scholarly journals Evaluating fandom: Using blogging and a grade contract to promote fan labor in the classroom

2021 ◽  
Vol 35 ◽  
Author(s):  
Dominic J. Ashby
Keyword(s):  
Intrinsic Motivation ◽  
Student Learning ◽  
Extrinsic Motivation ◽  
Course Design ◽  
Assessment Model ◽  
Fan Studies ◽  
Learning Engagement ◽  
Fan Behavior ◽  
Student Reactions ◽  
The Relationship

Grade contracts offer a way to transform the relationship between labor and assessment in classrooms. By turning attention from evaluations of quality to labor completed, grade contracts make space for students to shift from a grade-driven extrinsic motivation to an interest-driven intrinsic motivation for completing coursework. Such an assessment model is well suited for fan studies classes where instructors ask students to engage in fan behavior. I share how I built an upper-division course about anime and anime fandom centered around a student-authored, publicly viewable blog. I discuss the synergy between the blogging project and a grade contract that enhanced student learning, engagement, and enjoyment. I also share my course design philosophy, approach to blogging, and student reactions to the grade contract.

scholarly journals Knowledge Growth, Academic Beliefs and Motivation of Students in Business and Economics - A longitudinal German Case Study

2018 ◽  
Vol 8 (2) ◽  
pp. 9 ◽  
Author(s):  
Martin Biewen ◽  
Roland Happ ◽  
Susanne Schmidt ◽  
Olga Zlatkin-Troitschanskaia
Keyword(s):  
Intrinsic Motivation ◽  
Epistemological Beliefs ◽  
Extrinsic Motivation ◽  
Economic Knowledge ◽  
Economic Literacy ◽  
Knowledge Growth ◽  
Academic Beliefs ◽  
Test Of Economic Literacy ◽  
The Relationship

In this study we examine the determinants of and the relationship among economic knowledge, epistemological beliefs, and extrinsic and intrinsic motivation over the course of undergraduate studies in a sample of students of business and economics at a university in Germany. We found economic knowledge increased over the course of studies, extrinsic and intrinsic motivation declined, and students became more skeptical in their epistemological beliefs about the objectivity of economic content being taught in their courses. The students’ level of economic knowledge was related to intrinsic motivation but unrelated to extrinsic motivation and epistemological beliefs. Furthermore, the students’ tendency to become more skeptical over the course of their studies was mitigated by high levels of extrinsic motivation. The use of internationally established assessments such as the Test of Economic Literacy, developed by the Council of Economics Education, enables implications for higher education business and economics programs at the international level to be drawn from our findings. 

scholarly journals Relationship In Intrinsic Learning Motivation with Cognitive Learning Competency of Sains Students In Class VII Junior High School 16 Padang

2019 ◽  
Vol 4 (4) ◽  
pp. 26
Author(s):  
Septia Utari ◽  
Rahmadhani Fitri ◽  
Sa'diatul Fuadiyah ◽  
Relsas Yogica
Keyword(s):  
High School ◽  
Intrinsic Motivation ◽  
Junior High School ◽  
Extrinsic Motivation ◽  
Junior High ◽  
Cognitive Learning ◽  
Learning Motivation ◽  
Test Analysis ◽  
Learning Competencies ◽  
The Relationship

Many factors influence cognitive competency in learning, one of which is student motivation. Motivation is an impulse that is contained in a person to try to make behavioral changes that are better in meeting their needs. Learning motivation is basically divided into two, namely intrinsic motivation and extrinsic motivation. Intrinsic motivation is motivation that arises from within the individual himself without any coercion or encouragement from others, but on the basis of his own will. While extrinsic motivation is an encouragement from outside a person. This study aims to determine the relationship between intrinsic learning motivation and IPA cognitive learning competencies of class VII students of SMP 16 Padang. This study is a descriptive study that seeks the relationship between two variables. Data analysis using Pearson Product Moment correlation formula to see how the relationship between intrinsic learning motivation and science learning cognitive competencies. Correlation analysis to see how much the relationship between motivation and learning competence and t-test analysis contributed to see the significance of a relationship. Data collection techniques used in this study were research instruments in the form of questionnaires on students' metacognitive abilities. The biology learning competency value of VII grade science students of SMP 1 Padang is taken from students' daily test scores in the second semester of the 2018/2019 academic year. The results showed that there was no positive and significant relationship between learning motivation and students' IPA cognitive learning outcomes in class VII of 16 Padang Junior High School with a tcount of 0.78, and ttable of 1,697The correlation of learning motivation with learning competencies is in the very low category with a value of r = 0.14.

Evaluating and Assessing the Quality and Impact of Coaching Services

2019 ◽  
pp. 133-142
Keyword(s):  
Student Learning ◽  
Assessment Model ◽  
Transfer Of Knowledge ◽  
Knowledge And Skills ◽  
Annual Basis ◽  
Level 3 ◽  
Four Levels ◽  
Student Reactions ◽  
The Impact ◽  
Level 2

This chapter offers best practices, methods, and strategies for evaluating and assessing coaching services once they have been implemented. In order to determine the extent to which the coaching services that have been implemented are impacting retention, a comprehensive assessment combined with thoughtful analysis of the assessment data must be undertaken on a regular and continuous cycle. The Kirkpatrick and Kirkpatrick (2006) four-level assessment model to evaluate the impact and effectiveness of the selected coaching program on an annual basis, for either an outsourced coaching service or an internal coaching unit or department, is the recommended approach detailed in this chapter. The four levels of the assessment are as follows: Level 1 of the assessment will measure student reactions to the coaching services; Level 2 will assess student learning through the use of pre- and post-coaching assessments; Level 3 will assess transfer of knowledge and skills; and Level 4 will assess the impact and results as a result of the coaching program. The chapter provides advice and discussion about when to conduct each level of the four-part assessment model and a comprehensive sample assessment that can be modified to fit the needs of a wide variety of programs and institutions.

Do extrinsic motivation and organisational culture additively strengthen intrinsic motivation in online knowledge sharing?

2019 ◽  
Vol 50 (1) ◽  
pp. 75-93 ◽  
Author(s):  
Tuyet-Mai Nguyen
Keyword(s):  
Intrinsic Motivation ◽  
Knowledge Sharing ◽  
Extrinsic Motivation ◽  
Organisational Culture ◽  
Moderating Effect ◽  
Top Management ◽  
Management Support ◽  
Content Type ◽  
Top Management Support ◽  
The Relationship

Purpose This study aims to examine the relationship between intrinsic motivation and online knowledge sharing intentions (KSIs) and the moderating effect of extrinsic motivation and organisational culture on this relationship. The influence of online KSI on two dimensions of online knowledge sharing behaviour, knowledge donating and knowledge collecting, was also investigated. Design/methodology/approach Based on the extensive literature review, a questionnaire was designed. In total, 290 questionnaires from employees in Vietnamese companies in the banking and insurance industry were collected and tested using structural equation modelling. Statistical analysis was conducted using SPSS and PLS 3 software to examine the research hypotheses. Findings This study found that rewards and reciprocity undermined the influence of self-enjoyment on online KSI, while top management support and social interaction ties undermined the relationship between self-efficacy and online KSI. Top management support positively moderated the effect of self-enjoyment on online KSI. The results also suggested that online KSI was a good predictor of online knowledge donating and collecting. Originality/value Little is empirically known about the moderating effect of extrinsic motivation and organizational culture on intrinsic motivation. The study brings new insights to further understand about online knowledge sharing in an organisation.

Therapeutic alliance and the relationship with motivation for recreational therapy treatment

2017 ◽  
Vol 16 (1) ◽  
pp. 26
Author(s):  
Melissa L. Zahl, PhD, CTRS-L ◽  
Tim Passmore, EdD, CTRS-L, FDRT ◽  
Taylor Cudd, MS, CTRS
Keyword(s):  
Intrinsic Motivation ◽  
Therapeutic Alliance ◽  
Extrinsic Motivation ◽  
Self Determination Theory ◽  
Self Determination ◽  
Recreational Therapy ◽  
Treatment Goals ◽  
External Regulation ◽  
The Relationship ◽  
Therapy Treatment

Recreational therapists employ different techniques to facilitate changes in health status and behaviors of patients. One concept which is often overlooked is the potential collaborative process between recreational therapy (RT) and the patient, which is fostered by agreements on treatment goals, consensus on tasks of therapy, and a positive bond between the patient and therapist. RT, in general, appears to be beneficial to advancing a patient to greater wellness; however, patients may still have issues with compliance, dropout, and maintenance of change. To address issues of dropout, compliance, and maintenance, it may be important to investigate motivation for RT. The purpose of this study was to determine if Therapeutic Alliance (TA) was correlated with motivation, as described by Self-Determination Theory, and where possible differences occurred. The results of the study confirm that a correlation exists between TA and motivation, and if a recreational therapist is able to develop and maintain a stronger TA with an individual or patient, intrinsic motivation for participation in RT sessions may exist. The results also indicate that patients reporting weaker TA also have higher amotivation correlation and external regulation. Amotivation and external regulation result in high levels of reported extrinsic motivation toward participation in RT session. Further research is needed to determine if length of time participating in RT treatment impacts the development of TA resulting in changes in reported intrinsic motivation for RT treatment.

scholarly journals The Relationship between Intrinsic/Extrinsic Motivation and Medical Students’ L2 Writing

2017 ◽  
Vol 20 (4) ◽  
pp. 71-81
Author(s):  
Sepideh Nourinezhad ◽  
Nasrin Shokrpour ◽  
Zahra Shahsavar
Keyword(s):  
Medical Students ◽  
Intrinsic Motivation ◽  
Academic Writing ◽  
Extrinsic Motivation ◽  
English Language ◽  
L2 Writing ◽  
Learning Skill ◽  
Key Factor ◽  
English Academic Writing ◽  
The Relationship

Despite the increasing interest in the need to increase the students’ learning motivation, there have been few attempts to determine the relationship between the students’ motivation and their L2 writing skill.The present study aimed at investigating the effect of extrinsic and intrinsic motivation on Iranian medical students’ L2 writing. 100 EFL medical students (both males and females) who had enrolled in an English academic writing course held in English Language Department of Shiraz University of Medical Sciences participated in this study.We used a questionnaire to classify the students’ extrinsic/intrinsic motivation. The results showed that the students’ motivation has a positive effect on their writing. Moreover, students with intrinsic motivation were more successful than those with extrinsic motivation in L2 writing. This study can provide the instructors with an in-depth understanding of motivation as a key factor which can improve the students’ writing. Understanding different types of students’ motivation and what promotes their learning skill can assist the teachers in fostering positive and realistic beliefs to maximize their teaching in an educational setting.

scholarly journals Hubungan Motivasi dan Hasil Belajar Mahasiswa Kedokteran

2015 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Rika Lisiswanti ◽  
Rossi Sanusi ◽  
Titi Savitri Prihatiningsih
Keyword(s):  
Intrinsic Motivation ◽  
Student Learning ◽  
Self Efficacy ◽  
Extrinsic Motivation ◽  
Task Value ◽  
Learning Beliefs ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Learning Achievement ◽  
Study Population

Background: Motivation is the force that drives a person to do something. Motivation can affect student learning achievement. The purpose of this study was to examine the relationship between motivation and student learning achievement. Method: This research method was a cross sectional survey. The study was conducted at the Medical Faculty of Lampung University. The study population was students that taking Medical Basic Science (MBS) blocks 3. Samples were from all population. The instrument used to assess motivation was Motivated Strategies of Learning Questionnaire (MSLQ). The questionnaire comprises 6 dimensions divided into 31 questions that intrinsic, extrinsic, task value, control of learning beliefs, self-efficacy and anxiety. Learning achievement were measured by the MCQ which. Questionnaire data were taken at the end of the block MBS3, which analyzed using Pearson Product Moment correlation. Results: The correlation between intrinsic motivation and student’s achievement obtained -0.020 with 0.805 significance (p> 0.05). Relationships intrinsic motivation and student’s achievement showed an inverse relationship. Extrinsic motivation and student’s achievement obtained 0.670 with 0.397 significance (P> 0.05). The correlation task value and student’s achievement  0.066 with 0.403 significance (p> 0.05). The correlation control of learning beliefs and student’s achievement of 0.054 with 0.339 significance (p> 0.05). The correlation of self-efficacy and student’s achievement of 0.054 with 0.496 significance (p> 0.05). The correlation test anxiety and student’s achievement -0.060 with 0.447 significance (p> 0.05). The correlation of total score of motivation and student’s achievement  0.034 with 0.670 significance (p> 0.05). All correlation dimension obtained motivation was weak and not significance.Conclusion: The results showed very weak positive correlation between the total score of motivation to learning achievement.

The Influence of Learning Styles and Motivation on Undergraduate Student Success in Mathematics

2021 ◽  
Vol 12 (3) ◽  
pp. 658-665
Author(s):  
Seuk Yen Phoong Et.al
Keyword(s):  
Correlation Analysis ◽  
Learning Styles ◽  
Student Success ◽  
Intrinsic Motivation ◽  
Learning Style ◽  
Extrinsic Motivation ◽  
Tertiary Education ◽  
Mathematics Students ◽  
Motivation And Learning ◽  
The Relationship

This study investigates the influence of motivation and learning styles on the achievement of tertiary education Mathematics' students. A randomly selected of 140 undergraduates students in an university have participated in this study. Students were asked to complete a questionnaire on the different aspects of the motivation (extrinsic motivation and intrinsic motivation) and learning styles (participation, collaboration, independence, and competition) towards their respective academic performance. Grasha's Model is applied in this research and there are six aspects of learning styles for this model. However, the learning style of avoidance and dependent are not suitable for university students. Therefore, only four aspects of learning styles are used. Correlation analysis is use to examine the relationship between the learning styles and motivation on students' achievement. The findings reveal that the extrinsic motivation of students exceeds intrinsic motivation. Also, learning styles, encompassing participation, collaboration, and independence significantly influence students' performance relative to the competition. The results also indicate that both motivation and learning styles are significantly different in the context of performance in Mathematics for the undergraduates.

Commitment, Enjoyment and Motivation in Young Soccer Competitive Players

2010 ◽  
Vol 13 (2) ◽  
pp. 609-616 ◽  
Author(s):  
Alexandre Garcia-Mas ◽  
Pere Palou ◽  
Margarita Gili ◽  
Xavier Ponseti ◽  
Pere A. Borras ◽  
...  
Keyword(s):  
Intrinsic Motivation ◽  
Extrinsic Motivation ◽  
Self Determination Theory ◽  
Three Dimensions ◽  
Positive Contribution ◽  
Behavioral Correlates ◽  
Sport Commitment ◽  
The Social ◽  
Sport Motivation Scale ◽  
The Relationship

Building upon Deci's and Ryan (1985) Self-determination theory as well as the sportive behavioral correlates of the model of Commitment (Scanlan et al., 1976), this study tries to establish the relationship between motivation and commitment in youth sport. For this purpose 454 young competitive soccer players answered the Sport Motivation Scale (SMS) and the Sport Commitment Questionnaire (SCQ) during the regular season.The SMS measures the three dimensions of the Motivational continuum (the Amotivation, the Extrinsic Motivation and the Intrinsic Motivation). The SCQ measures the Sportive Commitment and its composing factors such as the Enjoyment, the Alternatives to the sport, and the Social Pressure. Our findings provided a clear pattern of the influence of motivation in sport enjoyment and commitment, outlining the positive contribution of intrinsic and extrinsic motivation to enjoyment and commitment. Amotivation, contributes positively to alternatives to sport and negatively to enjoyment and commitment. It should be noted that extrinsic motivation has a higher contribution to enjoyment whereas intrinsic motivation has a higher contribution to commitment.

The Actiotope Model of Giftedness: Its Relationship With Motivation, and the Prediction of Academic Achievement Among Turkish Students

2015 ◽  
Vol 32 (1) ◽  
pp. 41-55 ◽  
Author(s):  
Marilena Z. Leana-Taşcılar
Keyword(s):  
Academic Achievement ◽  
Regression Analysis ◽  
Intrinsic Motivation ◽  
Personality Traits ◽  
Extrinsic Motivation ◽  
Stepwise Regression ◽  
Economic Capital ◽  
Motivational Orientation ◽  
The Relationship ◽  
Predictors Of Academic Achievement

The Actiotope Model of Giftedness (AMG) focuses on person-environment interactions instead of on the personality traits associated with actions. Motivation is a combination of intrinsic and extrinsic forces that are fundamental to the production of actions. Therefore, the resources provided by the environment or person are important for the creation of motivation. The aim of this study was to explore the relationship between resources and motivation components, and to determine which were predictors of academic achievement among Turkish students (440 students, 206 from the 4th grade and 234 from the 7th grade). The Questionnaire of Educational and Learning Capital (QELC) was used to assess the resources described in the AMG, and the Scale of Intrinsic Versus Extrinsic Motivational Orientation in the Classroom (IVEMOCS) was used to assess the motivation components. Findings showed significant correlations between all resources and two motivation components: intrinsic and dependence on the teacher. Using stepwise regression analysis, in 4th-graders, infrastructural capital and extrinsic motivation were found to predict academic achievement; and in 7th-graders, intrinsic motivation, economic capital, extrinsic motivation and didactic capital were found to predict academic achievement.

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