Measuring students’ reading motivation is a common practice in literacy classrooms, and results often inform instruction. This mixed‐methods study problematizes this practice, raising tensions ...between how reading motivation is measured and its enactment in a reading class. Key tensions include reading motivation as competition versus a collective endeavor, reading motivation emphasizing teacher‐directed learning versus student‐led learning, and reading motivation valuing texts as windows versus mirrors. The author suggests that teachers should take a critical lens to reading motivation measurement tools before using them.
Scholars and leaders have assumed that prosocial motivation is the primary driver for social enterprises (SEs) to do good. Despite the significance of prosocial motivation, we argue that it may not ...be the single driver for SE motivation. A dual-motivations approach based on insights from motivation research is proposed to examine how different types of SE motivation can act together to influence the outcomes of SEs. Empirical findings based on survey data from Hong Kong demonstrate that dual motivations—prosocial-intrinsic and prosocial-extrinsic motivations—explain the outcomes of SEs beyond what the direct effects of prosocial motivation can explain separately. Based on moderation analyses, intrinsic motivation enhances the positive relationships between prosocial motivation and business and social outcomes, whereas extrinsic motivation undermines the relationship related to business outcomes. Implications for research on social entrepreneurship and business ethics are discussed.
The present research complements extant variable-centered research that focused on the dimensions of autonomous and controlled motivation through adoption of a person-centered approach for ...identifying motivational profiles. Both in high school students (Study 1) and college students (Study 2), a cluster analysis revealed 4 motivational profiles: a good quality motivation group (i.e., high autonomous, low controlled); a poor quality motivation group (i.e., low autonomous, high controlled); a low quantity motivation group (i.e., low autonomous, low controlled); and a high quantity motivation group (i.e., high autonomous, high controlled). To compare the 4 groups, the authors derived predictions from qualitative and quantitative perspectives on motivation. Findings generally favored the qualitative perspective; compared with the other groups, the good quality motivation group displayed the most optimal learning pattern and scored highest on perceived need-supportive teaching. Theoretical and practical implications of the findings are discussed.
The emergence of online environments has changed the landscape of educational learning. Some students thrive in this learning environment, but others become amotivated and disengaged. Drawing on ...self-determination theory, we report the findings of a study of 574 undergraduate business students at an Australian higher education institution on their attitude toward online learning, and its impact on their motivation and educational engagement. Data was collected via an e-mail survey and analysed using structural equation modelling and the Hayes’ bootstrapping method. The results of the study were mixed. Attitude to online learning mediated the relationships of both intrinsic motivation to know and extrinsic motivation with engagement, indicating that the design of online learning environments can play a role in enhancing learning experiences. However, attitude to online learning was not found to mediate the intrinsic motivation to accomplish and engagement relationship. A negative mediation effect was partially supported between amotivation and engagement, with study mode found as a moderated mediator to this effect, being stronger and significant for online students as opposed to on-campus students. These results have implications for how students can be engaged online, and the need for educators to design online learning environments that support the learning experience for all students.
An analysis of motivational aspects is considered important to understand an entrepreneurs mindset and proclivity to undertake some challenging venture and flourish in the business world. In this ...context, this paper is based on a sample of 60 firms in a brassware cluster in Nabadwip region in West Bengal, India. The objectives are to (a) analyse the rankings of various items of entrepreneurial motivation and focus of their reliability, (b) find a correlation between motivation and profitability indices, and (c) explain the variation in enterprise profitability by the different motivation sub-indices. Cronbach’s alpha test is applied for finding the reliability of motivational items. Two-stage principal component technique is used for deriving motivation sub-indices and total motivation index; whereas, the regression analysis explains the variation in enterprise profitability. The findings involve consistency in motivational items, significantly correlated profitability with motivation index, and significant variation in enterprise profitability explained by most of the motivational sub-indices. However, the enterprise owners are facing the problems of credit, marketing, and lack of skilled labour. The government should take measures for providing short-term loan based on their performance. Further, active steps are required for opening some local training schools, arranging workshops, launching awareness generating programmes through drama or posters, etc.
Is Virtual Citizen Science A Game? Simperl, Elena; Reeves, Neal; Phethean, Chris ...
ACM transactions on social computing,
06/2018, Letnik:
1, Številka:
2
Journal Article
Recenzirano
Odprti dostop
The use of game elements within virtual citizen science is increasingly common, promising to bring increased user activity, motivation, and engagement to large-scale scientific projects. However, ...there is an ongoing debate about whether or not gamifying systems such as these is actually an effective means by which to increase motivation and engagement in the long term. While gamification itself is receiving a large amount of attention, there has been little beyond individual studies to assess its suitability or success for citizen science; similarly, while frameworks exist for assessing citizen science performance, they tend to lack any appreciation of the effects that game elements might have had. We therefore review the literature to determine what the trends are regarding the performance of particular game elements or characteristics in citizen science, and survey existing projects to assess how popular different game features are. Investigating this phenomenon further, we then present the results of a series of interviews carried out with the EyeWire citizen science project team to understand more about how gamification elements are introduced, monitored, and assessed in a live project. Our findings suggest that projects use a range of game elements with points and leaderboards the most popular, particularly in projects that describe themselves as “games.” Currently, gamification appears to be effective in citizen science for maintaining engagement with existing communities, but shows limited impact for attracting new players.
The literature suggests that gamified learning interventions may increase student engagement and enhance learning. We empirically investigate this by exploring the impact of intrinsic and extrinsic ...motivation on the participation and performance of over 100 undergraduate students in an online gamified learning intervention. The paper makes a number of contributions. First, by synthesizing the literature the central concepts required for a learning intervention to be considered gamified are mapped and the development of an online gamified learning intervention is described. Second, the effect of gamification on learning outcomes is examined using a pre- and post-intervention survey. We find that gamified learning interventions have a positive impact on student learning. Third, our results show that while generally positive, the impact of gamified intervention*ns on student participation varies depending on whether the student is motivated intrinsically or extrinsically. These findings will be of practical interest to teaching and learning practitioners working in a range of educational contexts, and at all levels of education, who wish to increase student engagement and enhance learning.
This research examined how motivation (perceived control, intrinsic motivation, and extrinsic motivation), cognitive learning strategies (deep and surface strategies), and intelligence jointly ...predict long-term growth in students' mathematics achievement over 5 years. Using longitudinal data from six annual waves (Grades 5 through 10; M
age
= 11.7 years at baseline; N = 3,530), latent growth curve modeling was employed to analyze growth in achievement. Results showed that the initial level of achievement was strongly related to intelligence, with motivation and cognitive strategies explaining additional variance. In contrast, intelligence had no relation with the growth of achievement over years, whereas motivation and learning strategies were predictors of growth. These findings highlight the importance of motivation and learning strategies in facilitating adolescents' development of mathematical competencies.
Student dropout is a frequent phenomenon in higher education institutions that entails high costs for individuals, institutions, and society as a whole. Thus, it is crucial to identify protective ...factors regarding dropout in cases in which it could have been prevented. In line with Person-Environment Fit Theory, we assume that intrinsic motivation for enrollment (i.e. choice of major based on personal interests) is an important protective factor that facilitates intrinsic learning motivation over time, which should in turn be positively associated with performance at university and negatively associated with dropout (intentions). We tested these assumptions in two longitudinal studies using structural equation modeling. In study 1, we found that intrinsic motivation for enrollment was associated with a positive development of intrinsic learning motivation (N = 774 students, two time points during the first two semesters). In study 2, we investigated whether intrinsic learning motivation mediated the association between intrinsic motivation for enrollment and study success variables (N = 1185 students, three time points during the first academic year). Intrinsic motivation for enrollment was only slightly positively associated with university GPA, but negatively with students' dropout intention measured one year later - mediated via intrinsic learning motivation. We did not find an association between intrinsic motivation for enrollment and actual dropout. The presented research provides the foundation for a process model linking the quality of motivation for enrollment to study success, which has strong implications for counseling of prospective students as well as for the identification of students at risk.
Motivating Reading Comprehension Wigfield, Allan; Perencevich, Kathleen C; Guthrie, John T
Lawrence Erlbaum Associates,
1997, 20040520, 2004, 2004-00-00, 2004-05-20
eBook, Book
Concept Oriented Reading Instruction (CORI) is a unique, classroom-tested model of reading instruction that breaks new ground by explicitly showing how content knowledge, reading strategies, and ...motivational support all merge in successful reading instruction. A theoretical perspective (engagement in reading) frames the book and provides a backdrop for its linkage between hands-on science activities and reading comprehension. Currently funded by the Interagency Educational Research Initiative (IERI), this model has been extensively class tested and is receiving national attention that includes being featured on a PBS special on the teaching of reading.Key features of this outstanding new volume include:*Theoretical Focus--CORI's teaching framework revolves around the engagement perspective of reading: how engaged reading develops and the classroom contexts and motivational supports that promote it.*Content-Area Focus--Although science is the content area around which CORI has been developed, its basic framework is applicable to other content areas.*Focus on Strategy Instruction--CORI revolves around a specific set of reading strategies that the National Reading Panel (2000) found to be effective. In some current CORI classrooms collaborating teachers implement all aspects of CORI and in other classrooms teachers implement just the strategy instruction component. *Illustrative Vignettes and Cases--Throughout the book vignettes and mini-case studies convey a situated view of instructional practices for reading comprehension and engagement. A detailed case study of one teacher and of the reading progress of her students is featured in one chapter. This book is appropriate for graduate and advanced undergraduate students in education and psychology, for practicing teachers, and for researchers in reading comprehension and motivation.
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