Are hedonia and eudaimonia higher on vacation than at home? Initial empirical evidence and a toolbox for future research

Vacations are assumed to be characterised by enjoyment. More specifically, the level of enjoyment on vacation is assumed to be substantially higher than that of a normal day at home. Yet, this assumption has never been empirically tested. This study provides initial empirical evidence for the fact that all enjoyment-related constructs at the core of positive psychology (hedonic trait and state motivation/orientation and experience, and eudaimonic trait and state motivation/orientation and experience) are significantly higher on vacation than in the normal, everyday home context. To arrive at these empirical findings, the study also introduces to tourism research a conceptual framework that unambiguously defines the most commonly used eudaimonic and hedonic constructs and develops and empirically assesses appropriate single-item measures.

Motivational aspects in junior competitive swimmers as a function of relative age

It is widely known that motivation plays a critical role in getting athletes to achieve their full potential. However, little is known with regards to motivation as a function of relative age in junior competitive swimmers. The aim of the present research was to investigate associations between motivation, perceived motivational climate, and relative age among junior competitive swimmers (N = 235; 117 females; Mean age = 11.44, SD = 0.57 years). Although we expected relatively younger athletes to present lower motivation than their older peers, findings showed that swimmers in our study had similar motivation orientation, irrespective of their birth period (i.e., first, second, third, fourth quarter). Findings suggest professionals should aim to build intrinsic motivation regardless of birth period, as the shaping of a stabilized intrinsic motivation at junior age can increase the chances of success for the most talented swimmers.

EDUCAÇÃO, PEDAGOGIA E JUSTIÇA SOCIAL NO ENSINO SUPERIOR EM AMBIENTE PRISIONAL

RESUMOO mundo em permanente transformação, veloz, universal e em rede, e o advento da Internet propiciaram o surgimento de uma sociedade em rede marcada por mudanças acentuadas na economia, impulsionando o nascimento de novos paradigmas, modelos, processos de comunicação educacional e novos cenários de aprendizagem. É, precisamente, um desses novos cenários que pretendemos analisar, descrevendo o seu impacto no autoconceito académico de vinte estudantes reclusos da Universidade Aberta, Portugal, a partir da análise qualitativa das suas perceções e narrativas e tendo como referencial o Modelo Pedagógico desenvolvido por Moreira (2017) para o desenho de e-atividades de aprendizagem centradas na “desconstrução” de imagens em movimento. Os resultados mostram que o design do ambiente, ancorado neste modelo e na utilização de tecnologias audiovisuais, pode ter efeitos muito positivos no autoconceito académico dos estudantes do ensino superior, a nível das diferentes dimensões consideradas: Motivação, Orientação para a Tarefa, Confiança nas suas Capacidades e Relação com os Colegas. São discutidas as implicações dos resultados encontrados, tanto do ponto de vista de intervenção prática, quanto em termos de investigações futuras.Palavras-chave: Pedagogia. Ambiente Educativo. Cinema. Educação para Todos. Justiça Social. ABSTRACTBoth the world in permanent change, fast, universal and networked and the Internet have propitiated the emergence of a networked society marked by changes in the economy, setting the birth of new paradigms, models, processes of educational communication and new pedagogical scenarios. It is precisely one of these new pedagogical scenarios, that we intend to analyze, describing its impact on the academic self-concept of twenty prisoners/students from the Open University, Portugal, based on the qualitative analysis of their own perceptions and narratives having as reference the Pedagogical Model developed by Moreira (2017). The results show that the design of the environment, anchored in this model and the use of audiovisual technologies can have very positive effects on the academic self-concept of higher education students in the various dimensions taken into consideration: Motivation, Orientation for the task, Trust in their own capacities and Relationship with colleagues. The implications of the results are discussed not only from a practical intervention point of view but also in terms of future research.Keywords: Pedagogy. Educational Environment. Cinema. Education for All. Social Justice.

Application of the theory of regulatory fit to promote adherence to evidence-based breast cancer screening recommendations: experimental versus longitudinal evidence

ObjectivesTo reduce overtreatment caused by overuse of screening, it is advisable to reduce the demand for mammography screening outside the recommended guidelines among women who are not yet eligible for inclusion in systematic screening programmes. According to principles of regulatory fit theory, people make decisions motivated by either orientation to achieving and maximising gains or avoiding losses. A study developed in two phases investigated whether video messages, explaining the risks and benefits of mammography screening for those not yet eligible, are perceived as persuasiveDesignPhase 1 was an experimental study in which women’s motivation orientation was experimentally induced and then they were exposed to a matching video message about mammography screening. A control group received a neutral stimulus. Phase 2 introduced a longitudinal component to study 1, adding a condition in which the messages did not match with the group’s motivation orientation. Participants’ natural motivation orientation was measured through a validated questionnaireParticipants360 women participated in phase 1 and another 292 in phase 2. Participants’ age ranged from 30 to 45 years, and had no history of breast cancer or known BReast CAncer gene (BRCA) 1/2 mutation.ResultsIn phase 1, a match between participants’ motivation orientation and message content decreased the intention to seek mammography screening outside the recommended guidelines. Phase 2, however, did not show such an effect. Fear of breast cancer and risk perception were significantly related to intention to seek mammography screeningConclusionsPublic health researchers should consider reducing the impact of negative emotions (ie, fear of breast cancer) and risk perception when promoting adherence to evidence-based breast cancer screening recommendations.

Differences in Motivational Orientation in Physical Education in terms of Gender Differences

Motivation is one of the factors that influence the success of the physical education learning process. Motivation is divided into two dimensions, namely intrinsic motivation (arising from within) and extrinsic motivation (which is influenced by external or environmental factors). The success of physical education depends on the amount of motivation (motivation) that appears in students. If intrinsic motivation is greater than extrinsic motivation, the success of physical education will be easier to realize. This study aims to determine the motivation orientation of junior high school students in participating in physical education and to determine differences in motivation orientation based on gender in attending physical education in junior high schools. The population in this study were students of SMPN 40 Surabaya, amounting to 677 students. The research sample was 262 students. Sampling was done by random sampling technique with class as the unit of analysis. The data collection method in this study used a motivational questionnaire adapted from Deci (1971). This questionnaire has a validity of 0.356 to 0.755 and reliability (alpha) of 0.6854. To analyze the data, we used parametric statistical analysis of one sample t-test & independent samples t-test. To process it using the Windows version 20.00 SPSS statistical application program. The results obtained from the analysis of the one sample t-test as a whole obtained a mean value of 20.94 intrinsic motivation and a mean value of 14.63 extrinsic motivation. So that intrinsic motivation is greater than extrinsic motivation. For the results of the independent analysis of the sample t-test, it was obtained that F count was 3.68 with a significance of 0.00. Because it is significant 0.00 <0.05, the hypothesis is accepted. From the data analysis, it can be concluded that the motivation orientation of students of SMPN 40 Surabaya tends to be intrinsic and there are significant and significant differences in the motivation orientation between male students and female students based on gender differences.

Transformation the Meaning of Learning for Millennial Generation on Digital Era

This study aims to uncover and describe the transformation of the meaning of learning at the millennial generation mindset. The research approach used is a qualitative research method through a naturalistic phenomenological design. The research subjects consisted of 80 students at the State University which consisted of 3 groups of students from 7 faculties whose average age was 19-24 years: 1) active in student organizations (Ormawa), 2) active in Student Activity Units (UKM) ), and 3) students who are not active at all only attend lecture activities. The data comes from the results of interviews and observations that are analyzed through the stages of synthesis and selection of data, data display, data verification and conclusion, then tested its reliability through cross-checking data sources, comparison of results of literature review, extension of research time, academic feasibility audits through experts, and confirmation to the data source about the accuracy of the meaning of information. The results of this study provide an understanding that there is a transformation of the meaning of learning in the mindset of the millennial generation which is based on changes in students' self as learners and the learning transformation environment in higher education that can support changes in learning outcomes. Changes in students' self as learners in the form of: 1) Self Change, Self Experience, Creativity, motivation, orientation, maturation. A learning transformation environment in higher education that can support changes in learning outcomes, in the form of: 1) Innovation, 2) technology-based, 3) creative and 4) positive condition

Relationship between Anxiety in Second Language Learning and Motivation Orientation: The Case of Young Filipino Learners

This present study attempted to investigate the status of language anxiety and motivation orientation of the young Filipino learners of English and how these constructs are related to one another. To address these research goals, a quantitative approach was employed using Liu and Cheng’s (2014) Factor Loadings for three-Component Solution for the Anxiety and Jin, Jiang, Juan, Zhang, Liang and Xie’s (2013) motivation in language. Participated by 39 Grade 3 pupils from a premier basic education school in the province of Cavite, these instruments were simplified and translated to their first language (L1) to suit the understanding of the young learners of English. Results showed that the respondents are highly motivated in learning the second language, but the ‘general anxiety in English class’ is evident on one hand. These two significant factors showed strong correlation between anxiety and ‘negative evaluation’ and motivation. On the other hand, there is a significant negative correlation of both ‘anxiety in self-confidence in speaking English’ and ‘general anxiety about English class’ to language motivation. Among the components of motivation, only ‘learning situations’ is considered to be a predictor of students’ assessed anxiety. Findings suggest that motivation needs to be sustained in order to build positive second language learning; otherwise, anxiety may threaten the dynamics of learning processes which impedes their learning in English as a second language.