Interaction Effects of Level and Instability of Motivation on Learning Strategies: Introjected and Identified Regulation

This study examined the interaction effect of the level and instability of motivation on different learning strategies in university learning at the contextual level. Two motivation levels—introjected and identified regulation—and three types of learning strategies—metacognitive, writing-repetition, and deep-processing—were measured. Self-reported questionnaires were administered to students from two universities in Japan; data of 307 students were included in the analysis. A hierarchical multiple regression analysis on metacognitive and deep-processing strategies revealed an interaction effect of identified regulation and instability of motivation. The results of a simple slope analysis showed that identified regulation had no effect on metacognitive and deep-processing strategies during high instability of motivation. However, during low instability of motivation, higher identified regulation enabled greater use of metacognitive and deep-processing strategies. On the other hand, there was no an interaction effect of level and instability of motivation on writing-repetition strategies. These results revealed the significant role of the level and instability of motivation in the application of metacognitive and deep-processing strategies.

Download Full-text

Epistemological Exploration: Generalization of Learning Styles and Analytical Skills between Academic and Religious Materials

Psychological Reports ◽

10.2466/pr0.94.3.1083-1088 ◽

2004 ◽

Vol 94 (3) ◽

pp. 1083-1088 ◽

Cited By ~ 3

Author(s):

Alida S. Westman ◽

Nicholas A. Alexander

Keyword(s):

Learning Styles ◽

Learning Strategies ◽

Learning Style ◽

Conceptual Understanding ◽

Cognitive Skills ◽

Religious Affiliation ◽

Deep Processing ◽

Elaborative Processing ◽

Analytical Skills

Among 139 students (mean age 21.8, SD = 3.5), use of Schmeck's Deep Processing learning style (looking for conceptual understanding) on academic materials correlated modestly with its use on religious materials. The same was true for Elaborative Processing (looking for associations and applications). Both Deep and Elaborative Processing of academic materials correlated with better Analytical Skills. Only Elaborative Processing of religious materials correlated with Religiousness. Religiousness correlated with poorer Analytical Skills on academic materials and with a more Concrete Divine Concept; however, specific religious affiliation made a difference. Our understanding of the role of contents of materials and characteristics of learners on the types of learning strategies used and competence with cognitive skills is still very limited.

Download Full-text

The interaction effect on customer purchase intention in e-commerce

Asia Pacific Journal of Marketing and Logistics ◽

10.1108/apjml-07-2013-0080 ◽

2014 ◽

Vol 26 (3) ◽

pp. 472-493 ◽

Cited By ~ 9

Author(s):

Yung-Shen Yen

Keyword(s):

Interaction Effect ◽

Purchase Intention ◽

Design Methodology ◽

Online Survey ◽

Short Term ◽

Content Type ◽

Information Richness ◽

Slope Analysis ◽

Simple Slope ◽

Practical Implications

Purpose – The purpose of this paper is to explore the interaction effect of information richness, retailer brand, and extended offers on customer purchase intention in e-commerce. Design/methodology/approach – Hierarchical moderator regression analysis and simple slope analysis were used to test the hypotheses, also 356 savvy internet consumers in Taiwan were investigated. Findings – The findings revealed that information richness, retailer brand, and extended offers are positively related to customer purchase intention. However, the interaction effects may differ in these relationships. While information richness complements both retailer brand and extended offers on customer purchase intention, extended offers may substitute retailer brand for increase in purchase intention. Research limitations/implications – A bias may exist because of the sample from an online survey. The findings suggest that complements are actually synergistic strategies of factors, while substitution is a switching of the alternative. Practical implications – Practitioners shall utilize information richness to the complements, such as retailer brand and extended offers, to strengthen customer purchase intention. In contrast, they may provide extended offers for acquiring customers in the short-term period, when retailer brand is relatively low or unknown. Originality/value – The findings of the study provide a new marketing strategy: managing substitutes and complements in adequate factors can give rise to better results for purchase intention increases in e-commerce.

Download Full-text

Moderating Role of Learning Strategies Between Meta-Cognitive Awareness and Study Habits Among University Students

Pakistan Journal of Psychological Research ◽

10.33824/pjpr.2019.34.1.12 ◽

2019 ◽

Vol 34 (Spring 2019) ◽

pp. 215-231

Author(s):

Mussarat J. Khan ◽

Seemab Rasheed

Keyword(s):

Regression Analysis ◽

Resource Management ◽

University Students ◽

Learning Strategies ◽

Management Strategies ◽

Cognitive Strategies ◽

Study Habits ◽

Good Reliability ◽

Cognitive Awareness

The purpose of present study is to examine the role of learning strategies as moderator between meta-cognitive awareness and study habits among university students. Sample comprises of 200 students (100 male students and 100 female students) of various universities of Islamabad and Rawalpindi with age ranging from 18-25 years. In order to assess study variables questionnaires were used included Meta-Cognitive Awareness Inventory (Schraw & Dennison, 1994) measuring two-components of meta-cognition that are knowledge and regulation of cognition. Study habits demonstrated by the students were measured by the Study Habits Inventory (Wrenn, 1941). Motivated Strategies for Learning Questionnaire (Pintrich, Smith, Garcia, & McKeachie, 1991) which includes motivation and learning strategies scales. In the present study, only the learning strategies section was utilized, which measures the cognitive strategies and resource management strategies. Results revealed positive correlation between research instruments and are also having good reliability. Regression analysis reflected that meta-cognitive awareness predicts study habits among university students. Regression analysis also suggested that learning strategies including resource management strategies and cognitive strategies significantly moderates the relationship between meta-cognitive awareness and study habits. It is also explored gender differences on learning strategies, meta-cognitive awareness and study habits. Future implications of the study were also discussed.

Download Full-text

How to make Russia a prosperous industrial country (about the role of the oil production and refining complex)

Mezhdunarodnaja jekonomika (The World Economics) ◽

10.33920/vne-04-2007-03 ◽

2020 ◽

pp. 22-28

Author(s):

Yu. Kanataev

Keyword(s):

Precious Metals ◽

Oil Production ◽

Industrial Country ◽

Industrial Scale ◽

Deep Processing ◽

Domestic Technology ◽

Petrochemical Complex ◽

Russian Economy ◽

Further Development

The author, head of the Association of science-intensive enterprises having great experience in exploration of oil, precious metals, etc. in Russia and abroad (Austria, China, Israel, Ethiopia), first implemented on an industrial scale deep processing of oil using domestic technology, discusses the problems of further development of the Russian economy through the prism of their solutions to the main industries — oil and petrochemical complex.

Download Full-text

The Role of Learning Strategies in Second Language Acquisition: Strategy Use by Students of English

10.21236/ada192006 ◽

1987 ◽

Author(s):

J. M. O'Malley ◽

Anna U. Chamot ◽

Lisa Kupper ◽

Mark A. Sabol

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Language Acquisition ◽

Learning Strategies ◽

Strategy Use ◽

Acquisition Strategy

Download Full-text

The Role of AI Attribution Knowledge in the Evaluation of Artwork

Empirical Studies of the Arts ◽

10.1177/0276237421994697 ◽

2021 ◽

pp. 027623742199469

Author(s):

Harsha Gangadharbatla

Keyword(s):

Interaction Effect ◽

Purchase Intentions ◽

Abstract Art ◽

Survey Experiments ◽

People’S Attitudes

Artwork is increasingly being created by machines through algorithms with little or no input from humans. Yet, very little is known about people’s attitudes and evaluations of artwork generated by machines. The current study investigates (a) whether individuals are able to accurately differentiate human-made artwork from AI-generated artwork and (b) the role of attribution knowledge (i.e., information about who created the content) in their evaluation and reception of artwork. Data was collected using an Amazon Turk sample from two survey experiments designed on Qualtrics. Findings suggest that individuals are unable to accurately identify AI-generated artwork and they are likely to associate representational art to humans and abstract art to machines. There is also an interaction effect between attribution knowledge and the type of artwork (representational vs. abstract) on purchase intentions and evaluations of artworks.

Download Full-text

The role of self-construal in EFL vocabulary learning

IRAL - International Review of Applied Linguistics in Language Teaching ◽

10.1515/iral-2019.0082 ◽

2020 ◽

Vol 0 (0) ◽

Author(s):

Mitsuko Tanaka

Keyword(s):

Technical College ◽

Engineering Students ◽

Vocabulary Learning ◽

Self Determination Theory ◽

Mediation Analyses ◽

Self Construal ◽

Learning Modes ◽

The Relationship ◽

Identified Regulation

AbstractVocabulary learning is often assigned as out-of-class learning, which learners need to autonomously initiate and be motivated to sustain. Under such learning modes, though independent learners may need less motivational scaffolding, learners who prefer a more interactive study environment may need to be provided with assistance to boost their motivation. Focusing on such personal determinants, this study examines the role of self-construal in vocabulary learning by employing self-determination theory. The participants were 155 engineering students from a Japanese technical college. Path and mediation analyses were performed based on vocabulary test scores and questionnaire responses. Results revealed that independent self-construal had a significant impact on more self-determined types of both motivation (i.e., intrinsic motivation and identified regulation) and amotivation, but interdependent self-construal was statistically irrelevant to them, in the context of vocabulary learning. Furthermore, perceived autonomy and competence mediated the relationship between independent self-construal and motivation. These findings indicate that vocabulary learning motivation is shaped and regulated by self-construal and may be enhanced through support of the mediators.

Download Full-text