º 2 (7 de junio de 2023): 121–34. http://dx.doi.org/10.59261/jbt.v4i2.146.

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The purpose of this research is to test the influence of perceived organizational support, and work motivation on employee engagement to impact employee performance. Using these variables, the use of these variables is able to solve the problems arising withinemployees of the Regional Revenue Agency of Tegal Regency. The statement of this problem is how to increase employee performance?. The sample size of this research is 44employees of the Regional Revenue Agency of Tegal Regency. Using the Smart PLS (Path Least Square). The results show that perceived organizational support and work motivation on employee engagement impact employee performance. The effect ofperceived organizational supporton employee engagement are significant;the effect ofwork motivationon employee engagement are significant;the effect ofperceived organizational supporton employee performance are significant;the effect ofwork motivation on employee performance is significant;the effect ofemployee engagementon employee performance is significant.

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Goel, Nidhi y Kumari Rashmi. "Impact of motivation on employee engagement: A literature review". Journal of Statistics & Management Systems 26, n.º 3 (2023): 537–47. http://dx.doi.org/10.47974/jsms-1045.

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Motivation is the influencing factor for an effective employee engagement in any sector of work. However, the role, function, influencing impact and outcome of motivation on employee engagement can vary from one industry to another. This review attempts to scrutinize the work done for employee engagement by motivating them in educational sector in comparison to other sectors. The framework used to explain the relation between employee engagement and motivation were, need-satisfaction, demand-resource. The audit finding showed that exceptionally restricted concentrate on zeroed in on the effect of motivation (intrinsic and extrinsic) on employee engagement in the educational sector, although intrinsic and extrinsic motivation separately showed the relation between motivation and employee performance. The study covered different theories of employee engagement and motivation. It was determined that previous work is lacking on various fronts, i.e., personality and crosscultural differences in employee engagement and also the motivation crowding theory effect on employee engagement.

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Sahu, Dipan Kumar, Sucheta Pawar, Prerna Gaur y Sudhir K. Jain. "Academic’s Motivation for Entrepreneurial Engagement: A Systematic Literature Review". Journal of Operations and Strategic Planning 6, n.º 2 (19 de noviembre de 2023): 191–210. http://dx.doi.org/10.1177/2516600x231209238.

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The role of faculty in making a university Entrepreneurial is crucial, so is the research on what motivates the faculty to be entrepreneurial. This article is a Systematic Literature Review (SLR), done to find out factors motivating faculty to be ‘entrepreneurial’. Initially bibliometric analysis was done to understand the extent at which research is done on the topic. In all, 59 relevant articles (1995–2023) were selected for SLR. ‘Entrepreneurial motivation’ of faculty is considered to be a niche and less explored area of study due to which building strong propositions becomes a challenge. Majority of studies are of advanced and resource rich economies and applying those to resource constraint situation cannot be considered as an ideal situation. These research gaps are located by this article. Factors motivating faculties to get engaged in entrepreneurial activities were analysed. Existing research has classified motivational factors as intrinsic and extrinsic, in ‘resource constraint’ (push forces) and ‘resource-rich’ (pull forces) environment. The literature states that academicians tend to do explorative activities rather than commercialization related activities. This study has informed about various factors of entrepreneurial motivation which can be used for building instruments for measuring motivation of academic entrepreneurs. The study findings have a strong proposition for the need of empirical research on entrepreneurial motivation of faculty members which is the future scope of research.

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A. Soliman, Abegail. "Relationship of Motivational Factors and School Culture to Teacher Engagement". International Multidisciplinary Research Journal 2, n.º 3 (16 de septiembre de 2020): 164–73. http://dx.doi.org/10.54476/iimrj347.

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The level of teachers’ engagement can be a significant measure of efficiency in the workplace. Thus, determining the factors that affect teachers’ engagement is as essential as achieving institutional goals. Along with these concerns, the researcher aimed to determine what motivational factors and which scope of school culture are predictors of teacher engagement. The study utilized quantitative survey design to determine the relationship of the variables. Specifically, descriptive analysis, bivariate correlation and multiple regression were conducted to determine the relationship between demographic profile and each of the dimensions of motivational factors, and school culture to teacher engagement, respectively. Data were collected by administering a survey questionnaire to teachers in Elementary, Junior, and Senior High School in selected schools in Metro Manila. Findings revealed that Filipino teachers went into teaching primarily for external motivation, specifically job security. The least motivating factor is also an external motivation dimension which is on the policies of the organization. School culture is positively correlated to teacher engagement. The predictors of teacher engagement are internal motivation, unity of purpose and collegial support. Even if some teachers feel the dwindling motivation in teaching, a school culture where teachers support each other can still become engaged. Therefore, education leaders should foster a culture that is focused on teachers who genuinely support each other. A school culture where there is unity of purpose in any endeavor leads to develop teachers to be highly engaged in the profession.

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Othman, Noriah, Rabiatul Adawiyah Latip, Mohd Hisham Ariffin y Noralizawati Mohamed. "Expectancy in Urban Farming Engagement". Environment-Behaviour Proceedings Journal 2, n.º 6 (8 de noviembre de 2017): 335. http://dx.doi.org/10.21834/e-bpj.v2i6.948.

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Urban farming is seen as a sustainable practice with the social, economic and urban environment benefits. Despite the efforts by the government, there is lack of public participation in urban farming activities and challenges in sustaining urban farming participants’ interest. The study is aimed at measuring urban farming participation motivations using the Expectancy Theory of Motivation which is made up of three aspects; namely expectancy, instrumentality and valence. This paper describes the findings regarding the expectancy aspect of motivation (measured by using Expectancy theory) in urban farming activity in Malaysia.

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Wang, Zuka. "Motivations of Live-streaming Oriented Vtubers Viewer Engagement on Youtube". Lecture Notes in Education Psychology and Public Media 3, n.º 1 (1 de marzo de 2023): 1113–21. http://dx.doi.org/10.54254/2753-7048/3/2022638.

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Niche preference communities on social media are gradually increasing with related research, but there are few studies related to the motivation of viewers of Live-streaming oriented Vtuber. In this study, five motivational factors were set up using time spent as a measure of platform use, and valid data were collected through an interview and survey study of members of Generation Z who watched Vtuber live streams on the Youtube platform. The results obtained from the survey were compared and analyzed, and the main motivation that helps explain Vtuber's live streaming participation was found: Social anxiety. Compared to usual live stream viewers, Vtuber watchers are more prone to social phobia in real life and show a stronger dependence on the host. In addition, the appearance of Vtuber is one of the main motivations to attract viewers. These results provide the main motivations of Vtuber's viewers and lay the foundation for future research.

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Gan, Zhengdong, Fulan Liu y Honghan Nang. "The Role of Self-Efficacy, Task Value, and Intrinsic and Extrinsic Motivations in Students’ Feedback Engagement in English Learning". Behavioral Sciences 13, n.º 5 (19 de mayo de 2023): 428. http://dx.doi.org/10.3390/bs13050428.

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Drawing on Wigfield and Eccles’s motivational theory, which is acclaimed for explaining individual behavioral intentions, this study investigated the extent to which different forms of motivation (i.e., self-efficacy, task value, and intrinsic and extrinsic motivations) predicted student behavioral feedback engagement (i.e., action on teacher feedback and feedback seeking) in English learning. The participants were 276 male and female students who were enrolled in a second-year full-time English language and literature program at two Chinese universities. Multiple regression analyses showed that task value emerged as the only motivational variable that significantly predicted both students’ action on teacher feedback and feedback seeking. Intrinsic motivation significantly predicted action on teacher feedback, whereas extrinsic motivation and self-efficacy significantly predicted feedback seeking. Pedagogical implications for endeavors to support students in their engagement with feedback in learning English as a foreign language in China are discussed.

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Tsao, Jui-Jung, Wen-Ta Tseng, Tsung-Yuan Hsiao, Chaochang Wang y Andy Xuesong Gao. "Toward a Motivation-Regulated Learner Engagement WCF Model of L2 Writing Performance". SAGE Open 11, n.º 2 (abril de 2021): 215824402110231. http://dx.doi.org/10.1177/21582440211023172.

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Research has shown that the effectiveness of written corrective feedback (WCF) on writing performance depends on learners’ engagement with WCF and its associated motivational state. However, little research has examined the inner causal relationships between motivation, learner engagement with WCF, and writing performance. The current study fills the void in the existing literature by taking a structural equation modeling approach as the methodological framework. Two independent Chinese undergraduate samples partook in the pilot and formal phases of the study. The results showed that cultivation of an ideal self-image significantly promoted both intrinsic and extrinsic motivations and enhanced learners’ engagement with WCF, but ought-to self-image was found to have no such effects. Furthermore, both intrinsic motivation and learner engagement with WCF could directly influence writing scores, with the latter being more explanatory than the former. The implications of the research findings are provided and discussed.

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Khalid, Fatima, Sultan Sikandar Mirza, Chai Bin-Feng y Nighat Saeed. "Learning Engagements and the Role of Religion". SAGE Open 10, n.º 1 (enero de 2020): 215824401990125. http://dx.doi.org/10.1177/2158244019901256.

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The objective of this study is to determine the relationship between learning engagement, academic motivation, and academic performance in undergraduate students and the importance of religion in determining the academic motivation and academic performance. A sample of 840 university students from different regions (provinces) of Pakistan is pooled through a convenient sampling technique. Engagement Versus Disaffection (EVD) and the Academic Motivation Scale (AMS) are administered for learning engagement and academic motivation, respectively. After applying analysis of variance (ANOVA), Pearson product-moment correlation analysis, and hierarchical regression, the findings of this research reveal that learning engagement and academic motivation have significant relationships with academic performance. Furthermore, it is also found that, in religiosity, academic motivation for both Muslims and non-Muslims do not induce learning engagement, but Muslim students have shown better academic performance than non-Muslims. This study can be beneficial for policymakers and practitioners to analyze the determinants of learning engagements and improve the academic performance of university students.

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Hadianto, Bram, Sabrina Wissen, Renate Severita Hapsariny, Shafira Putri Kurniawan y Yosephine Carolina. "Engagement, motivation, and working performance". Integrated Journal of Business and Economics 5, n.º 3 (28 de octubre de 2021): 243. http://dx.doi.org/10.33019/ijbe.v5i3.364.

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This study aims to examine and analyze the effect of employee engagement and motivation on working performance. This population is 618 employees working at one of the textile companies in Bandung, distributed into seven divisions. The number of samples of 247, furthermore, is counted by the Isaac and Michael formula. Because of the divisions, the pieces are taken by a stratified random sampling technique. Ominously, not all of them are responsive. Hence, this research can get a 54.66% participating level on the online survey or successfully collect 135 responses. Besides, this study utilizes the confirmatory factor analysis and the composite reliability coefficient analysis to test data quality. After that, the structural equation model based on variance is used. After examining the proposed hypothesis and discussing the related facts, this study deduces that a positive effect of employee engagement and motivation on working performance exists.

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Felkey, Amanda J., Eva Dziadula y Eric Chiang. "Competition, Motivation, and Student Engagement". AEA Papers and Proceedings 113 (1 de mayo de 2023): 508–13. http://dx.doi.org/10.1257/pandp.20231047.

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We consider the gamification aspect of a technology that delivers small daily tasks to students to analyze how competition motivates engagement. We randomly assigned 400 students into teams of up to 10, who compete by committing to the daily task and then acknowledging their completion later in the day. Using data collected from the leaderboard, we test whether student engagement with respect to competition varies systematically by gender and by the level of anonymity. Not surprisingly, being ranked in the top three is highly motivating. However, among lower-ranked students, male students tend to disengage when usernames are not anonymous.

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Hania, Rabia Nur y Denny Bernardus. "MOTIVASI TERHADAP KINERJA KARYAWAN DENGAN DISIPLIN KERJA DAN EMPLOYEE ENGAGEMENT SEBAGAI VARIABEL MEDIASI DI BAGIAN KEUANGAN RS X". PERFORMA 4, n.º 4 (19 de febrero de 2021): 550–59. http://dx.doi.org/10.37715/jp.v4i4.1667.

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Human resources is a device that is used by every organization or company to achieve it’s goal. The success of an organization or company is the result of maximum performance of on employee in that company, the company will not run or succed if the employee cannot work well, therefore the development og good human resource must be created by a company. The purpose of this research is to evaluate the influence of motivation on employee performance, motivation on work discipline, motivation on employee engagement, work discipline on employee performance, employee engagement on employee performance, motivation on employee performance is mediated by work discipline, and motivation on employee performance is mediated by employee engagement. This research was conducted in the financial department of RS X with the total population and sample of 49 people. The method that is used in this research is quantitative by using primary and secondary data types. Data collection technique is by using questionnaire. Data analysis methods use SEM-PLS. Outcome of the research shows that motivational variable have positive, significant effect towards employees’ performance, work discipline and employee engagement. Work discipline variable mediated connect to employes’ performance. Work discipline variable mediates connection between motivational and employees’ performance, cause a positive and significant effect. Likewise with employee engagement variable mediate the relationship between motivation on employee performance and influence positive and significant. Keywords : Employee Engagement,Employee Performance,Motivation, Work Discipline

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Chen, Xi, Chunlan Jiao, Ran Ji y Yu Li. "Examining Customer Motivation and Its Impact on Customer Engagement Behavior in Social Media: The Mediating Effect of Brand Experience". SAGE Open 11, n.º 4 (octubre de 2021): 215824402110522. http://dx.doi.org/10.1177/21582440211052256.

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This study investigates the mediating effect of brand experience on the relationship between customer motivation and engagement behavior and conceptualizes customer motivation from the multiple dimensions of information seeking, entertainment, and social interaction. Based on 565 valid questionnaires, it analyzes the impact of customer motivation on brand experience and customer engagement behavior using SPSS and AMOS. First, customer motivation with information seeking, entertainment, and social interaction significantly impacts customer brand experience. Second, customer brand experience significantly impacts customer engagement behavior of reuse, feedback, and WOM intentions. Finally, this study explores the mediating role of customer brand experience between customer motivation and customer engagement behavior and its impact on social media. It provides a reference for social media literature research. These findings will provide insights on motivating customers to participate in social media.

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Weiger, Welf H., Hauke A. Wetzel y Maik Hammerschmidt. "Who’s pulling the strings?" European Journal of Marketing 53, n.º 9 (9 de septiembre de 2019): 1808–32. http://dx.doi.org/10.1108/ejm-10-2017-0777.

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Purpose Firms increasingly rely on content marketing to trigger user engagement in social media brand communities. The purpose of this paper is to examine how three generic types of marketer-generated content (affiliative, injunctive and utilitarian content) drive user engagement by considering distinct motivational paths and the role of users’ preference for intimate (vs broad) social networks. Design/methodology/approach The authors conduct a field survey and a scenario experiment among social media users across different brands from three different product categories. They examine the impact of marketer-generated content on user engagement while considering the moderating role of network intimacy (i.e. the mutual confiding within a user’s social network in terms of small social circles) and the mediating role of user motivations (i.e. autonomous vs controlled motivation for community membership). Findings The findings show that affiliative content (i.e. content that highlights shared values) drives user engagement through autonomous motivation, and utilitarian content (i.e. content that highlights tangible benefits) drives user engagement through controlled motivation. Notably, injunctive content (i.e. content that demands specific user behavior) is not a promising instrument to increase user engagement in social media brand communities when not targeted correctly. Research limitations/implications The authors link three generic content types derived from literature on communal systems to user engagement, demonstrate the motivational underpinnings of their translation into engagement behavior and show that network intimacy can explain why the same content type can impact user engagement through two motivational paths. Practical implications The authors present three types of content that marketers can craft to trigger users to engage with a brand’s social media community and show when this content is most effective and why. By examining the moderating role of network intimacy, this research aims at providing targeting implications to social media marketers. Originality/value This research provides new insights on the effectiveness of marketer-generated content. The authors reveal two motivational paths that compete in explaining the overall effectiveness of different types of marketer-generated content to fuel user engagement. The authors further demonstrate that these relationships depend on the intimacy of a user’s circle of online friends.

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Gąsiorek, Kamila. "The influence of gamification and motivational factors on driver engagement in online learning". Transport Samochodowy 2, n.º 68 (31 de diciembre de 2023): 14–26. http://dx.doi.org/10.5604/01.3001.0054.3107.

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Gamification of education is a developing approach for increasing motivation and engagement by incorporating game design elements in educational environments. Despite increasing academic research exploring the use of gamification in education little is known about the application of the approach in the context of driver training. This study verified whether the gamification of educational platforms affects drivers' motivation to learn. The influence of individual elements of gamification on motivation was described. Moreover, the research contributes to understanding what demographic characteristics of drivers are related to the perception of different motivational factors used in gamified platforms. To advance understanding if and how educational gamification fosters and influences driver learning, the following three research questions were analyzed: (1) To what degree does educational gamification in general increase drivers’ perceived motivation in learning? (2) To what degree do specific game elements impact perceived motivation in learning? (3) Are the benefits of gamification limited to or enhanced in participants with specific demographic characteristics? The study (n = 30) examined how participation in the gamified course overall impacts drivers’ motivation, and described the impact of individual gamification elements on motivation. The study demonstrates that a large part (69,6%) of participants reported that, in general, the educational gamification environment used increased their perceived motivation. Participants found it more motivating than a traditional course. Game elements related to tracking one’s own progress were found to be most motivating. The involvement of the respondents was strongly related to the need for clearly defined goals that they should pursue when using the platform. These goals should be clearly explained, with a clear system of challenges and rewards. The study showed the benefits of gamification were not limited to participants with specific demographic characteristics. Conducted research suggests that the implementation of gamification schemes in e-learning may bring many benefits which are connected with increasing drivers’ engagement in learning and their vocational development. The results indicate a positive recipience of the proposed gamification elements and high level of their acceptance among the people who are about to enter professional driving profession.

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Karaferis, Dimitris, Vassilis Aletras, Maria Raikou y Dimitris Niakas. "Factors Influencing Motivation and Work Engagement of Healthcare Professionals". Materia Socio Medica 34, n.º 3 (2022): 216. http://dx.doi.org/10.5455/msm.2022.34.216-224.

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Background: Low level of health professionals’ work motivation is a critical challenge for countries’ health care system. A survey of ministries of health in many countries showed that low motivation was seen as the second most important health workforce problem after staff shortages. Objective: The aim of the study was to examine in detail the factors which can affect motivation and work engagement, to assess the motivation levels of personnel working in public hospitals and to identify any differences between the various categories of healthcare professionals employed at the 1st Regional Health Authority of Attica. Methods: Frederick Herzberg’s motivation-hygiene theory was used as the theoretical framework. Twelve phrases were used that correspond to intrinsic and extrinsic motivating factors, namely achievement, recognition, nature of work, responsibility, advancement, growth, organizational policies, supervision, interpersonal relationships, working conditions, salary and job security. Phrases 1-6 covered the internal motivators and 7-12 correspond to the external. Additional questions were added covering the socio-demographic characteristics of respondents. Results: The response rate was 81.95% and 3,278 questionnaires were collected. Findings suggest that extrinsic motivation factors have slightly higher mean scores (MS=8.30) than intrinsic motivation factors (7.81). The role of factors like salary (9.31), organizational policies (8.91), growth (8.89) and job security (8.86) was significant. However, every category of hospital staff is affected in a different way and degree by each factor. In periods of crisis, the need of extrinsic factors of motivation increased. Conclusions: Providing a motivating environment for employees becomes more fundamental in the healthcare system. Motivation of healthcare employees was affected by factors related to supervision, financial benefits, job training and growth. Efforts should be made to provide such benefits to health employees as appropriate especially, to those who did not get any such benefits. Officially recognizing best performance is suggested.

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Mai, Mohammed, Muhammed Yusuf y Maria Saleh. "Motivation and Engagement as a Predictor of Students’ Science Achievement Satisfaction of Malaysian of Secondary School Students". European Journal of Social Science Education and Research 2, n.º 4 (30 de diciembre de 2015): 25. http://dx.doi.org/10.26417/623oeo47r.

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Psychologists consider student engagement as a primary pathway by which motivational processes contribute to students’ learning and development (Connell - Wellborn, 1991). Academically engaged students self-regulate their learning, make plans for upcoming tasks, and persist when encountering obstacles and challenges. The present study intends to analyses the relationship between students' motivation and engagement and their academic satisfaction and test the effect of some variables (gender, class) on that relation. To accomplish these purposes, this study intends to investigate Malaysian primary school students' motivation, engagement and achievement satisfaction as predictors of achievement satisfaction in science and test the effect of some variables (gender, grade) on that relation. The students - 460 students (43 percent male, 57 percent female) of secondary school- responded to the Self-Developed Academic Satisfaction Questionnaire, Students' Engagement Questionnaire and Science Motivation Questionnaire. All the questionnaires are valid and reliable according to the Cronbach’s Alpha value. A Multiple linear regression analysis has been used to predict the achievement satisfaction of Science based on the level of students’ motivation and level of engagement in Science classroom. The findings showed that students have a good level of motivation, engagement and achievement satisfaction. Even though students’ motivation is significantly predicted students’ achievement, but neither students’ engagement nor achievement satisfaction are a significant predictor of students’ achievement.

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Mai, Mohammed Y. M., Muhammed Yusuf y Maria Saleh. "Motivation and Engagement as a Predictor of Students’ Science Achievement Satisfaction of Malaysian of Secondary School Students". European Journal of Education 6, n.º 2 (10 de agosto de 2023): 96–107. http://dx.doi.org/10.2478/ejed-2023-0019.

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Abstract Psychologists consider student engagement as a primary pathway by which motivational processes contribute to students’ learning and development (Connell & Wellborn, 1991). Academically engaged students self-regulate their learning, make plans for upcoming tasks, and persist when encountering obstacles and challenges. The present study intends to analyses the relationship between students’ motivation and engagement and their academic satisfaction and test the effect of some variables (gender, class) on that relation. To accomplish these purposes, this study intends to investigate Malaysian primary school students’ motivation, engagement and achievement satisfaction as predictors of achievement satisfaction in science and test the effect of some variables (gender, grade) on that relation. The students - 460 students (43% male, 57% female) of secondary school- responded to the Self-Developed Academic Satisfaction Questionnaire, Students’ Engagement Questionnaire and Science Motivation Questionnaire. All the questionnaires are valid and reliable according to the Cronbach’s Alpha value. A Multiple linear regression analysis has been used to predict the achievement satisfaction of Science based on the level of students’ motivation and level of engagement in Science classroom. The findings showed that students have a good level of motivation, engagement and achievement satisfaction. Even though students’ motivation is significantly predicted students’ achievement, but neither students’ engagement nor achievement satisfaction are a significant predictor of students’ achievement.

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Kinsella, Maurice, John Wyatt, Niamh Nestor, Sue Rackard y Jason Last. "Supporting students’ transition into higher education: Motivation enhancement strategies". ACCESS: Contemporary Issues in Education 42, n.º 1 (2 de marzo de 2022): 3–20. http://dx.doi.org/10.46786/ac22.8193.

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In this article, we explore first-year students’ transition into higher education (HE), focusing on the motivational factors that enhance their engagement. We argue that Student Support Professionals (SSPs) can play a pivotal role in heightening student motivation, given the broad range of academic, administrative, and pastoral responsibilities that this role entails. Against this background, we ask two questions: Firstly, how should we understand student motivation with specific regard to its antecedents, manifestations, and consequences? Secondly, what motivation-enhancement strategies can SSPs integrate into their practice to build a productive relationship with students? Drawing on self-determination theory (SDT) insights, we provide a taxonomy of student motivation, arguing that: Motivation exists in a continuum of self-regulation, motivation is contextual, motivation is multidimensional, and motivation is causally significant. Building on this taxonomy we offer practical guidance to SSPs who are looking to catalyse students’ intrinsic motivation, identifying three specific motivational enhancement strategies, namely: Fostering competence by establishing realistic expectations between oneself and students; fostering relatedness by providing resources for holistic student engagement; and fostering autonomy by empowering students in their decision-making. We argue that central to SSPs’ ability to foster engagement is possessing a conceptual and experiential understanding of student motivation, which can heighten their ability to respond to students’ needs. SSPs should approach this process of motivation enhancement as collaborative—working with students to discover both motivational impediments and motivation-enhancing resources to better engage with their HE experience.

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Fitzgerald, Miranda S. y Annemarie Sullivan Palincsar. "Screech owls, Super Soakers, and school gardens". Phi Delta Kappan 105, n.º 5 (30 de enero de 2024): 26–31. http://dx.doi.org/10.1177/00317217241230781.

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Project-based learning (PBL) is gaining momentum as a rich and multifaceted instructional approach that is motivating and engaging. Miranda S. Fitzgerald and Annemarie Sullivan Palincsar argue that PBL provides a particularly rich context for fostering students’ literacy motivation and engagement. One reason for this is that characteristic features of PBL closely align with research-supported instructional practices for fostering literacy motivation and engagement, such as peer collaboration, communicating with real audiences, and solving meaningful problems. They describe supporting research and share how educators can use the SMILE concept — sharing, me, importance, liking, engagement — to design and implement PBL to foster literacy motivation and engagement in K-12 classrooms.

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Tian, Zemin y Mengyuan Lu. "Consumer Innovativeness and Consumer Engagement: User Motivation As a Mediator". Social Behavior and Personality: an international journal 50, n.º 6 (1 de junio de 2022): 1–11. http://dx.doi.org/10.2224/sbp.11341.

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Widely used mobile tourism applications have become a necessary tool for tourists, but few empirical researchers have examined the factors that influence consumer engagement with these applications. In this study we focused mainly on how consumer innovativeness and user motivation influence consumer engagement. We collected data online from 468 participants, and used structural equation modeling to analyze the data. Findings show that consumer innovativeness was positively associated with utilitarian, hedonic, and social user motivations, each of which was positively associated with consumer engagement. In addition, user motivation mediated the consumer innovativeness–consumer engagement relationship.

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Viet Nguyen, Quoc, Hai Ninh Nguyen y To Uyen Phan. "Unveiling the dynamics of motivation, work-life balance, and work engagement among Vietnamese employees in multinational corporations". Problems and Perspectives in Management 21, n.º 3 (15 de septiembre de 2023): 629–41. http://dx.doi.org/10.21511/ppm.21(3).2023.49.

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This paper investigates the factors influencing work engagement among local Vietnamese staff in multinational corporations by focusing on the impacts of work motivation and work-life balance on work engagement. It explores the role of salary, bonuses, financial rewards, and career promotion in shaping employees’ motivation. A structured questionnaire was administered to 279 respondents working at Samsung Electronics Vietnam Co., Ltd. The collected data were analyzed using the partial least squares structural equation modeling (PLS-SEM) techniques and SmartPLS software. The findings reveal that career promotion opportunities significantly influence work motivation, surpassing salary, bonuses, and financial rewards. Work motivation and work-life balance positively affect work engagement, with work motivation exhibiting a more substantial impact. The study emphasizes the importance of clear career paths and growth opportunities in enhancing employee work motivation and engagement. It also underscores the need for organizations to create a supportive work environment, offer competitive compensation packages, and implement recognition programs. These findings have practical implications for multinational corporations operating in Vietnam, highlighting the significance of prioritizing employee career progression, promoting work-life balance, and fostering a motivating work environment.

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Burmeister, Anne, Andreas Hirschi y Hannes Zacher. "Explaining Age Differences in the Motivating Potential of Intergenerational Contact at Work". Work, Aging and Retirement 7, n.º 3 (2 de abril de 2021): 197–213. http://dx.doi.org/10.1093/workar/waab002.

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Abstract Understanding the effects of intergenerational contact at work is important given aging and increasingly age-diverse workforces. The aim of this research was to better understand who derives motivational benefits from intergenerational contact, and the processes by which this occurs. To do so, we adopted a motivational lens grounded in need-based theories of work motivation and lifespan development theory. We argue that the motivating effect of intergenerational contact on work engagement via sense of belonging is more pronounced for older compared with younger employees due to changes in goal priorities across the lifespan. Specifically, we posit the generativity motive and perceived remaining time at work as lifespan-related mechanisms that explain the moderating effects of age on the links between intergenerational contact and work engagement. In Study 1, a laboratory experiment with 45 younger and 45 older participants in Switzerland, we found support for a causal effect of intergenerational contact on sense of belonging. In Study 2, a three-wave field study with 560 employees in Germany, we found that sense of belonging mediated the relation between intergenerational contact and work engagement. Furthermore, perceived remaining time at work explained the moderating effect of age on the link between sense of belonging and work engagement. By highlighting age differences in the motivating potential of intergenerational contact, we advance research on intergroup contact, employee motivation, and workforce aging.

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De Francisco, Cristina, Elisa Isabel Sánchez-Romero, María Del Pilar Vílchez Conesa y Constantino Arce. "Basic Psychological Needs, Burnout and Engagement in Sport: The Mediating Role of Motivation Regulation". International Journal of Environmental Research and Public Health 17, n.º 14 (9 de julio de 2020): 4941. http://dx.doi.org/10.3390/ijerph17144941.

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The purpose of the present research was to analyze the mediating role of motivational regulation between the satisfaction of basic psychological needs and burnout and engagement in athletes. From different sports 1011 young Spanish athletes participated in the study. Participants completed several measurement instruments concerning: the Basic Needs Satisfaction in Sport Scale, Behavioral Regulation in Sport Questionnaire, Athlete Burnout Questionnaire and Athlete Engagement Questionnaire. The results of structural equation modeling showed that the satisfaction of basic psychological needs has direct effects on burnout and engagement: a negative effect on athlete burnout (–0.49, p < 0.001) and a positive effect on engagement (0.54, p < 0.001). In addition, the satisfaction of basic psychological needs has a partial indirect effect over these variables in the same direction mediated by the self-determined degree of motivation. Thus, low levels of self-regulated motivation are positively related to burnout, but high levels of self-determined motivation are not. The same was observed with engagement, but vice versa: high levels of self-determined motivation are positively related to athlete engagement, but low levels of self-determined motivation are not. The proposed model explained 37% of the variance of burnout and 51% of the variance of engagement.

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Magtubo, Rc Yhobel V., Jerica Joyce Banal, Vincent Alex D. Abregado, Ronald Allan Carlo S. Chavez y Justin Vianey Mercado Embalsado. "MEDIATION OF STUDENT INTRINSIC MOTIVATION BETWEEN ONLINE LEARNING ENVIRONMENT AND STUDENT ENGAGEMENT". International Journal of Education 15, n.º 2 (30 de agosto de 2022): 119–28. http://dx.doi.org/10.17509/ije.v15i2.51478.

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The shift to a full online learning environment (OLE) introduces new challenges which affect the motivation and engagement of students. This study investigates the relationship between the online learning environment and online student engagement as mediated by intrinsic motivation. The self-system model of motivational development (SSMMD) was used as the framework of the study. The researchers hypothesized that intrinsic motivation will partially mediate the relationship between the online learning environment (OLE) and online student engagement (OSE). 255 college students completed the survey. GLM mediation analysis was conducted using JAMOVI. Our analysis shows that the online learning environment significantly predicts online student engagement (β = 0.553, p001). A decrease in regression weight with the direct effect was observed with the inclusion of intrinsic motivation as a mediator (β = .430, p.001). Even with the inclusion of intrinsic motivation, the direct effect of OLE on OSE remained significant. The indirect effect was also significant using the Corrected bias bootstrap percentile with 1000 repetitions (β = 0.127, p = 0.002, 95% CI [0.0245, 0.103]). Findings support the hypothesized partial mediation of intrinsic motivation between OLE and OSE.

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NAYIR, Funda. "The Relationship between Student Motivation and Class Engagement Levels". Eurasian Journal of Educational Research 17, n.º 71 (20 de octubre de 2017): 59–78. http://dx.doi.org/10.14689/ejer.2017.71.4.

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Jones, Denise, Paul Feigenbaum y Dennis F. Jones. "Motivation (Constructs) Made Simpler: Adapting Self-Determination Theory for Community-Based Youth Development Programs". Journal of Youth Development 16, n.º 1 (30 de marzo de 2021): 7–28. http://dx.doi.org/10.5195/jyd.2021.1001.

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Motivation is a key factor for enhancing psychological engagement among underserved youth. However, the abundance of motivational constructs complicates the translation of theory into practice by community-based youth development programs. This paper simplifies the translation process, presenting an actionable motivation model derived from Ryan and Deci’s (2000) self-determination theory (SDT) and its sub-construct, organismic integration theory (OIT). This model was developed by Youth Enrichment Services (YES), a Pittsburgh-based nonprofit that cultivates long-term relationships, academic and professional success, and community engagement among low-income, adolescent students of color. Although intrinsic motivation to learn is more positively associated with psychological engagement than extrinsic motivation, contemporary institutions are built around extrinsic incentives. Therefore, guided by OIT, this model cultivates the gradual internalization of motivational regulation by supporting youth’s psychological needs of relatedness, competences, and autonomy. As a practical application of self-determination theory, this model holds promise for adoption by other youth development programs.

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Ayasha Siddiqua, Most. "Exploring Motivation in Organizational Behavior: A Review". South Asian Journal of Social Studies and Economics 20, n.º 3 (27 de septiembre de 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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Donaldson, Jonan Phillip y Mary Bucy. "Motivation and Engagement in Authorship Learning". College Teaching 64, n.º 3 (30 de marzo de 2016): 130–38. http://dx.doi.org/10.1080/87567555.2015.1125842.

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Lapointe, Marie-Claude y Stéphane Perreault. "Motivation: understanding leisure engagement and disengagement". Loisir et Société / Society and Leisure 36, n.º 2 (3 de julio de 2013): 136–44. http://dx.doi.org/10.1080/07053436.2013.836386.

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Sedaghat, Maryam, Alireza Abedin, Elaheh Hejazi y Hamidreza Hassanabadi. "Motivation, cognitive engagement, and academic achievement". Procedia - Social and Behavioral Sciences 15 (2011): 2406–10. http://dx.doi.org/10.1016/j.sbspro.2011.04.117.

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

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Brown, Craig. "Student engagement: identity, motivation and community". International Journal for Academic Development 21, n.º 1 (2 de enero de 2016): 89–90. http://dx.doi.org/10.1080/1360144x.2016.1124968.

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Marcum, James W. "Out with motivation, in with engagement". National Productivity Review 18, n.º 4 (septiembre de 1999): 43–46. http://dx.doi.org/10.1002/npr.4040180409.

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Marcum, James W. "Out with motivation, in with engagement". National Productivity Review 19, n.º 4 (2000): 57–60. http://dx.doi.org/10.1002/npr.4040190410.

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Bourgeois, Étienne. "Apprentissage, motivation et engagement en formation". Éducation Permanente N° 236, n.º 3 (18 de septiembre de 2023): 37–46. http://dx.doi.org/10.3917/edpe.236.0037.

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Qu’est-ce qui peut pousser l’adulte à s’engager en formation ? D’un certain nombre de travaux de recherche sur la motivation scolaire ou l’engagement en formation, il ressort que la signification (ou « valeur ») attribuée au sujet à son engagement en formation et aux apprentissages qu’il y réalise constitue une des composantes essentielles du processus de motivation. Parmi les travaux qui se sont penchés sur la question, certains mettent en relation la signification attribuée à la formation par le sujet et la dynamique identitaire qui accompagne sa trajectoire de vie. Plusieurs hypothèses de travail s’inscrivant dans cette perspective sont présentées dans la dernière partie de l’exposé.

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Sourie, Julien y Edoardo Ferlazzo. "Motivation, engagement et sens du travail". Action publique N° 17, n.º 2 (31 de julio de 2023): 42. http://dx.doi.org/10.3917/aprp.017.0042.

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Lemoine, Claude. "Motivation, engagement et sens du travail". Le Journal des psychologues 402, n.º 1 (15 de diciembre de 2022): 30–34. http://dx.doi.org/10.3917/jdp.402.0030.

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Cai, Elaine Yu Ling y Gregory Arief D. Liem. "‘Why do I study and what do I want to achieve by studying?’ Understanding the reasons and the aims of student engagement". School Psychology International 38, n.º 2 (2 de febrero de 2017): 131–48. http://dx.doi.org/10.1177/0143034316686399.

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This study seeks to understand the ‘what’ and the ‘why’ of student engagement by investigating the ‘aims’ that students pursue through engagement (i.e., their achievement goals) and the ‘reasons’ driving such engagement (i.e., their motivation). Self-report instruments measuring students’ motivational reasons, achievement goals, and engagement in the context of their mathematics classes were administered to a sample of 491 Singapore elementary students (54% girls; Mage = 11 years). Mediational path analysis showed that achievement goals, collectively, played a significant mediating role in almost all the links connecting motivational reasons to different engagement outcomes. Specifically, whilst autonomous motivation (AM) was associated with greater effort/persistence, heightened elaboration, and lower anxiety, controlled motivation (CM) was associated with higher anxiety. Although self-based goals strengthened the positive direct effects of AM on effort/persistence and elaboration, and channeled the adaptive effects of CM on these two engagement outcomes, this goal type also heightened the effect of CM on anxiety and cancelled out the benefits of AM in reducing anxiety. Taken together, findings pointed to the more adaptive role of AM relative to CM, and the apparently double-edged-sword effects of self-based goals on student engagement. Key findings and their implications for teaching and school psychology practices are discussed.

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Morano, Stephanie, Andrew M. Markelz, Kathleen M. Randolph, Anna Moriah Myers y Naomi Church. "Motivation Matters: Three Strategies to Support Motivation and Engagement in Mathematics". Intervention in School and Clinic 57, n.º 1 (19 de febrero de 2021): 15–22. http://dx.doi.org/10.1177/1053451221994803.

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Motivation and engagement in mathematics are important for academic success and are sometimes compromised in students with disabilities who have experienced a history of frustration and failure. This article explains how general and special education teachers can implement three research-supported strategies for boosting motivation and engagement for elementary students with or at risk of emotional and behavioral disorders (EBD) in the mathematics classroom. The strategies include (a) reinforcing engagement and motivation in mathematics using behavior-specific praise and token economy systems; (b) teaching self-monitoring and self-regulation strategies to promote attentive behavior and academic achievement; and (c) using the high-preference strategy to build behavioral momentum and support completion of nonpreferred tasks.

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Ahmad, Nor Aniza, Siti Aishah Hassan, Abdul Razak Ahmad, Chua Lay Nee y Nor Hashim Othman. "The Typology of Parental Engagement and its Relationship with the Typology of Teaching Practices, Student Motivation, Self-Concept and Academic Achievement". GATR Journal of Management and Marketing Review 1, n.º 1 (29 de diciembre de 2016): 01–08. http://dx.doi.org/10.35609/jmmr.2016.1.1(1).

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

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Xia, Qi, Hongbiao Yin, Ruonan Hu, Xiuhan Li y Junjie Shang. "Motivation, Engagement, and Mathematics Achievement: An Exploratory Study Among Chinese Primary Students". SAGE Open 12, n.º 4 (octubre de 2022): 215824402211346. http://dx.doi.org/10.1177/21582440221134609.

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Student motivation and engagement have been complex issues in basic mathematics education. Based on the theory of Motivation and Engagement Wheel, this study examined the relationships among student motivation, engagement, and mathematics achievement. A sample of 1,538 Chinese primary school students participated in the survey, and motivation and engagement were assessed through their responses to the Motivation and Engagement Scale. The results largely confirmed the hypothesized relationships between motivation, engagement, and mathematics achievement. Some consistent patterns of individual differences related to gender and grade level were also revealed. Cluster analysis revealed that the category of “struggling students” showed high levels of adaptive engagement in learning, but their mathematics scores were still low, which may be correlated to their high level of maladaptive motivation and engagement. These findings provide implications for developing a more comprehensive knowledge of the nature of students’ mathematics learning motivation and improving their engagement in mathematic learning.

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Anjasmara, Anjasmara y Muji Gunarto. "Pengaruh Motivasi terhadap Kinerja Pegawai Kecamatan Penukal (Pali) Melalui Employee Engagement". J-MAS (Jurnal Manajemen dan Sains) 7, n.º 2 (26 de octubre de 2022): 1139. http://dx.doi.org/10.33087/jmas.v7i2.740.

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Employees have an important role in achieving company goals. Objectives in this research to know the motivation of the employee performance in the office of subdistrict tripe district pali through employee engagement. The public in this study population the office of subdistrict of tripe kaupaten Pali, large sample of the research is 50 officials in the office of subdistrict of tripe sub-district Pali. This study using primary data obtained from the questionnaire and analysis techniques used was a SEM. The result of the research indicated that the impact on the employee performance, employee engagement influences the employee performance, effect on employee motivation engagemen, employee engagement mediate influence motivation for the employee performance in the office of subdistrict tripe district pali 2022 years.

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Thronicker, Ines. "A competing motivation". Ökologisches Wirtschaften - Fachzeitschrift 31, n.º 4 (1 de diciembre de 2016): 27. http://dx.doi.org/10.14512/oew310427.

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Although environmental awareness is a strong motivation, even for highly engaged individuals it has to compete with other motivations in guiding behaviour. A process-oriented approach to this dilemma allows for alternative behaviour and continuous engagement. That approach might be transferred also to organizational units.

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Goodboy, Alan K., Matthew M. Martin y San Bolkan. "Workplace Bullying and Work Engagement: A Self-Determination Model". Journal of Interpersonal Violence 35, n.º 21-22 (27 de junio de 2017): 4686–708. http://dx.doi.org/10.1177/0886260517717492.

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This study modeled motivational mechanisms that explain the negative effects of workplace bullying on work engagement. Guided by self-determination theory, workplace bullying was predicted to decrease worker engagement indirectly, due to the denial of employees’ basic psychological needs and their intrinsic motivation to work. From a sample of 243 full-time employees, serial multiple mediation models revealed that the indirect relationships between workplace bullying and work engagement (i.e., vigor, dedication, absorption) were serially mediated by basic psychological needs and intrinsic motivation to work. In support of self-determination theory, this study revealed that workplace bullying indirectly disengages employees from their work by denying them of their autonomy and relatedness needs and thwarting their motivation to perform work in a fulfilling way.

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