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.

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.

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 Interactive Participatory Audit and Feedback (IPAF): Theory-based development and multi-site implementation outcomes with specialty clinic staff

2020 ◽  
Author(s):  
Edmond Ramly ◽  
Diane Lauver ◽  
Andrea Gilmore-Bykovskyi ◽  
Christie M Bartels
Keyword(s):  
Risk Reduction ◽  
Self Regulation ◽  
Self Determination Theory ◽  
Self Determination ◽  
Audit And Feedback ◽  
Evidence Based ◽  
Cvd Risk ◽  
Frontline Staff ◽  
Target Behaviors ◽  
Implementation Outcomes

Abstract Background: Theory-based implementation strategies, such as audit and feedback (A&F), can improve adoption of evidence-based practices. However, few strategies have been developed and tested to meet the needs of specialty clinics. In particular, frontline staff can execute CVD risk-reduction protocols, but A&F strategies to support them have not been well examined. Our objective was to develop and evaluate a novel A&F strategy, Interactive Participatory A&F (IPAF). Methods: We developed IPAF by combining theories to inform staff goals (Self-Regulation Theory) and address their psychological needs for relatedness, autonomy, and confidence (Self-Determination Theory). We facilitated IPAF fidelity by developing a theory-based facilitation tool: a semi-structured worksheet to guide flexible discussion of target behaviors, perceived barriers, goals, and action plans. We evaluated IPAF in the context of eight quasi-experimental implementations in specialty clinics across two health systems. Following a Hybrid Type 2 effectiveness-implementation design, we reported intervention outcomes for CVD risk-reduction elsewhere. This paper reports implementation outcomes associated with IPAF, focusing on feasibility, acceptability, fidelity, and adoption. We evaluated implementation outcomes using mixed-methods data including Electronic Health Records (EHR) data, team records, IPAF worksheets, and staff questionnaire responses. Results: Eighteen staff participated in 99 monthly, individual, synchronous (face-to-face or by phone) IPAF sessions during the first six months of implementation. Subsequently, we provided over 375 monthly feedback emails. Feasibility data revealed high staff attendance (90-93%) and engagement in IPAF sessions. Staff rated questionnaire items about acceptability of IPAF highly. IPAF records and staff responses demonstrated fidelity of delivery and receipt of IPAF. Adoption of target behaviors increased significantly (all P-values < 0.05) and was maintained for over 24 months. Conclusions: We developed and evaluated an interactive participatory A&F strategy with frontline staff in specialty clinics to improve implementation of evidence-based interventions. The IPAF toolkit combines two complementary theories: Self-Regulation Theory and Self-Determination Theory. Findings support feasibility, acceptability, and fidelity of IPAF, and staff adoption and maintenance of target behaviors. By evaluating multi-site implementation outcomes, we have extended prior research on clinic protocols and A&F beyond primary care settings and providers.

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.

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