Motivation Differences between Youth Single-Sport, Multi-Sport, and Single-Sport Specialized Athletes in the Western United States

The motivation for youth sport involvement may differ for single-sport (non-specialists), multi-sport, and single-sport specialized athletes. To investigate differences between adolescent single-sport athletes (NSSA), multi-sport athletes (MSA), and single-sport specialized athletes (SSSA) on measures of sport enjoyment and motivation. A secondary aim was to compare these variables between age groups. Adolescent sport participants in 6th, 7th, and 8th grade from the Western United States (n=306, age=13.0±1.0 yrs) completing the Sources of Enjoyment in Youth Sport Questionnaire (SEYSQ) that assesses sport enjoyment in the subscales of self-referenced competency (SRC), other-referenced competency and recognition (ORCR), effort expenditure (EE), competitive excitement (CE), affiliation with peers (AP), and positive parental involvement (PPI). The participants also reported their age, gender, grade, years of sport participation and sport status (NSSA, MSA, SSSA). SSSA reported significantly more enjoyment in all subscales except PPI when compared to NSSA (p<0.05; ES 0.4 – 0.99). MSA and SSSA showed significant differences in the subscales of SRC and EE; however, effect size was small (0.37 and 0.33, respectively). Overall scores for intrinsic and extrinsic motivation were significantly lower among NSSA compared to MSA and SSSA (p<0.01) with no differences between MSA and SSSA (p>0.05). Results revealed no significant differences in the SEYSQ’s subscales for age (p>0.05). Within the parameters of this study, adolescents that specialize in a single sport or those who compete in multiple sport both rely on intrinsic and extrinsic sources of enjoyment for motivation in very similar ways; whereas adolescent NSSA are less motivated and experience less enjoyment from sport participation compared to MSA and SSSA. Keywords: adolescent, enjoyment, SEYSQ, motivation, sport psychology

Implementasi Strategi Kreatif dalam Upaya Meningkatkan Minat Baca Anak Usia Dini Dalam Lingkungan Kekuarga

The purpose of writing this scientific study is to find out: (1) the association of early childhood reading interests with family literacy, (2) motivation that affects early childhood in increasing reading interest, (3) Aspects in the family environment that may affect reading interest in early childhood. This research uses literature review methods in the collection of its data, where there are several steps taken in the preparation of this study. The first step is selecting the topic of discussion, namely identifying and focusing on the topic to be written, then searching for literature sources through various sources, and writing studies. The result of this study is that there is a link between children's reading interest and family literacy and things that families must do in an effort to increase reading interest in early childhood. Several types of motivation both intrinsic and extrinsic motivation play a role in reading interest in early childhood, as well as several aspects in the family environment that affect reading interest in children at an early age.Keywords: interest reading, motivation, family role, childhood.

The Effect of Training Results Perception on Individual Work Performance of Employee Moderated by Intrinsic and Extrinsic Motivation

This study aims at examining the effect of training results perceptions on individual work performance of employee, and intrinsic and extrinsic motivation serving as moderation strengthening that effect. T his study was quantitative research selecting 453 samples out of 1.311 population from PT KAI’s employees in which they are executive officer. The data collection was done using a close questionnaire with Likert scale 1-5. All valid and reliable instruments were assessed through Factor Analysis and Cronbach's Alpha Analysis. Hypothesis testing is carried out using Hierarchical Regression Analysis by including the Multicollinearity test as a prerequisite for analysis. The study results showed that training result perceptions and extrinsic motivation simultaneously or partially have a positive and significant effect on individual work performance of employee, but intrinsic motivation have no significant effect. Intrinsic or extrinsic motivation does not moderate or strengthen the relationship between training result perceptions and individual work performance of employee. The three independent variables are not related to each other. PT KAI’s employees, especially those in executive position, are more oriented towards extrinsic results than intrinsic ones. The implication for PT KAI is that to improve the individual work performance of its employees, the organization can focus on improving training, external motivation or both. It depends on the vision, long-term goals, and resources of PT KAI.

Student Motivation in the Latin Classroom

It has been argued that learning a second language requires more self-motivation than other courses (Horwitz, 1995). This article reviews literature on motivation in foreign language classrooms and discusses reasons for the lack of motivation among students in second language classes. Particular attention will be given to addressing reasons why students in Latin classrooms may have less motivation than in other classes. Specifically, intrinsic and extrinsic motivation will be discussed in terms of a Latin classroom. Additionally, this article will discuss what steps can be taken by the teacher to increase motivation and engagement through gameplay, creating a safe space to make mistakes, and turning extrinsic motivation into intrinsic motivation.

An Empirical Study on Motivation to School Teachers in the Maldives during the COVID 19 Pandemic

The COVID 19 pandemic has affected all walks of life; as a result over 100 million children are away from school. The mass university closure and a forced transition to online teaching are to minimize disruptions to the academic year. Many inexperienced online teachers are expected to find the rapid shift from in-person to online teaching hard, and it is a "great experiment" that has to be studied. The study looked into the motivations of Maldivian instructors who were compelled to shift to remote online teaching as a result of the COVID-19. Teachers' self-efficacy refers to their capacity to handle responsibilities and problems in the workplace, and it has an impact on academic achievement. During the COVID-19 epidemic, this study intended to offer an in-depth investigation of the influence of intrinsic and extrinsic motivation on self-efficacy in teachers. The author is attempting to adopt more effective strategies to improve teachers' professional identity and job satisfaction in order to increase the efficacy of teachers, ensure the effectiveness of online teaching, and maintain sustainable development during the epidemic by collecting data from Maldivian schools.

Intrinsic and Extrinsic Motivation for University Staff Satisfaction: Confirmatory Composite Analysis and Confirmatory Factor Analysis

The hierarchical construction model (HCM) may be used to minimize colinear formative indicators while increasing the statistical power of content-specific constructs. However, the present research discovered a strong correlation between intrinsic and extrinsic motivation and job satisfaction, indicating a lack of discriminating validity that limits the use of HCM. Thus, this research condensed data on job satisfaction for university staff by comparing a consistent partial least square (PLSc) model to a composite model without utilizing higher-order constructs. The sample consisted of 392 individuals working in a Thai university with a total of 1,042 staff. The results show that the composite model performs better than a consistent partial least square, generating bias. Intrinsic motivation is both a direct and indirect effect on job satisfaction. Extrinsic motivation is a complementary model mediator effect. The limitation of the study is an inherent relation between intrinsic and extrinsic motivation and indicators of job satisfaction, which can cause a common factor model bias. Further studies where the partial least square structural equation model (PLS-SEM) is compared early with the covariance-based structural equation model (CB-SEM) are needed, particularly studies using composite indicators. PLS-SEM can now be used to measure both confirmatory composite analysis and confirmatory factor analysis, while CB-SEM can only estimate confirmatory factor analysis. The method of condensing data may help eliminate discriminant validity issues.

Disentangling the effect of perceived performance management system accuracy on intrinsic and extrinsic motivation

Purpose This study aims to explore the effects of performance management systems’ (PMS) perceived accuracy on employees’ motivation. More specifically, this study draws on motivation crowding theory and self-determination theory to hypothesize the relationships between perceived PMS accuracy and intrinsic and extrinsic motivation and introduce two contextual moderating factors: participation in decision-making and task uncertainty. Design/methodology/approach Data were collected through a questionnaire distributed to a sample of local government employees. Data were collected longitudinally over two measurement waves (T1 and T2), each separated by a four-month lag. Findings The results revealed that perceived PMS accuracy is positively associated with both intrinsic and extrinsic motivation, and participation in decision-making and task uncertainty both positively moderate the relationship between perceived PMS accuracy and extrinsic motivation. Originality/value This study contributes to clarifying the relevance of perceived PMS accuracy and the role played by significant contextual variables and offers recommendations to help design and implement PMS more effectively.

PENGARUH MOTIVASI, KOMPLEKSITAS TUGAS, DAN INSENTIF MONETER TERHADAP KINERJA INDIVIDU

This study investigates the relationship between motivation and task complexity on performance. Monetary incentives are involved in this study as a moderating variable. The motivation examined in this research is intrinsic and extrinsic motivation. A 2x2 quasi-experiment has been conducted and involving 66 university students. Two and three-way ANOVA are used for hypothetical testing. The result shows that individuals with intrinsic motivation have shown better performance than those with extrinsic motivation. After individuals have faced more complex tasks, they achieved lower scores than those who faced less complex tasks. Prior studies suggested that motivation could be destructed by monetary incentives. However, there is no interaction proof when moderating variable is involved. The relationship between motivation and performance is not influenced by monetary incentives. In line with it, the relationship between task complexity and performance is also not strengthened or weakened by the given monetary incentives information. Thus, monetary incentives failed to influence the relationship between motivation, task complexity and performance.

SATISFACTION ON MOTIVATIONS AND ORGANIZATIONAL COMMITMENT IN THE PUBLIC UNIVERSITIES OF TIGRAY REGIONAL STATE, ETHIOPIA

Motivating the employees both intrinsically and extrinsically in order to enhance the commitment of the employees is appreciable and the need of the day. However the satisfaction level of employees especially the teachers towards the motivation and its contribution to build the commitment have not yet been studied in Public Universities in Tigray Regional State In an attempt to bridge the gap, the study attempts to find the satisfaction of the employees towards the intrinsic and extrinsic motivation existing at their universities. The study has also found the commitment level of the employees and its relationship with the motivation. Required primary cross sectional data has been collected from 371 employees of the Public Universities in Tigrai regional state of Ethiopia. Using SPSS software the collected data is analyzed. Descriptive statistical tools such as mean, standard deviation and variance have been applied to describe the level of satisfaction among the employees towards the intrinsic and extrinsic motivation. The correlation statistics has also been applied to find the relationship between motivation and organizational commitment. The study has found an apparent positive correlation between motivation and organizational commitment. The results on the satisfaction level of the employees highlights that the intrinsic motivation is at the upper level. There is a scope to enrich extrinsic motivation. Hence the universities should focus more on the extrinsic motivation to have better committed employees.

What Really Motivates You? A Data-Driven Exercise and Discussion

Why do I work? Despite instructors’ best efforts, students struggle to understand how different people answer this question differently. This exercise enables students to explore what motivates them in comparison to their peers and previous generations while reinforcing the distinction between intrinsic and extrinsic motivation. Students prioritize job reward factors, share their rankings to appreciate that people are motivated differently, and are given archival data to appreciate changes in workplace dynamics. This simple but thought-provoking exercise fosters rich discussions of intrinsic and extrinsic motivation, self- and other-awareness, changes to the nature of the workplace, and differences in demographics, including generational age cohort, gender, and job level. This exercise is suitable for management or organizational behavior courses at both the undergraduate and graduate levels, using face-to-face and online formats, and synchronous and asynchronous modalities.