Search

The volunteer function inventory (VFI) is an assessment tool to measure individual volunteer motivation. VFI measures individual motivation to volunteer by examining the functional motives of each volunteer. This research aimed to adapt the VFI to the Indonesian language. VFI consists of 30 items divided into five dimensions. This study utilized a non-experimental quantitative research method. Samples were acquired by accidental random sampling with N = 176. In this study, reliability testing was carried out with items and dimensions of Cronbach's [alpha]. Validity tests were examined using construct validity and item analysis. The results of the Indonesian version of VFI showed high reliability and validity. Besides, the item analysis also shows that the quality of each item is excellent. The Indonesian version of VFI will be suitable for various education fields in Indonesia to measure the students' voluntary willingness in community development activities, for example, in measuring the impact of volunteerism in the Merdeka Belajar Kampus Merdeka (MBKM) social activities and other activities within the communities.

Self-regulated learning (SRL) is the process of utilizing effective strategies to acquire knowledge or skills and is influenced by motivation, metacognitive processing, and study-related behaviors. We hypothesized that by using survey tools that allow reflection on and refinement of students' study strategies, we could nurture metacognitive skill development, encourage positive motivation and study-related behaviors, and hence promote academic success. Undergraduate students in a semester-long, second-year biology course were provided with resources to promote SRL and three survey instruments that encouraged them to create study plans and reflect on the effectiveness of their study strategies. Using a student-partnered approach, we sought to investigate the role of metacognition, motivation, and study-related behaviors on academic performance by (i) identifying the self-regulated learning strategies most utilized by students, (ii) investigating the role of reflection in enhancing metacognitive processing and academic performance, and (iii) understanding whether students created and/or modified their study strategies as an outcome of self-regulation. Survey responses allowed us to understand the repertoire of study strategies used by students. Our analyses suggest that students demonstrated metacognitive skill development through the use of the resources and reflection instruments, as they accurately reported on the effectiveness of their study strategies and indicated future plans to shift study-related behaviors from passive to active reviewing techniques. Students across the grade spectrum perceived the reflection instruments as beneficial in identifying areas of improvement and developing long-term study habits, suggesting that these instruments were effective in promoting metacognitive skill development for a variety of student learners. We conclude that supporting students with resources that promote SRL and providing opportunities for timely reflection can promote metacognitive skill development, a key feature of academic success.

Academia, in its quest to attract and hire qualified faculty, can capitalize on recent trends as reflected in career trajectories. One such trend includes practicing professionals, who make the decision to engage in a career pivot from industry into academia. Two recent shifts in academia highlight the importance of attracting practicing professionals into higher education: faculty shortages and the demand for more experiential learning in programs. To understand why practicing professionals might engage in a career pivot from industry into academia, research was conducted through a survey with recruitment for respondents taking place within a leading online university, an on-ground state university, a community college, and a LinkedIn group focused on education. By concentrating on the reasons why professionals pivot into academia, institutions of higher education can restructure their recruitment strategies to more effectively target professionals to create a bigger source pool that should lead to a more successful search and, ultimately, filling the faculty position.

The increasing demand for skilled employees in contemporary economies underscores the importance of effective upskilling of the low-skilled. This study addresses the significant challenge of enhancing the professional development of low-skilled workers, focusing on the factors that either facilitate or hinder their engagement in learning activities. The primary aim was to identify the key characteristics that contribute to the effective professional development of low-skilled employees and the practical application of the skills they acquire. A systematic review was conducted, examining empirical studies published between 2004 and 2024. The search encompassed six databases, resulting in 352 identified articles. After rigorous screening and quality assessment, 22 high and good-quality studies (published in 2011-2023) were included in the final selection. The studies spanned various countries and methodologies, including qualitative, quantitative, and mixed-method designs. Key findings highlight that both personal and contextual factors influence the effectiveness of professional upskilling for low-skilled employees. Personal factors include motivation, self-direction, and reflexivity, while contextual factors encompass the quality of the work environment, learning opportunities, and institutional support. The review emphasises the importance of tailored training programmes, practical and interactive learning methods, continuous support and mentorship, and robust evaluation mechanisms. Effective transfer of training is facilitated by the relevance and applicability of training content, learner engagement and organisational support. The results highlight the need for holistic approaches that address both personal and contextual factors to enhance the professional development and skill utilisation of low-skilled workers; ultimately contributing to their career trajectories and job satisfaction.

Artificial Intelligence (AI) has become a transformative force in education, significantly influencing students. This research explores AI's impact on learning experiences, academic performance, career guidance, motivation, self-reliance, social interaction, and AI dependency. Utilizing a descriptive-comparative design, 194 student respondents were chosen through stratified sampling. The results show that students generally perceive AI positively. Students agree that AI enhances personalized learning, engagement, and critical thinking, although practical hands-on learning experiences received less favorable feedback. Academically, students concur that AI helps them identify weaknesses, improve assignments, and track progress, despite some reservations about its efficacy in exam preparation. For career guidance, students agree that AI effectively matches skills with career options, recommends internships, and provides resources, though it is less effective for long-term planning. Students also believe AI boosts motivation through gamified learning and progress tracking and fosters self-reliance via self-directed learning and critical thinking support. Socially, students agree that AI facilitates collaboration, peer learning, and networking. Additionally, students demonstrate a reliance on AI for their learning processes. Notably, female students report a more significant impact on social interactions than male students. The type of device used (laptop vs. cellphone) significantly affects the learning experience, with laptop users reporting a more substantial impact. Differences in AI's impact are noted among various courses, particularly benefiting education students more than those in hospitality management and agriculture. However, age and family income do not significantly influence AI's overall impact.

The article describes a participatory segmentation strategy, called the Actor Diagramming and Tracing Method, that enables Extension agents to tailor education initiatives. Using a case study, the authors demonstrate the method by segmenting North Carolina family forest landowners based on resources needed for sustainable forestry management. Instead of surveying select participants, as previous researchers have, the authors engage a diverse set of stakeholders through interviews, in-situ observations, and diagramming. Three segments emerged with explicit steps to engaging forest owners' barriers and motivations, as well as a key factor to adoption of sustainable forestry practices: owners' relationships/social networks.

This article investigates two language teacher identity dilemmas encountered by EFL preservice teachers (PSTs) during their last practicum and how they navigated them to reconcile their identities. Dilemmas, characterised as inner conflicts and challenges PSTs face in resolving contradictory demands and different roles in their profession (Cabaroglu & Tillema, 2011), can illuminate how PSTs understand their teaching roles and language teacher identity (LTI) amidst the complexities of the teaching practice. The article begins by contextualising the study, presenting an overview of the ELT national curriculum and how this is reflected in the practicum. Next, an exploration of LTI and how dilemmas can serve as tools for reconciling this identity will be drawn. Lastly, findings and conclusions will be presented. This study suggests that a locally responsive ELT pedagogy could empower PSTs to better navigate and transform challenges into valuable learning-to-teach opportunities. Accordingly, caring emerged as a tool for PSTs to better navigate political dilemmas in underprivileged contexts. By integrating contextual knowledge into curricula, PSTs could align their language teaching identities with specific needs, enhancing student engagement, motivation, and success in diverse educational settings.

Background: South African narratives of and by early childhood development (ECD) practitioners often focus on policies, practices and perspectives in research. While these are important for the development of the field, the voices of ECD practitioners, in this marginalised space, are silent. Aim: This article aims to understand: Who are the ECD practitioners? What are the conditions of their lives and livelihoods? How do they negotiate opportunities for employment, socioeconomic growth and further education and training? Setting: The study describes the marginality of ECD practitioners by narrating the lived experience of work and post-school education and training of one mature woman in the Western Cape. By narrating a single story, the stories of others unfold; working in similar circumstances and negotiating the same opportunities in the harsh reality of poverty and oppression. Employing a narrative methodology is a commitment to decolonising the practice of research, where voices of the 'Other' are centralised and amplified. Methods: An intersectional lens forms the theoretical grounding for this article with life history interviews as its primary form of data collection. Results: Adult women ECD practitioners are mainly poor, black and female. They pursue access into higher education to improve their lives and livelihoods. Conclusion: The intersections that shape their lives limit their opportunities for access and success. Contribution: The power of narrative research, displayed in this article, ensures that voice is used to move the lived experiences of black women ECD practitioners from the margins to the centre.

The current study was conducted to investigate the relationship between occupational personality types, 21st-century skills, and teaching motivation. The study was conducted in the descriptive relational survey model, one of the quantitative research methods. The study group consisted of all the students attending the Physical Education Teaching Department at Faculty of Sports Sciences of Mugla Sitki Koçman University. A total of 148 (F=59, M=89) students were included in the study. The questionnaire method was employed to collect the data in the study. The questionnaire consists of four parts: a personal information form in the first part and three scales in the following three parts. In the second part, there is the "21st Century Skills Self-Efficacy Perception Scale" consisting of 42 items, in the third part, there is the "Occupational Personality Types Inventory" consisting of 30 items and in the fourth part, there is the "Teaching Motivation Scale" consisting of 12 items. The SPSS v22 program package was used in the analysis of the collected data. As a result of the study, a significant correlation was found between occupational personality types and 21st-century skills self-efficacy perceptions, between the six personality types of occupational personality and intrinsic and extrinsic motivation, and between 21st-century skills self-efficacy perceptions and intrinsic and extrinsic motivation. According to the results of regression analyses, occupational personality types had a significant effect on intrinsic and extrinsic motivation.

This study introduces the Questionnaire of AI Use Motives (QAIUM), an instrument designed to measure motivation levels in individuals using artificial intelligence (AI) applications. Building on a theoretical framework that emphasizes motivation over dispositions and defines motivation as expectancy/value, the QAIUM aims to fill a research gap in understanding the motivational factors that govern AI application use. Previous studies have often overlooked this human aspect, focusing instead on technological facets while failing to provide a robust theoretical foundation for measuring motivation. The QAIUM, administered to 1068 university students across various degree programs, was evaluated for its factorial structure, reliability, discriminatory capacity, and correlation with the General Attitudes to Artificial Intelligence Scale (GAAIS). The results demonstrate that the QAIUM aligns with the Eccles and Wigfield motivation model, boasts good reliability levels, discriminatory capacity, and a significant correlation with GAAIS, confirming its validation and reliability. Hence, the QAIUM provides an effective tool for investigating motivational factors affecting AI application utilization in academic instruction and intervention.

That a certain class of verb commonly known as 'statives' is undergoing change in terms of the way in which certain verbs of this type are being used in everyday speech is nothing new to the field of linguistics. Much has been written about it, and the author of this paper alone has been preoccupied with the subject for many years now. However, notwithstanding that this change has been fairly widely documented for well over half a century, the present paper has been motivated by the desire to capture the root cause of this change in writing and to establish the linguistic conditions that have enabled it to occur. This is not so much a reductionist venture, negatively conceived, as a quest to determine the primary factors involved in what can seem at times to be a most peculiar phenomenon. The method employed to delimit these causal factors proceeds by a process of elimination, while the provision of evidence adopts the traditional, tried-and-tested method of 'observation and collection'. The stative-specific research papers that examine the current variation constituting the focus of this paper are all from the present century.

While examining the findings, this study concentrated on academic success, critical thinking, and motivation for demonstration. Secondary school students studying English are involved in digital story-telling research. A quasi-experimental approach was employed in the research with 48 11th grade students who took pretests and posttests. Teaching as DST in the experimental group and teaching as teaching in the control group were the two degrees of CT-integrated instruction that were used. Gather both quantitative and qualitative information, such as responses to academic questions and the outcomes of tests of English language and cognitive skills. Through the addition of unique cultural narratives with a Palestine focus, the work advances the DST tradition. This program sheds information on how learning outcomes for students are impacted by daylight saving time. Because ANCOVA yields effective and objective results, it was utilized in the data analysis process.

The purpose of this study is to define the main problems and provide organizational-methodological recommendations for ensuring vocational guidance for students with special needs. This research describes the main provisions and results of the realization of project work directed at the development of a modern system of inclusive education in the context of globalization and according to the career guidance of students. The results of the research can help organize career guidance work for secondary school teachers and school administration.

Regular physical activity and balanced nutrition are important in maintaining a healthy weight. Nonetheless, minority populations, like Hispanics, face challenges (e.g., language barriers and transportation unavailability) that limit their participation in intervention programs to receive benefits. Furthermore, dog companionship has been shown to relate to adolescents' behavioral and socio-emotional development positively, and it has been shown to have the potential to increase physical activity in adolescence. Therefore, this study aimed to examine the feasibility, i.e., program adaptation, limited efficacy, and acceptability, of the two exercise and nutrition education interventions to improve body composition, motivation, and well-being in overweight and obese Hispanic adolescents. This pilot study was a quasi-experimental trial with eight pediatrician-referred participants (M[subscript age] =11.75±1.48) assigned to two parallel arms: (1) BRAVO! and (2) BRAVO!+. Both share identical exercise (24 hours) and nutrition (12 hours) programs centered on the self-determination theory for 12 weeks. The results suggested, first, acceptable attendance (BRAVO! = 56.25%; BRAVO!+ = 64.58%) but poor retention (BRAVO! = 33.33%; BRAVO!+ = 63.63%). Second, the findings suggested promising limited efficacy in BRAVO!+ group, with small but statistically non-significant reductions in participants' BMI (M[subscript baseline] = 33.08±6.13; M[subscript post] = 32.23±6.88; t[3] = 1.633, p = 0.201) and weight (M[subscript baseline] = 78.13±16.22; M[subscript post] = 77.62±17.64; t[3] = 0.485, p = 0.661). In addition, the results suggested high satisfaction and acceptable suitability for both programs and providing important suggestions for the future. In conclusion, our pilot study findings only partially supported the feasibility of the pet-dog-enhanced lifestyle intervention. Although this study found evidence that pet-dog companionship can improve program satisfaction and acceptability of pediatric lifestyle interventions, including a pet-dog in the intervention may contribute to high dropout evidenced in this study.

The purpose of this study was to describe the association between the learning strategy preference of the learners as identified by "Assessing The Learning Strategies of AdultS" (ATLAS) and the individual personality traits as defined by the Myers-Briggs Type Indicator (MBTI). The sample was 553 adults in Canada and the United States. Two types of analyses were used to investigate the association between learning strategy preferences and personality traits. First, discriminant analysis explored the interaction of personality traits with the learning strategy preference. Second, analysis of variance measured the association of each personality trait with the learning-strategy-preference groups separately. The findings provided several explicit personality traits associated with each learning-strategy-preference group. These findings support the conclusion that a strong association exists between personality traits and learning-strategy-preference characteristics. Learning strategy preferences and personality traits complement each other. Each clarifies and enriches the other. As a result, teachers have two indicators that can help them personalize the teaching-learning environment for each student. Teachers can use the learning-strategy-group descriptions as guides for organizing each learner's instructional activities and plans and as a cognitive framework for uncovering and monitoring student behaviors and alerting teachers to potential learning difficulties for some students. Students can apply the descriptions of the learning-strategy-preference groups to facilitate self-assessment and metacognition. Theory can be enhanced by considering the two concepts of learning strategy preferences and personality traits coupled and by conducting quantitative and qualitative research to test and expand the generalizability of the learning-strategy-group descriptions. (Permission is granted to use "Assessing The Learning Strategies of AdultS" and the "Personality Identity Estimator" in practice and research. Links to printable copies and online completion are appended.)

The study explores the relationship between academic mentorship and the productivity of academics in universities. Two questions and a hypothesis were raised to guide the study. The research design employed ex-post-facto methodology with a population of 3,492 academic staff. The stratified random sampling technique was used to determine the sample size of 676 academics. The questionnaire served as the main instrument for data collection. The reliability coefficient of the instrument was 0.97 and the data collected were analyzed using SPSS. The analysis results indicated that the level of academic mentorship leadership practice exhibited in public universities in Delta and Edo States was low, and the academics showed a low level of productivity in research. Overall, the results showed a significant relationship between academic mentorship leadership practice and productivity in public universities in Delta and Edo States, Nigeria. Based on these findings, it is recommended that academic mentoring be emphasized, particularly in the area of research productivity, to enhance the overall research output of academics.

While the literature has examined the experiences and attitudes of TESOL (Teaching English to Speakers of Other Languages) professionals toward writing in English for publication in terms of material, environmental, and political conditions as well as (non)discursive challenges, little is known about the (de)motivating factors underpinning their drive to publish in English, particularly in South America. This study explores the (de)motivation of 522 TESOL professionals in South America to write for publication in English. The study adopted a sequential mixed-methods design that consisted of an online survey followed by 20 individual interviews with purposefully sampled participants. Findings show that, despite personal and social-contextual challenges, the participants were driven by altruism, impact, and self-efficacy.

Identifying motivation for enrollment in MOOCs has been an important way to predict participant success rates. But themes for motivation have largely centered around themes for enrolling in any MOOC, and not ones specific to the course being studied. In this study, qualitatively coding discussion forums was combined with topic modeling to identify participants' motivation for enrolling in two successive statistics education professional development online courses. Computational text mining, such as topic modeling, is a learning analytics field that has proven effective in analyzing large volumes of text to automatically identify topics or themes. This contrasts with traditional qualitative approaches, in which researchers manually apply labels (or codes) to parts of text to identify common themes. Combining topic modeling and qualitative research may prove useful to education researchers and practitioners in better understanding and improving online learning contexts that feature asynchronous discussion. Three topic modeling approaches were used in this study, including both unsupervised and semi-supervised modeling techniques. The three topic modeling approaches were validated and compared to determine which participants were assigned motivation themes that most closely aligned to their posts made in an introductory discussion forum. A discussion of how each technique can be useful for identifying topical themes within discussion forum data is included. Though the three techniques have varying success rates in identifying motivation for enrolling in the MOOCs, they do all identify similar themes for motivation that are specific to statistics education.

About 20% of the U.S. population identifies as Latine. To engage these audiences, many Extension nutrition education programs have translated curricula and other resources into Spanish. Culturally responsive programs need to move beyond translation and address critical issues and needs specific to Latine audiences. We conducted focus groups with 118 foreign-born Latine adults across one state. Participants were interested in nutrition education programs involving the entire family including children offered by bilingual educators. They also wanted programs that focused on healthy meals that included foods from their culture of origin with common US foods.

This study investigates the patterns of promoting physical activity among residents in Mueang District, Mahasarakham Province, Thailand. It explores the impact of contemporary societal shifts, such as increased reliance on technology and decreased physical labor, on public health. The research identifies the rise of chronic diseases due to lifestyle changes and the need for preventive strategies emphasizing physical activity. Utilizing a questionnaire, the study analyzes residents' knowledge, awareness, motivation, and practices regarding health promotion through physical exercise. The findings reveal high general knowledge and awareness of health benefits but low levels of physical activity practice, influenced by lifestyle and societal changes. The study emphasizes the importance of tailored health promotion strategies and the role of digital platforms in enhancing physical activity awareness and participation. This research contributes to understanding effective methods to promote physical activity and addresses the health challenges faced by the local population, promoting sustainable physical and mental health.

To challenge "objective" conventions in quantitative methodology, higher education scholars have increasingly employed critical lenses (e.g., quantitative criticalism, QuantCrit). Yet, specific approaches remain opaque. We use a multimethod design to examine researchers' use of critical approaches and explore how authors discussed embedding strategies to disrupt dominant quantitative thinking. We draw data from a systematic scoping review of critical quantitative higher education research between 2007 and 2021 (N = 34) and semi-structured interviews with 18 manuscript authors. Findings illuminate (in)consistencies across scholars' incorporation of critical approaches, including within study motivations, theoretical framing, and methodological choices. Additionally, interview data reveal complex layers to authors' decision-making processes, indicating that decisions about embracing critical quantitative approaches must be asset-based and intentional. Lastly, we discuss findings in the context of their guiding frameworks (e.g., quantitative criticalism, QuantCrit) and offer implications for employing and conducting research about critical quantitative research.

In this study, we aimed to determine the role of parental praise and child affect in the neural processes underlying parent-child interactions, utilizing functional near-infrared spectroscopy (fNIRS) hyperscanning. We characterized the dynamic changes in interpersonal neural synchrony (INS) between parents and children (4-6 years old, n = 40 dyads) during a cognitively challenging task. We then examined how changes in parent-child INS are influenced by parental feedback and child affect. Parent-child INS showed a quadratic change over time, indicating a decelerated decline during the interaction period. The relationship of parental praise, in the form of positive feedback, to change in INS was contingent upon the child's positive affect during the task. The highest levels of INS were observed when praise was present and child affect was positive. The left temporo-parietal regions of the child and the right dorsolateral prefrontal and right temporo-parietal regions of the parent demonstrated the strongest INS. The dynamic change in INS during the interaction was associated with children's independent performance on a standardized test of visuospatial processing. This research, leveraging fNIRS hyperscanning, elucidates the neural dynamics underlying the interaction between parent praise and child positive affect, thereby contributing to our broader understanding of parent-child dynamics.

Background: There is a paucity of theory-informed physical activity research with adults with intellectual disabilities. This study aimed to address this by synthesising existing literature and applying the COM-B model to understand capabilities, opportunities and motivations. Methods: A qualitative evidence synthesis was conducted and reported in accordance with PRISMA guidelines and the ENTREQ. Three databases were systematically searched up to and including February 2022. Qualitative research relating to the physical activity of adults with intellectual disabilities were included. Thematic synthesis was conducted with themes mapped onto the COM-B model. Results: Twenty-five studies were included. Influences of physical activity were identified and mapped onto the COM-B model, which also included COM-B influences of social support provided by caregivers. Conclusions: There are many complex influences of physical activity for adults with intellectual disabilities. Researchers should consider the influences contributing to caregivers' capacity to support physical activity.

Autistic youth participate in less mainstream physical activity than their neurotypical peers. A scoping review was conducted to explore motivational factors influencing participation in structured physical activity for autistic youth. Relevant databases were searched using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses with the inclusion of stakeholder consultation, to synthesise existing literature describing the participation and motivations of autistic youth in structured physical activities. Eighteen publications met the eligibility criteria. Qualitative data were extracted and analysed using directed content analysis and then mapped to the motivational constructs of the self-determination theory. Autism-specific themes falling outside of the self-determination theory were coded inductively. Competence was the most reported psychological need (k = 14), with intrinsic motivation being the most common motivational regulator (k = 12). Inductive analysis revealed one additional theme, which was the impact of the sensory environment on autistic youths' motivation to participate. Findings indicate that meeting the psychological needs of autistic youth support self-determined motivation to participate in structured physical activities, although fulfilling these needs may differ from their neurotypical peers. Additional autism-specific factors may also influence motivation to participate in structured physical activities. Future research should examine motivational factors that support engagement in structured physical activities through the lens of autistic youth and their experiences.

Background: In an American society where a majority of students are from minoritized backgrounds, a better understanding of the relationship between psychosocial factors and school climate across racial groups is needed to assist schools in providing a supportive and positive learning environment for all students. Objective: The relationship between school climate and five psychosocial factors--motivation, academic self-concept, goal valuation, attitude towards teachers, and attitude towards school--is explored and a better understanding of how these psychosocial factors predict one's experience of their school's climate, both in general and across racial groups is further investigated. Method: Data was collected through a school-administered survey focused on improving school climate. A diverse sample of 2524 high school students completed the survey, which was administered by school teachers during a school-wide free period with students. Results: All five psychosocial factors predict students' having a positive perception of their school's climate, with medium to large effect sizes. Further, results from a series of stepwise multiple regressions indicate that (a) student attitudes toward their teachers were the most significant predictor of their perceptions about their school's climate, and (b) the combination of psychosocial factors that best predict student perceptions of their school climate varied across racial groups. Conclusion: The findings highlight an important first step in exploring how psychosocial perceptions can be leveraged to improve students' perceptions of their school climate, in addition to considering the importance of teachers and racial considerations within school climate.

Background: Child care quality rating and improvement systems exist to inform child care decisions and improve the quality of care. While previous research has shown QRIS have effects on quality, less is known about how child care providers vary in engagement and improvement within QRIS. In a voluntary QRIS, it is important to understand how providers vary in motivation, engagement, and progress within the system. Objective: Identify provider characteristics and attitudes that predict QRIS quality advancement. Identify and describe provider subgroups whose rates of quality improvement were different. Method: A random sample of providers (N = 179) and their coaches were interviewed five times over 2 years. The outcome was change in QRIS levels. Predictors were type of care, personal/professional characteristics, QRIS motivation, and coach perceptions of provider motivation and likelihood to advance. Linear regression was used to model change in QRIS level over five time points. Latent profile analysis was used to sort providers into classes. Results: Significant overall predictors of QRIS change were providers' education level and fewer years of experience, and coach's perception of the provider's likelihood to advance. Four subgroups in the latent profile analysis varied by rate of advancement, type of care, education, experience, professional engagement, QRIS motivation, and general readiness to change. Conclusions: Results point to the importance of assessing early and continuing attitudes, engagement, professionalization, and education of participating child care providers. The incentives and needs of providers in most QRIS will vary widely. Technical support geared to provider characteristics will be more effective in improving within QRIS.

This study investigates the affective and performative effects of ludicization, i.e., the process of transforming the original contexts into immersive ludic experiences based on metaphorized desired behaviors and reflexive space, on language learning. The effects of ludicization are based on an integrated model involving multidimensional constructs of extrinsic/intrinsic motivation, technology-acceptance-related constructs from the Unified Theory of Acceptance and Use of Technology (UTAUT) model, and quantified language performance from the College English Test-4 (CET-4). Structural equation modelling (SEM) based on Mplus is the quantitative analytical approach to investigating the relations of these constructs. The results demonstrate that all paths in the integrated model are significantly positive. Multidimensional constructs of extrinsic/intrinsic motivation exert exogenous effects on technology-acceptance-related constructs that positively influence language performance. Ludicization facilitates language learning through (1) an integrative affective cultivation of extrinsic and intrinsic motivation positively associated with the technology-use intention and (2) a problem-solving-oriented setting based on actual technology-use behaviors. This study also provides the rationale for the integrated model to interpret how ludicization is applicable to language learning through affective and performative effects.

This article proposes that researchers should seek to understand the value conflicts inherent in the career choices of gifted students. This study explored those conflicts using a narrative analysis based on the McAdams (1993) model of personal meaning-making. The subjects were two gifted female political leaders: Ellen Johnson Sirleaf and Jacinda Ardern. The findings showed that each leader enacted predominantly agentic motives in responding to political challenges and crises; communal motives were enacted as well, but with lower frequency. These results are discussed in relation to the conflicting values and motivations that extraordinarily talented students encounter in forming a cohesive life plan.

Gifted education should focus on gifting rather than on being gifted. That is, it should focus on what one offers from one's gifts, not just on what gifts a person has, one way or another, accumulated. Gifted individuals should consider choosing careers that are a good fit to them, that enable them to give back, and that give them a sense of meaning in their life. They should be ready to move on if their career choice proves to be mistaken, or no longer to be a fit. They should avoid temptations brought on by outside pressures to choose careers that may be much less than fulfilling. In the end, what matters most is one's passion and motivation for a career rather than grades, test scores, or external pressures.

Migrant academics' teaching, research and leadership knowledge and skills are essential and valued in their host higher education institutions, globally. However, there is limited evidence on understanding migrant academics' career capital experiences in Australian universities. Drawing on a career capital framework, this qualitative study explores the experiences of 26 international academics at Australian universities. Based on interview findings, migrant academics have developed capitals in terms of knowing-why, motivation to migrate and seek employment at Australian universities, knowing-how, utilising accumulated human capital in teaching and research activities, and knowing-whom, developing and relying on social connections to have a positive impact on teaching and research work. The findings contribute to the literature because career development experience of migrant academics in Australia is an underexplored phenomenon, underpinned by career capital theory. The implications of these findings for international academics and higher education institutions are also discussed.

Background: The literature has expounded on the impacts of international service-learning (ISL) in teacher education as positively affecting everything from improving academic achievement to developing a greater moral and ethical sense. Other studies have examined the role of cultural competence and dimensions of power between those providing and receiving service. Purpose: This paper examines a decade-long ISL immersion program to understand the outcomes on students in three key areas that have received attention in the literature: motivation, employment, and academics. Methodology: A longitudinal case study comprising a cross-section of students who were asked to reflect on their immersion experiences, which took place from 2011 to 2020. Reflective journals completed during and directly after each immersion supplemented the survey data. Findings: While much of the data supports previous studies regarding the impacts of ISL, there are some anomalous findings, especially in the longer-term effects of ISL within teacher education. While participants' perceptions of the impacts were significant, evidence of that impact was lacking. Implications: Although short-term impacts of the immersion were more significantly noted, students perceived the impact for more extended periods than previously thought. However, the evidence to suggest that these perceptions are realizable is lacking.

Across all cultures, parents have intuitive ideas ("ethnotheories") of what undesirable child characteristics are as well as how to explain them. Yet there have been relatively few cross-cultural comparisons of parents' ethnotheories about the nature and causes of child misbehavior. 108 mothers of 5-year-old children from the United States (N = 52; M[subscript age] = 5.26, SD = 0.07) and mainland China (N = 56; M[subscript age] = 5.31, SD = 0.20) were recruited to participate in a semi-structured interview that allowed parents to generate open-ended responses in relation to the nature and causes of children's misbehavior. Parents were asked to describe the behaviors they would least like to see in their children, before providing causal attributions to a series of hypothetical vignettes depicting a range of externalizing-type child behaviors. Parents' responses were coded based on common themes. Across both cultures, mothers endorsed social insensitivity as the most undesirable child characteristic. With regard to cross-cultural differences, mothers from the US highlighted aggressive and disruptive behaviors as the most salient child misbehaviors, whereas parents from mainland China emphasized cognitive and motivational difficulties. Regarding causes of child misbehaviors, American mothers were more likely than Chinese mothers to report momentary internal states as the primary causes of child misbehavior, followed by immature development. Conversely, Chinese parents attributed child misbehavior primarily to social influences, followed by temperament. Our results provide a significant contribution to our understanding on how parents across cultures define and explain misbehaviors in young children.

Relatively little work has focused on why we are motivated to learn words. In adults, recent experiments have shown that intrinsic reward signals accompany successful word learning from context. In addition, the experience of reward facilitated long-term memory for words. In adolescence, developmental changes are seen in reward and motivation systems as well as in reading and language systems. Here, in the face of this developmental change, we ask whether adolescents experience reward from word learning, and how the reward and memory benefit seen in adults is modulated by age. We used a naturalistic reading paradigm, which involved extracting novel word meanings from sentence context without the need for explicit feedback. By exploring ratings of enjoyment during the learning phase, as well as recognition memory for words a day later, we assessed whether adolescents show the same reward and learning patterns as adults. We tested 345 children between the ages of 10-18 (N > 84 in each 2-year age-band) using this paradigm. We found evidence for our first prediction: children aged 10-18 report greater enjoyment for successful word learning. However, we did not find evidence for age-related change in this developmental period, or memory benefits. This work gives us greater insight into the process of language acquisition and sets the stage for further investigations of intrinsic reward in typical and atypical development.

This research focuses on ego-focused self-image goals as central to understanding the vulnerability inherent in perfectionism and the link that perfectionism has with poorer health and emotional well-being. The present study expands theory and research on perfectionism from a unique motivational perspective through a longitudinal investigation of perfectionism, the pursuit of self-image goals related to self-improvement, and mental and physical health among 187 university students. Our central finding was that trait and self-presentational perfectionism were associated longitudinally with self-image goals and poorer mental and physical health. Longitudinal analyses showed that perfectionistic self-presentation predicted subsequent self-image goals, controlling for initial self-image goals. Additionally, self-image goals were associated with worse mental and physical health and greater loneliness and social anxiety. Collectively, our results illustrate the benefits of assessing problematic personal goals in perfectionism and the need to revise existing motivational accounts by recognizing the important role ego-involved goals play in guiding much of what perfectionists do and how they act in their daily lives.

In Australia, concerningly high levels of teacher attrition, and subsequent teacher shortages, have led to calls for improvement in the social status of teachers. In response, this study explored what draws pre-service teachers to the teaching profession in the face of research and media reports that suggest teaching is perceived as a low-status career. Using mixed methods, we surveyed 387 Australian pre-service teachers and found that their primary motivations for entering the teaching profession corresponded with the motivations attributed to social entrepreneurs who use innovation to make positive social change for their constituents. As far as the authors know, this is the first time that a close alignment between pre-service teachers' motivations for entering the teaching profession and social entrepreneurs' behaviours and intentions has been demonstrated. Thus, this study makes a unique contribution in the field of initial teacher education. We suggest that explicitly recognising teachers as social entrepreneurs with the inherent capacity to generate social innovation has the potential to raise the status of the profession. Such recognition could also positively inform pre-service teacher recruitment and teacher retention.

This study investigates the perceived benefits to industry experts who engage with academics to co-create higher education learning resources. Academics are increasingly impelled to involve industry experts in learning and teaching to ensure that curriculum is authentic and relevant and prepares students for future professional careers. While benefits to students are well established by prior research, individual-level research into industry experts' motivations to contribute to higher education is scant. When approached to co-create authentic learning resources for postgraduate students, industry experts expressed motivations which focused on three areas: desire to maintain valued relationships with academics or the university, desire to improve the student experience by developing innovative learning resources to bridge the gap between theory and practice and desire to build and promote their profession. In-depth, semi-structured interviews with nine human resource management industry experts identified that the benefits of co-creating learning resources went beyond their stated motivations to include unanticipated benefits which can be explained by the professionalism literature. We outline a taxonomy of benefits for industry experts engaging in co-creating authentic learning resources: students, the professional self, the professional community and the organisation. The implications are that universities and academics may draw on these broader benefits to encourage industry experts to participate in higher education learning resource development. The study provides insights into the potential for industry experts to engage in professional self-reflection by contributing to higher education teaching and learning.

Hackathons are characterized by their dynamic and collaborative nature, acting as incubators for innovation in diverse contexts. They are celebrated for nurturing creativity and tackling current challenges while offering distinctive educational opportunities. However, participants' lack of confidence and increased anxiety can diminish the utility of a hackathon's outcomes, adversely affecting both the resolution of the challenges at hand and the educational value of the experience. Drawing on 398 responses from verified hackathon participants, we examined associations among experience, intrinsic and extrinsic motivations, confidence and anxiety. The findings confirm that experience at hackathons has a beneficial effect on individuals' confidence levels and concurrently diminishes anxiety. Additionally, intrinsic motivations show negative associations with anxiety and positive associations with confidence, while extrinsic motivations have unequivocal effects. These insights deepen our comprehension of the hackathon ecosystem, underscoring the criticality of participant's well-being and motivation. The ramifications of these findings are multifaceted: they not only inform the enhancement of hackathon frameworks, emphasizing a participant-focused approach, but also facilitate the strategic incorporation of hackathons within educational and organizational contexts.

This study aims to examine the relationship among motivation for joining an educational leadership training programme (MOT), perceived skills (PS), and perceived changes in transformational leadership (PCTFL) in educational leadership training. The study drew on survey data from 761 participants who were associated with a leadership development programme under an EU-China cooperation project. The conceptual model was tested by structural equation modelling (SEM) by the Mplus programme. MOT and PCTFL were measured, respectively, by second-order factor structure assessments due to their multi-dimensional nature. The findings of the study suggest that motivation positively influences perceived changes in transformational leadership, and this relationship is positively mediated by perceived skills as learning gains in educational leadership training. The study provides novel empirical evidence on motivation that leads to transformational leadership changes in leadership training programmes. Policymakers and other key stakeholders can use these findings to gain a deeper understanding of the success of projects and encourage academic members to participate in leadership training programmes to improve transformational leadership.

Creativity is an important skill in the 21st century, and design thinking has been proposed as a methodology for fostering creativity. Design creativity involves two non-rational aspects: motivation and empathy. However, little is known about how empathy and motivation work in synergy with creativity. This study explored the underlying mechanisms of empathy and motivation in creativity in design thinking. We built an explanatory model to examine the effect of empathy on motivation and creativity and the mediating effects of four aspects of motivation (i.e., attention, relevance, confidence, and satisfaction). In the study, 220 6th-grade students participated in an integrated STEM curriculum that centered on design thinking activities that lasted one semester, and then completed a questionnaire measuring their perceptions of empathy, motivation, and creativity at the end of the design activities. Partial least squares structural equation modelling was used to analyze the collected data. The results showed that empathy positively predicted creativity. In addition, empathy had a significant impact on creativity through the effect of intrinsic motivation, but not through that of extrinsic motivation. Among the four aspects of motivation, attention, relevance, and confidence each strengthened the association between empathy and creativity. However, satisfaction had a negative effect on creativity and a non-significant mediating effect. These findings increase our understanding of the internal mechanisms of design thinking and creativity. Some practical implications of empathy and motivation in creativity are also discussed.

The implementation of video modeling examples of mathematical hands-on experimentation may provide students with authentic and, at the same time, not too cognitively overwhelming experiences. However, the effectiveness of video modeling examples can be influenced by different characteristics of the observed models. On the one hand, based on the model-observer similarity hypothesis, it is likely that the observation of peers is particularly conducive to learning. On the other hand, from an authentic learning perspective, the presence of experts is considered to constitute a core design element of authentic learning settings which may foster motivational and cognitive learning outcomes. Against the background of these contradictory assumptions, the present study investigates the effects of observing models with different degrees of authenticity on students' perceived authenticity, their situational interest, and their knowledge acquisition. We conducted an experimental study with 105 10th graders who observed either peer or scientist models performing a mathematical hands-on experiment in a video recording. As expected, the results show that students perceived the scientist models as more authentic than the peer models. Furthermore, we found neither a direct effect of condition nor an indirect effect mediated by students' perceived authenticity of the observed models on students' situational interest and knowledge acquisition. With this study, we contribute to the literature on the conditions and effects of authentic learning.

As a concept, technology, and method, information-based teaching precisely connects teachers and students at the two ends. In the context of Chinese vocational colleges, where there are differences between teachers' information-based teaching abilities and students' subjectivity, the paper examines the differences in the effects of information-based teaching on student learning achievements in vocational colleges. The study shows, first, that learning achievements are significantly improved after adopting an information-based teaching mode. Second, an analysis of the heterogeneity of students based on assessment levels found that information-based teaching has a relatively limited effect on the learning achievements of students with poor academic performance due to their low level of motivation. Third, an analysis of the heterogeneity of teachers' information-based teaching strengths found that stronger information-based teaching abilities significantly improved the performance of vocational college students. These findings provide useful insights for Chinese vocational colleges to improve the effectiveness of information-based teaching reform.

Task understanding is theorized as a critical aspect of effective learning, but its role in self-regulated learning and overall academic performance has been understudied. Research to date indicates that students with adequate task understanding perform well. However, these studies have not demonstrated what practices are needed for developing task understanding, nor do they explain the mechanism by which task understanding influences academic performance. We propose that the positive impact of task understanding practices in academic performance can be explained through students' experiences of academic challenges. This cross-sectional mediation study investigated whether a collection of academic challenges (i.e., metacognitive, cognitive, motivational, goal and time management, social and emotional, and initiating and sustaining engagement) mediate the relationship between task understanding practices and academic performance. Findings indicate that task understanding practices positively predict semester GPA, and cognitive and metacognitive challenges significantly mediated the relationship between task understanding practices and semester GPA. Our results suggest that task understanding directly contributes to academic performance; and that students who engage in task understanding practices are less likely to experience certain types of challenges and thereby are more likely to perform well academically.

Technologies like ChatGPT and other AI tools have impacted learning by giving students more chances to ask questions and explore knowledge. The inclusion of Non-Player Characters (NPCs) as scaffolding in game-based situated learning activities can have a positive impact on learning. The application of ChatGPT to role-playing has potential; therefore, this study designed a "ChatGPT-based NPCs scaffolding Workflow Framework" and used it as the basis for designing and evaluating an educational game for employee ethics training with empirical evidence. This study had 61 participants, divided into a document scaffolding group (n = 32) and a ChatGPT-based NPC group (n = 29) and examined the learning achievement, flow, motivation, and anxiety in the two groups. The results showed that the designs of both groups benefited learning achievement, and both groups could maintain a certain level of high motivation and engagement. Through qualitatively analyzing the content of students' discussions with NPCs, it was found that there is potential for NPC-assisted learning through ChatGPT. Overall, this study explored the efficacy and limitations of using ChatGPT-based NPCs as scaffolding in game-based learning and found that it is extensible. We also present a framework for the design of ChatGPT-based NPCs scaffolding mechanism.

Learning in the workplace supports physicians in developing competences to ensure quality medical care. As such, learning in the workplace is essential for physicians' life-long professional development. Notwithstanding its importance, research on physicians' learning in the workplace and the corresponding motivational drivers is limited. In this study, 17 semi-structured interviews were conducted to explore experienced physicians' learning activities and their motivation for learning in the workplace. In addition, it was examined whether differences could be noted in learning in the workplace depending on physicians' experience, specialism, gender or the type of hospital they work in. Concepts from learning in the workplace and motivation theories, i.e. learning activities in the workplace, self-determination theory and achievement goal theory, guided the data analysis, and an inductive analysis was conducted as well. Results revealed various learning activities for instance but not limited to: learning by asking colleagues for feedback, asking for help while performing particular medical actions, helping students while conducting their assignments or observing colleagues. Besides, the participants indicated different motives for learning. Physicians reported that they are motivated to properly perform their job, they enjoy learning and/or like learning in relation to solving challenging cases. The study shows that participants' differences in motivation can be related to seniority and the type of hospitals physicians are employed in.