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College student-athletes balance the demands of both sport and school in the context of higher education; high levels of motivation are necessary for success in both spaces. Studies have evaluated learning styles and academic motivational outcomes in college student athletes but there is a need to explore how motivation impacts both academic and athletic success. The present study examined the relationship academic, student athletic, and career athletic motivation had with learning styles and major (STEM vs. non-STEM) using Self-Determination Theory as the theoretical lens. College Division I, II, III, and Club college athletes took the Grasha-Reichmann Student Learning Style Scale and Student Athletes Motivation toward Sports and Academics Questionnaire. Learning styles were grouped into intrinsic (independent, participant, and collaborative) and extrinsic (dependent, avoidant, and competitive) styles. There were positive relationships between intrinsic learning style and both student athletic (r(147) = .19, p = .02) and academic (r(147) = .30, p < .001) motivation. Extrinsic learning style was positively correlated with career athletic (r(147) = .27, p = .001) and student athletic (r(147) = .16, p < .05) motivation but negatively corelated with academic motivation (r(147) = -.17, p = .03). Athletes in STEM majors (M = 3.88, SD = 0.36) had significantly higher academic motivation than non-STEM majors (M = 3.66, SD = 0.40), t(182) = 3.85, p < .001. Athletes in non-STEM majors (M = 4.00, SD = 0.88) had significantly higher career athletic motivation than STEM majors (M = 3.56, SD = 0.91), t(182) = -3.29, p = .001. Findings suggest being more independent, participant, and collaborative in class is related to motivation both in school and in student athletic endeavors. Athletes pursuing a STEM major may show higher academic motivation than athletes pursuing non-STEM majors. Encouraging student-athlete learning autonomy via education/intervention could improve intrinsic motivation in sport and classes, though further exploration of these factors is necessary to fully understand their relationship in college student-athletes. [ABSTRACT FROM AUTHOR]

This study determined the influence of attitude towards computer use and motivation in learning physical education among junior high school students. Stratified random sampling was used in choosing the schools and simple random sampling in choosing respondents from secondary schools of Lupon West District. Validated and reliability tested survey questionnaires were used to gather data. Mean, standard deviation, Pearson Product Moment Correlation, and linear regression were among the statistical tools used. The results revealed that students had a high level of attitude towards computer use and motivation in learning physical education. Likewise, there was a significant relationship between attitude towards computer use and motivation in learning physical education among junior high school students. Moreover, perceived usefulness and behavioral intention of attitude towards computer significantly influence motivation in learning physical education. However, the other indicators of attitude towards computer use namely affective component and perceived control were not predictors of students motivation in learning physical education. Based on the findings, proposed development plan was made. [ABSTRACT FROM AUTHOR]

This study determined the effects of peer influence on students' motivation among high school students in Maryknoll School of Sigaboy, Inc. in Governor Generoso, Davao Oriental, Philippines. Using stratified random sampling, this study employed a sample of 172 high school students from the total population. Data was collected through a modified survey questionnaire. Results reveal very high levels of peer influence which yielded a mean of 4.23 and students' motivation of 4.30. Furthermore, regression was used to test the influence of peer influence to students' motivation which yielded an f-value of 0.00. This result reveals that peer influence significantly affects motivation of students in MSSI. Furthermore, this study concludes a notion that any adjustment made on peer influence has a positive or negative effect to students' motivation. This simply implies that peers have effects to the students' motivation in learning and interaction in school. Moreover, this study recommends improving peer influence positively because this would positively affect students' enthusiasm toward development. Thus, it is essential to strengthen and enhance the implementation of Peer Club and its relevant activities in schools most especially in MSSI. [ABSTRACT FROM AUTHOR]

ABSTRACT This article examines how motivation affects peer review acceptance of journal manuscripts among German professors of biology, business administration, mechanical engineering, and sociology. Data collected via an online survey (March–May 2022) tested hypotheses based on self‐determination theory. The results show significant discipline‐specific differences. In the soft disciplines, intrinsic motivation, own manuscript submissions (reciprocity), and external motivation positively influenced peer review acceptance, while the motive to discover something new had a negative effect. In the hard disciplines, only sense of obligation to the scientific community was significant. Staff support positively influenced peer review acceptance in soft disciplines. The control variables revealed that the total number of peer review requests was positively related to acceptance. However, age, gender, departmental budget linked to publications, and academic discipline were not significant factors. These findings deepen our understanding of motivational factors in peer review and highlight important disciplinary differences. [ABSTRACT FROM AUTHOR]

This study aims to determine the motivation of indigenous students in learning Filipino in public schools. There were 10 participants in this study from Francisco Bangoy High School. After the questionnaire was prepared, interviews were conducted and the responses of the participants were analyzed. The design used in the study was quantitative research. In connection with this, data analysis using the Collaizi method and qualitative phenomenological research were employed by the researcher to describe the lived experiences of a person in an event. The participants in the study were selected indigenous students in public schools. Additionally, the result of the study was to find out the motivation of indigenous students in their studies. Conducting further research about the motivation of indigenous students is recommended to ensure their needs are met. And, to identify the obstacles affecting the learning of Filipino by indigenous students. The study recommended that attention should be given to research concerning the motivation of indigenous students to change the public's perception of indigenous students. [ABSTRACT FROM AUTHOR]

Case-based Learning approach is an instructional method that involves utilizing real-life scenarios and cases to engage students in active learning, critical thinking, and problem -solving within the context of Chemistry. Data will be collected through pre-and post-assessments, students surveys, and classroom observations to evaluate the effectiveness of the Case-based Learning Approach. A quasi-experimental design was employed where two intact classes exposed to CBLA and non-CBLA were administered a teacher-made test used to measure academic performance. Results of the study revealed that there is a high academic performance of students exposed to CBLA compared to the non-CBLA group. Furthermore, students exposed to CBLA significantly performed better than those exposed to non-CBLA. The findings of this research provided insights into the benefits of incorporating case-based learning in Chemistry education and its potential to enhance the overall learning experience. Results of the study revealed that students' level of motivation has a significant difference in students' motivation towards learning science in CBLA and non-CBLA as reflected by a t-value of -.5.17 at 0.05 level. Thus, rejecting the stated null hypothesis that there is no significant difference in the level of motivation of students as exposed to CBLA and those exposed to non-CBLA. [ABSTRACT FROM AUTHOR]

Levels of motivation and help‐seeking impact the effectiveness of couple relationship education (CRE), as those with greater help‐seeking and motivation are more likely to attend more sessions and remain engaged. Less is known about what impacts the association between motivation and help‐seeking between partners in a couple engaging in CRE. The current study aims to examine (a) the effect of couples' self‐stigma for help‐seeking on their own or partner's motivation to complete the relationship education program and (b) whether the effects differ between service modality (i.e., online and in‐person). We sampled 276 heterosexual couples who participated in a relationship education program. A multiple‐group actor–partner interdependence model analysis revealed that women and men with higher self‐stigma for seeking help exhibited lower motivation to complete the program in both settings. Higher self‐stigma in men for help‐seeking significantly enhanced the motivation of their female partners to complete the online relationship education program. [ABSTRACT FROM AUTHOR]

Near-Peer Mentoring (NPM) is an innovative form of Peer-assisted Learning that has been gaining traction in educational settings. Traditionally, NPM is characterized by a more experienced student (typically a year or more advanced) offering guidance and support to newer, less experienced students, with the aim of helping them navigate the complexities of their educational journey. This concept, however, has evolved to encompass a more inclusive and interdisciplinary approach, wherein students from different fields share their expertise, enhancing the learning experience for all involved. Research has shown that near-peer groups can significantly ease the stress associated with transitioning into higher education environments. Additionally, they play a crucial role in fostering cognitive and psychomotor development in students. The benefits of peer mentoring extend beyond academic development, contributing to a stronger sense of belonging to the educational institution, increasing student success and retention rates, and enhancing science identity and self-efficacy. In a practical application of this concept, a NPM program was implemented in an Interior Design undergraduate program at a southwestern university. The program was designed with several objectives improving student retention, reducing the workload of studio instructors, creating learning opportunities through near-peer interactions (such as workshops and brown bag sessions), and fostering a sense of belonging within the department. The outcomes of this initiative were encouraging, indicating that near-peer mentorship positively influenced students' academic motivation, sense of belonging, and confidence in their abilities, skills, and knowledge pertaining to the college environment. [ABSTRACT FROM AUTHOR]

This article presents the results of research into teachers' views on power and control as exercised by secondary school principals at the schools where they are employed. In South African schools, many principals' use of their power and control has a negative impact on teachers' motivation, job satisfaction, and overall well-being. The findings indicate firstly that teachers associate principals' exercise of power and control with the latter's leadership competencies.Secondly, they see their principals' personal competencies as influencing the latter's leadership competencies. Thirdly, teachers contend that the principals' actions and interpersonal competencies should be consistent with professional behavior and fair and equitable treatment of all, i.e. a lack of bias. Effective social networks should be developed within a social capital framework that makes provision for the inclusion of internal (learners; teachers; parents) and external partners (Department of Education; community members) to upgrade cooperation and collaborative action. The misuse of power and control as a social force can affect teachers' personal, professional, psychological and physical well-being. When the effects are negative, they could hamper sound relationships, effective teaching-and-learning, growth, productivity, and broader society. [ABSTRACT FROM AUTHOR]

Relatively few studies in the field of second language acquisition have undertaken to investigate the interrelationships of constellations of individual difference variables. This is certainly true of how complexes of ID factors impact motivation to learn an additional language. In order to address this gap, the paper reports a study that examined the ways in which enjoyment, anxiety, boredom, L2 grit and self-perceived competence interact with each other and affect motivated learning behaviour in the case of 238 Iranian students majoring in English. The data were collected through an online questionnaire and, following confirmatory factor analysis, were subjected to path analysis. Among other things, the results showed that intended effort was the consequence of a complex interplay of factors, with the combined impact of these factors not always being obvious. It was also revealed that L2 motivation may in some circumstances be positively influenced by academic emotions that are generally considered to have a detrimental effect on L2 learning (i.e. anxiety, boredom). [ABSTRACT FROM AUTHOR]

Since COVID-19 pandemic started, schools had to face environmental changes, one was shifting from a face-to-face educational approach to online learning. It represented an unfavourable learning environment, especially for children with Specific Learning Disabilities (SpLD). Following the Self Determination Theory (SDT) framework, the current study investigated the differences in cognitive, emotional, and motivational domains between students with SpLD and undiagnosed peers, and the relations between executive functioning, emotional distress, and academic motivation. Participants included 97 Italian students, 47 with SpLD (average age of 10.9 years, SD = 1.35), and 50 undiagnosed peers (average age of 10.7 years, SD = 1.58) attending OL lectures during COVID-19. Results displayed lower executive functions (EFs), higher levels of emotional distress in students with SpLD. Furthermore, students with SpLD showed lower levels of identified and intrinsic motivation but higher levels of introjected motivation. [ABSTRACT FROM AUTHOR]

The main purpose of this paper was to follow the development of research units in Israeli colleges of education: To learn about the challenges they faced, their contribution to individual teacher educators as well as to teacher education colleges' research capacity. The study is autoethnographic. Thirteen veteran research unit members authored 46 stories narrating significant experiences they had. Six themes were identified in the stories: Nurturing individual research capacity, developing the college's research culture, human and power relations, ethics, resources and units' development over time. The themes are aligned with three preconditions for research capacity building: expertise, motivation and opportunities, and involve both the individual (micro-level) and institutional (meso-level) contexts. The autoethnographic genre enabled us to link individuals' actions and teacher education colleges. The study shows that although research units were effective in enhancing research capacity, their actions also had unintended consequences, and suggests ways to counteract them. [ABSTRACT FROM AUTHOR]

Teacher agency has been explored in many studies in different contexts, however research on supporting agency is somewhat limited. In this study, we aimed to support teacher agency in a collaborative inquiry-based in-service course developed based on the ecological model of teacher agency and earlier empirical studies. We conducted a study among 57 course participants to explore the potential impact of the course on participants' agency and investigated which role the motives to join the course had on participants' agency dynamics. Data were collected with questionnaires. The results showed that participants' agency was supported to some degree during the collaborative inquiry-based in-service training course, teachers' motives to join the course were somewhat related to professional agency dynamics. [ABSTRACT FROM AUTHOR]

Research has shown that cooperative learning (CL) strongly promotes student learning at all educational levels. However, little is known about the CL's influence in teacher education. This study examined the impact of CL on EFL pre-service teachers' learning motivation and academic engagement using a pre-test/post-test quasi-experimental design. Two classes were randomly selected from regional teacher training centres in Cambodia, one class assigned as the experimental group (N = 35) and the other as the control group (N = 30). For one semester, the experimental group were exposed to CL while the control group were taught through lecture-based learning. Data were collected through adapted scales on learning motivation and academic engagement. The ANCOVA results revealed that CL was more effective for learning motivation and academic engagement, but no significant difference was found on extrinsic learning motivation. In conclusion, CL can foster learning motivation and academic engagement among EFL pre-service teachers. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic jolted teachers to the front line of complex, under resourced negotiation of quality distance learning, whilst also being key communicators with students and families about how to be COVID safe. Media reports debated preschool and school closures and child safety, but scarcely considered teachers. Motivated by the silencing of teachers and extraordinary changes to education, we gathered as a group of nine educational researchers located in Australia, New Zealand, Singapore and U.S.A to create a survey platform for teachers' lived experiences of the impact of COVID-19. Our survey asked 22 questions and attracted 624 responses. This article focuses on question 12: What are the issues you are struggling with and need support with? Drawing from Latour's provocation we distil key 'matters of concern' from the data, illustrated by excerpts from teacher responses and echoed by the authors' COVID lived experiences as interwoven blackout poetry. Our collated experiences highlight struggles with online learning, connectivity/communication with students and families, quality of teaching, and workload, and the need to value and invest in education and the professionalism of teachers to address these struggles. [ABSTRACT FROM AUTHOR]

Learner engagement is essential for deep and sustained learning, yet it is seldom included in empirical frameworks for effective continuing professional development (CPD), which tend to privilege broad design features over learner-centred strategies. In this critical case study, I consider this gap by applying the lens of self-determination theory (SDT) to analyse in depth what one U.S.-based teacher described as a transformational professional learning experience. Observing the ways in which learner engagement and facilitators' pedagogical practices combine to satisfy SDT's basic needs of autonomy, competence, and relatedness and to shape this teacher's practice, I suggest that relational responsiveness – what the focus teacher in this study calls 'regard' – is an important and under-theorised quality in powerful professional learning. I conclude with theoretical and practical implications for the design and study of continuing professional development. [ABSTRACT FROM AUTHOR]

The research aimed to identify pull and push factors motivating the applications of Palestinian-Jerusalemite students (hereafter: PJS) to study a training program for Hebrew teaching in an Israeli university. Semi-structured interviews and an open questionnaire elicited the students' motivations and learning experiences, to reveal how they coped with political and academic challenges. The findings show that the students' choice of this program has become a preferred, prestigious option assuming that it serves as a tool for personal and professional empowerment. Additionally, some students saw their decision as enabling them, as Hebrew teachers in the Palestinian education system in Jerusalem (hereafter: PESJ), to act as agents of change for the future economic and academic benefit of their society. Moreover, studying in the Hebrew University in Jerusalem (hereafter: HU), the divided city constitutes a sort of temporary 'migration' or 'exile' to acquire an education. The Israeli academia (hereafter: IA) space creates an opportunity for them to redesign their personal and professional identities. 'Hybrid identity', characterised by cultural flexibility, appears to facilitate PJS wandering between different cultural contexts for educational purposes, while maintaining their culture and national identity. The research contributes to previous literature concerning the integration of minorities in higher education (hereafter: HE). [ABSTRACT FROM AUTHOR]

Students completing undergraduate thesis projects rely on supervisory feedback to improve their academic writing and research abilities. Despite its critical role, supervisory feedback on undergraduate theses is under-researched. Adopting a qualitative multiple case-study approach, this study explores how students' motivation for writing the undergraduate thesis and English proficiency might influence their engagement with supervisory feedback. Four students participated in the research through purposive sampling. Multiple sources of data were collected from the focal participants, including stimulated recalls, interviews, and focal students' thesis drafts. The findings suggested that students' motivation for writing their undergraduate thesis and English language proficiency played pivotal roles in the extent and manner of their engagement. Pedagogical implications derived from the findings are discussed to enhance undergraduate thesis supervision quality in the Chinese tertiary context. [ABSTRACT FROM AUTHOR]

With a focus on the neglected 'L2 learning experience' component in Dörnyei's L2 Motivational Self System (L2MSS), this study investigated secondary students' L2 motivation in the context of online English private tutoring (EPT). Through narrative inquiry, students narrated their EPT experience online and reflected on it in comparison with that in the face-to-face environment. Through an initial questionnaire, in-depth interviews and follow-up conversations with 12 senior secondary students in Hong Kong, the study revealed the participants' generally negative L2 learning experience in online EPT. This negativity stemmed from constant distractions and poor concentration, limited interaction with the tutor and peers and insufficient learning support in the online environment. These experiences disengaged and demotivated the students in the language learning process. The findings contribute to our understanding of the L2 learning experience component in L2MSS and the impact of L2 contexts on students' L2 motivation. The study indicates that, for our participants, there are some irreplaceable elements in face-to-face tutoring (e.g. physical proximity, facial expressions), lack of which affected students' engagement and motivation. This highlights the importance of researchers and practitioners in language education taking into account learners' situated contexts and immediate learning environment when conducting relevant studies on L2 motivation. [ABSTRACT FROM AUTHOR]

The integration of education and robotics has emerged as a crucial development in the technological landscape. This study focuses on the use of a robot teaching assistant to enhance the learning efficiency of 8th-grade students in hands-on STEM activities centered around the theme of "Smart City." It explores the impact of educational robots on students' learning outcomes and their development of hands-on skills through diverse learning methods. Conducted over 12 weeks with 103 participants, the study employed a quasi-experimental design. Students were split into two groups: The Experimental Group (EG), using the 6E model with robot teaching assistants, and the Control Group (CG), using only the 6E model. The analysis of covariance revealed that the EG exhibited superior performance in STEM knowledge, motivation, and hands-on skills compared to the CG. Further analysis indicated that learning motivation significantly influenced hands-on performance in the EG, particularly in high-scoring subgroups. The findings suggest that combining the 6E model with educational robots effectively enhances STEM learning and student engagement. Educational robots as teaching assistants not only aid in knowledge acquisition but also significantly boost students' motivation and hands-on skill development. This implies a promising direction for integrating advanced technology in educational practices to foster more effective learning environments. [ABSTRACT FROM AUTHOR]

This study aimed to validate a multidimensional instrument for assessing distance teaching-learning. It combined factors measuring motivation with instructional material and the teaching-learning experience with peers and teachers. The instrument was administered to 2,984 higher education students in Chile, demonstrating its statistical validity and adequate fit indicators. Consequently, this instrument can confidently evaluate online learning in higher education. [ABSTRACT FROM AUTHOR]

The aim of this study is to determine the metaphorical ideas held by learners/graduates who engage in online student communities within the Anadolu University Open and Distance Education System, specifically with the concept of "online student communities". The study utilized a qualitative research methodology, specifically employing the phenomenology design, which is a well-established qualitative research strategy. The research sample consists of 637 students/graduates who are associated with student groups of the Anadolu University Open Education System. The acquired data underwent scrutiny through the content analysis method. The study revealed that participants evaluated online communities by taking into account multiple features instead of relying on a single notion. Hence, the metaphors used by individuals in virtual student communities were categorized into seven main groupings. The aforementioned areas include the exchange and generation of information, social connections, hobbies, advantages and life experiences, communication and engagement, technology, and monotony or boredom. After examining the participant responses on metaphors related to online student communities and their motivations, it became clear that the participants had positive views on acquiring information, building social connections, facilitating communication and interaction with other students and alumni, as well as personal enjoyment and benefits. [ABSTRACT FROM AUTHOR]

As information and communication technologies and learner characteristics in higher education develop, so do distance education methods, which are implemented at various levels by higher education institutions. The involvement of students in the learning process is one of the most crucial factors to consider throughout the distance education application transformation, which might change depending on the conditions. At this point, it can be stated that the intrinsic motivation levels of learners involved in distance learning play a decisive role in participating in learning processes. Therefore, examining the intrinsic motivation levels of distance learners is seen as an element that needs to be emphasized. This justifies the study's goal, which is to analyze the intrinsic motivation levels of students who get distance education from higher education institutions concerning factors including age, gender, employment, and educational status. The relational survey model, one of the general survey models, was utilized in this study, which included 327 distance learners. In terms of distance education applications, the findings of the study have a guiding nature for the administrators working in higher education institutions. The analyses carried out revealed that there were no significant differences in the intrinsic motivation levels of distance learners according to their gender, employment situation, or level of education. Furthermore, it has been found that as people get older, their intrinsic incentive for learning grows. A list of recommendations based on the data gathered within this study is provided at the end. [ABSTRACT FROM AUTHOR]

The aim of this research was to determine the influence of family educational styles on the academic achievement motivation of students in an educational centre, using a quantitative descriptive-correlational, cross-sectional, nonexperimental method. To elucidate, academic achievement motivation refers to what a student is willing to do to achieve excellent academic results and reach his or her proposed goals in school. Likewise, 318 students were selected as a sample and the standardised testing technique was applied by means of two data collection instruments, such as a motivation inventory and the Likert-type PSS scale. The results showed that 28.4% of the parents had a disinterested educational style with regard to their children's academic achievement motivation and 43% of the parents had a more open educational style with a favorable effect on their children's academic achievement motivation; thus 43.4% revealed a low level of this relationship. In summary, there is a certain degree of both positive and negative family educational styles that affect students' academic achievement motivation. [ABSTRACT FROM AUTHOR]

This paper explores the use of gamification in Second Language Acquisition (SLA) within Computer-Assisted Language Learning (CALL). The aim is to investigate the effects of a gamified learning environment, specifically Moodle, on psychobehavioural factors and English learning achievement, and to discuss the affordances of gamification based on empirical findings, contributed both by the present study and previous research. For this purpose, a case study was conducted at the University of Andorra, where a treatment group completed a gamified English course on Moodle, and a control group did the same tasks without gamification. A mixed methodology was used to measure both affective and cognitive variables as well as students' perceptions on their gamified learning experience. The results show that the treatment group outperformed the control group in Foreign Language Anxiety (FLA) and in Academic Motivation (AM). As for the effects on speaking fluency, they are inconclusive, which is consistent with previous literature. Consequently, the authors advocate for further research to explore the effects of gamification on actual learning in different learning disciplines, beyond students' mere perceptions. [ABSTRACT FROM AUTHOR]

A large number of studies at home and abroad have demonstrated the importance of university students' English learning motivation, but few studies have focused on a certain field, or students' major particularly under the context of Chinese private university. This research explores students' motivation to learn English for specific purposes (ESP), and 123 student participants majoring in mechanical and electronic engineering in Shandong Huayu University of Technology participated in the research. Data are presented qualitatively and quantitatively. Students filled in a quantitative questionnaire about learning motivation, then SPSS27 was used to analyze relevant data. In addition, focus group interview, as a qualitative means, was used in the research, and 12 student participants who were going to attend ESP class showed their opinions in the group interview. The results showed that students' learning motivation comes more from teachers' personal charm, harmonious teacher-student relationship and comfortable and warm learning environment, while setting difficult tasks for them is not their main motivation. The research results provide a useful reference for teachers to adopt teaching practices that motivate students to learn in ESP class. [ABSTRACT FROM AUTHOR]

Education has undergone a profound transformation, transitioning significantly from traditional face-to-face instructional approaches to a predominant reliance on online learning methodologies. This sudden change leaves questions on how to provide an affective and satisfying online leaning for students. As prior studies revealed, many factors affect the success of implementing online learning, specifically for higher education students. As a response, this quantitative study was intended to investigate the interplay of factors affecting online learning experience in higher education namely anxiety, motivation for learning, self-directed learning, online learning attitude, and computer-internet self-efficacy. An exploratory factor analysis (EFA) included 20 items of online survey distributed to undergraduate students (n=329) from several faculties at one Indonesian university to explore this issue. This study used the partial least squares structural equation modeling (PLS-SEM) application to explore the interplay among six constructs. The results showed that all six constructs namely anxiety, motivation for learning, self-directed learning, online learning attitude, computer-internet self-efficacy, and online learning experience were positively associated. It meant that those factors were statistically proven to affect students' online learning experiences. Educators could use these results as a consideration in implementing online learning more effectively. Further implications of pedagogical practice and further research are discussed. [ABSTRACT FROM AUTHOR]

This mixed-method study investigated how task-based language teaching (TBLT) implemented in English-for-nursing programmes impacted students’ learning motivation. Specifically, the study explored the motivational patterns that underlie the students’ participation in the learning process, the factors influencing their English-learning motivation, and the aspects of TBLT that positively affected their learning motivation. The data analysed were acquired through questionnaires and interviews. The questionnaire was designed according to the motivational attitude test battery (MATB) by Gardner (2014). The results of the research reveal that intrinsic motivation was the most favourable motivation, followed by instrumental, extrinsic, and integrative motivation. Several factors influenced the students’ English-learning motivation, such as positive teacher-student interpersonal relationships, teacher praise, teacher feedback or stroke⸻the written feedback from teacher⸻, learning tasks and class activities, student curiosity, teaching method, and relatedness. Three aspects of TBLT positively affected student motivation: task activities, autonomous learning and authentic learning motivation, and teachers’ positive facilitation. The findings can help design materials that motivate students, specifically in nursing programmes in which English is not used as a medium of instruction. [ABSTRACT FROM AUTHOR]

The introduction of competition has the potential to enhance the efficacy of students' learning performance. Nevertheless, there have been contradictory findings about the impact of intergroup competition on students' learning performance and engagement. Therefore, further comprehensive investigations for this problem are necessary. In order to bridge this gap, the present study seeks to ascertain the efficacy of intergroup competition in relation to students' academic performance and motivation. Consequently, we present the concept of intergroup competition and implement it within the context of an online programming course and an online Chinese-English translation course. The participants of this study consist of sophomore students majoring in Computer Science and English. Initially, a total of 108 sophomore students majoring in Computer Science participated. Then, a total of 100 sophomore students majoring in English participated. A quasi-experimental study was subsequently undertaken to compare students from two courses, which are online programming and Chinese-English translation, assigning them to an experimental group and a comparison group, respectively. Then, we conducted independent samples t-tests to measure the difference between the academic performance of the two group of students fromtwo courses. The results indicate that both groups of students who were exposed to the intergroup competition mechanism demonstrated considerably higher levels of academic performance and engagement compared to the other group of students. The findings indicate that the competition mechanism, has the potential to be a beneficial instrument for enhancing both students' learning performance and motivation. [ABSTRACT FROM AUTHOR]

Quantum Key Distribution (QKD) is a cryptography protocol based on the fundamental principles of quantum physics (QP). Teaching this subject does not require extensive knowledge beyond these principles, making it suitable for inclusion in high school (HS) curricula. Despite its relevance, teaching QKD in HS is yet understudied. In this study, we collected responses from 12th-grade students from various schools that adopted and applied the Discipline-Culture vision of the physics curriculum. We assessed their understanding through conceptual and quantitative problems and examined their attitudes regarding the motivation to study this subject. We analyzed the responses using content analysis, identifying the challenges and affordances of teaching QKD. The challenges faced by students have been categorized into three themes: difficulties with QP, difficulties with the QKD protocol, and difficulties with the mathematics involved in this context. Despite these challenges, we found that teaching QKD reinforces students' conceptual understanding of QP concepts and problem-solving skills. This work enhances educators' ability to address the challenges of teaching QP and suggests that teaching QKD in HS strengthens students' motivation to study QP. [ABSTRACT FROM AUTHOR]

Co-authorship between doctoral students and their supervisors is a mostly occluded practice, generalised according to the candidates' disciplines. There is limited understanding of the practice, particularly in humanities, arts, and social sciences (HASS) disciplines. This study explores HASS doctoral students' and supervisors' perceptions towards co-authorship during candidature. Focus is given to participants' motivations, perceived challenges, and reservations about engaging in supervisor-candidate co-authorship. Surveys of 121 doctoral students and 126 supervisors representing 12 HASS disciplines across 18 Australian universities revealed divergent interpretations of co-authorship: although many viewed it as a collaborative process, more than a third of supervisors approached it through the lens of 'divide and conquer'. Such findings raise important ethical and pedagogical concerns, highlighting the need for clearer terminology and guidelines. We respond to this ambiguity by proposing a new term, 'collaborative co-authorship', reconceptualising supervisor-candidate co-authorship in a way that clarifies perceptions towards the practice and presents it as a pedagogical approach to apprentice doctoral students to become fully-fledged academics. It is our hope that this reconceptualisation will equip stakeholders at individual, institutional, and national levels to engage more confidently and intentionally with collaborative co-authorship through PhD candidature. [ABSTRACT FROM AUTHOR]

English Medium Instruction (EMI), the educational practice where subject contents are taught via English to students whose native language is other than English, has been gaining momentum as with the continuous internationalization processes of universities. Learners' motivation towards EMI is a central research topic with its potential impact on academic success and other dimensions of learning. Past studies have mostly examined the linguistic aspect of EMI motivation, making such line of inquiry predominantly focused on the perception of language. However, as content learning is the major target in EMI, a wholistic perspective is required for the study of EMI motivation. Such research efforts, to our knowledge, are limited. Further, studies on motivation mainly concentrated on undergraduate students, leaving another important student group, i.e., postgraduate students, neglected, and several potential influencing variables are yet to be explored. To fill these gaps, the present study explored university students' (n = 642) EMI motivation in China, where EMI is expanding rapidly across all academic levels of tertiary education. We compared students' motivational intensity in terms of gender and academic levels (bachelor, master and PhD), and identified possible predictors. Findings reveal that significant differences existed between genders and among students at different academic levels, and that attitude and linguistic self-confidence predicted motivational levels. These findings could hopefully enhance scholarly understandings of EMI and provide implications for EMI teaching. [ABSTRACT FROM AUTHOR]

Engaging students in active learning environments like task-based presentations can be challenging, as several factors influence their motivation. The purpose of this study was to investigate the factors influencing motivation in task-based learning in the English for Presentation course. Thirty undergraduate students who enrolled in the English for Presentation course in the second semester of the 2022 academic year at a university in Bangkok, Thailand, were purposively selected as the participants for the study. The research instrument was the minute paper that students were asked to write about their thoughts and feelings in response to the presented task, which required them to work independently, in pairs, and in groups. The study revealed that students' intrinsic motivation, English proficiency, task relevance, instructor support, and task variety were the factors that influenced their motivation in task-based learning in the English for Presentation course. The study found that the intrinsic motivation of the students was the most significant factor in the English for Presentation course after considering each factor. The findings of this study are valuable to all stakeholders in the learning and teaching process in order to create successful strategies, raise motivation, and promote positive attitudes about English learning and teaching in Thai context. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The impact of parents on academic achievement has been discussed for many years; however, less interest has been shown in whether their involvement in education influences students' academic motivation. This study attempted to determine the overall impact of parental involvement on the academic motivation of students. The analysis was conducted by using data from 256 correlational values drawn from 37 studies involving 45,428 students. A meta-analysis was performed through the Comprehensive Meta-Analysis Program. In the analysis process, the standardized mean difference, based on the random effect model, was employed as a measure of the mean effect size, and the Q statistic was used to assess the significance of the moderator variables. This study demonstrated that parental involvement exerted a small but significant overall impact on students' academic motivation. Additionally the gender of the parents, country, school level and year of analyzed studies were identified as significant moderators in this relationship. [ABSTRACT FROM AUTHOR]

This study investigates the relationship between career and study fair participation and the motivations of Sint Maarten's secondary vocational students. Using a mixed-method design, data was collected from 98 participants (N = 98) who completed an online survey consisting of the Academic Motivation Scale (AMS). Twenty-one survey participants were subsequently interviewed. Key findings indicated that extrinsic motivation was the highest among participants. The results indicate that a single career fair alone may not be sufficient for improving the intrinsic motivation of students. Future studies should investigate the impact of attending multiple career fairs over a longer period. Overall, the research findings contribute to our understanding of academic motivation and the correlations between career and study fairs and secondary vocational student motivations in Sint Maarten. The findings highlight the importance of improving fair attendance through better promotion and logistical support for students, while also emphasizing the need to address stigmas that affect intrinsic motivation of students. The findings of this study can be particularly useful among policymakers and school leaders in the field of vocational education. [ABSTRACT FROM AUTHOR]

Introduction: High engagement in physical education (PE) could effectively develop students' motor competence and promote physical activity, which was significantly important for students' physical and mental health. Researches had shown that motivation was an important factor in explaining students' learning engagement, and variety-support as the fourth independent psychological need was a potential factor influencing students' learning motivation. However, there was a lack of empirical research evidence on the effect of perceived variety-support on middle school students' learning engagement in PE and the influencing mechanisms. This study aimed to investigate the direct effect of perceived variety-support on learning engagement in PE and the mediating effect of motivation in PE on the relationship. Methods: A cross-sectional study was conducted and 587 middle school students from Liaoning province filled the paper-and-pencil questionnaires adopting perceived variety-support in PE scale (PVSPES), utrecht work engagement scale-student (UWES-S), and perceived locus of causality in PE scale, which had been proved to have good reliability and validity (294 boys and 293 girls, Mage=13.47 ± 0.94). Results: The results showed three variables were significantly positively correlated with each other (r = 0.323-0.562 p < 0.01) and perceived varietysupport in PE could not only directly promote middle school students' learning engagement in PE but also indirectly through the mediating effect of motivation in PE. Discussion: Therefore, in order to better promote students' participation in PE class, we should pay more attention to satisfy students' varied PE learning needs and stimulate students' autonomous learning motivation. [ABSTRACT FROM AUTHOR]

Background: Evidence shows that motivational practices focused on utility, importance, and autonomy shape university students' motivational orientation toward learning. On the other hand, the relationship between these variables and motivational orientation toward learning is not linear and requires models that describe their behavior over time. Method: In this study, mathematical modeling based on system dynamics methodology is used to simulate in health students the temporal dynamics of the motivational orientation toward learning based on the behavior of these variables in different scenarios. Results: The results indicate that a) Mastery is sensitive to changes in frequency when importance and autonomy practices are performed; b) the development of Mastery is critical in the first three semesters of academic life, but its loss is hardly recoverable even when practices are incorporated in subsequent semesters; c) Utility-focused motivational practices have no significant effect on the development of learning-oriented motivation. Conclusion: These findings have significant practical implications for higher education. Understanding the critical role of Mastery in the early stages of academic life and the limited potential for recovery if lost can help raise awareness of the importance of early implementation of motivational practices focused on relevance and autonomy. [ABSTRACT FROM AUTHOR]

Whilst there is concern about the role of social media use in adolescent and emerging adult development, there is a gathering consensus that how individuals spend their time on social media may be more important than how much time they spend on it, with potential benefits and risks of engagement. In addition, there is growing interest in a broader range of outcomes, including wellbeing, mental health and educational attainment. Building on this research, the present study offers a new, theory-driven investigation of complex cross-sectional associations between users' motivations for social media use and wellbeing, as well as users' motivations and academic outcomes. Specifically, self-perceived stress and Grade Point Average scores were regressed on self-reported social media motivations, using data collected from nearly 6000 Chinese undergraduate students. In line with our predictions and a transdiagnostic cognitive behavioral conceptualization of social media use, social enhancement/approach motivations ("to make new friends") and escapist motivations ("to kill time") were associated with lower and higher levels of self-reported stress, respectively. In addition, academic motivations for social media use (i.e., "for academic purposes") were associated with higher educational attainment. These effects persisted after controlling for a number of potential confounders, including key demographic and socioeconomic variables. Whilst the cross-sectional design precludes inferences about underlying directions of causality, these findings suggest that inter-individual differences in motivations for engagement may be crucial in understanding the role that social media plays in adolescent and emerging adult life and generate predictions for future longitudinal and cross-sectional studies. [ABSTRACT FROM AUTHOR]

AbstractAn analysis of the motivations of university students from Temuco (Chile) and Montréal (Canada) to change residence during the COVID-19 pandemic is presented based on data from a simultaneous survey in the two cities carried out in 2021. Quantitative analysis based on Principal Component Analysis showed a bifurcation between both cases despite the similarities they presented. Contrary to expectations that moves are first and foremost about the redundancy of student accommodation during the temporary transition to online learning or the need for more amenable study space in the home, the results highlight the primacy of psychological motivations, although economic, material and to a lesser extent family-related reasons for moving remain important. The context of each case study also allows for establishing differences between motivations more closely linked to material aspects and psychological and physical well-being in Montréal, and family-related motivations and psychological well-being in Temuco. Exploring this tension between individual motivations and urban contexts opens a promising way forward for new comparative studies in student housing and studentification research. [ABSTRACT FROM AUTHOR]

Students' Emotional Intelligence and academic motivation are theorized to shape student learning engagement activities. Nevertheless, there is limited knowledge regarding the mediating mechanisms that explain this relationship. Based on Self System Model of Motivational Development, this study examined whether teachers' support mediated the relationship between Emotional Intelligence and learning engagement, as well as the connection between academic motivation and learning engagement among college students. Totally, 336 students (female: 63.4%, male: 36.6%, mean: 1.63, Std.:0.482) were recruited from two public vocational education institutes in China. The expert questionnaire was sent via email to 10 experts in order to collect their thoughts on the aspects that influenced learning engagement. The factors that influenced students' learning engagement were identified based on the Fuzzy Delphi method. Hence, the quantitative (questionnaire survey) design was used to gather students' data on demographic variables, emotional intelligence, academic motivation, teachers' support and learning engagement. The structural equation model (PLS-SEM) was used to analyse the data. The findings of this study reveal the positive impact of students' Emotional Intelligence and academic motivation on learning engagement in the educational field by adopting teachers' support as a mediating variable. The results highlighted vital internal and external factors in the process of creating an academic environment that motivated students to learn. This will improve the performance of the teaching faculty and lead to the student's academic success. This research proposed a new instrument to assess the students' engagement, which contributed to carrying out new research in the university educational context from a new research perspective. [ABSTRACT FROM AUTHOR]

Teacher absenteeism has high individual and societal costs and triggers a vicious cycle by increasing teacher absenteeism for the remaining teachers. Moreover, teachers’ non-attendance disrupts the learning process and affects student motivation and achievement. Teacher absenteeism further exacerbates the increasing teacher shortage observed in many countries. This paper provides a systematic literature review of studies analysing teacher absenteeism and develops a conceptual model of the predictors of teacher non-attendance at school. Our findings provide a nuanced and overarching approach to analysing teacher non-attendance at work, revealing the most significant correlates to absenteeism and exposing the consequences of educator absences on student achievement. Finally, several concrete policy implications are discussed. [ABSTRACT FROM AUTHOR]

ABSTRACT In this article, I make a case for bridging what I see as the competing demands faced by teacher‐scholars in higher education: our institutional orientations, our students' motivations, and our aspirations as scholars and educators. I contend that teaching about religion, broadly understood, regardless of theoretical and methodological orientation (be it within religious studies, for example, or theology, or philosophy of religion, or ethics, etc.) can be an impactful experience in the practice and cultivation of engaged global citizenship. Drawing from my own courses, and my use of the Reacting to the Past (RTTP) roleplay pedagogy, I show how a critically self‐aware practice is foundational to this goal, and how an integrated cross‐cultural comparative and collaborative method provides a powerful tool to accomplish this in dynamic and equitable ways. [ABSTRACT FROM AUTHOR]

Astronomy is seen as a "gateway" science, inspiring students to pursue Science-Technology-Engineering-Mathematics (STEM) related careers. However, there is little evidence that students' attitudes towards astronomy remain stable over time. By integrating Self-Determination Theory (SDT) and Theory of Planned Behaviour (TPB), we identified three dimensions of students' attitudes towards astronomy - intrinsic, which refers to the enjoyment of studying astronomy, extrinsic, which refers to the will to pursue a career in astronomy, and utilitarian, which refers to the relevance of astronomy to society. We used these dimensions as indicators for a Latent Profile Analysis (LPA) to identify attitudinal profiles of 2650 Italian students in grades 9-13. We identified seven profiles, ranging from completely negative to completely positive attitudes. In particular, students enter secondary school mostly interested in astronomy and with a positive view of astronomy. By the end of secondary school, students have significantly lower attitudes towards astronomy in all three dimensions identified. From a theoretical perspective, our study shows that the SDT/TPB framework can be used to develop future instruments aimed at measuring students' attitudes towards science. From a practical point of view, our results call for better support for teachers to maintain students' attitudes towards astronomy throughout secondary school. [ABSTRACT FROM AUTHOR]

The present study aimed to identify gender and age differences in motivation toward physical education (PE) and to explore the relationship between bullying roles, in PE and in the educational context in general, and motivation toward PE. A total of 1352 schoolchildren (49.7% girls) from 5th year of Compulsory Primary Education to 1st year of Baccalaureate, completed 3 questionnaires to determine their attitude toward bullying and their motivation toward PE. The findings showed that being a girl and being older provoked a lower self-determined motivation toward PE. Regarding the attitude toward bullying, active defense behavior was a significant predictor of higher self-determined motivation. Conversely, victimization predicted lower self-determined motivation and increased demotivation toward PE. Motivation toward PE is influenced by gender, age, and bullying behavior, underscoring the need to implement programs that promote active defense behaviors and reduce victimization in the educational setting through PE. [ABSTRACT FROM AUTHOR]

The relationship between career choice and academic achievement associated with science, technology, engineering, and mathematics (STEM) fields has been extensively studied from the Educational Psychology Approach. The present study examined the impact of academic motivation on affective engagement, focusing on the mediating role of self-efficacy in pre-college students. A sample of 324 students between 17 and 19 years (M = 17.41; SD = 0.506; 51% females, 49% males) from different schools located in northwestern Mexico participated in completing a self-report questionnaire about math and science engagement, self-efficacy to science and math, and academic motivation. Statistical analyses were carried out to determine the reliability and validity of the measurement scale; posteriorly, a mediation analysis was used to determinate the direct and indirect effects of the structural model. The results revealed high correlations between the three study variables. Both mediation analysis and structural equation modeling indicated that academic motivation influences affective engagement through its relationship with self-efficacy. Although self-efficacy has a direct effect on affective engagement, it is also affected by academic motivation, so the interaction between these two generates an influence on affective engagement. In this research, a strong relationship was observed between academic motivation and self-efficacy, indicating that students who are motivated and enjoy performing activities related to their science and math classes have previous experiences of success in these tasks. These results provide new insights for the improvement of strategies regarding the training and performance of pre-university students in the areas of science and mathematics by considering their affective states. [ABSTRACT FROM AUTHOR]

This study aimed to determine the relationship and predictive power of academic self-concept and motivation to tertiary students' Mathematics achievement. This descriptive correlational research was conducted with 347 college students in selected tertiary schools in Davao de Oro. Mean scores, Pearson's Correlation Coefficient, and linear regression analysis were utilized to analyze the data. The study's result revealed that the students' academic selfconcept is moderate, and their learning motivation is high. The study also reported a very satisfactory level of performance in Mathematics. Further, academic self-concept and motivation significantly predict students' mathematics achievement in Mathematics. These findings suggest that academic self-concept and motivation are vital factors in enhancing students' achievement in Mathematics. This study recommended integrating academic selfconcept and motivation to amplify students' achievement in Mathematics, promoting a comprehensive approach to learning success. [ABSTRACT FROM AUTHOR]