How can teachers boost motivation and interest in writing when a student has disengaged from writing? This article looks at the case of a student with sensory and social challenges who lost interest ...in writing. Possible reasons for the loss of interest are explored through the elements that contribute to motivation for learning and for writing. Suggestions are presented for engaging young writers and piquing their interest in writing.
Breakfast is often cited as the most important meal of the day and vital for students' academic functioning at school. Although much research has linked students' breakfast consumption to better ...achievement, there has been debate about why and how breakfast has academic benefits. The present study of 648 Australian high school students investigated (a) the role of breakfast consumption and breakfast quality in students' self-reported motivation and their achievement in a science test, (b) the role of motivation in mediating the link between breakfast consumption and quality and students' achievement, and (c) the extent to which breakfast consumption effects are moderated by the quality of breakfast (e.g., more vegetables, fruit, dairy/protein, wholegrains, cereals, water; less sugary drinks, processed meat, fast take-away, unhealthy snack foods). Findings indicated that beyond the effects of personal, home, and classroom factors, breakfast consumption predicted higher adaptive motivation (p < .05), breakfast quality predicted lower maladaptive motivation (p < .05), and in turn, students' adaptive (positively, p < .01) and maladaptive (negatively, p < .01) motivation predicted their achievement. Moreover, adaptive motivation significantly mediated the relationship between breakfast consumption and achievement (p < .05). The effect of breakfast consumption was moderated by the quality of breakfast such that consuming a high-quality breakfast in the morning was associated with the highest levels of adaptive motivation (p < .01) and achievement (p < .05) later in the day. Findings have implications for educational practice and policy seeking to promote a healthy start to the school day to optimize students' motivation and achievement.
•The study investigated the role of breakfast in students' motivation and achievement.•Also examined whether educational outcomes are moderated by breakfast quality.•Breakfast consumption and breakfast quality predicted motivation.•Motivation mediated the relationship between breakfast and achievement.•Findings have implications for school and classroom practice.
Reading comprehension is an incredibly complex, purposeful activity that involves simultaneous orchestration and integration of multiple processes. However, dominant perspectives suggest that two ...clusters of skills, word reading and language comprehension, account for successful reading. Such two-factor models are problematic because they do not easily account for complexities in reading comprehension processes or for contributions to reading comprehension of other individual difference variables related to the purposeful nature of reading, such as executive functions (EFs) and intrinsic motivation. Further, simple models may lead to oversimplification of research questions, curricula, and instructional practices, causing researchers and educators to miss important contributors to reading comprehension necessary for students to develop into skilled readers. In this study, the authors assessed the unique contributions of EFs, both domain-general and reading-specific, and cognitive intrinsic motivation (i.e., the desire to engage in effortful cognitive activities) to reading comprehension in 122 university students beyond language comprehension and word-reading skills. Findings confirm unique contributions of cognitive intrinsic motivation and reading-specific EF to students’ reading comprehension beyond established predictors and domain-general EFs. Findings also suggest complexities, such as impacts of language comprehension on word reading, as well as impacts of cognitive intrinsic motivation on both language and reading comprehension, that should be considered in theory and practice. Finally, because reading-specific EF contributed to reading comprehension directly and indirectly beyond controls, these findings underscore the importance of applying knowledge of EF to specific reading processes to better support students who struggle to understand text.
Integrating theories of proactive motivation, team innovation climate, and motivation in teams, we developed and tested a multilevel model of motivators of innovative performance in teams. Analyses ...of multisource data from 428 members of 95 research and development (R&D) teams across 33 Chinese firms indicated that team-level support for innovation climate captured motivational mechanisms that mediated between transformational leadership and team innovative performance, whereas members' motivational states (role-breadth self-efficacy and intrinsic motivation) mediated between proactive personality and individual innovative performance. Furthermore, individual motivational states and team support for innovation climate uniquely promoted individual innovative performance, and, in turn, individual innovative performance linked team support for innovation climate to team innovative performance.
Interest‐based instruction involves attending to students’ individual interests, including their existing topical interests, and triggering new situational interests, which can be cultivated during ...instruction. Understanding four teaching actions—approaching curricular planning intentionally, contextualizing learning, building relevance and value in the task or topic, and incorporating inquiry and project‐based learning—is important in cultivating an interest‐based approach. The authors examined the roles of interest and teaching actions in promoting students’ motivation and engagement. Two vignettes demonstrate how interest and teaching actions can drive planning, instruction, and instructional activities to promote students’ reading and writing development.
In a quest for connecting with customers, the world's largest brands have gone online to develop communities to interact with consumers. Despite widespread adoption less is known about what motivates ...consumers to continually interact in these communities. Across six studies, we develop and test a typology of online brand community engagement (i.e., the compelling intrinsic motivations to continue interacting with an online brand community). We identify 11 independent motivations and test the scale's predictive power for participation in an online brand community. This study provides a much needed refinement to the disparate conceptualizations and operationalizations of engagement in the literature. As a result, academic researchers can now rely on a diverse set of motivational measures that best fit the context of their research, adding to the versatility of future research studies. The results provide managers with new insight in the motivations for and impact of interacting in online brand communities.
•In six studies we develop and test a typology of online brand community engagement.•Identified 11 independent motivations for participating in an online brand community•Provides the first examination of engagement across a range of online brand communities•Examines Marketing Research Online Communities for the first time in academic literature•Provides managers new insight for profiling members and targeting communications
Despite the rapid growth of the mobile game market worldwide, how intrinsic, and extrinsic, motivation factors affect user loyalty and in-game purchase intention across genders remains unknown. To ...address this research gap, this cross-sectional study examined the antecedents of loyalty and in-game purchase intention through the theoretical lens of the motivation theory and investigated the gender effects in the Chinese mobile game environment. Using a survey method, this study collected data from 605 experienced players of King of Glory in China. In addition, the proposed research model was examined by the partial least squares-structural equation modelling (PLS-SEM). Our findings reveal that perceived playfulness, a competitive price, and virtual rewards, significantly affect user mobile game loyalty and in-game purchase intention. We confirmed the moderating effects of gender on the relationship between motivational factors and mobile game loyalty, offering a better understanding of how males and females vary in the development of mobile game loyalty. Our findings offer valuable insights for mobile game practitioners to develop more effective design and strategies for motivating user loyalty and in-game purchases.
Given the significance of motivating employees to engage in change-oriented behavior and attitude, we seek to examine self-determined motivations relating to job crafting behavior and organizational ...change commitment. More specifically, we expect these two constructs to be determined negatively by controlled extrinsic motivation but positively by autonomous extrinsic motivation and intrinsic motivation. Further, while intrinsic motivation is more likely to be related to job crafting behavior, autonomous extrinsic motivation is more likely to be associated with organizational change commitment. We collected data from 165 employees working for two manufacturing organizations in South Korea so as to test the hypotheses. The results of this study were largely consistent with our expectations. These findings contribute to the literature by extending the scope of self-determination theory and identifying the differential roles of self-determined motivations in describing job crafting behavior and organizational change commitment. Limitations of this research and directions of future research are discussed.
The current study evaluates existing and new validity evidence for the Academic Motivation Scale (AMS;
Vallerand et al., 1992). We first provide a narrative review synthesizing past research, and ...then conduct a validity investigation of the scores from the measure. Data analysis using a sample of 1406 American college students provided construct validity evidence in the form of a well-fitting seven-factor model and adequate internal consistency of the item responses. Convergent and discriminant validity evidence provided insight into the distinctiveness of the seven subscales. However, support for the scale’s simplex structure, which would represent the self-determination theory continuum, was not fully substantiated. Implications for theory and the scale’s use in the current form are discussed.
Motivations for choosing teaching as a career were investigated in 200 pre-service teachers from Canada and Oman. We used a novel structured qualitative approach and two theoretical models to analyze ...how pre-service teacher career-choice motivation varied according to cultural context. The results of the study showed that Canadian participants made more self-references, and expressed higher levels of individual-focused motivation and social utility value as career motivators than did Omani participants. Participants from Oman expressed greater endorsement of teaching as a fallback career and higher levels of socio-cultural influences than Canadian participants. Results extend teacher motivation “teacher motivation theory” by investigating socio-cultural influences.
► Pre-service teachers in Canada are more likely to describe their motivation for teaching in terms that are self-oriented compared to pre-service teachers from Oman. ► Pre-service teachers from Oman were more likely to endorse socio-cultural influences on their motivations for teaching than pre-service teachers from Canada. ► The results provide partial support for the cross-cultural generalizability of the FIT-Choice teacher motivation model. ► The study highlights the importance of attending to cultural factors in building an understanding of motivations for teaching
