scholarly journals An Evaluation of Online Edcraft Gamified Learning (EGL): Understanding Motivation and Intention of Recycling Among Youth During COVID-19 Period

Kin Meng Cheng ◽  
Ah Choo Koo ◽  
Junita Shariza ◽  
Shen Yuong Wong

Abstract Recycling is a process carried out by various organizations and individuals to enhance the environment’s long-term sustainability. Some youth think that recycling is a monotonous action as it may seem inconvenient, less aware of the environmental issues and more time-consuming than they think and rather go for video games. Therefore, this study aims to investigate the relationship between motivation and recycling intention in gamified learning among youth. To address the research aim, this study uses gamification as a motivational driver for a game-like learning experience to improve recycling intentions among youth. Self-determination theory (SDT) and the theory of Planned Behavior (TPB) will be this study's main motivational and behavioural theories. (n=124) high schools and college students were invited to take part in an online gamified recycling activity, Edcraft Gamified Learning (EGL), consisting of two levels of gamified unused plastic-crafting recycling activities. After the activity, the participant will answer a post-event questionnaire and the data collected were analyzed. The result shows that both controlled motivation (CM) and autonomous motivation (AM) positively influenced youth attitudes and social norms. Besides, attitude is the only psychosocial determinant that positively influences the recycling intention of the youth. Gamification only moderates positively between attitude and recycling intention. This study has clearly shown the effectiveness of gamified learning activity towards recycling intention directly and as a component that moderates the relationship between attitude and recycling intention, which shows a favourable evaluation towards recycling intention with gamified learning involved. Moreover, findings show that not all relationships are positive in a gamified learning environment, and it gives a good view on the weakness and strengths with the guide of SDT and TPB.

2021 ◽  
Vol 6 ◽  
Abdullah Alamer ◽  
Fahad Almulhim

The relationship between language anxiety and self-determined motivation has been examined from various aspects in the applied linguistics domain. However, the direction of the relationship tend to disagree. Some studies report positive correlation whereas others (and in most cases) show negative correlation. To address this issue, the present study attempted to evaluate in depth the relationship between these two variables. We first qualitatively examined the types of language anxiety students face during learning, and then assessed how motivational variables based on self-determination theory can predict these identified types of anxiety. The results showed that sense of competence and relatedness negatively predicted certain types of anxiety while controlled motivation positively predicted only the general language anxiety. However, perception of autonomy and autonomous motivation did not predict any sub-types of language anxiety while sense of relatedness positively predicted psychological anxiety. The findings are discussed in terms of their theoretical and educational implications for language learning.

2020 ◽  
Vol 2 (2) ◽  
pp. 8
Grace Fresania Kaparang ◽  
Mega Gahauna

Abstract Grit or persistence is an individual effort exerted to achieve a long-term effort with a sustainable spirit and to develop this grittiness, a growth mindset is needed by that individual in order to believe or appreciate these abilities. The purpose of this study was to determine the relationship between grit and mindset among nursing students at Universitas Klabat, using a correlative method and consecutive sampling technique, consented by 226 students. Data analysis employing percentage, frequency, mean, standard deviation, and Spearman’s Correlation test. It is found that the grit of the participants averaged in 3.43 (SD= 0.531) signifying that the students were “quite gritty”. While for mindset the students were at the “intermediate mindset” level (M= 2.460; SD=0.676). Moreover, Spearman’s correlation revealed p=0.002 (<0.01) and r=-0.201 indicating a negative weak correlation between grit and mindset, signifying that the more gritty the student, the more fixed their mindset. It is recommended to conduct similar research to other students or study program and that the information about grit and mindset could be passed along throughout Universitas Klabat or other schools, and that also experimental study is suggested in the area of grit and mindset. For the institution, it is recommended that grit and mindset seminars, training, or workshops could be conducted for the students that they may aware of their situation and improve to be better and eventually achieve a successful learning experience. Keywords: grit, mindset, nursing, students   Abstrak Grit atau ketekunan adalah usaha seseorang untuk mencapai tujuan jangka panjang dengan semangat yang berkelanjutan, dan untuk mengembangkan grit diperlukan growth mindset agar seseorang percaya akan kemampuan diri dan menghargai kemampuan tersebut. Tujuan penelitian ini adalah untuk mengetahui apakah ada hubungan yang signifikan antara grit dan mindset pada mahasiswa Keperawatan Universitas Klabat. Metode penelitian yang digunakan adalah deskriptif korelasi dengan teknik consecutive sampling diikuti oleh 226 mahasiswa yang setuju berpartisipasi. Analisa data menggunakan persentase, frekuensi, serta uji statistik Spearman’s Correlation menemukan rata-rata grit dari seluruh partisipan adalah M=3.43 (SD= 0.531) yang berarti partisipan berada pada skala “agak gritty”. Sedangkan rata-rata mindset dari partisipan berada pada nilai M= 2.460 (SD=0.676) yang berarti skala rata-rata “intermediate mindset” dan hasil uji Spearman’s correlation menunjukkan nilai p=0.002 (<0.01) dengan nilai r=-0.201 yang artinya ada hubungan negatif yang signifikan namun lemah antara grit dan mindset pada mahasiswa Keperawatan Universitas Klabat, yang artinya semakin gritty seorang mahasiswa, mereka berada pada mindset yang semakin fixed. Rekomendasi bagi peneliti selanjutnya agar dapat melakukan penelitian dengan menambah jumlah sampel dan memperluas penelitian ke fakultas lain agar informasi mengenai grit dan mindset juga dapat disalurkan kepada semua mahasiswa di Universitas Klabat bahkan di Universitas dan sekolah lain, serta dapat melakukan penelitian eksperimental pada area grit dan mindset. Bagi institusi, kiranya dapat mempelajari grit dan mindset, serta memberikan seminar, training atau workshop mengenai hal ini, sehingga mahasiswa boleh aware mengenai keadaan mereka. Kata kunci: grit, mindset, mahasiswa, perawat

2021 ◽  
Vol 15 (1) ◽  
Adnan Fateh ◽  
Norizah Mustamil ◽  
Fakhar Shahzad

AbstractPersonality dispositions and their role in inducing employee creative behavior are well documented in the literature. However, much is unexplored about the collective and relative contribution of personality orientations and environmental factors in explaining creative behavior. This study used a framework based on self-determination theory (SDT) to measure the combined and relative contribution of personal mastery orientation and authentic leadership in predicting employee creative behavior as mediated by autonomous motivation. A self-reported survey was conducted among software developers working in software houses. The results of the study show that both personal mastery and authentic leadership are significant predictors of employee creative behavior. In addition, autonomous motivation significantly mediates the relationship between personal mastery, authentic leadership, and creative behavior. The findings of the study lend support to the combined effect of personality orientation and environmental factors in predicting employee creative behavior and test the SDT framework’s efficacy in predicting creative behavior.

2021 ◽  
pp. 136216882110086
Keiko Hanzawa

Although several researchers have demonstrated that foreign language (FL) learning experience has a limited effect on the short-term development of second language (L2) fluency, recent studies have suggested that learners can gain long-term (over one year) benefits from FL learning experiences. As a part of the present study, 50 Japanese university students were exposed to L2 learning experience over the course of one academic year to monitor its impact on L2 fluency measures (i.e. speed, breakdown, and repair fluency) in FL context. The relationship between the development of L2 fluency measures and learners’ learning experiences inside and outside the classroom was also investigated. The results showed a significant decrease in the length of between-clause and within-clause pauses that learners made. Furthermore, the correlational analysis showed that their L2 learning experience was uniquely associated with the development of between-clause pause frequency and repair frequency. These findings suggest that, while relatively long-term FL learning impacts the development of L2 fluency, it produces a unique pattern, whereby the effectiveness of FL learning is influenced by how students make the best use of their learning experiences.

2014 ◽  
Vol 42 (9) ◽  
pp. 1457-1472 ◽  
Yanhong Zhang ◽  
Jianqiao Liao ◽  
Yanling Yan ◽  
Yun Guo

Based on self-determination theory, we examined how new employees' (newcomers) future work selves and perceived level of supervisor support influence newcomers' proactive socialization in the workplace, a factor that leads to better long-term adjustment. We conducted a survey using a 3-wave longitudinal design with 295 people employed in a range of organizations in China. Results indicate that level of perceived supervisor support had a significant influence on the relationship between newcomers' future work selves and their proactive adjustment behavior, such that the relationship became stronger as perceived supervisor support increased. In addition, we found that newcomers' proactive adjustment behavior was positively related to both the quality of their social integration and their job performance. Theoretical and practical implications and directions for future research are discussed.

Adnan Fateh ◽  
Norizah Mustamil ◽  
Muhammad Zia Aslam

The main purpose of this study is to determine the relationship between authentic leadership and employee creative behaviour and to reveal two different mediating mechanisms (i.e., job complexity and autonomous motivation) through which authentic leadership influences employee creative behaviour. This study is based on self-determination theory. A total of (N = 354) respondents were asked to rate themselves on creative behaviour and their leader on authentic leadership style. The research used the internet-based survey tools in a cross-sectional. The study population was employees (mainly Software Developers) of software houses (software companies) working in Pakistan. Methodological tools of the research were partial least square structural equation modelling (PLS-SEM) for measuring the relationship between the variables. The results of the study show that authentic leadership positively influences employee creative behaviour directly as well as through two competing mechanisms of job complexity and autonomous motivation. Job complexity and autonomous motivation were tested as mediators between authentic leadership and employee creative behaviour independently and comparatively. Both the mediators successfully mediated the relationship between authentic leadership and employee creative behaviour with variable strength. The mediation path of job complexity was stronger in comparison with the mediation path of autonomous motivation. Further examination revealed that job complexity and autonomous motivation both mediate the relationship between authentic leadership and employee creative behaviour in a sequential manner. The results of the study are useful for both practitioners and researchers equally. For practitioners, the authors laid out the process through which managers can foster the creative behaviour of their employees using an authentic leadership style (i.e., by giving increased opportunities to indulge in complex work). Furthermore, for researchers, this study revealed the mechanisms through which authentic leadership influences and predicts creative behaviour. The findings of the study would benefit the authentic leadership theory for further development as a predictor of positive employee outcomes as this study confirmed a relatively complex mechanism through which it influences the creative behaviour of his followers. Keywords authentic leadership, autonomous motivation, creativity, employee creative behaviour, job complexity, self-determination theory, software houses of Pakistan, software developers.

2021 ◽  
Vol 12 ◽  
Yuechao Du ◽  
Honghao Hu ◽  
Zhongming Wang

Drawing on self-determination theory, we examine the mechanism through which entrepreneurs’ felt responsibility for constructive change affects entrepreneurial performance and how market orientation affects the influencing mechanism. A questionnaire survey was conducted with 424 entrepreneurs in China. The results show that entrepreneurs’ felt responsibility for constructive change is positively related to technology action and entrepreneurial performance, and technology action mediates the relationship between entrepreneurs’ felt responsibility for constructive change and entrepreneurial performance. In addition, market orientation moderates the relationship between technology action and entrepreneurial performance such that the relationship is stronger when the market orientation is higher. Our findings suggest that when entrepreneur feel responsible for constructive change, they tend to take technology actions to achieve their goals and improve the long-term development of ventures. It is also important for entrepreneurs to hold a market orientation, which helps them be aware of changes in customer needs rather than blindly focusing on the use of the latest technologies. Our study is pioneering in exploring entrepreneurs’ felt responsibility for constructive change in the entrepreneurial context, advancing the research on entrepreneurship psychology.

2017 ◽  
Vol 9 (1) ◽  
pp. 319-329 ◽  
HU Ping-ying

Abstract   To examine the relationship between need satisfaction and learning motivation, a survey was conducted in an engineering college in China. Collected data were processed and analyzed via SPSS software; then a confirmatory factor analysis was performed with SEM method. Outcomes of the research indicated that: 1) satisfaction of autonomy and relatedness contributed to autonomous motivation; 2) satisfaction of competence and relatedness helped shift controlled motivation to autonomous motivation; 3) unexpectedly, satisfaction of competence had negative effect on autonomous regulation, as did satisfaction of autonomy on controlled regulation. The outcomes imply that learners’ psychological needs should be satisfied according to their pre-existing types of motivation, and that studies on motivation based on Self-determination Theory (SDT) should take cultural factors into consideration Keywords: SDT, basic psychological needs, self-determined motivation, correlation  

Marcela Bobková ◽  
Ladislav Lovaš ◽  

"The objective of the study is to investigate the relationship between different forms of motivation mindsets. The integrative model of motivated behavior (Meyer, Becker, & Vandenberghe, 2004) indicates relations between the forms of motivation identified in the self-determination theory (Deci & Ryan, 1985) and the regulatory focus theory (Higgins, 1997, 1998). A concept of goal regulation proposes relations between autonomous versus external motivation and promotion versus prevention focus. The research involved 288 university students. Participants rated their motivation for three personal goals on scales assessing self-concordance (Sheldon & Elliot, 1999). The regulatory focus was assessed by the Regulatory Focus Questionnaire (RFQ, Higgins et al., 2001). It was found that autonomous motivation was significantly positively related to promotion focus. Furthermore, autonomous motivation predicted promotion focus. Between external motivation and prevention focus a significant relationship was not confirmed. However, external motivation significantly negatively correlated with promotion focus."

2020 ◽  
pp. 154805182096250
Susanne Tafvelin ◽  
Andreas Stenling

The purpose of the present research was to investigate how leaders’ different types of pretraining motivation may influence transfer of leadership training. Drawing on self-determination theory, we examined the role of autonomous and controlled motivation for short- and long-term transfer in terms of employee-rated improvements of leaders’ need support. Data were collected in conjunction with a leadership training program that was aimed at increasing need support among municipality leaders ( n = 20 leaders and their n = 323 employees), and surveys were sent to leaders and employees before training, posttraining, and 4 months after training. Bayesian multilevel modeling suggests that autonomous (Estimate = 0.17, 95% confidence interval [CI: 0.030, 0.329]) and controlled (Estimate = 0.08, 95% CI [0.013, 0.150]) premotivation among leaders are related to short-term improvements in need support. Although neither type of motivation had a credible long-term effect on transfer 4 months after the training, the 95% credibility interval indicate that the effect of autonomous motivation (Estimate = 0.13, 95% CI [−0.004, 0.269]) most likely is positive. Our study demonstrates the usefulness of using a theory-based multidimensional perspective on predictors of training transfer and on adding a temporal perceptive on their effects. Our study also points toward the importance of not only fostering autonomous motivation at work but recognizing the potential in controlled motivation.

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