Interest and Performance When Learning Online

2012 ◽  
pp. 1230-1245
Author(s):  
Tamra B. Fraughton ◽  
Carol Sansone ◽  
Jonathan Butner ◽  
Joseph Zachary
Keyword(s):  
Prior Experience ◽  
Self Regulation ◽  
Performance Outcomes ◽  
Web Pages ◽  
Utility Value ◽  
Online Instructors ◽  
Negative Effect ◽  
And Performance ◽  
Motivation Model ◽  
Quiz Scores

As part of the Regulating Motivation and Performance Online Project (RMAPO), students completing an online HTML programming lesson demonstrated higher quiz scores and greater post-lesson interest when initially provided information about how the skills could be used (personal or organizational applications). These effects were mediated by higher levels of engagement with optional examples and exercises during the lesson. This paper examines whether the benefit from adding utility value information was limited to students with no prior experience creating web pages. Results show that, regardless of prior experience, the added information was associated with higher engagement levels, which were associated with higher lesson interest and quiz scores. Because prior experience was related to lower engagement levels overall, results suggest that experience had an indirect negative effect on motivation and performance outcomes that was offset by enhanced engagement when value was added. Implications for the Self-Regulation of Motivation Model (SRM) and online instructors are discussed.

Interest and Performance When Learning Online

2013 ◽  
pp. 33-48
Author(s):  
Tamra B. Fraughton ◽  
Carol Sansone ◽  
Jonathan Butner ◽  
Joseph Zachary
Keyword(s):  
Prior Experience ◽  
Self Regulation ◽  
Performance Outcomes ◽  
Web Pages ◽  
Utility Value ◽  
Online Instructors ◽  
Negative Effect ◽  
And Performance ◽  
Motivation Model ◽  
Quiz Scores

As part of the Regulating Motivation and Performance Online Project (RMAPO), students completing an online HTML programming lesson demonstrated higher quiz scores and greater post-lesson interest when initially provided information about how the skills could be used (personal or organizational applications). These effects were mediated by higher levels of engagement with optional examples and exercises during the lesson. This paper examines whether the benefit from adding utility value information was limited to students with no prior experience creating web pages. Results show that, regardless of prior experience, the added information was associated with higher engagement levels, which were associated with higher lesson interest and quiz scores. Because prior experience was related to lower engagement levels overall, results suggest that experience had an indirect negative effect on motivation and performance outcomes that was offset by enhanced engagement when value was added. Implications for the Self-Regulation of Motivation Model (SRM) and online instructors are discussed.

Interest and Performance When Learning Online

2011 ◽  
Vol 1 (2) ◽  
pp. 1-15 ◽  
Author(s):  
Tamra B. Fraughton ◽  
Carol Sansone ◽  
Jonathan Butner ◽  
Joseph Zachary
Keyword(s):  
Prior Experience ◽  
Self Regulation ◽  
Performance Outcomes ◽  
Web Pages ◽  
Utility Value ◽  
Online Instructors ◽  
Negative Effect ◽  
And Performance ◽  
Motivation Model ◽  
Quiz Scores

As part of the Regulating Motivation and Performance Online Project (RMAPO), students completing an online HTML programming lesson demonstrated higher quiz scores and greater post-lesson interest when initially provided information about how the skills could be used (personal or organizational applications). These effects were mediated by higher levels of engagement with optional examples and exercises during the lesson. This paper examines whether the benefit from adding utility value information was limited to students with no prior experience creating web pages. Results show that, regardless of prior experience, the added information was associated with higher engagement levels, which were associated with higher lesson interest and quiz scores. Because prior experience was related to lower engagement levels overall, results suggest that experience had an indirect negative effect on motivation and performance outcomes that was offset by enhanced engagement when value was added. Implications for the Self-Regulation of Motivation Model (SRM) and online instructors are discussed.

The Effects of TMT Faultlines and CEO-TMT Power Disparity on Competitive Behavior and Firm Performance

2018 ◽  
Vol 44 (5) ◽  
pp. 874-914 ◽  
Author(s):  
Mengge Li ◽  
Carla D. Jones
Keyword(s):  
Firm Performance ◽  
Performance Outcomes ◽  
Competitive Behavior ◽  
Upper Echelons ◽  
Power Disparity ◽  
Negative Effect ◽  
Managerial Implications ◽  
Competitive Dynamics Research ◽  
And Performance ◽  
Competitive Actions

Although upper echelons scholars have drawn from the demographic faultlines concept to study top management team (TMT) subgroup dynamics, the effects of TMT faultlines on competitive behavior and performance outcomes have not been well documented. To gain greater insight, we develop a model that connects TMT faultlines, CEO-TMT power disparity, competitive behavior, and firm performance. We hypothesize that TMT faultlines and CEO-TMT power disparity jointly determine a firm’s competitive aggressiveness and simplicity, and these two competitive behaviors influence firm performance. Using a sample of 295 U.S. firms in 146 industries from 2000 to 2013, our findings indicate that (a) TMTs with strong faultlines take fewer and simpler competitive actions, and CEO-TMT power disparity further worsens the negative effect on the volume of competitive actions, and (b) fewer and simpler competitive actions benefit short-term firm performance; however, they hurt the long-term firm performance trend. These findings contribute to the upper echelons and competitive dynamics research and suggest important managerial implications.

Goals, feedback, and performance: A dynamic self-regulation perspective

2008 ◽  
Author(s):  
Traci Sitzmann ◽  
Katherine Ely ◽  
Ruth Kanfer
Keyword(s):  
Self Regulation ◽  
And Performance

The school competency contingency of worth as a mediator between performance-oriented achievement goals and performance outcomes

2003 ◽  
Author(s):  
David Buck ◽  
Noelle Liwski ◽  
Connie Wolfe ◽  
Maxx Somers ◽  
Kati Knight ◽  
...  
Keyword(s):  
Achievement Goals ◽  
Performance Outcomes ◽  
And Performance

https://imsciences.edu.pk/files/journals/vol12_2/New%201%20MA.864.pdf

2020 ◽  
Vol 12 (2) ◽  
pp. 19-50 ◽  
Author(s):  
Muhammad Siddique ◽  
Shandana Shoaib ◽  
Zahoor Jan
Keyword(s):  
Organizational Performance ◽  
Structural Equation ◽  
High Performance ◽  
Service Sector ◽  
Performance Outcomes ◽  
Theory And Practice ◽  
Relational Coordination ◽  
Multiple Sources ◽  
And Performance ◽  
High Level

A key aspect of work processes in service sector firms is the interconnection between tasks and performance. Relational coordination can play an important role in addressing the issues of coordinating organizational activities due to high level of interdependence complexity in service sector firms. Research has primarily supported the aspect that well devised high performance work systems (HPWS) can intensify organizational performance. There is a growing debate, however, with regard to understanding the “mechanism” linking HPWS and performance outcomes. Using relational coordination theory, this study examines a model that examine the effects of subsets of HPWS, such as motivation, skills and opportunity enhancing HR practices on relational coordination among employees working in reciprocal interdependent job settings. Data were gathered from multiple sources including managers and employees at individual, functional and unit levels to know their understanding in relation to HPWS and relational coordination (RC) in 218 bank branches in Pakistan. Data analysis via structural equation modelling, results suggest that HPWS predicted RC among officers at the unit level. The findings of the study have contributions to both, theory and practice.

scholarly journals Relating Competitive Golfers’ Perceived Emotions and Performance

2021 ◽  
pp. 003151252110059
Author(s):  
Erik Lundkvist ◽  
Henrik Gustafsson ◽  
Gunilla Björklund ◽  
Paul Davis ◽  
Andreas Ivarsson
Keyword(s):  
Perceived Control ◽  
Performance Outcomes ◽  
Skill Level ◽  
Complex Nature ◽  
Moderating Effects ◽  
Dynamic Relationship ◽  
And Performance ◽  
Player Skill ◽  
Task Oriented ◽  
The Relationship

The present study examined relationships between golfers’ self-perceived emotions (e.g., irritability, nervousness, tension), task-oriented coping, perceived control, and performance during a golf competition. We implemented a process-oriented golf analysis in which competitors rated these variables hole-by-hole in a competitive golf round. Within a two-level Bayesian multivariate autoregressive model, we showed that (a) within persons, emotions and task-oriented coping were reactions that stemmed from performance on the previous hole; and (b) between persons, player skill level predicted both better scores and the ability to limit the influence of negative affect on performance. These findings highlight the complex nature of the relationship between emotions and performance. Future studies might use a similarly ecologically valid research design to more precisely measure aspects of time and potentially moderating effects of player skill level and personality. An increased understanding of the dynamic relationship between emotions and performance can promote the development of effective psychological interventions for optimal performance outcomes.

scholarly journals Effects of Feeding Time on Markers of Muscle Metabolic Flexibility Following Acute Aerobic Exercise in Trained Mice Undergoing Time Restricted Feeding

Nutrients ◽  
2021 ◽  
Vol 13 (5) ◽  
pp. 1717
Author(s):  
Aaron Persinger ◽  
Matthew Butawan ◽  
Martina Faietti ◽  
Ashley Pryke ◽  
Kyley Rose ◽  
...  
Keyword(s):  
Exercise Training ◽  
Performance Outcomes ◽  
Metabolic Flexibility ◽  
Feeding Time ◽  
Restricted Feeding ◽  
Physically Active ◽  
Impact Performance ◽  
Before And After ◽  
And Performance ◽  
Access To Food

Time-restricted feeding (TRF) is becoming a popular way of eating in physically active populations, despite a lack of research on metabolic and performance outcomes as they relate to the timing of food consumption in relation to the time of exercise. The purpose of this study was to determine if the timing of feeding/fasting after exercise training differently affects muscle metabolic flexibility and response to an acute bout of exercise. Male C57BL/6 mice were randomized to one of three groups for 8 weeks. The control had ad libitum access to food before and after exercise training. TRF-immediate had immediate access to food for 6 h following exercise training and the TRF-delayed group had access to food 5-h post exercise for 6 h. The timing of fasting did not impact performance in a run to fatigue despite TRF groups having lower hindlimb muscle mass. TRF-delayed had lower levels of muscle HSL mRNA expression and lower levels of PGC-1α expression but displayed no changes in electron transport chain enzymes. These results suggest that in young populations consuming a healthy diet and exercising, the timing of fasting may not substantially impact metabolic flexibility and running performance.

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