Motivational Constructs: Warm Blanket or Patchwork Quilt?

1983 ◽  
Vol 28 (8) ◽  
pp. 586-587
Author(s):  
Elaine M. Hull
Keyword(s):  
Motivational Constructs ◽  
Patchwork Quilt

Assessing interpretations of experienced ease and difficulty as motivational constructs.

2017 ◽  
Vol 3 (2) ◽  
pp. 133-163 ◽  
Author(s):  
Oliver Fisher ◽  
Daphna Oyserman
Keyword(s):  
Motivational Constructs

Patchwork quilt: A methodology proposed for the study of historic gardens

2021 ◽  
Vol 62 ◽  
pp. 127169
Author(s):  
Patrícia Duarte de Oliveira Paiva ◽  
Rafael de Brito Sousa ◽  
Schirley Fátima Nogueira da Silva Cavalcante Alves
Keyword(s):  
Patchwork Quilt

Sex differences in school achievement: what are the roles of personality and achievement motivation?

2008 ◽  
Vol 22 (3) ◽  
pp. 185-209 ◽  
Author(s):  
Ricarda Steinmayr ◽  
Birgit Spinath
Keyword(s):  
Sex Differences ◽  
Goal Orientation ◽  
Achievement Motivation ◽  
School Achievement ◽  
Grade Point ◽  
Motivational Constructs ◽  
School Attainment ◽  
Work Avoidance ◽  
Math Grades ◽  
Gender Specific

It is consistently reported that despite equal cognitive ability, girls outperform boys in school. In several methodological steps, the present study examined sex differences in school achievement and some of the most important personality and motivational constructs in a sample of 204 females and 138 adolescent males (mean age M = 16.94 years; SD = 0.71). Grades in Math and German as well as grade point average (GPA) served as achievement criteria. Intelligence, the Big Five of personality and motivational variables (achievement motives, goal orientation, task values and ability self‐concepts) served as predictors. After controlling for intelligence, girls' grades were significantly better than boys'. Mean sex differences were found for most variables. There were no gender‐specific associations between predictors and grades. Agreeableness, work avoidance, ability self‐concepts and values ascribed to German mediated the association between sex and grades in German. Controlling for ability self‐concepts and values ascribed to Math enhanced the association between sex and math grades. We concluded that personality and motivation play important roles in explaining sex differences in school attainment. Results are discussed against the background of practical and methodological implications. Copyright © 2008 John Wiley & Sons, Ltd.

An Examination of Intramural College Students’ Exercise Motives and How They Relate to Body Mass Index

2018 ◽  
Vol 33 (4) ◽  
Author(s):  
Elenna R. Cowen ◽  
Eric Wiedenman ◽  
Megan Adkins ◽  
Kazuma Akehi ◽  
James W. Ball ◽  
...  
Keyword(s):  
Well Being ◽  
Cross Sectional Study ◽  
Regular Exercise ◽  
Recreational Sports ◽  
Sectional Study ◽  
Cross Sectional ◽  
Physically Active ◽  
Motivational Constructs ◽  
Exercise Motives ◽  
Health And Well Being

Students that participate in recreational sports and regular exercise are more likely to continueto be physically active. Thee purpose of this cross-sectional study design was to examine differentiatingmotives among participants and how motivation constructs relate to body composition.College students(n=403) were surveyed using the EMI-2 to determine motivational constructs in relation to body com-position. Standardized coefficients indicate that Appearance (β=-0.242, p=0.001), Health Pressures (β=0.208, p=0.05), and Weight Management ( β=0.332, p=0.001) have a statistically signi cant in uenceon intramural participants’ BMIs. This study is useful for promoting, designing, and implementing futurehealth programs for young adults.Creating diversity in activities encourages additional populations toparticipate in physical activity opportunities, thus improving overall health and well-being.

Self-determination theory and motivation for music

2017 ◽  
Vol 46 (5) ◽  
pp. 699-715 ◽  
Author(s):  
Peter D. MacIntyre ◽  
Ben Schnare ◽  
Jessica Ross
Keyword(s):  
Online Survey ◽  
Self Determination Theory ◽  
Perceived Competence ◽  
Self Determination ◽  
Music Learning ◽  
Motivational Constructs ◽  
Motivational Intensity ◽  
Proposed Model ◽  
And Performance ◽  
Virtuous Cycle

Learning the skills to be a musician requires an enormous amount of effort and dedication, a long-term process that requires sustained motivation. Motivation for music is complex, blending relatively intrinsic and extrinsic motives. The purpose of this study is to investigate the motivation of musicians by considering how different aspects of motivational features interact. An international sample of 188 musicians was obtained through the use of an online survey. Four scales drawn from Self-Determination Theory (intrinsic, identified, introjected, and extrinsic regulation) were utilized along with other motivational constructs, including motivational intensity, desire to learn, willingness to play, perceived competence, and musical self-esteem. To integrate the variables into a proposed model, a path analysis was conducted among the motivation variables. Results showed that the intrinsic motives are playing the major role in the maintenance of the motivational system, while extrinsic motives are less influential. Support was found for a feedback loop, whereby desire to learn feeds into increased effort at learning (i.e., motivational intensity), leading to the development of perceived competence, which is then reflected back into increasing desire to learn. Increases in these variables help to create a virtuous cycle of motivation for music learning and performance.

scholarly journals ESTUDIO SOBRE LA MOTIVACIÓN DEL PROFESORADO EN UN CONTEXTO URBANO

2016 ◽  
Vol 3 (1) ◽  
pp. 31
Author(s):  
Julia Criado del Rey Morante ◽  
Margarita R. Pino-Juste
Keyword(s):  
Classroom Management ◽  
Teacher Motivation ◽  
Self Determination ◽  
Work Task ◽  
Task Motivation ◽  
Motivational Constructs ◽  
Work Tasks ◽  
Motivation Scale ◽  
Administrative Tasks ◽  
The City

Abstract:STUDY ON TEACHER´S MOTIVATION IN AN URBAN CONTEXTThe present study aims to determine the motivation of kinder garden, primary and secondary teachers in the city of Vigo. The sample consists of 392 teachers (111 men and 281 women) with an average age of 45.20 years and an average of 19.86 working years. The instrument tool used in the research was The Work Task Motivation Scale for Teachers (Fernet, Senecal, Guay, Marsh, & Dowson, 2008), based on the Self-Determination Theory. This 90 items scale was designed to measure five motivational constructs (intrinsic motivation, identified regulation, introjected regulation, external regulation and amotivation) among towards six of the work tasks of teachers (teaching, class preparation, evaluation of students, classroom management, administrative tasks and complementary tasks).Results show low scores on in a motivation demotivation in the 6 tasks set, which means that teachers do not have suffer a motivation lack of motivation. The tasks in which teachers are intrinsically motivated are teaching and class preparing. Otherwise, while low values are observed in introjected regulation when performing administrative tasks , complementary tasks or when evaluating students. This means that these three actions are performed, not because they are motivating in by themselves, but in order to avoid guilt or anxiety or to promote self-esteem.Keywords: Teacher Motivation, Self-Determination TheoryResumen:El presente estudio tiene como objetivo determinar la motivación del profesorado de educación infantil, primaria y secundaria de la ciudad de Vigo. La muestra está compuesta por 392 profesores (111 hombres y 281 mujeres), con una medida de edad de 45,20 años y una media de años de actividad laboral de 19,86. El instrumento empleado es la escala de motivación The Work Task Motivation Scale for Teachers de Fernet, Senecal, Guay, Marsh, & Dowson (2008), fundamentada en la Teoría de la Autodeterminación. Esta escala, compuesta por 90 items, está diseñada para medir cinco constructos motivacionales (motivación intrínseca, regulación identificada, regulación introyectada, regulación externa y desmotivación) hacia seis tareas profesionales propias del maestro (enseñar, preparar clases, evaluar, gestión del aula, tareas administrativas y tareas complementarias). Los resultados muestran, bajas puntuaciones en desmotivación en las 6 tareas contempladas, lo que supone que los profesores no presentan desmotivación. Las tareas en las que la motivación intrínseca es mayor son enseñar y preparar clases, mientras que observamos valores bajos en regulación introyectada a la hora de llevar a cabo tareas administrativas, tareas complementarias o al evaluar a los alumnos. Esto supone que estas tres acciones se llevan a cabo, no porque sean motivadoras en sí mismas, sino con el fin de evitar la sensación de culpa o ansiedad o para favorecer la autoestima.Palabras clave: Motivación docente, Teoría de la Autodeterminación.

scholarly journals ICT-related variables as predictors of ICT literacy beyond intelligence and prior achievement

2021 ◽  
Author(s):  
Martin Senkbeil
Keyword(s):  
Information And Communication Technologies ◽  
Structural Equation ◽  
Structural Equation Models ◽  
Ict Literacy ◽  
Cross Sectional ◽  
Motivational Constructs ◽  
Self Confidence ◽  
Relative Contribution ◽  
Prior Achievement ◽  
Explained Variance

AbstractThis study examined the incremental validity of different information and communication technologies (ICT)-related person characteristics over and above intelligence and and prior achievement when predicting ICT literacy across a period of three years. Relative weights analyses were performed to determine the relative contribution of each predictor towards explaining variance in ICT literacy. We used data from German NEPS that tracks representative samples of German students across their school careers. The sample consisted of 14,436 fifteen-year-old German students who provided self-reports on several ICT-related variables: self-confidence, usage motives, breadth of usage, access, experience, usage at home and at school. Data were analyzed cross-sectionally and longitudinally with structural equation models and path analyses, respectively. Cross-sectionally, all ICT-related variables incrementally predicted ICT literacy after controlling for intelligenc (explained variance: 0.4%–14.1%). Longitudinally, ICT self-confidence, ICT-related usage motives, breadth of ICT usage, ICT usage at school, and ICT experience incrementally predict ICT literacy after controlling for intelligence and prior achievement.three years later (explained variance: 0.3%–8.1%). Relative weights providing estimates of relative importance of each predictor showed that intelligence (cross-sectional) and prior achievement and intelligence, respectively (longitudinal) explained the largest portion of variance in ICT literacy, followed by ICT self-confidence, and ICT usage motives as the strongest ICT-related variables. These results emphasize that ICT-related motivational constructs play an important role in the development of ICT literacy.

Proximity and distance goals in adult attachment

2008 ◽  
Vol 22 (8) ◽  
pp. 675-694 ◽  
Author(s):  
Marieke Dewitte ◽  
Jan De Houwer
Keyword(s):  
Adult Attachment ◽  
Implicit Association Test ◽  
Association Test ◽  
Attachment Anxiety ◽  
Implicit Association ◽  
Attachment Avoidance ◽  
Implicit Motivation ◽  
Motivational Constructs ◽  
Goal Activation ◽  
Implicit And Explicit

We used a variant of the Implicit Association Test (IAT) and explicit reports to examine the assumption that attachment anxiety and avoidance are related to proximity and distance goals. Results confirmed that attachment avoidance was associated with a stronger implicit motivation for and positive evaluation of distance goals in attachment relationships. This was found both at the implicit and explicit levels and both in a threat and non‐threat context. Attachment anxiety was associated with proximity goals only when measured explicitly, but not when goal activation was measured implicitly. Our findings highlight the importance of considering both implicit and explicit goal representations when studying motivational processes in the context of attachment, and suggest that the IAT can provide a useful tool for investigating implicit motivational constructs. Copyright © 2008 John Wiley & Sons, Ltd.

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