scholarly journals Are Chapter 31 Military Veterans Returning to College More Likely to Choose Intrinsically-oriented Versus Extrinsically-oriented Majors?

2020 ◽  
Vol 10 (2) ◽  
pp. 1
Author(s):  
Glen Miller ◽  
Gary Blau ◽  
Deborah Campbell
Keyword(s):  
Extrinsic Motivation ◽  
Research Question ◽  
Military Veterans ◽  
Self Determination Theory ◽  
Self Determination ◽  
Small Samples ◽  
Future Research ◽  
Civilian Life ◽  
College Majors ◽  
Undergraduate Major

Helping military veterans successfully transition to civilian life is an important issue. Education can help with this transition. No prior studies were found on the general type of undergraduate major United States (US) Chapter 31 veterans enroll in. Chapter 31 provides tuition benefits to help entitled transitioning military veterans, with service-connected disabilities, go to college to obtain a degree. Self-determination theory (SDT) suggests two general categories of majors, intrinsic (I) versus extrinsic (E). Intrinsic motivation emphasizes doing a task for its inherent satisfaction, while extrinsic motivation targets doing the same task to achieve external rewards, such as compensation. Archival data was analyzed using small samples of undergraduate Chapter 31 military veterans in 2016, 2018 and 2020. Overall, the results supported the research question, i.e., Chapter 31 veterans will be more likely to choose intrinsically motivating versus extrinsically motivating college majors. Results, including limitations and suggestions for future research are discussed.

MOTIVATION IN LEARNING MUSICAL INSTRUMENT IN THE CONTEXT OF SELF-DETERMINATION THEORY

2018 ◽  
Vol 28 (3) ◽  
pp. 1063-1067
Author(s):  
Anastas Mihaylov
Keyword(s):  
Music Education ◽  
Extrinsic Motivation ◽  
Theoretical Foundation ◽  
Self Determination Theory ◽  
Musical Instrument ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Future Research ◽  
Human Motivation

The relation between motivation and education is a subject of numerous different researches. In spite of that there is a lack of overall concept giving a solid theoretical foundation for building motivation of learning musical instrument. The aim of the article is to fill the gap presenting an overview of a Self-determination theory (SDT) as an approach to building a stable motivation in music education. As a contemporary macro theory of motivation SDT examines the nature and sources of human motivation. Article describes the key components of the theory- notion of basic psychological needs, the concept of intrinsic and extrinsic motivation. Relation of motivation with autonomy, competence and relatedness is also discussed. The study puts accent on transformation of the extrinsic into intrinsic motivation, the stages of that process and the application of Self-determination theory in musical education. Results are presented as the basis for future research in the field focusing on perspectives for creating a model for building a stable motivation of learning musical instrument.

scholarly journals Motivation Regulation among Black Women Triathletes

Sports ◽  
2019 ◽  
Vol 7 (9) ◽  
pp. 208 ◽  
Author(s):  
Candace S. Brown
Keyword(s):  
Black Women ◽  
Extrinsic Motivation ◽  
Self Determination Theory ◽  
Coping Mechanisms ◽  
Self Determination ◽  
Future Research ◽  
Age Difference ◽  
Structured Interviews ◽  
Younger Women ◽  
Extrinsic Motivators

There is a paucity of information on motivation among U.S. minority triathletes. This study aimed to understand the extrinsic motivation and regulators of Black women triathletes using a modified version of the valid Motivations of Marathoners Scale and semi-structured interviews, for triathletes. The Self Determination Theory guided the dual method assessment of the extrinsic motivators and the regulators external, introjection, and integrated. Using MANOVA, data from (N = 121) triathletes were compared across participant categories of age, body mass index, and distance. Results showed a significant age difference with younger women displaying more motivation. Descriptive means indicated integration as the greatest regulator of motivation. The statements ‘to compete with myself’ and ‘to be more fit,’ had the highest means among the women. A sub-sample of 12 interviews were conducted revealing 16 extrinsic themes. Six were related to the regulator integration and two unexpectantly related to the regulator, identified. Integrated themes, including coping mechanisms, finishing course, improvement, accomplishment, and physical awareness were most represented. This research fills gaps of understanding extrinsic motivation and the regulators of a group not previously explored. Future research on motivation among triathletes may benefit knowing how motivations are regulated, as to promote personalized training and participation.

scholarly journals The influence of relatedness and organizational resources on teaching motivation in continuing higher education

2021 ◽  
Author(s):  
Uwe Wilkesmann ◽  
Ronja Vorberg
Keyword(s):  
Higher Education ◽  
Extrinsic Motivation ◽  
Research Question ◽  
Self Determination Theory ◽  
Self Determination ◽  
University Faculty ◽  
Organizational Resources ◽  
Continuing Higher Education ◽  
Theoretical Underpinning ◽  
Teaching Motivation

AbstractThis article will answer the research question if relatedness and organizational resources influence the teaching motivation in continuing higher education, whereby a distinction is made between intrinsic and extrinsic motivation. Self-determination theory is used as the theoretical underpinning. We conducted a survey of 549 continuing higher education university faculty. Regression analysis determined that relatedness was correlated with intrinsic teaching motivation but was not correlated with extrinsic teaching motivation. Meanwhile, organizational resources increase both intrinsic and extrinsic teaching motivation. Professors are more extrinsically motivated than other faculty. The older university faculty tends to be less extrinsically and more intrinsically motivated. Additionally, female university faculty are more intrinsically motivated than male university faculty.

scholarly journals MODEL FOR BUILDING STABLE MOTIVATION FOR STUDING THE MUSICAL INSTRUMENT

2019 ◽  
Vol 31 (6) ◽  
pp. 1823-1826
Author(s):  
Anastas Mihaylov
Keyword(s):  
Extrinsic Motivation ◽  
Self Determination Theory ◽  
Musical Instrument ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Musical Instruments ◽  
The Self ◽  
Self Determination ◽  
Future Research ◽  
Intrinsic And Extrinsic Motivation

Studying the musical instrument is a longtime process aiming building technical and performing skills, cultivation of pupil’s musical taste and interest. But in the context of motivation it has a different aim- to influence on student’s motivation for achieving the above goals. There is a lack of the model which can help teachers to be aware of the process and have an influence on student’s motivation. This study strives to fill that gap presenting the model based on the Self Determination Theory for human’s motivation. The fundamental concepts of the theory are presented- basic psychological needs of autonomy, competence and relatedness, intrinsic and extrinsic motivation and their relation. On this basis the model for building stable motivation is suggested as an attempt to adapt the Self Determination Theory to the needs of studying the musical instrument. Some practical aspects of the model are presented. The model is applied among 7-14 years old pupils attending guitar course, but taking into account the age characteristics it might be successfully used with students and adults. We hope that this study can be useful for professionals teaching different musical instruments as well as to provoke the future research in that specific field.

I (Do Not) Like Reading!: A Narrative Inquiry into Indonesian Highschoolers’ General Reading Motivation

2020 ◽  
Vol 17 (1) ◽  
pp. 1-14
Author(s):  
Astra Belinda
Keyword(s):  
Narrative Inquiry ◽  
Extrinsic Motivation ◽  
Reading Motivation ◽  
Self Determination Theory ◽  
Self Determination ◽  
Social Aspects ◽  
Esl Students ◽  
Blue Star ◽  
Past Experiences ◽  
Educational Field

The study of motivation has been going around in the educational field for years long, but the issue is there are not many studies that specify in reading motivation, specifically for EFL and/or ESL students. Looking upon this concern, this narrative inquiry study tried to recognize the reasons behind the reading motivation amongst the students, particularly from Blue Star Senior High School, through the Self-determination Theory (SDT) principle from Deci & Ryan (1991) and some other possible social aspects, such as family and peers. It was later found out that in general, Blue Star Senior High School’s students are more likely to be extrinsically motivated when they read and the biggest encouragement to their extrinsic motivation is their social circle. While for our main participants, their past experiences were the ones that played important roles in constructing their motivation, either intrinsically or extrinsically.

scholarly journals Implementing evidence-based assessment and selection in organizations: A review and an agenda for future research

2020 ◽  
pp. 204138662098341
Author(s):  
Marvin Neumann ◽  
A. Susan M. Niessen ◽  
Rob R. Meijer
Keyword(s):  
Decision Making ◽  
Self Determination Theory ◽  
Assessment Methods ◽  
Self Determination ◽  
Future Research ◽  
Assessment Instruments ◽  
Evidence Based ◽  
Assessment Practice ◽  
Outcome Feedback ◽  
Evidence Based Decision Making

In personnel- and educational selection, a substantial gap exists between research and practice, since evidence-based assessment instruments and decision-making procedures are underutilized. We provide an overview of studies that investigated interventions to encourage the use of evidence-based assessment methods, or factors related to their use. The most promising studies were grounded in self-determination theory. Training and autonomy in the design of evidence-based assessment methods were positively related to their use, while negative stakeholder perceptions decreased practitioners’ intentions to use evidence-based assessment methods. Use of evidence-based decision-making procedures was positively related to access to such procedures, information to use it, and autonomy over the procedure, but negatively related to receiving outcome feedback. A review of the professional selection literature showed that the implementation of evidence-based assessment was hardly discussed. We conclude with an agenda for future research on encouraging evidence-based assessment practice.

Motivation and the Support of Significant Others across Language Learning Contexts

2019 ◽  
Vol 1 (1) ◽  
pp. 106-141
Author(s):  
Kimberly A. Noels ◽  
Shelley Adrian-Taylor ◽  
Kristie Saumure ◽  
Joshua W. Katz
Keyword(s):  
Language Learning ◽  
Extrinsic Motivation ◽  
Sense Of Self ◽  
Significant Others ◽  
Self Determination Theory ◽  
Self Determination ◽  
Esl Students ◽  
Learning Context ◽  
Informative Feedback ◽  
Heritage Students

According to Self-Determination Theory, intrinsic and self-determined extrinsic motivation are maintained to the extent that learners feel that engagement in an activity is a personally meaningful choice, that the task can be performed competently, and that they share a social bond with significant others in the learning context. These perceptions are enhanced when significant others act or communicate in a way that encourages learner autonomy, provides informative feedback on how to improve task competency, and establishes a sense of connection with the learner. The present study used a focused essay technique to examine how the learning context impacts learners’ motivation and the kinds of support (or lack thereof) received from different people. Heritage (n = 34), modern (n = 34), and English-as-asecond-language (ESL; n = 36) learners described their reasons for language learning, and reported how teachers, family members, peers, and members of the language community encouraged or discouraged their engagement in language learning. The results indicated that heritage students are more included to learn the language because it is integral to their sense of self than the two other groups, whereas ESL students are generally more regulated by external contingencies. Although there were some commonalities, different people supported learners’ motivation in different ways depending upon the learning context. The results point to the importance of the language learning context for understanding students’ motivation and how others can support them.

scholarly journals Intrinsic vs. Extrinsic Motivation as Drivers for Early Engagement in Research by Medical Students

2020 ◽  
Author(s):  
Yassar Alamri ◽  
Erik Monasterio ◽  
Lutz Beckert ◽  
Tim J Wilkinson
Keyword(s):  
Medical Students ◽  
Extrinsic Motivation ◽  
Self Determination Theory ◽  
Self Determination ◽  
Future Studies ◽  
Research Engagement ◽  
Research Activities ◽  
Research Involvement ◽  
Key Factor

Abstract BackgroundA student’s motivation is a key factor in their success in undertaking an education endeavour. However, how this relates to involvement in research by medical students is unclear.MethodsAn electronic questionnaire was sent to all medical students at our institution. To ascertain students’ motivation to undertake research, they were asked an open-ended question to describe the single major factor that would encourage them to get involved in research as a medical student. A framework of self-determination theory was used to deductively code the responses as intrinsic motivation (‘IM’; e.g., interest/passion) or extrinsic motivation (‘EM’; e.g. improving CV). The two groups were then contrasted in relation to their research engagement.ResultsA total of 348 students were included in the survey, of whom 204 were coded as IM responses, and 144 were coded as EM responses. Students who engaged in extra-curricular research activities were more likely to report an underlying EM (48% vs. 36%, p = 0.03). They were also older (23.7 ± 3.5 vs. 21.9 ± 3.7, p = 0.005), and more likely to have completed a prior research degree (15% vs. 3%, p = 0.01).ConclusionIn this study, EM was a bigger influencer on research involvement by medical students than IM. Future studies should explore promoters of IM, and include longitudinal data in order to assess whether EM students continue to be involved in research long-term.

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 A Meta-Analysis of Perceived Locus of Causality in Exercise, Sport, and Physical Education Contexts

2003 ◽  
Vol 25 (3) ◽  
pp. 284-306 ◽  
Author(s):  
Nikos L.D. Chatzisarantis ◽  
Martin S. Hagger ◽  
Stuart J.H. Biddle ◽  
Brett Smith ◽  
John C.K. Wang
Keyword(s):  
Physical Education ◽  
Extrinsic Motivation ◽  
Meta Analysis ◽  
Self Determination Theory ◽  
Perceived Competence ◽  
Self Determination ◽  
Locus Of Causality ◽  
Main Research ◽  
Analytic Review ◽  
The Relationship

The present article conducts a meta-analytic review of the research adopting the perceived locus of causality in the contexts of sport, exercise, and physical education. A literature search of published articles identified three main research foci: (a) the development of instruments that assess perceived locus of causality; (b) examination of the construct validity of perceived locus of causality by investigating the relevance of the self-determination continuum as well as by using antecedents (e.g., perceived competence) and outcomes (e.g., intentions); and (c) integration of Nicholls’ (1984) concepts of task and ego orientation with perceived locus of causality. A meta-analysis using 21 published articles supported the existence of a self-determination continuum from external regulation to introjection and identification. In addition, path analysis of corrected effect sizes supported the mediating effects of perceived locus of causality on the relationship between perceived competence and intentions. Results are discussed with reference to the assumptions of self-determination theory, Vallerand’s (1997) hierarchical model of intrinsic/extrinsic motivation, and theories of behavioral intentions.

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