Intrinsic Motivation towards Sports in Singaporean Students: The Role of Sport Ability Beliefs

2003 ◽  
Vol 8 (5) ◽  
pp. 515-523 ◽  
Author(s):  
C. K.John Wang ◽  
Stuart J.H. Biddle
Keyword(s):  
Intrinsic Motivation ◽  
Ability Beliefs

The Role of Leisure and Intrinsic Motivation in Diabetic Men

2006 ◽  
Author(s):  
Lawrence C. Perlmuter ◽  
Carissa M. Dimaculangan ◽  
Julia M. Gabhart ◽  
Sant P. Singh ◽  
Nuzhat Chalisa
Keyword(s):  
Intrinsic Motivation

Leisure Functioning and Offender Rehabilitation

2016 ◽  
Vol 61 (2) ◽  
pp. 150-170 ◽  
Author(s):  
Alison J. Link ◽  
D J Williams
Keyword(s):  
Intrinsic Motivation ◽  
Empirical Evidence ◽  
Offender Rehabilitation ◽  
Strong Positive Correlation ◽  
Statistical Relationship ◽  
Leisure Education ◽  
Positive Correlation ◽  
Independent Variables ◽  
Rehabilitation Strategy

This study examined the statistical relationship between offender rehabilitation and leisure functioning of Oregon prisoners ( N = 281) soon to reenter society. The strong positive correlation between leisure functioning and rehabilitation is an important finding of the study. Perception of freedom and intrinsic motivation in leisure, as independent variables, were significantly related to rehabilitation even when controlling for the influence of demographic and important forensic variables. This study provides initial empirical evidence for the importance of leisure in offender rehabilitation and successful offender reentry. The role of leisure education programming as a supportive offender rehabilitation strategy is also discussed.

scholarly journals Motivation as a Mediator of the Relation Between Cognitive Reserve and Cognitive Performance

2018 ◽  
Vol 75 (6) ◽  
pp. 1199-1205
Author(s):  
Fanny Vallet ◽  
Nathalie Mella ◽  
Andreas Ihle ◽  
Marine Beaudoin ◽  
Delphine Fagot ◽  
...  
Keyword(s):  
Intrinsic Motivation ◽  
Life Span ◽  
Cognitive Performance ◽  
Cognitive Processes ◽  
Cognitive Aging ◽  
Cognitive Reserve ◽  
Leisure Activities ◽  
Global Measure ◽  
Interindividual Differences

Abstract Objectives Interindividual differences in cognitive aging may be explained by differences in cognitive reserve (CR) that are built up across the life span. A plausible but underresearched mechanism for these differences is that CR helps compensating cognitive decline by enhancing motivation to cope with challenging cognitive situations. Theories of motivation on cognition suggest that perceived capacity and intrinsic motivation may be key mediators in this respect. Method In 506 older adults, we assessed CR proxies (education, occupation, leisure activities), motivation (perceived capacity, intrinsic motivation), and a global measure of cognitive functioning. Results Perceived capacity, but not intrinsic motivation, significantly mediated the relation between CR and cognitive performance. Discussion Complementary with neurobiological and cognitive processes, our results suggest a more comprehensive view of the role of motivational aspects built up across the life span in determining differences in cognitive performance in old age.

scholarly journals Mối liên hệ giữa sự thỏa mãn các nhu cầu tâm lý cơ bản, động lực học tập, và trì hoãn học tập ở sinh viên [The relationships between the satisfaction of basic psychological needs, academic motivation, and academic procrastination among students]

2020 ◽  
Author(s):  
Quang Ngoc Nguyen ◽  
Thuy-Tien Thi La ◽  
Mai Thi Phan ◽  
Thuy-Dung Ninh
Keyword(s):  
Intrinsic Motivation ◽  
Academic Motivation ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Academic Procrastination ◽  
Level Of Satisfaction ◽  
Academic Motivations

Nghiên cứu được tiến hành dựa trên lý thuyết tự quyết nhằm tìm hiểu về mối liên hệ giữa sự thỏa mãn các nhu cầu tâm lý cơ bản, động lực học tập, và trì hoãn trong học tập ở sinh viên. Mẫu nghiên cứu là mẫu thuận tiện với 341 sinh viên có độ tuổi trong khoảng từ 19 đến 26. Trong đó, nam chiếm 11.7% và nữ chiếm 88.3%. Mức độ thỏa mãn các nhu cầu tâm lý cơ bản, các loại động lực học tập, và mức độ trì hoãn trong học tập được đo lường bởi các thang đo. Kết quả phân tích tương quan cho thấy trì hoãn trong học tập có tương quan nghịch chiều với các loại động lực học tập tự chủ và mức độ thỏa mãn các nhu cầu tâm lý cơ bản. Phân tích đường dẫn cho thấy sự thỏa mãn nhu cầu gắn kết và nhu cầu tự chủ góp phần làm tăng sự thỏa mãn nhu cầu năng lực, qua đó làm giảm tình trạng thiếu động lực học tập đồng thời làm tăng động lực hướng đến thành tựu, và dẫn tới mức độ trì hoãn học tập thấp hơn. Các kết quả nghiên cứu ửng hộ giả thuyết của lý thuyết tự quyết về vai trò của việc đáp ứng các nhu cầu tâm lý cơ bản nhằm thúc đẩy động lực bên trong. [The study was conducted based on the self-determination theory to examine the relationships between the satisfaction of basic psychological needs, academic motivation, and academic procrastination among students. The sample was a convenient ?one with 341 students aged between 19 and 26. In particular, males accounted for 11.7% and females accounted for 88.3%. The level of satisfaction of basic psychological needs, the types of academic motivation, and the level of academic procrastination were measured by several scales. The results of correlation analysis showed that the academic procrastination was negatively correlated with autonomous academic motivations and the level of the satisfaction of basic psychological needs. Path analysis showed that the satisfaction of relatedness and autonomy needs contributed to the satisfaction of competence need, thereby reducing amotivation and increasing intrinsic motivation towards achievement which lead to lower levels of academic procrastination. The findings supported the hypothesis of self-determination theory about the role of meeting basic psychological needs in order to promote intrinsic motivation.]

scholarly journals The Analysis Of The Students’ Difficulty in Memorizing English Vocabulary in Elementary School

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Dewi Ulya Mailasari
Keyword(s):  
Elementary School ◽  
Intrinsic Motivation ◽  
Subject Matter ◽  
Qualitative Method ◽  
A Priori ◽  
Motivational Factors ◽  
Main Role ◽  
High Level ◽  
Compulsory Subject

<p class="05IsiAbstrak">This article describes the students’ difficulty in memorizing English vocabulary in Integrated Islamic Elementary School (SDIT) Amal Insani Jepara.  This study uses a descriptive qualitative method. The result denotes that students have difficulties in memorizing vocabulary including there is no visible intrinsic motivation from students, considering English as just another compulsory subject. In addition to the factors of integration and talent, it seems that attitudinal and motivational factors take the main role of the difficulties of students of SDIT Amal Insani in remembering English vocabulary. Students with a high level of intelligence coupled with high enthusiasm, because there is a reward from the teacher, easy to remember vocabulary as well as remembering other subject matter. Students with a priori and low motivation attitude find it difficult to remember the vocabulary that has been given.</p>

scholarly journals Supervisory Practices for Intrinsic Motivation of Doctoral Students: A Self-determination Theory Perspective

10.28945/4415 ◽  
2019 ◽  
Vol 14 ◽  
pp. 581-595 ◽  
Author(s):  
Vijay Kumar ◽  
Amrita Kaur
Keyword(s):  
Intrinsic Motivation ◽  
Doctoral Students ◽  
Well Being ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Doctoral Studies ◽  
Supervisory Practices ◽  
Doctoral Candidates

Aim/Purpose: The quality, degree of effort and persistence required in doctoral studies can be sustained through intrinsic motivation. Despite the critical role of motivation, studies that examine ways to promote doctoral students’ motivation are lacking. This study, drawing on the self-determination theoretical (SDT) framework, aims to offer advice for supervisory practices to facilitate the satisfaction of three basic psychological needs- autonomy, competence and relatedness of doctoral students’ motivation. The focus was on the experiences of the doctoral candidates who participated in this study. Background: Prior studies have established that creating environment and ways that lead to satisfaction of three basic psychological needs are capable of producing optimal outcomes. Based on that assumption the current study explores the ways in which supervisory practices lead to satisfaction of the three needs. Methodology: The study adopted a qualitative approach and used the experience sampling method to collect data from 11 full-time doctoral students from a research-intensive university in New Zealand. In total, 72 entries that captured students’ real-time psychological experience of supervision in a repeated manner were used to analyse the data. Contribution: It proposes theory driven practices/guidelines for supervisors to adopt for effective supervisory practices for intrinsic motivation of doctoral students. Findings: Thematic analysis guided by the research question revealed that to have students experience autonomy support the supervisors must respect students’ research interest, encourage self-initiation, and be amenable to changes suggested by the students. To have students experience the feeling of competence, the supervisors carefully need to consider the quality, mode and time of feedback and provide students with optimal challenge level. Finally, to facilitate students’ need for relatedness, the supervisors should offer personal and professional support to students and look after their emotional well-being. Recommendations for Practitioners: This study highlights the need for supervisors to acknowledge the role of need satisfaction and mindfully adopt the practices to facilitate the satisfaction of the three needs for the intrinsic motivation of the doctoral students. Recommendation for Researchers: The researchers should consider the psychological health and well-being of doctoral students for persistence and successful completion of their studies. Impact on Society: The study can help improve doctoral studies completion rates as well as produce doctoral candidates with a positive and healthy disposition for future workforce. Future Research: The current study relies only on students’ self-report data. In future inclusion of data from supervisors of their own practices would enhance the quality of findings. Additionally, an analysis to chart changes in students’ experiences over time would provide a deeper understanding of the effect of supervisory practices.

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