Exploring Attitudes of Indian Students Toward Holidaying in New Zealand Using the Leisure Motivation Scale

2007 ◽  
Vol 12 (1) ◽  
pp. 1-18 ◽  
Author(s):  
Asad Mohsin ◽  
Chris Ryan
2018 ◽  
Author(s):  
Yee Cheng Kueh ◽  
Nurzulaikha Abdullah ◽  
Garry Kuan ◽  
Tony Morris ◽  
Nyi Nyi Naing

2018 ◽  
Vol 42 (1) ◽  
pp. 75-89 ◽  
Author(s):  
William Dominic Ramos ◽  
Austin Robert Anderson ◽  
Dohyun Lee

The purpose of this study was to determine leisure motivations for college club swimmers in the United States, and to examine differences in motivation by swimmers' gender, university affiliation, ethnicity, and frequency of participation. College club swimmers from a nationwide sample completed the Leisure Motivation Scale (LMS) to assess the strength and differences of varying motivational factors for club swimming participation. Results indicated that social and competency-mastery motivational factors were the most important for this participatory group, and that motivational differences existed based upon respondent university affiliation, ethnicity (White/non-White) and frequency of participation.


2020 ◽  
Vol 29 ◽  
Author(s):  
Jennifer Nowak ◽  
Claudia Bullerjahn

Das Musikleben Deutschlands ist im Verhältnis zur Einwohnerzahl als wesentlicher (freizeitgestalterischer) Bestandteil der Kultur einzuschätzen. Der Forschungsstand zur Motivation des Musizierens in der Freizeit ist im Verhältnis dazu jedoch als mangelhaft zu beurteilen und weist zudem bedeutende Schwächen hinsichtlich empirischer Methoden und Messinstrumente auf. Ähnliches gilt auch für den Freizeitsport. Im Rahmen einer explorativen Untersuchung zur Motivation von Amateurmusizierenden im Vergleich zu Amateursporttreibenden wurden 214 Amateurmusiker (zumeist Blasmusiker, davon 95 weiblich) und 123 Amateurfußballer (davon 12 weiblich) zu ihren Beweggründen für die Ausübung ihrer Freizeittätigkeit befragt. Es handelte sich dabei um eine Online-Befragung in Kooperation mit dem „Hessischen Musikverband (HMV)“ und dem „Hessischen Fußball-Verband (HFV)“. Ziel war dabei unter anderem die Validierung einer neuen, in deutsche Sprache übersetzten Fassung der „Leisure Motivation Scale“ („LMS“, Beard & Ragheb, 1983). Sowohl die englische Originalfassung wie auch die deutsche Fassung zeigen ähnlich hohe Reliabilitäten für die vier Skalen ‚intellektuell‘ (engl. intellectual), ‚sozial‘ (engl. social), ‚Kompetenz/Beherrschung‘ (engl. competency/mastery) und ‚Vermeidung‘ (engl. stimulus avoidance). Die Ergebnisse weisen deutlich darauf hin, dass in den untersuchten Domänen vornehmlich das Bedürfnis nach Anschluss, also der Kontakt zu anderen Menschen sowie gemeinsames Handeln, von Bedeutung ist. Der statistisch nachgewiesene inhaltliche Zusammenhang der Skalen deutet auf eine noch zu verbessernde Konstruktvalidität hin. Die teils deutlichen Unterschiede zwischen den Reliabilitäten beider Teilstichproben geben Grund zu weiterführenden methodischen Überlegungen. Eine mögliche Erklärung sind methodische Fehler bei der Entwicklung der Originalfassung des eigentlich als allgemeingültig für jede Art von Freizeitaktivitäten designten Fragebogens. Die deutsche Fassung der „LMS“ („LMS-d“) erwies sich als überaus praktikabel und ökonomisch einsetzbar. Vor dem Hintergrund der statistischen Schwächen ist jedoch eine Überarbeitung für nachfolgende Anwendungen anzuraten.


2021 ◽  
Vol 53 (8S) ◽  
pp. 327-327
Author(s):  
Dmitriy Bondarev ◽  
Konstantin A. Bochaver ◽  
Alexandra A. Bochaver ◽  
Nikita Nikitin ◽  
Olga Tomashevskaja

2021 ◽  
Author(s):  
◽  
Johnson Kukatlapalli

<p>A review of literature on the experiences of international students reveals their mostly adverse experiences in academic and social lives during their stay in a host country. At the same time, despite facing challenging experiences, international student numbers are rapidly increasing worldwide every year. Moreover, studies in general find that the facilities and services provided by the concerned educational providers are not being utilized by the international students as intended. Within this context, it may be mentioned that although Indian students have been coming to New Zealand for studies since 1951 as a result of the popular Colombo plan, there is no exclusive study on them, although we have such studies on the Chinese and Vietnamese international students.  The absence of such a study prevents us from recognising the specific requirements or identifying the unique features of their experiences of adjustment to the new academic and social environment. A few studies on Indian students in other countries have identified some of their difficulties while adjusting to the conditions of host countries. Furthermore, the current statistics of international students in higher education sector worldwide reveal that India is one of the top source countries for international student migration at present and for the future. In New Zealand context, even though India is being considered as an important source country for international students in the university sector, the statistics indicate that the majority of Indian international students are not enrolled in universities. All these reasons indicate the need for a specific study on Indian international students and thus, this study was initiated to explore the adjustment experiences of Indian international students studying in eight universities in New Zealand, focussing on their language, academic and social life experiences.  A mixed methods research approach was employed in this study. A survey questionnaire was used to collect data in the initial quantitative phase, and in the later phase, interviews were conducted for qualitative data collection. Both male and female Indian international students participated in this study. They were studying undergraduate or postgraduate courses at different universities in New Zealand, and belonged to different age groups and religions. Most of them have been studying outside India for the first time in their lives.  The findings of this study revealed that Indian students have adequate levels of language proficiency; they adjusted well to their academic life; enjoyed their learning experiences in New Zealand; and minimised their psychological issues through utilising social media facilities. These findings differ from those of the other generic research on Asian students. But apart from these positive aspects, the findings also point to a few concerns about their initial adjustment to a new academic system and new social environment in New Zealand, arising from a lack of proper understanding and information. This study therefore suggests a model for better cross-cultural understanding of both the prospective students and the universities as a possible means to minimize the initial difficulties of these students.</p>


2018 ◽  
Vol 10 (12) ◽  
pp. 4458 ◽  
Author(s):  
Susan (Sixue) Jia

Understanding the motivation and satisfaction of yoga consumers is of critical importance for both leisure service providers and leisure researchers to enhance the sustainability of personal lives in terms of physical wellness and mental happiness. For this purpose, this study investigated 25,120 pairs of online ratings and reviews from 100 yoga centres in Shanghai, China using latent Dirichlet allocation (LDA)-based text mining, and successfully established the relationship between rating and review. Findings suggest that Chinese yogis are motivated by improving physical condition, improving psychological condition, gracing appearance, establishing social connection, and creating social isolation. In addition to teaching mainstream yoga, yoga centres also provide additional courses. From a consumer perspective, yogis are relatively satisfied with teachers, courses, and the environment, but complain about the supporting staff, membership price, and reservation service. Managerially, yoga centres are encouraged to continue attending to the motivations of yogis, specialising their guidance, and fostering strengths and circumventing weaknesses in their service. This study also contributes by verifying, elaborating on, and tentatively extending the framework of the Physical Activity and Leisure Motivation Scale (PALMS).


1990 ◽  
Vol 66 (2) ◽  
pp. 699-702 ◽  
Author(s):  
John W. Lounsbury ◽  
Cynthia P. G. Franz

This study commented on Utecht and Aldag's (1989) vacation-discrepancy study. We adapted Beard and Ragheb's 1983 leisure motivation scale to the study of vacations. Using a person's vacation as a frame of reference, prevacation expectations and postvacation satisfactions were studied in a convenience sample of 40 working adults and 146 college students. High (.80 and above) coefficient alphas were observed for the Beard and Ragheb scales of Intellectual, Social, Competence/Mastery, and Stimulus Avoidance as well as two additional motivation scales of Thrill-seeking and Work advantages. Difference-score reliabilities were estimated for the case where a discrepancy measure is formed for pre- versus postvacation referents; these were .80 or higher for all six measures. Results were discussed in terms of applying leisure constructs and measures to vacation research as well as the psychometric adequacy of the individual scale and discrepancy measures.


2004 ◽  
Vol 28 (1) ◽  
pp. 65-77 ◽  
Author(s):  
Brent A. Beggs ◽  
James E. Stitt ◽  
Daniel J. Elkins

The factors that motivate college students to participate in leisure activities play a key role in better understanding participation patterns in campus recreational sports. This study utilized the Leisure Motivation Scale developed by Beard and Ragheb (1983) to determine factors that motivated college students' leisure choices. The purpose of this study was to examine motivational differences in students who participated regularly in campus recreational sports and students who did not regularly participate in campus recreational sports. The sample consisted of 631 students from two universities. The results indicated that students who did not participate regularly in campus recreational sports were seeking rewards from their leisure such as rest, escape and solitude, as well as the opportunity to use their imagination and learn. Students who regularly participated in campus recreational sports revealed that they were motivated to participate because of physical activity, challenge, and competition. In addition, differences in gender and overall motivation for leisure participation were examined.


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