Naoto Chatani
Angewandte Chemie International Edition,
July 3, 2017, 2017-07-03, 20170703, Letnik:
56, Številka:
28
Journal Article
Recenzirano
“My biggest motivation is to discover new reactions or new phenomena that nobody imagined were possible. When I'm frustrated, I have some Sake to make me relax a bit and then get some rest ...” This ...and more about Naoto Chatani can be found on page 8042.
Hedonic-motivation systems (HMS) -- systems used primarily to fulfill users' intrinsic motivations -- are the elephant in the room for IS research. Growth in HMS sales has outperformed ...utilitarian-motivation systems (UMS) sales for more than a decade, generating billions in revenue annually; yet IS research focuses mostly on UMS. In this study, researchers explain the role of intrinsic motivations in systems use and propose the HMS adoption model (HMSAM) to improve the understanding of HMS adoption. The HMSAM extends van der Heijden's (2004) model of hedonic system adoption by including cognitive absorption (CA) as a key mediator of perceived ease of use (PEOU) and of behavioral intentions to use (BIU) HMS. Results from experiments involving 665 participants confirm that, in a hedonic context, CA is a more powerful and appropriate predictor of BIU than PEOU or joy, and that the effect of PEOU on BIU is fully mediated by CA sub-constructs.
For successful motivation of professionals, it is important to understand accurately their goals, values and job expectations. Theories of motivation suggest different motives to improve ...productivity, but their effectiveness is not sufficiently validated in case of IT professionals. This study uses empirical data from online surveys of information technology professionals. The purpose of the study is to identify the factors that motivate professionals to work more efficiently, initiatively and productively. The results of the study show that to effectively solve the problem of motivating IT professionals, it is useful to use different theories of motivation, combine these theories and construct new concepts of motivation.
Self-determination theory proposes a multidimensional conceptualization of motivation comprising autonomous and controlled forms. Whereas autonomous motivation relates positively to individuals' ...optimal functioning (e.g., well-being, performance), controlled motivation is less beneficial. To be able to use self-determination theory in the field of organizational behaviour, the Multidimensional Work Motivation Scale was developed and tested using data from 3435 workers in seven languages and nine countries. Factorial analyses indicated that the 19-item scale has the same factor structure across the seven languages. Convergent and discriminant validity tests across the countries also indicate that the psychological needs for autonomy, competence, and relatedness as well as the theoretically derived antecedents to work motivation (e.g., leadership and job design) are predictably related to the different forms of motivation, which in turn are predictably related to important work outcomes (e.g., well-being, commitment, performance, and turnover intentions). Implications for the development of organizational research based on self-determination theory are discussed.
Aktuell rauchen in Deutschland 28,7 % der 18- bis 64-Jährigen (26,1 % der Frauen/31,2 % der Männer). Bei den 12- bis 17-Jährigen liegt die Raucherquote mit 7,4 % auf einem historischen Tiefstand. ...Auch bei den 18- bis 25-Jährigen ist die Raucherquote in den letzten Jahren rückläufig. Sie liegt aktuell bei 26,1 %.Wichtigstes Ziel der bundesweiten Maßnahmen der Bundeszentrale für gesundheitliche Aufklärung (BZgA) in der Tabakprävention ist die Reduzierung der Raucherquote. Hierzu führt die BZgA die „rauchfrei“-Kampagne durch, die sich zielgruppenspezifisch an Jugendliche und Erwachsene richtet. Mit einem eng verzahnten und kontinuierlich überprüften und weiterentwickelten Maßnahmenmix werden die Zielgruppen im Internet, in ihren Lebenswelten (Personalkommunikation) sowie über Medien und Massenkommunikation erreicht. Neben der Information über die Risiken des Rauchens und Passivrauchens spielen hierbei die Motivation zum Rauchstopp und die qualitätsgesicherte Unterstützung bei der Raucherentwöhnung eine wichtige Rolle.Die Maßnahmen der BZgA werden auf der Basis repräsentativer Befragungen zum Rauchverhalten der 12- bis 25-Jährigen, die die BZgA regelmäßig durchführt, überprüft und weiter entwickelt. Auf dieser Grundlage werden neue Produkte, wie E‑Zigaretten, E‑Shishas oder Tabakerhitzer, und neue Konsumtrends, wie der Trend zum Wasserpfeifenrauchen, integriert. Zugangswege zu den Zielgruppen werden vor dem Hintergrund der Digitalisierung der Gesellschaft kontinuierlich überprüft und die gesundheitsförderliche Ausgestaltung von Lebenswelten unterstützt. Insgesamt bietet die „rauchfrei“-Kampagne ein qualitätsgesichertes Maßnahmenspektrum, welches kontinuierlich weiterentwickelt wird.
Jérôme Waser
Angewandte Chemie (International ed.),
June 1, 2016, Letnik:
55, Številka:
23
Journal Article
Recenzirano
“My biggest motivation is to see young students become independent researchers. My best investment was to wait one year for a good PhD student to join my group ...” This and more about Jérôme Waser ...can be found on page 6583.
Vocabulary by Gamification Kingsley, Tara L.; Grabner-Hagen, Melissa M.
The Reading teacher,
March/April 2018, Letnik:
71, Številka:
5
Journal Article
Recenzirano
Gamification uses game elements such as quests, challenges, levels, and rewards to motivate and engage students in the classroom. Given the engagement that students feel during gameplay, it is ...sensible to include elements of game design to motivate students and create a space for comprehensive vocabulary instruction. Designing a gamified vocabulary curriculum begins with clear learning goals, a careful selection of key terms, and the transformation of activities into quest challenges. This article shares how to design a gamified vocabulary curriculum to scaffold higher order thinking skills. Snapshots and examples of vocabulary gamification, along with suggestions for everyday practice, are included and aligned to the levels of Bloom's taxonomy. A discussion on how gamification supports student autonomy and mastery learning in a goal‐oriented environment is provided.
“My biggest motivation is unexpected results. I lose track of time when I am doing experiments ...” This and more about Akira Harada can be found on page 1244.
This article addresses the controversy regarding the value of offering choices as a teaching practice. Inconsistent of results regarding the effects of choice in various settings suggest that choice ...can be either motivating or de-motivating. Based on the self-determination theory of motivation (Deci & Ryan, 2000), we propose that choice can be motivating when the options meet the students' need for autonomy, competence, and relatedness. For example, choice is motivating when the options are relevant to the students' interests and goals (autonomy support), are not too numerous or complex (competence support), and are congruent with the values of the students' culture (relatedness support). Given the many factors involved, it is not surprising that in some studies choice was not found to promote engagement. However, when choice was offered in a way that met the needs of the students, it was found to enhance motivation, learning, and well-being.
A “Good Game” of Readers Responding Smutny, Nicole Danice; Saal, Leah Katherine
The Reading teacher,
March/April 2021, Letnik:
74, Številka:
5
Journal Article
Recenzirano
In this article, the authors describe the impact of a reader response game in an English language arts classroom. They explore the theoretical intersection of game‐based learning and “good games” and ...transactional theory as a framework for this practice. After incorporating a “good game” of reader response in classes, the authors found that the students increased both their volume of texts read and their engagement across text format/type and genre. The authors conclude by discussing the theoretical and instructional implications of using a reader response style game in the English language arts classroom and beyond.
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