A Scenario of the Formative E-assessment Based on the ARCS Model: What Is the Impact on Student Motivation in Educational Context?

The purpose of this research is to measure the motivation of nursing students, option: multi-skilled nurse (n=58), following their participation in an e-learning activity in the form of formative quizzes. The pedagogical scenario was based on Keller's ARCS motivation model. Data were collected through the IMMS questionnaire adopted from the ARCS model. The results show that the students were motivated by the e-learning activity (mean score = 4.22±, 51091), and that the motivation variables studied correlated positively with the overall motivation score (p-value < .001). Through this research, it was found that an instructional scenario based on the ARCS model had a positive impact on students' motivation for e-learning, thus encouraging allied health educators to design educational tools that can motivate nursing students.

A Health Belief Model-Based Motivational Interviewing for Medication Adherence and Treatment Success in Pulmonary Tuberculosis Patients

Medication adherence behavior plays a central role in the success of tuberculosis (TB) treatment. Conventional motivation is not optimal in strengthening long-term medication adherence. A motivational interviewing (MI) communication motivation model based on the Health Belief Model (HBM) was designed with the main objective of improving medication adherence and treatment success. This study used an experimental design with a randomized posttest-only control group design. The intervention and control groups consisted of 107 TB patients each, who were selected by random cluster sampling. The study was conducted from November 2020 to June 2021 at 38 public health centers in Bali Province. The HBM-based MI model intervention was given in seven counseling sessions, pill count percentages were used to measure medication adherence, and treatment success was based on sputum examination results. Logistic regression was used to assess the effect of the intervention on medication adherence and treatment success. Logistic regression analysis showed that MI-based HBM and knowledge were the most influential variables for increasing medication adherence and treatment success. Medication adherence was 4.5 times greater (ARR = 4.51, p = 0.018) and treatment success was 3.8 times greater (ARR = 3.81, p < 0.038) in the intervention group compared to the control group, while the secondary outcome of knowledge of other factors together influenced medication adherence and treatment success. The conclusion is that the HBM-based MI communication motivation model creates a patient-centered relationship by overcoming the triggers of treatment barriers originating from the HBM construct, effectively increasing medication adherence and treatment success for TB patients, and it needs further development by involving families in counseling for consistent self-efficacy of patients in long-term treatment.

Orgasm consistency and its relationship to women’s self-reported and genital sexual response

According to the Incentive Motivation Model (IMM) of sexual response, the rewarding and pleasurable aspects of a sexual act strengthen its incentive value and capacity to trigger sexual motivation. One such sexual reward is orgasm consistency, the percentage of time that orgasm is experienced during a sex act. Orgasm consistency may serve to influence the incentive value of a sexual behaviour. We tested this tenet of the IMM by examining whether orgasm consistency predicted women’s sexual responses to films depicting various sex acts. Data were collected from four separate studies examining women’s genital and subjective sexual response. Participants ( N = 144, age range = 18–65) were presented with neutral and erotic film stimuli while their genital arousal was assessed using vaginal photoplethysmography or thermography. Participants reported their sexual arousal level before, during, and after each stimulus presentation, and completed questionnaires assessing sexual history and experiences, sexual interests, and sexual functioning. Orgasm consistency during penile–vaginal intercourse (PVI) significantly predicted genital arousal to films depicting PVI, but similar relationships were not observed between genital or self-reported arousal and orgasm consistency during receptive oral sex and masturbation. Findings suggest that increasing orgasm consistency to a sex act may increase its incentive value, thereby triggering greater genital response to depictions of that act. Lack of consistent orgasm or generally pleasurable and rewarding sex may limit the capacity of sex acts to trigger sexual motivation in future sexual encounters, thus contributing to low sexual arousal and desire in women.

Exploring the Motivation of Livestreamed Users in Learning Computer Programming and Coding

This article discusses the emerging presence of online livestreaming programs for computer coding education. The typologies of motivations from a user-gratification perspective were explored from live coding streaming platforms such as “Twitch.tv” and “LiveEdu.tv”. Categories of motivations were identified from the literature. Content analysis was used for analyzing the distribution of motivation categories in “Twitch.tv,” as well as blog posts on “LiveEdu.tv” guided by Gratifications Theory. From the literature, five types of motivations were identified: 1) Cognitive; 2) Affective; 3) Social Integration; 4) Personal Integration; and 5) Tension release. In live coding streaming communities, the content analysis of 256 streams and twenty six discussion posts indicated that the primary motivation is cognitive related information seeking, followed by social integration such as community outreach, and then personal integration such as personal recognition. Through content analysis, the authors found that the audience's psychological state while watching online livestreaming of coding practice is mainly focused on learning and information seeking, emotional connectedness, and social interactions. Based on the findings, an empirical motivation model in live coding streaming was also developed. The findings for researchers and practitioners alike in programming education can apply respective motivation characteristics in programming education.

The Cognitive-Affective-Motivation Model of Learning (CAMML): Standing on the Shoulders of Giants

The Cognitive-Affective-Motivation Model of Learning (CAMML) is a proposed framework for integrating contemporary motivation, affective (Big 5 personality) and cognitive (CHC theory) constructs in the practice of school psychologists (SPs). The central tenet of this article is that SPs need to integrate motivation alongside affective and cognitive constructs vis-à-vis an updated trilogy-of-the-mind (cognitive, conative, affective) model of intellectual functioning. CAMML builds on Richard Snow’s seminal research on academic aptitudes—which are not synonymous with cognitive abilities. Learning aptitude complexes are academic domain-specific cognitive abilities and personal investment mechanisms (motivation and self-regulation) that collectively produce a student’s readiness to learn in a specific domain. CAMML incorporates the “crossing the Rubicon” commitment pathway model of motivated self-regulated learning. It is recommended SPs take a fresh look at motivation theory, constructs, and research, embedded in the CAMML aptitude framework, by going back-to-the-future guided by the wisdom of giants from the field of cognition, intelligence, and educational psychology.

Identifying Institutional Barriers and Enablers for Sustainable Urban Planning from a Municipal Perspective

Steering towards a path of sustainability and resilience in urban environments depends greatly on effective institutions, governance and strategic planning. National governments are increasingly expanding municipal institutions’ mandates by delegating decision making on land-use planning and urban development to local and regional levels. This trend poses municipalities with a complex challenge of setting clear sustainability targets and lifting the institutional barriers inside and outside of their organisation. Based on the business motivation model (BMM), this study presents the results of a thematic analysis identifying barriers and enablers characterizing the institutional capacity base of a municipal organisation in the context of sustainability at an urban level. The results show that the most relevant barrier is the lack of standardisation in sustainability-related working practices, whereas the main institutional enablers relate to flexible working directives that promote the development of innovative projects. This points towards a strong need for a more integrated, dynamic and powerful development approach for sustainable urban areas on a local level.