scholarly journals Strategies to Enhance or Maintain Motivation in Learning a Foreign Language

2020 ◽  
Vol 22 (1) ◽  
pp. 175-188
Author(s):  
Ana Muñoz-Restrepo ◽  
Marta Ramirez ◽  
Sandra Gaviria
Keyword(s):  
Foreign Language ◽  
Extrinsic Motivation ◽  
Autonomous Motivation ◽  
Self Determination Theory ◽  
Self Determination ◽  
Job Requirements ◽  
Intrinsic Motivations

Motivation is one of the most important factors in the enjoyment and success in learning any subject, especially a foreign language. Many students approach the learning of a language based on academic mandates, family impositions, job requirements, and so on. These non-intrinsic motivations make learning a more difficult, frustrating, and non-pleasurable experience, both for students and teachers. Therefore, skills in motivating learners should be seen as central to teaching effectively. In this article, we provide a series of strategies for teachers to gradually lead students from an extrinsic motivation to a more internal and autonomous motivation. This approach is framed within one of the most recent and well-known theories of motivation: self-determination theory.

scholarly journals Parent-Initiated Motivational Climate, Self-Esteem, and Autonomous Motivation in Young Athletes: Testing Propositions from Achievement Goal and Self-Determination Theories

2012 ◽  
Vol 2012 ◽  
pp. 1-9 ◽  
Author(s):  
Daniel J. O'Rourke ◽  
Ronald E. Smith ◽  
Frank L. Smoll ◽  
Sean P. Cumming
Keyword(s):  
Extrinsic Motivation ◽  
Autonomous Motivation ◽  
Self Determination Theory ◽  
Self Esteem ◽  
Motivational Climate ◽  
Achievement Goal ◽  
Self Determination ◽  
Goal Theory ◽  
Young Athletes ◽  
Motivational Climates

Interactions with parents are known to have a significant impact on children's self-esteem. In this study, designed to test propositions derived from Achievement Goal Theory and Self-Determination Theory, we assessed the influence of perceived parent-initiated mastery and ego motivational climates on self-esteem and self-esteem change in competitive youth swimmers over the course of a 32-week sport season. At each of three measurement points (early, mid, and late season), mastery climate scores on the Parent-Initiated Motivational Climate Questionnaire-2 scale were positively related to global self-esteem scores and to a measure of relative motivational autonomy that reflects the intrinsic-extrinsic motivation continuum, whereas ego climate scores were negatively related to self-esteem and autonomy. Longitudinal analyses revealed that early-season mastery climate predicted positive changes in self-esteem over the course of the season, whereas ego climate predicted decreased self-esteem. Consistent with predictions derived from Self-Determination Theory, a meditational analysis revealed that these self-esteem changes were mediated by changes in autonomous motivation.

scholarly journals Applying Self-Determination Theory to Education: Regulations Types, Psychological Needs, and Autonomy Supporting Behaviors

2021 ◽  
pp. 082957352110553
Author(s):  
Frédéric Guay
Keyword(s):  
Intrinsic Motivation ◽  
School Psychologists ◽  
Extrinsic Motivation ◽  
Autonomous Motivation ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Self Determination ◽  
Intervention Programs ◽  
School Outcomes ◽  
School Subjects

The self-determination theory (SDT) has been used to understand students’ motivation at school in general as well as in various school subjects. This literature review conducted on a number of SDT studies showed that (1) autonomous types of extrinsic motivation as well as intrinsic motivation leads to positive consequences for students; (2) the types of goals and the regulation behind them are also important to predict school outcomes; (3) when the psychological needs for competence, autonomy and relatedness are satisfied this leads to autonomous motivation or autonomous goals endorsement; (4) autonomy supportive practices by parents and teachers are important catalyzers of needs’ fulfillment; (5) intervention programs designed for teachers or parents focusing on these psychological needs usually lead to greater autonomous extrinsic motivation and intrinsic motivation and better adjustment outcomes. The implication of this theory for school psychologists is underscored as well as its implications for the practice of teaching.

scholarly journals MOTIVASI MAHASISWA BERORGANISASI DI KAMPUS

2019 ◽  
Vol 2 (2) ◽  
pp. 27-38
Author(s):  
Niken Cahyorinartri
Keyword(s):  
College Students ◽  
Extrinsic Motivation ◽  
Self Regulation ◽  
Student Organizations ◽  
Research Participant ◽  
Self Determination Theory ◽  
Self Determination ◽  
Descriptive Research ◽  
Intrinsic Motivations ◽  
Quantitative Descriptive

The aim of this study is to describe the student’s motivation in participating in student organizations at Universitas Jenderal Achmad Yani. This study uses self-determination theory to explain the motivation of students to involve in student organizations. Self-determination theory explained that human motivations were important sources in the development of personality and self-regulation. The motivation involved the reasons and the purposes in performing an action. Motivation moves from extrinsic motivations to intrinsic motivations. The method of this study was quantitative descriptive research. Participant of this research were college students who participating in students organizations. The result showed that most of the students participated in student organizations had integration extrinsic motivation. Students involved in the student organizations because they interested and it gived them some benefits. Draw the benefits in students organizations become the majority reasons of the students in participating in the student organizations.

I (Do Not) Like Reading!: A Narrative Inquiry into Indonesian Highschoolers’ General Reading Motivation

2020 ◽  
Vol 17 (1) ◽  
pp. 1-14
Author(s):  
Astra Belinda
Keyword(s):  
Narrative Inquiry ◽  
Extrinsic Motivation ◽  
Reading Motivation ◽  
Self Determination Theory ◽  
Self Determination ◽  
Social Aspects ◽  
Esl Students ◽  
Blue Star ◽  
Past Experiences ◽  
Educational Field

The study of motivation has been going around in the educational field for years long, but the issue is there are not many studies that specify in reading motivation, specifically for EFL and/or ESL students. Looking upon this concern, this narrative inquiry study tried to recognize the reasons behind the reading motivation amongst the students, particularly from Blue Star Senior High School, through the Self-determination Theory (SDT) principle from Deci & Ryan (1991) and some other possible social aspects, such as family and peers. It was later found out that in general, Blue Star Senior High School’s students are more likely to be extrinsically motivated when they read and the biggest encouragement to their extrinsic motivation is their social circle. While for our main participants, their past experiences were the ones that played important roles in constructing their motivation, either intrinsically or extrinsically.

Motivation and the Support of Significant Others across Language Learning Contexts

2019 ◽  
Vol 1 (1) ◽  
pp. 106-141
Author(s):  
Kimberly A. Noels ◽  
Shelley Adrian-Taylor ◽  
Kristie Saumure ◽  
Joshua W. Katz
Keyword(s):  
Language Learning ◽  
Extrinsic Motivation ◽  
Sense Of Self ◽  
Significant Others ◽  
Self Determination Theory ◽  
Self Determination ◽  
Esl Students ◽  
Learning Context ◽  
Informative Feedback ◽  
Heritage Students

According to Self-Determination Theory, intrinsic and self-determined extrinsic motivation are maintained to the extent that learners feel that engagement in an activity is a personally meaningful choice, that the task can be performed competently, and that they share a social bond with significant others in the learning context. These perceptions are enhanced when significant others act or communicate in a way that encourages learner autonomy, provides informative feedback on how to improve task competency, and establishes a sense of connection with the learner. The present study used a focused essay technique to examine how the learning context impacts learners’ motivation and the kinds of support (or lack thereof) received from different people. Heritage (n = 34), modern (n = 34), and English-as-asecond-language (ESL; n = 36) learners described their reasons for language learning, and reported how teachers, family members, peers, and members of the language community encouraged or discouraged their engagement in language learning. The results indicated that heritage students are more included to learn the language because it is integral to their sense of self than the two other groups, whereas ESL students are generally more regulated by external contingencies. Although there were some commonalities, different people supported learners’ motivation in different ways depending upon the learning context. The results point to the importance of the language learning context for understanding students’ motivation and how others can support them.

scholarly journals Intrinsic vs. Extrinsic Motivation as Drivers for Early Engagement in Research by Medical Students

2020 ◽  
Author(s):  
Yassar Alamri ◽  
Erik Monasterio ◽  
Lutz Beckert ◽  
Tim J Wilkinson
Keyword(s):  
Medical Students ◽  
Extrinsic Motivation ◽  
Self Determination Theory ◽  
Self Determination ◽  
Future Studies ◽  
Research Engagement ◽  
Research Activities ◽  
Research Involvement ◽  
Key Factor

Abstract BackgroundA student’s motivation is a key factor in their success in undertaking an education endeavour. However, how this relates to involvement in research by medical students is unclear.MethodsAn electronic questionnaire was sent to all medical students at our institution. To ascertain students’ motivation to undertake research, they were asked an open-ended question to describe the single major factor that would encourage them to get involved in research as a medical student. A framework of self-determination theory was used to deductively code the responses as intrinsic motivation (‘IM’; e.g., interest/passion) or extrinsic motivation (‘EM’; e.g. improving CV). The two groups were then contrasted in relation to their research engagement.ResultsA total of 348 students were included in the survey, of whom 204 were coded as IM responses, and 144 were coded as EM responses. Students who engaged in extra-curricular research activities were more likely to report an underlying EM (48% vs. 36%, p = 0.03). They were also older (23.7 ± 3.5 vs. 21.9 ± 3.7, p = 0.005), and more likely to have completed a prior research degree (15% vs. 3%, p = 0.01).ConclusionIn this study, EM was a bigger influencer on research involvement by medical students than IM. Future studies should explore promoters of IM, and include longitudinal data in order to assess whether EM students continue to be involved in research long-term.

scholarly journals Autonomous Motivation and Self-Disclosure Intention

2021 ◽  
Vol 33 (6) ◽  
pp. 1-27
Author(s):  
Wei-Tsong Wang ◽  
Wei-Ming Ou ◽  
Wei-Chi Chiu
Keyword(s):  
User Satisfaction ◽  
Autonomous Motivation ◽  
Self Determination Theory ◽  
Self Determination ◽  
Quality Factors ◽  
User Intention ◽  
Self Disclosure ◽  
Research Results ◽  
Related Information ◽  
Related Quality

Studies that specifically discuss the formation of autonomous motivations of users of social networking services (SNSs) and how such motivation influences SNS user intention to disclose personal location-related information (PLRI) are absent from the literature. Consequently, this study, based on the self-determination theory and the information system success (ISS) model, investigates the relationships among key system-related quality factors, SNS users’ autonomous motivations and user satisfaction regarding an SNS, and their intentions to disclose PLRI. Survey data collected from 514 students at six universities were analyzed to validate our research model. Research results show that three system-related quality factors have different influences on user satisfaction and autonomous motivation, while both autonomous motivation and user satisfaction are significant antecedents of user intention to disclose PLRI. The research results have extended the application and advanced the understanding of ISS model and self-determination theory in the context of SNS.

scholarly journals It’s my choice! Investigating barriers to pro-social blood donating behaviour

2017 ◽  
Vol 35 (2) ◽  
pp. 243-258 ◽  
Author(s):  
Robin Pentecost ◽  
Denni Arli ◽  
Sharyn Thiele
Keyword(s):  
Design Methodology ◽  
Blood Donation ◽  
Self Determination Theory ◽  
Self Determination ◽  
Capital City ◽  
Content Type ◽  
Self Identity ◽  
External Regulation ◽  
Intrinsic Motivations ◽  
International University

Purpose The purpose of this paper is to investigate barriers to pro-social behaviour in the form of blood donating using self-determination theory. Design/methodology/approach Respondents were recruited through intercepts at a major international university and at points within the community in a capital city in Australia. Sampling was conducted over a three-week period resulting in a sample of 617 respondents. Findings Results show intrinsic motivations positively influence intentions towards blood donation, self-identity, and locus of control. Further, despite positively influencing other factors, external regulation positively influenced amotivation indicating the more likely people feel pressured to donate blood, the less likely they will be motivated to donate blood. Originality/value This would suggest one way to influence more people to become donors is to place greater focus on the positive emotional feelings they derive from the act of donating blood and the control they have over that donation. Using external regulation strategy which often suggests people “must” or “have-to” donate blood may be limiting blood donation numbers.

Accounting for Professional Accountants' Dysfunctional Knowledge Sharing: A Self-Determination Theory Perspective

2017 ◽  
Vol 32 (1) ◽  
pp. 45-65
Author(s):  
R. Cameron Cockrell ◽  
Dan N. Stone ◽  
Benson Wier
Keyword(s):  
Knowledge Sharing ◽  
Financial Incentives ◽  
Autonomous Motivation ◽  
Self Determination Theory ◽  
Data Availability ◽  
Self Determination ◽  
Organizational Leaders ◽  
Accounting Systems ◽  
Accounting Professionals

ABSTRACT Investigating how and why accounting professionals share useless and harmful knowledge challenges designers of accounting systems and organizational leaders. In this paper, we extend self-determination theory (SDT) to investigate the influence of financial incentives on (1) harmful, and (2) masked, i.e., organizationally useless, knowledge sharing (KS) among accounting professionals (n = 428) by adapting measures from SDT to the professional accounting context. Although self-disclosed dysfunctional KS is infrequent in our sample, the results indicate that, consistent with the predictions of our extension of SDT, accountants with higher controlled (higher autonomous) motivation are more (less) influenced by financial incentives and engage in more (less) dysfunctional KS. Data Availability: Contact the authors.

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