The Effect of Extrinsic Motivation and Instrinsic Motivation Against Learning Achievements of Food and Beverage Service Student Ak. Mapindo, Academic Year 2018/2019

Formative assessment emerged under humanism and constructivist theory of learning is being accepted and used in English teaching. Lots of research focuses on general influence of formative assessment on English teaching. There is little special research concentrated on influence on influence of formative assessment on motivation. This thesis intends to study the influence of formative assessment on motivation and further explores the different influence of formative assessment on extrinsic motivation and intrinsic motivation. The results of this study show that using formative assessment is more effective to foster college students’ motivation on English learning, especially has stronger effect on extrinsic motivation but less than on intrinsic motivation during an academic year. As a result of motivation strengthened, English achievement is improved.

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Impact of COVID-19 on undergraduate business students: a longitudinal study on academic motivation, engagement and attachment to university

Accounting Research Journal ◽

10.1108/arj-09-2020-0286 ◽

2020 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Rita Pasion ◽

Eva Dias-Oliveira ◽

Ana Camacho ◽

Catarina Morais ◽

Raquel Campos Franco

Keyword(s):

Extrinsic Motivation ◽

Academic Motivation ◽

Business Students ◽

Significant Group ◽

Content Type ◽

Post Test ◽

Negative Effect ◽

The University ◽

Academic Year ◽

Undergraduate Business Students

Purpose This study aims to explore whether the COVID-19-related circumstances hindered these academic-related variables. Design Methodology Approach The authors surveyed two groups of undergraduate business students (42% male) who completed the questionnaires at the beginning and at the end of the semester. One group of students attended only face-to-face classes in the 2018/2019 academic year (n = 126) and the other group transitioned to online classes because of the COVID-19 outbreak in the 2019/2020 academic year (n = 99). Findings The findings show no statistically significant group differences between the pre- and post-test in students’ intrinsic and extrinsic motivation, feelings of attachment to the university and engagement dimensions of absorption and vigour. Nevertheless, a moderate negative effect was found in the dedication engagement dimension. Practical Implications The authors discuss the main results in terms of some practices that may contribute towards attenuating the effects of future emerging pandemics in the higher education setting. Originality Value The COVID-19 pandemic imposed a rapid transition to online instruction in education institutions worldwide. However, it remains unclear to date how students’ engagement, motivation and attachment to the university were negatively affected by the first COVID-19 outbreak.

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The Relation between Prospective Teachers’ Attitudes towards Uncertainty and Motivation in Teaching

Education Sciences ◽

10.3390/educsci8030122 ◽

2018 ◽

Vol 8 (3) ◽

pp. 122 ◽

Cited By ~ 1

Author(s):

Cem Şenol ◽

Mustafa Akdağ

Keyword(s):

Prospective Teachers ◽

Significant Relationship ◽

Extrinsic Motivation ◽

Linear Regression Analysis ◽

Intrinsic And Extrinsic Motivation ◽

Fourth Grade Students ◽

Faculty Of Education ◽

Teachers Attitudes ◽

The Relationship ◽

Academic Year

The aim of this study is to determine the relationship between prospective teachers’ attitudes towards uncertainty and their motivation in teaching. The research was conducted with a correlational model. In this study, exploratory and predictive correlation techniques were used. The study group was comprised of 396 fourth grade students studying at the Inonu University Faculty of Education in the academic year of 2015–2016. A simple linear regression analysis and Pearson Product Moment analysis were conducted on the obtained data. A moderate negative and significant relationship was found between prospective teachers’ attitudes towards uncertainty and their motivation in teaching, and the attitude towards to uncertainty was observed to be a significant predictor of motivation in teaching. In addition to this, a moderate negative significant relationship was found between prospective teachers’ attitudes towards uncertainty and their intrinsic and extrinsic motivation, and the attitudes towards to uncertainty was observed to be a significant predictor of the intrinsic and extrinsic motivation.

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An Empirical Study on Motivation to School Teachers in the Maldives during the COVID 19 Pandemic

International Journal of Early Childhood Special Education ◽

10.9756/int-jecse/v13i2.211103 ◽

2021 ◽

Vol 13 (2) ◽

pp. 645-653

Author(s):

N.V. Deepak Nandan ◽

Dr.M. Sulaipher

Keyword(s):

Professional Identity ◽

Self Efficacy ◽

Online Teaching ◽

Extrinsic Motivation ◽

School Teachers ◽

Online Teachers ◽

Effective Strategies ◽

Intrinsic And Extrinsic Motivation ◽

Academic Year ◽

Rapid Shift

The COVID 19 pandemic has affected all walks of life; as a result over 100 million children are away from school. The mass university closure and a forced transition to online teaching are to minimize disruptions to the academic year. Many inexperienced online teachers are expected to find the rapid shift from in-person to online teaching hard, and it is a "great experiment" that has to be studied. The study looked into the motivations of Maldivian instructors who were compelled to shift to remote online teaching as a result of the COVID-19. Teachers' self-efficacy refers to their capacity to handle responsibilities and problems in the workplace, and it has an impact on academic achievement. During the COVID-19 epidemic, this study intended to offer an in-depth investigation of the influence of intrinsic and extrinsic motivation on self-efficacy in teachers. The author is attempting to adopt more effective strategies to improve teachers' professional identity and job satisfaction in order to increase the efficacy of teachers, ensure the effectiveness of online teaching, and maintain sustainable development during the epidemic by collecting data from Maldivian schools.

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Impact of rewards system in employee’s motivation in the organizational context: A quantitative study of manufacturing industry in UAE

Liberal Arts and Social Sciences International Journal (LASSIJ) ◽

10.47264/idea.lassij/5.1.8 ◽

2021 ◽

Vol 5 (1) ◽

pp. 105-122

Author(s):

Ghazi Rehman Alaf Din ◽

Noor Un Nisa Shahani ◽

Muhammad Nawaz Baloch

Keyword(s):

Turnover Intention ◽

Manufacturing Industry ◽

Extrinsic Motivation ◽

Organizational Context ◽

Reliability And Validity ◽

Vital Role ◽

Manufacturing Companies ◽

Effective Measure ◽

Statistical Procedures ◽

Food And Beverage

This research aims to investigate the effect of reward systems on the extrinsic and intrinsic motivation of the employees working in various manufacturing companies located in the UAE. In this era of competition, motivated employees considered as a valuable assets and motivation play vital role in productivity and enhancement of job commitment and reduce job turnover intention. While, researchers highlight the significance of reward system to intrinsic and extrinsic motivation in various context. However, this area of research is under-theorized particularly within the UAE context in the food and beverage sector. The data was gathered from 100 respondents through a self-administered survey using a 7-point Likert scale. The data was later analyzed using SPSS. A variety of statistical procedures have been carried out to figure out the reliability and validity of the research hypotheses. Based on the results generated through these statistical procedures, key conclusions and inferences have been drawn. In essence, the organization must take an effective measure that is aimed at enhancing the motivation levels of their workforce. Moreover, a motivated workforce will be more committed and dedicated to achieving the organizational goals and objectives.

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Assessing Moroccan University Students’ English Learning Motivation: A Comparative Study

Advances in Language and Literary Studies ◽

10.7575/aiac.alls.v.9n.1p.81 ◽

2018 ◽

Vol 9 (1) ◽

pp. 81 ◽

Cited By ~ 1

Author(s):

Otmane Omari ◽

Mohammed Moubtassime ◽

Driss Ridouani

Keyword(s):

University Students ◽

Undergraduate Students ◽

Extrinsic Motivation ◽

Academic Motivation ◽

Learning Motivation ◽

English Learning ◽

Academic Motivation Scale ◽

Motivation Scale ◽

English Learning Motivation ◽

Academic Year

This study seeks to survey whether students are motivated to learn English or not and to evaluate the differences within and between three most known universities in Morocco, involving a private one, in terms of students’ English learning motivation. Moreover, factors that make a student more motivated to learn English were investigated. This study examines motivation of university students according to their institution, gender, and other variables. Assessment of university students’ motivation was by scores on items from the Academic Motivation Scale. The sample consisted of 329 undergraduate students from three different Moroccan universities. The most important finding was that participants in general are quite motivated to learn English with a score of (M = 3.80) with regard to the overall score using a 5-point Likert scale, and a higher level of introjected extrinsic motivation (M = 4.11), which means that they do such tasks because they are supposed or asked to do them. Moreover, factors such as how students consider university, their location during the academic year, and their decision behind choosing to go to university were found to affect students’ motivation.

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The Indonesian EFL Learners’ Motivation in Reading

English Language Teaching ◽

10.5539/elt.v10n5p81 ◽

2017 ◽

Vol 10 (5) ◽

pp. 81 ◽

Cited By ~ 3

Author(s):

Hairus Salikin ◽

Saidna Zulfiqar Bin-Tahir ◽

Reni Kusumaningputri ◽

Dian Puji Yuliandari

Keyword(s):

Extrinsic Motivation ◽

Significant Contribution ◽

English Text ◽

Efl Learners ◽

Freshmen Students ◽

Mixed Method Design ◽

The Subject ◽

Reading Activity ◽

Reading Activities ◽

Academic Year

The motivation will drive the EFL learners to be successful in reading. This study examined the Indonesian EFL learners’ motivation in reading activity based on Deci and Ryans’ theory of motivation including intrinsic and extrinsic. This study employed mixed-method design. The data obtained by distributing questionnaire and arranging the group interviewed. The subject of the study involved 42 freshmen students of English department, the faculty of humanities at Jember University in the academic year 2015-2016. The results found that both intrinsic and extrinsic motivations have significant contribution in motivating the learners to read the English text. The intrinsic motivation played the important role in students’ reading activities. Besides, the extrinsic motivation found the teacher’s role as the learners’ motivator in reading the English text through their method implemented in the reading class.

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Uji Validitas Konstruk Pada Instrumen Motivasi Akademik Dengan Metode Confirmatory Factor Analysis (CFA)

Jurnal Pengukuran Psikologi dan Pendidikan Indonesia (JP3I) ◽

10.15408/jp3i.v7i2.12099 ◽

2019 ◽

Vol 7 (2) ◽

pp. 78-85

Author(s):

Milcham Chairun Syah

Keyword(s):

Factor Analysis ◽

Confirmatory Factor Analysis ◽

Intrinsic Motivation ◽

Extrinsic Motivation ◽

Academic Motivation ◽

Measurement Instrument ◽

Three Dimensions ◽

Academic Level ◽

Confirmatory Factor ◽

Academic Year

Motivasi akademik merupakan suatu hasrat atau dorongan seseorang dalam memperoleh sesutua yang ingin diraih untuk tercapainya suatu tujuan tertentu pada bidang akademiknya, yang diukur dengan menggunakan Academic Motivation Scales (AMS), berdasarkan tiga dimensi motivasi akademik, yaitu extrinsic motivation, intrinsic motivation dan amotivation (Deci & Ryan dalam Ayub, 2010). Academic Motivation Scales (AMS) merupakan instrumen pengukuran baku yang dikembangkan oleh Vallerand (dalam Areepattamannil, 2011) untuk mengukur tiga dimensi motivasi akademik yang berjumlah 28 item. Penelitian ini bertujuan untuk menguji validitas konstruk instrumen tersebut. Data dalam penelitian ini diperoleh dari seluruh mahasiswa semester 2 Fakultas Psikologi UIN Jakarta tahun akademik 2013/2014 yang berjumlah 149 orang. Metode yang digunakan dalam pengujiannya yaitu confirmatory factor analysis (CFA) dengan menggunakan software LISREL 8.70. Hasil dari penelitian ini menunjukkan bahwa 23 item bersifat unidimensional, artinya item-item tersebut hanya mengukur satu faktor saja sehingga model satu faktor dapat diterima.Academic motivation is a desire or encouragement of someone to get something they want to achieve a certain goal in their academic level, which is measured by using Academic Motivation Scales (AMS) based on three dimensions of academic motivation, namely extrinsic motivation, intrinsic motivation and motivation (Deci & Ryan in Ayub, 2010). Academic Motivation Scales (AMS) is a standard measurement instrument developed by Vallerand (in Areepattamannil, 2011) to measure three dimensions of academic motivation totaling 28 items. This study aims to examine the construct validity of the instrument. The data in this study were obtained from all 2nd semester students of the Faculty of Psychology, UIN Jakarta, 2013/2014 academic year, from 149 people. The method used in the test was confirmatory factor analysis (CFA) usenig the LISREL 8.70 software. The results of this study indicate that 23 items are unidimensional, means they only measure one factor, so that a model of one factor is acceptable.

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