Motivations To Join And Stay A Member Of A Village For Older Adults

People join a customer-driven organization with motivations that may not be static over time, an important issue for long-term organizational viability. In this study, we examined motivations among members of ShareCare, the first Village for older adults in the U.S. Using qualitative data from a random sample of 91 members, we compared motivations for becoming a member and for continuing membership. Motivations to join and continue membership are not necessarily the same. Motivations were categorized as: instrumental, social, and altruistic motivation. We categorized length of membership as short-term: 8-years or less (51.63%) and long-term: 9-years and more (49.37%). While 36% of members joined only for instrumental motivation, 59% continued membership only for instrumental motivation. While about 52% joined with multiple motivations, only 35% of members mentioned multiple motivations when continuing their membership. Finally, 18% of short-term members mentioned altruistic motivation when continuing their membership, while 28% of long-term members mentioned altruistic motivation when continuing their membership. While people’s motivation might change over time, altruistic motivation may be the greatest motivating factor for long-term memberships. Long-term members may identify themselves as supporters rather than users of the organization and cultivate stronger connections with other members over time. Our findings inform how to recruit and retain members in Villages, and customer-driven organizations for older adults more broadly.

Analysis of Students’ Motivation in Learning English at Senior High Schools

The problems of the research concerned with the senior high school students’ motivation in learning English. The study would like to find out the kinds of motivations they have and which kinds of motivation dominate them; integrative or instrumental motivation. The respondents of this study were sixty students of senior high schools in Pangkalpinang and nearby who enrolled in English Education Study Program in academic year 2013-2014.This study used quantitative as well as descriptive method and is designed to find out some information from actual condition. Then, a set of questions or questionnaire was used to collect the data and then analyzed and computed the answers of the respondents to find out the value and mean value of each kind of motivation.Based on the result of the study, the researcher found that most of the students have little motivation in learning English. They tend to have instrumental motivation. They have enough self-confidence in understanding oral communication, reading, writing, and speaking but the aspect of culture is less exposed in English language learning. The teachers of English should use the students’ own motives for joining the course, encourage students to be active in the class by giving chance to suggest or giving opinion to solve problems in an experiment activity for instance, ask the students what type of teaching and learning which motivate them most and what kinds of classes which are not motivated them, encourage students to focus on their improvement not only grade or examination. The students can do self-assessment of their own work and find out their strength and weaknesses, encourage the students to work cooperatively in groups without pressure, give feedback without judging their mistakes and errors. Then, give reward which can establish their self-confidence and competence later.Keyword: Student motivation, Instrumental motivation , Self confident

Students’ Motivation to Acquire English through Virtual Learning Midst Covid-19 Pandemic

This research aimed to find out students’ motivation to acquire English as a foreign language through virtual learning midst Covid-19 pandemic. It involved 202 students spread throughout Indonesia. Data were collected by means of motivation questionnaires adopted from the Situational Motivation Scale (SIMS) of students’ motivation, i.e., instrumental motivation and integral motivation. The data were analyzed with descriptive statistics and Pearson’s Correlation on SPSS 22. The result shows that the students have a low level of motivation both for integrative and instrumental motivation to acquire English. The statistical calculation reveals that there is a correlation between the students’ motivation and virtual learning activity as shown by the level of significance 0,000<0,05 with the coefficient Pearson’s correlation of 0,282. There is no correlation between the students’ motivation and the Covid-19 pandemic as depicted by Pearson’s correlation of 0,062 with the significant level of 0,382>0,05. The research implies a need for a more innovative instructional design for virtual language learning to better improve students’ motivation to learn English during the Covid-19 pandemic.

Instrumental Motivation of English Online Learning During Pandemic Covid-19

This study aims to identify and analysed the Instrumental Motivation of English online learning during pandemic covid-19. Teachers and learners must be consistent in carrying out learning in special conditions nowadays. A teacher has very important role in fostering student motivation to take part in online learning, so the failures in the process of transferring knowledge to students can be minimized. This research is quantitative and descriptive qualitative study to examine Instrumental motivation in online learning during pandemic covid-19. The random sampling was used in this study. The questionnaire was used as an instrument in this study. The questionnaire consists of 12 questions as a test of instrumental motivation which is divided into three different types of questions such as: academic motivation, individual motivation and social motivation. The responses obtained from the participants were classified into five categories according to Gardner's Attitude and Motivation (Jefiza, 2017), such as; strongly agree, agree, doubt, disagree and strongly disagree. It was found that the motivation of students in online learning conducted in class was to finish on time. The total mean of academic aspect is 3.61 at the moderate level. Meanwhile, for the personal aspect, it was found that the value for the total mean of the personal aspect was 3.69 at a high level, and the mean of social aspects on instrumental motivation was 3.89 at a high level. It can be shown that, the students still have high motivation in taking online learning even during the pandemic covid-19.

Intrinsic Motivation and Sophisticated Epistemic Beliefs Are Promising Pathways to Science Achievement: Evidence From High Achieving Regions in the East and the West

Research on self-determination theory emphasizes the importance of the internalization of motivation as a crucial factor for determining the quality of motivation. Hence, intrinsic motivation is deemed as an important predictor of learning. Research on epistemic beliefs, on the other hand, focuses on the nature of knowledge, and learning with more sophisticated epistemic beliefs associated with more adaptive outcomes. While learning and achievement are multiply determined, a more comprehensive theoretical model that takes into account both motivational quality and epistemic beliefs is needed. Hence, this study aims to examine the role of intrinsic and instrumental motivation alongside epistemic beliefs in predicting students’ achievement in science. Data were drawn from the PISA 2015 survey. We focused on four of the top-performing societies. Two were Eastern societies – Singapore and Hong Kong, and the other two were Western societies: Canada and Finland. We found both common and specific patterns among the four societies. Regarding the common patterns, we found that intrinsic motivation and epistemic beliefs had direct positive effects on science achievement. As for the regionally-specific findings, instrumental motivation positively predicted achievement only in Western societies (i.e., Finland and Canada), but not in Eastern societies (i.e., Singapore and Hong Kong). The interaction effect between motivation and epistemic beliefs also demonstrated different patterns across the four societies. Implications for the role of motivation and epistemic beliefs in optimizing student learning and achievement are discussed.

Students’ Motivation and Affection Profiles and Their Relation to Mathematics Achievement, Persistence, and Behaviors

ObjectiveWe aimed to explore profiles of subgroups of United States students based on their motivational and affective characteristics and investigate the differences in math-related behaviors, persistence, and math achievement across profiles.MethodWe used 1,464 United States students (male 743 51%, female 721 49%, age 15.82 ± 0.28) from PISA 2012 United States data in our study. First, we employed latent profile analysis and secondary clustering to identify subgroups of students based on motivational (math self-concept, interest in math, perceived control, and instrumental motivation) and affective factors (math anxiety). Next, we used regression to compare differences in math behavior, persistence, and achievement among all identified subgroups.ResultsWe found five distinct groups of students with different patterns of motivation and affection. The subgroup of students with the lowest math anxiety and the highest motivation levels showed the highest math achievement and levels of persistence. The groups with high math interest, math self-concept, and instrumental motivation showed the most frequent math-related behaviors.ConclusionsOur findings reveal the complexity of the students’ motivational and affective profiles. Our findings are significant for teachers and educators to understand the diversity of students and provide theoretical and practical support for individualized and differentiated instruction.

University Students' Motivation in Learning Arabic and English as Foreign Languages in Aceh

This study explored the motivational types of English and Arabic language major students at one of the state Islamic universities in Banda Aceh, Indonesia. A questionnaire was given to 30 English and 30 Arabic major students to measure the level and type of students' learning motivation. A five-point Likert scale was used in the questionnaire, and the data were analyzed quantitatively using SPSS software. The results revealed that the English major students had a high integrative motivation in choosing English as their major compared to instrumental motivation (M=3.15˂M=4.19). Similarly, the Arabic major students dominantly had integrative motivation in learning Arabic compared to instrumental motivation (M=3.09˂M=4.29). The results further showed that integrative motivation could bring positive learning outcomes to the students because their goal of learning was to be accepted, and or be part of the language community they were learning. To conclude, English major students were enthused to study English because they wanted to be knowledgeable in English and used it to interact with other speakers of this language. In the same way, Arabic major students were also driven to learn Arabic for the sake of being knowledgeable in Arabic, to use it to interact with other people who use this language and to increase their appreciation towards the Arabic arts and literature. Finally, the findings of this study can increase awareness among students, teachers, researchers, and policymakers who work on enhancing motivation to increase students' interest in learning foreign languages at Indonesian universities.

“MY GRADES ARE ALWAYS EQUAL TO STANDARDIZED CRITERIA”: DISCOVERING EFL LEARNERS’ MOTIVATION OUTSIDE FORMAL CLASSROOM

Motivation in language mastery is a crucial aspect that supports learner success especially in non-formal education. This study explores the motivation of English language learners in non-formal education as well as their perceived difficulties. Employing a qualitative approach with in-depth-interviews in the data collection, the study involved eight learners from a language course institution in Yogyakarta. The transcribed data were analyzed, interpreted, and categorised based on types of motivation and difficulties. The results show that most of the English learners possess instrumental motivation in learning foreign languages, but some tend to have integrative motivation. The instrumental motivation is mainly linked to efforts to pass the exam or tests with good grades. Their integrative motivation is related to recognizing the culture of the target language speech community and desire to communicate with the target community. Despite their motivation, they faced some difficulties related to language skills, especially reading and listening. In addition, they perceived vocabulary as hindrance in all the four skills. Further research to overcome the difficulties is recommended to maximize the learning achievement.

Factors That Influence Length of Membership in a Customer-Driven Organization: A Village

Membership is a critical feature of the survival of customer-driven organizations. As a membership-driven organization based on neighbors helping neighbors, many Villages express difficulty in having enough members and lack confidence in sustainability. This is the first study examining the association between length of membership and motivation for becoming a Village member. ShareCare, the first Village, was founded in 1994. We used an open-ended questionnaire to gather information from a representative sample of current Sharecare members (N=100). Three researchers were involved in coding responses with discrepancies resolved via collaborative discussion. Length of membership was categorized as: less than 10-years, and more than a 10-year membership. Motivations to join membership in ShareCare were categorized as: instrumental, social, and altruistic. We conducted three separate logistic regressions with covariates controlled to examine associations between length of membership and various motivations to become a ShareCare member. While the most frequent reason for joining was instrumental where the member would receive service (e.g., care coordination, and home visit), the least motivation for joining was altruism, where the member could help other members (e.g., running errand, and lawn care). More than a 10-year membership was not associated with social or instrumental motivation to join ([OR] 0.50, p = 0.27, [OR] 0.94, p = 0.95) whereas more than a 10-year membership was associated with altruistic motivation to join ([OR] 5.31, p = 0.02). Our findings provide guidance regarding motivating members to join and maintain membership in a consumer-driven organization.