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Copyright of Contemporary Accounting Research is the property of Canadian Academic Accounting Association 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.)

In this experimental investigation, male college students (N = 56; Mage = 19.95 years) who did not yet know how to juggle were randomly assigned to a 30-min instructional juggling session with either a caring, task-involving climate or an ego-involving climate. An inflammatory response to psychosocial stress was assessed via salivary interleukin-6 prior to (t = 0) and following (t = +30, +45, +60 min) the session. Surveys were utilized to examine positive and negative affect prior to the session and affect, psychological needs, challenge and threat appraisals, and perceived ability to juggle following the session. This is the first investigation to show that ego-involving climates can trigger inflammation, along with maladaptive psychological responses. Participants in the caring, task-involving climate responded with greater psychological need satisfaction, resource evaluations, positive affect, and perceived juggling ability. This research suggests there may be important physiological consequences to ego-involving climates, in addition to concerning cognitive, affective, and behavioral responses. [ABSTRACT FROM AUTHOR]

This quantitative research study aimed to examine the role of well-being in students' perceived parental autonomy support and academic achievement. The study collected data through questionnaires to assess students' perceptions in these areas. The findings indicated that both mothers and fathers were perceived to provide relatively low levels of autonomy support with a higher perception of psychological control. Despite students' overall academic success, a substantial proportion reported low levels of well-being. The study showed a significantly positive correlation between the perceived parental autonomy support of mothers and fathers (p = <.001). Additionally, significantly weak positive correlations were found between perceived maternal autonomy support and well-being (p < 0.043), highlighting the crucial role of the mother's involvement in promoting student well-being. However, no significant correlations were found between parental autonomy support and academic achievement for either mothers (p = 0.963) or fathers (p = 0.948), indicating the need for further investigation into the role of maternal support in academic success. Overall, the study highlights the significance of parental autonomy support, well-being, and academic achievement in students' lives. Providing students with resources and support services to improve their well-being is crucial in creating a positive learning environment that fosters engagement, motivation, and goal-setting. A comprehensive and multifaceted approach is recommended to create a supportive and conducive environment for students' overall development and academic success. [ABSTRACT FROM AUTHOR]

This article presents the design and implementation of an educational strategy based on gamification, whose objective was to motivate students and encourage active participation in virtual classes. The experience was developed with 35 undergraduate students of the National University of Ucayali in the subject of Systems Design. A diagnosis of the students' needs and interests was conducted, the technological tools were selected to design and implement gamification scenarios, and finally, the results demonstrated a high level of acceptance of the strategy, which favoured learning and improved the pass rate with respect to previous years. [ABSTRACT FROM AUTHOR]

Purpose: The study investigates the linkage between personality traits and firm performance. It examines the role of the pursuit of excellence, perseverance, a proactive mindset and formal education in determining the entrepreneurial success of MSMEs. Design/methodology/approach: Data were collected from 432 MSME entrepreneurs using a structured questionnaire from India's two major industrial towns to analyze the impact of personality traits on firm performance. Structural equation modeling (SEM) was employed to assess the direct and indirect relationships with the help of mediation analysis. Findings: The findings assert that personality traits improve firm performance and determine the success of MSMEs. The results reveal that the need for achievement, a proactive mindset and the pursuit of excellence are crucial to firm performance. In addition, formal education mediates between perseverance and the pursuit of excellence personality attributes on the one side and firm performance on the other. Research limitations/implications: The research has various theoretical and practical implications for entrepreneurs, financial institutions and policymakers. The results could be productively used to nurture the entrepreneurial ecosystem in India. Originality/value: Although research on personality traits as a driver of firm performance is growing, the pursuit of excellence, perseverance and proactive mindset attributes as enablers of firm performance have not garnered much attention. The study presents a precise conceptual model by integrating the aforementioned dimensions in the backdrop of an emerging market. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Special Education & Rehabilitation (2314-8608) is the property of Association of Arab Universities 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.)

Recently, a new construct referred to as autonomous single language interest (ASLI) has been introduced in the educational psychology field. ASLI postulates that second language (L2) students who have one autonomously oriented goal for studying the L2 during their learning setting (e.g., during university study) are likely to make greater L2 achievements than those with low ASLI. However, it remains unclear how ASLI predicts later L2 vocabulary achievement and whether its stability or fluctuation that predicts the achievement. A total of 161 Saudi undergraduate students of English as an L2 enrolled in the Department of English were followed up three times over 17 weeks. We used the latent growth curve model (LGCM) to assess the stability and fluctuation of ASLI, and to see which one stability and fluctuation predicts later L2 vocabulary knowledge. The results of the LGCM suggest that initial high levels of the ASLI (i.e. its stability), but not its fluctuation, predicted a significant increase in L2 vocabulary achievement. In other words, students who started their L2 course with an autonomous single language interest and who maintained this sole interest/goal over time appeared to have higher L2 vocabulary achievement over time. Methodological and pedagogical implications are discussed. [ABSTRACT FROM AUTHOR]

Background: Interventions that leverage implicit motives — affect-based, non-conscious motivational dispositions — may increase physical activity by making physical activity more pleasurable. However, there is no evidence synthesis of the empirical data linking the major implicit motives (achievement, affiliation, and power motives) and physical activity. We aimed to close this research gap. Methods: Following a systematic literature search in the PsycInfo, PubMed, and Web of Science databases until August 2024, we performed a scoping review. We included German- or English-language publications in peer-reviewed journals or books that followed an observational or intervention study design. Studies had to link ≥ 1 major implicit motive measured via a well-established method to physical activity behavior. We critically appraised the methodological quality of the included studies using an adaptation of the JBI critical appraisal checklist for analytical cross-sectional studies and synthesized the evidence qualitatively. Results: Out of 1047 potentially relevant records, five publications (seven studies, N = 550) were included. All eligible studies were observational (six cross-sectional, one prospective longitudinal). The achievement motive was researched the most. The data indicated a relatively consistent positive association between physical activity and the achievement motive, particularly in athletes and in sports-specific settings. The associations with the affiliation and power motives were more mixed. Most studies were conducted in sports-specific settings. All studies elicited methodological concerns, to varying degrees. Conclusions: The available data indicate a positive association between achievement motive strength and physical activity. However, important limitations, especially the lack of intervention studies and the use of non-gold standard assessment methods, limit the confidence in the findings. More, methodologically sound research is needed to better understand the link between implicit motives and physical activity, especially in the general population. Systematic review registration: PROSPERO CRD42023392198. [ABSTRACT FROM AUTHOR]

This research studies the significant influence of academic achievements on high school students' personality traits, particularly focusing on students in Maryknoll High School of Sigaboy, Inc. in Governor Generoso, Davao Oriental. This study utilized quantitative research design, using survey questionnaires as data collection tools. Results reveal high levels of both academic achievement with an overall mean of 4.00 and personality traits among the students with an overall mean of 4.19, with motivation exhibiting the highest manifestation in academic achievement at 4.34 and physical attributes at 4.36 in personality traits. Statistical analysis indicates a significant effect of academic achievements on students' personality traits which yielded at 0.00, thereby rejecting the null hypothesis. These results give an idea of the need to increase students' academic achievement because it affects their personality development in high school, since there is a chance of implications for educational practices and support services. Furthermore, appreciating this relationship of influence provides an opportunity for more focused interventions that will help in the improvement of academic achievements as well as conditions for personal development among the students. Recommendations such as classroom interventions and maintaining a balance between academic pursuits and personal well being are found to be proven important in this study. [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]

Objective: According to Bronfenbrenner's bioecological model of human development, focus on exploring the mechanism of person characteristics (achievement motivation) in their own development (improvement of educational practice ability). Method: A survey was conducted on 1,225 pre-service teachers in Anhui Province, China, using the Achievement Motivation Scale, Professional Identity Scale, Learning Engagement Scale, and Educational Practice Ability Scale. Results: (1) Achievement motivation can significantly and positively predict preservice teachers' educational practice ability; (2) Achievement motivation can indirectly affect pre-service teachers' educational practice ability through the mediating effects of professional identity and learning engagement; (3) Professional identity and learning engagement play a chain mediated role in the impact of achievement motivation on pre-service teachers' educational practice ability. [ABSTRACT FROM AUTHOR]

AbstractAlthough student use of personalized learning software has been linked to higher test scores and more positive achievement-related attitudes, much remains to be learned about best practices for creating strong technology-enabled learning environments. The current study examines associations between the goals teachers set for their students’ use of math personalized learning software and both teacher and student attitudes. Teachers reported setting mastery-based goals for software use less frequently than time-based goals. However, mastery-based goal setting was more strongly associated with positive teacher perceptions of the value of math software and with students’ endorsement of growth mindsets. Associations between goal setting and outcomes were especially strong among teachers who reported providing lower levels of support to students as they used software. [ABSTRACT FROM AUTHOR]

Despite having little economic utility, people are sometimes motivated to seek challenges (i.e., proactively choosing to work on a more difficult task than an easier one). The present study investigated whether just observing others' challenge-seeking behaviors could motivate people to seek more challenging tasks—the social contagion effect of challenge-seeking. The participants were presented with pairs of options, each associated with a math word problem of a certain difficulty level. We examined whether the participants' preference for a more challenging (i.e., more difficult) option changes after observing the decisions of others who hold a challenge-seeking or a challenge-avoiding attitude. Five experiments consistently showed that, while the participants generally avoided challenging word problems, observing challenge-seeking in others increased the probability of participants choosing more challenging options. These results indicate that our motivation to seek challenges may be instilled, in part, through social processes. Public Significance Statement: Our research has revealed that challenge-seeking behavior can be promoted through social influence. This provides the groundwork for future research to unravel the influence of various social factors on challenge-seeking behavior and to design interventions that evoke positive feelings about challenges in schools and workplaces. [ABSTRACT FROM AUTHOR]

Research highlights the importance of expectancy-value interactions in predicting secondary-school students' academic achievement. But as students transition to higher education, their expectancies and values undergo significant changes – highlighting the need to broaden the application of expectancy-value interactions to this context. To address this, we investigate the interactions between higher education students' expectancies and their values in relation to students' dropout intention. Data of N = 1140 students were analysed using latent moderated structural equation modelling. Similar to prior research, we find that expectancy-value interactions are related to students' dropout intention. But rather than the synergistic interactions commonly found in the secondary-school context, we find that higher education students exhibit compensatory interactions: High study values and low costs could, to a certain degree, compensate for low expectancies. Furthermore, special attention should be paid to students who see little value in their studies and have a low success expectation, as they showed dropout intentions that far exceed effects indicated in prior research. [ABSTRACT FROM AUTHOR]

We explore how students' course concerns at the outset of their introductory statistics course predict their later perceived course challenges and future interest in statistics via a function of achievement motivation. Data were collected from undergraduate students (N = 524; 70% female; 37.8% students from racially marginalized groups) during the COVID-19 pandemic, using both open-ended (concerns and challenges) and closed-ended (achievement motivation and future interest) questions. Overall, incoming course concerns positively predicted perceived costs during the course and challenges at the end of the course and negatively predicted success expectancy and utility value during the course and future interest in statistics at the end of the course. Patterns varied by individual concerns/challenges, gender, and race/ethnicity. Cost played an important mediating role for female students and students from racially marginalized groups (e.g., Black, Latinx, or Native American/Indigenous students) between course concerns and future interest in statistics. Our findings (a) add to the increasing body of research reporting differences in how female and male students as well as students from racially marginalized backgrounds and racial majority students experience STEM courses and help explain different levels of interest in pursuing STEM careers, and (b) suggest that increasing future interest in statistics might require different interventions. [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]

Purpose: The study determined (i) the mediation effect of motivation to transfer on the relationship between performance self-efficacy and (a) training design (b) farmer capacity to transfer and (c) training transfer; and (ii) the mediation effect of training design on the relationship between performance self-efficacy and training transfer. Design/Methodology/Approach: A survey of 301 bean seed farmer trainees in South-Central Uganda was conducted, and data was analyzed using partial least squares structural equation modeling. Findings: Motivation to transfer and transfer design partially mediated the hypothesized relationships, with performance self-efficacy as the independent variable, and training design, farmer capacity to transfer, and training transfer as the dependent variables. Practical implications: Pre-training strategies in which trainees with high levels of performance self-efficacy are selected coupled with market opportunities will motivate trainees more leading to enhanced transfer. Originality/Value: The mediation analysis for a specific agricultural training for small-scale farmers has been conducted and the interactions between critical variables that inform practice and science verified. Theoretical implications: The role of motivation to transfer and training design as mediating variables has been confirmed especially for critical pre-training transfer stages for which interventions can be planned. [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]

Teacher leadership is a critical aspect of school change while there is lack of a consistent definition for it. This examines teacher leadership conceptualization and its associated outcomes. The review of 33 articles published 2018–2023 focused on teacher leadership in K-12 setting, found that many authors relied on established definitions, with few offering their own interpretations. These articles depict teacher leadership as an informal and individual form of leadership. The analysis revealed outcomes of teacher leadership at school development level; teacher-level benefits including professional growth; and student-level impacts such as increased achievement and motivation. [ABSTRACT FROM AUTHOR]

Copyright of Zeitschrift für Erziehungswissenschaft is the property of Springer Nature 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.)

Objective: The aim of the present study was to compare the effects of helpseeking training and self-compassion training on students' social competence, achievement motivation, and academic resilience. Methods and Materials: The present study employed a quasi-experimental design with a pretest-posttest and follow-up, along with a control group. The statistical population of this study included all female high school students in Sabzevar during the 2021-2022 academic year (350 individuals). The sample consisted of 45 students selected through purposive sampling and randomly assigned to three groups: help-seeking training (n=15), self-compassion training (n=15), and control group (n=15). Data were collected using the Social Competence Questionnaire (Felner, 1990), Achievement Motivation Questionnaire (Hermans, 1970), and Academic Resilience Questionnaire (Martin & Marsh, 2008). The help-seeking sessions followed the Nelson-Lee Gall model (1981) and were conducted in 10 weekly 90-minute sessions. The selfcompassion training sessions were based on Gilbert's model (2009) and also conducted in 10 weekly 90-minute sessions. Data analysis was performed using repeated measures ANOVA and SPSS-26 software. Findings: Results indicated that both help-seeking training and self-compassion training were effective in improving social competence, achievement motivation, and academic resilience (P<0.01). Additionally, these results showed that selfcompassion training was more effective than help-seeking training in enhancing social competence, achievement motivation, and academic resilience (P<0.01). Conclusion: It can be concluded that help-seeking training and self-compassion training are effective in improving social competence, achievement motivation, and academic resilience. [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.)

This study investigates the relationship between cultural diversity awareness and achievement-oriented goals among undergraduate medical students at the university level. Utilizing the Achievement Motivation Model by McInerney et al. (2003) and the General Fulfillment Aims Orientation Scale (GAGOS), it examines mastery, performance, and social goals. Additionally, it incorporates Ennejar's (2021) cultural diversity awareness model to assess students' attitudes toward cultural diversity. Data were collected from 80 final-year MBBS students through a survey and analyzed using SPSS for descriptive and inferential statistics. Results show that students have a high level of cultural diversity awareness and recognize biases, supporting diverse voices and cultural differences. A significant positive correlation (r = 0.948, p < 0.05) between cultural diversity awareness and achievement motivation was found, although no significant differences were observed based on gender or age. These findings suggest that enhancing personal development, altruism, and social recognition may boost motivation and that diversity and inclusion programs are crucial for fostering environments that promote achievement motivation. [ABSTRACT FROM AUTHOR]

Numerous case studies have shown that nanoparticles (NPs) can help address raw material challenges in biomedical as well as healthcare‐related fields. The NPs derived from metal as well as metal oxide have exhibited remarkable therapeutic potential in clinical research. The strategies for nanomaterials interaction with cells can be employed to demonstrate their significance as well as enhance their optimistic potential in the health as well as medical domain. There have been numerous scientific initiatives to discuss antibiotic resistance as well as the antibacterial properties of metal‐based NPs. Regardless of such advancements; there is still a need to investigate their achievement to address current challenges in this field. Thus, this review looks into the contributions of various types of nanoparticles, as well as potential biological and biomedical applications. According to recent advancements as well as applications, metal oxide, and metal‐based NPs are predicted to play a significant part in the healthcare system. The opportunities, as well as challenges for NP commercial advancement, are linked to improving production with optimized scenarios. [ABSTRACT FROM AUTHOR]

Studies concerning students' ability to deal with everyday academic challenges ('academic buoyancy') and adjust to changes ('adaptability') were investigated in educational research over the last two decades (e.g., Martin & Marsh, Journal of School Psychology, 46:53–83, 2008; Martin et al., Journal of Educational Psychology, 105:728–746, 2013). However, how students deal with challenges imposed by fate has not been well-studied. Other than students' abilities, students' belief plays an important role in dealing with the academic adversity that fate imposes. The present study harnessed the Hope Theory to examine (1) the relation between negotiable and achievement motivation (hope for success and fear of failure), (2) the relation between achievement motivation and engagement, and (3) the mediation effect of achievement motivation in the relation between negotiable fate and engagement. University students in Hong Kong (n = 339) responded to an online cross-sectional survey. Mediation analyses demonstrated that the relation between negotiable fate and engagement was mediated by hope for success but not by fear of failure. In addition, hope for success only mediated cognitive engagement and affective engagement. The relation between negotiable fate and behavioral engagement was not mediated by hope for success and fear of failure. The findings contribute to the literature on the negotiable fate-engagement theoretical relation in educational research. Also, practical insights were discussed to manage student cognitive and affective engagement with negotiable fate and hope for success under fate constraints. [ABSTRACT FROM AUTHOR]

Introduction: Vocabulary knowledge achievement is crucial for effective language learning. However, there is a gap in vocabulary knowledge achievement, particularly at the Seto High School in Ethiopia. This study addresses this gap by focusing on Grade 11 students and investigating the effect of vocabulary learning strategies on students' vocabulary knowledge achievement and motivation. Methods: A quasi-experimental design was employed, involving two natural classes of Grade 11 students, with 30 students in the experimental group and 30 in the control group, selected through convenience sampling. A mixedmethod research design was also used to gather comprehensive data. The data collected included pretest and posttest assessments of vocabulary knowledge achievement, a vocabulary learning strategies (VLS) questionnaire, and semi structured interviews. The analysis of the data utilized statistical methods such as means, standard deviations, independent t - tests, and correlations to evaluate the effects of vocabulary learning strategies on students' vocabulary knowledge achievement and motivation. Results: High reliability was observed for both the VLS questionnaire and the tests. Pretest results revealed no significant (p > 0.05) difference in vocabulary knowledge achievement between the experimental and control groups. Posttest results demonstrated a statistically significant (p < 0.05) improvement in vocabulary achievement in the experimental group compared to the control group. Correlation analysis revealed a positive and significant (p < 0.05) association between VLS use and vocabulary knowledge achievement. Survey results and qualitative data showed that students predominantly relied on dictionary-based and I keep vocabulary notebook vocabulary learning strategies before training, with a noticeable shift toward increased use of guessing, keyword, and semantic mapping strategies after training. These findings underscore the effectiveness of VLS training in enhancing vocabulary knowledge among Grade 11 students. Finally, some recommendations are proposed. Conclusion: The study concluded that training in vocabulary learning strategies had a significant impact on students' vocabulary knowledge achievement. [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]

Background: The aim of the research was to evaluate outdoor aerobic sport activities (OASA) in the physical education (PE) of university students using wearables and their potential to personalize the learning process and enhance motivation. Methods: In total, 368 university students participated. The OASA structure and the key points of application in PE were described. Descriptive statistics of the training units (n = 3,680) were processed. The students recorded their training data in the Strava app (10 sessions per semester), and the data were shared in the online sport community created on the Strava platform. Motivation was evaluated using a questionnaire. The focus was both on intrinsic motivation and extrinsic "ICT" motivation, based on Strava app features and tools. Results: The most preferred outdoor aerobic sport activities were running (58%), cycling (13%), and walking (16%). The results provided insight into motivation and performance analysis. Students' motivation to participate in OASA was mainly in health concerns, such as staying in shape (94%), staying healthy (90%), and psychological concerns, such as having fun (88%), improving state of mind (88%), or relieving stress (83%). In achievement concerns, the motivation was a personal challenge (72%), while competing with others was ranked lowest (32%). The Strava app was a motivating tool for students to record, monitor, and analyze their individual activities and feel "connectedness" to the online sport community. 70% of students were motivated by the non-competitive character of PE, which gave them a personalized opportunity to train without being compared to others. Discussion: The OASA management, with the use of blended learning methods and the Strava app, uses a motivational approach to create, support, and maintain students' healthy habits of physical activity through PE lessons. The need for students to be motivated to exercise can be confirmed in the analysis of the statistical descriptive parameters of running, cycling, and walking. There was a tendency for students to complete only the minimum required distance/time (not more). On the other hand, students enjoyed the training, and 99% of students confirmed that they would enroll again. That fact underlined the importance of motivating students with an effective learning strategy and giving support and guidance. [ABSTRACT FROM AUTHOR]

Background Aims Materials & Methods Results Discussion Conclusion While previous research has emphasized the importance of personal beliefs (expectancy‐value theories) for achievement‐motivated behaviour, it lacks the integration of temporal factors that are also discussed as important drivers of achievement‐motivated behaviour. Temporal Motivation Theory (TMT) combines both approaches in a formalized manner.Although TMT is supported by empirical studies with self‐reported academic procrastination, it has not been tested on actual achievement‐motivated behaviour.We evaluated the predictive power of the TMT on N = 2351 learning days of 127 psychology students' self‐regulated examination preparation for statistics over the course of one semester using logfile data of an e‐learning system.The proposed TMT score, incorporating expectancy and value beliefs, sensivitiy to delay, and actual time till examination predicted students' achievement‐motivated behaviour significantly.Further analyses revealed that not the trait compositions of the TMT, but the temporal proximity of the statistics examination was the main driver of this association.The results have important implications for understanding the factors that shape students' motivation to learn and subsequent academic success in actual learning situations. Thus, research should continue to take situational aspects, especially the temporal proximity of goals more into account. [ABSTRACT FROM AUTHOR]

Background: In sports practice, a wide array of verbal and non-verbal stimuli can elicit diverse motivations and performance changes. Therefore, the primary objective of this study was to compare the impact of various stimuli on maximal strength and power in bench press exercises. Methods: This study involved 48 university students (average age 20.5 ± 2.8 years; body mass 80.1 ± 20 kg; height 174.6 ± 6.7 cm; BMI 26.2 ± 6 kg/m2) who engaged in an 8-week resistance training program. The students were randomly divided into three experimental groups and one control group. The first group received real-time quantitative feedback (RF) on their power output during the bench press exercise, the second group received verbal encouragement (VE) from an instructor, and the third group exercised without any external stimulus (WS). The control group (CG) underwent only pre- and post-measurements. To compare differences in strength parameters among groups a Two-Way Repeated Measures ANOVA was applied. Results: The results revealed significant improvements in the mean weight for one repetition maximum in the real-time quantitative feedback group (5 kg, 9.76%, p = 0.001, d = 0.529) and the verbal encouragement group (5.42 kg, 11.51%, p = 0.001, d = 1.201). Positive changes were also observed in the mean power at 20 and 30 kg for the RF, VE, and WS groups, but at 40 kg, significant improvement was only seen in the real-time quantitative feedback group (247 W, 31.30%, p = 0.001, d = 1.199). Conclusion: These findings underscore the effectiveness of selected stimuli in enhancing maximum strength and power during bench press exercises, with real-time quantitative feedback proving to be the most effective stimulus for improving both maximal strength and power. [ABSTRACT FROM AUTHOR]

The purpose of this study was to determine the effect of Career Development, Work Environment, and Rewards on Employee Performance with Work Motivation as a mediating variable at PT Global Loyalty Indonesia. This study uses a quantitative approach. The survey was conducted on 105 respondents with the criteria that respondents were permanent employees at PT Global Loyalty Indonesia. Data were analyzed using the Structural Equation Model (SEM) and data processing using the Partial Least Square (PLS) approach with the SmartPLS version 3.0 program. The results of the study showed that the variables Career Development, Work Environment, Rewards and Work Motivation have a positive and significant effect on Employee Performance. In addition, Career Development, Work Environment, Rewards also have a positive and significant effect on Work Motivation. The results of indirect testing show that the Work Motivation variable mediates the relationship between Career Development and Employee Performance, then mediates the relationship between Work Environment and Employee Performance, and mediates the relationship between Rewards and Employee Performance. This study provides practical implications for companies to always pay attention to Career Development, Work Environment, and Awards in the company so that employees can work safely and comfortably, so that Employee Performance and Work Motivation can increase. [ABSTRACT FROM AUTHOR]

Based on expectancy-value theory, this study adopted a person-centred approach to explore the heterogeneous profiles of secondary German and Taiwanese students' mathematical modelling task values, and examined the differences in their mathematical modelling performance, controlling for the variable of intra-mathematical knowledge among the heterogeneous profiles. Authors conducted a survey study of 452 ninth graders (201 German students and 251 Taiwanese students). The results showed that German and Taiwanese students respectively displayed three profiles of mathematical modelling task values: a) moderate utility and moderate interest/attainment, b) high utility but low interest/attainment, and c) low utility but high interest/attainment. Furthermore, different profiles of mathematical modelling task values showed significant differences in mathematical modelling performance for Taiwanese students but not for German students, even after removing the variable of intra-mathematical knowledge. This study advances the understanding of students' mathematical modelling task values and its relation with their mathematical modelling performance by the expectancy-value model of achievement motivation and person-centred analyses, and sheds light on the learning and teaching of mathematical modelling. [ABSTRACT FROM AUTHOR]

In the dynamic world of sports, understanding the intricate relationship between achievement motivation and performance is crucial for fostering athletes' growth and success. This study delves into the realm of judo athletes in Baguio City, Philippines, aiming to unravel the nuanced connections between achievement motivation, gender differences, and belt divisions. This study adopts a descriptive-correlational research design to investigate the nuanced relationship between achievement motivation and performance among judo athletes in Baguio City, Philippines. The research focuses on 80 judo athletes across prominent institutions in Baguio City, including Saint Louis University, the University of the Cordilleras, the University of Baguio, and the Young Men's Christian Association. Utilizing a meticulously crafted survey form, the study explores the achievement motivation levels of athletes, incorporating expert opinions and pilot-testing to ensure validity and reliability. Statistical analyses, including t-tests, ANOVA, and Pearson's r, are applied to scrutinize the hypotheses. The findings of the study reveal significant distinctions in achievement motivation levels among judo athletes based on their belt divisions. Moreover, male judo athletes demonstrate a substantial performance advantage over their female counterparts, particularly in terms of competition outcomes. Additionally, a noteworthy gender-based difference is identified in the medal tally, indicating a distinct performance pattern between male and female judo athletes. The study introduces a novel perspective by specifically examining gender-based differences in achievement motivation and performance in judo. The incorporation of belt divisions as a factor influencing motivation levels adds granularity to existing literature. These findings provide valuable insights into the intricate dynamics of achievement motivation and performance, shedding light on the impact of both gender and belt divisions within the context of judo in Baguio City, Philippines. [ABSTRACT FROM AUTHOR]

Free will plays a critical role in human motivation. Recent advances in science and technologies have had a significant impact on free will. They have raised serious concerns regarding the threatening effects of such advancements on perceived autonomy. However, there is still a longstanding debate on the existence of free will, known as the problem of free will. Philosophers have provided contrasting views regarding the existence of free will and its relationship with causal determination and mental causation problems. These problems are related to the underlying dualistic approach between mental and physical factors. Similar to the philosophy literature, the motivation literature is concerned with the problem of free will and its influence on motivation and performance. Cognitive evaluation and self-determination theories are the most renowned theories which assert the effect of autonomy (i.e., free will) on intrinsic motivation. However, these theories have mainly focused on the effect of the need for autonomy as an underlying driver of intrinsic motivation. They have not been able to address the fundamental question about the existence of actual free will and its effect on motivation and performance. This is mainly due to their dualistic approach in the form of intrinsic/extrinsic motivation dichotomization. Motivational congruence theory addresses the problem of free will and substantiates its effect by going beyond such a dualistic approach and resolving the related problems of mental causation and causal determination. The theory does this by taking a cotextualist and dialectical approach to the interaction between intrinsic and extrinsic motivational mechanisms and context. [ABSTRACT FROM AUTHOR]

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Copyright of Electronic Turkish Studies is the property of Electronic Turkish Studies 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.)

This study examines the impact of rewards on motivation and academic performance in digital game-based learning (DGBL) for teaching English as a foreign language to primary school students in Kazakhstan. The main objective is to evaluate how incentive systems influence student engagement and achievement, addressing a gap in the existing literature on the effectiveness of rewards in educational environments. Using a quasi-experimental design, 46 fourth-grade students were divided into a control group that received traditional instruction and an experimental group that engaged in DGBL with rewards. Data were collected through questionnaires measuring motivation and academic performance before and after the intervention. The results showed that students in the experimental group demonstrated significantly higher motivation and better educational outcomes than the control group. This study concludes that rewards can effectively enhance motivation and performance in DGBL, providing practical recommendations for educators to incorporate rewards in a balanced manner to sustain long-term engagement and learning success. Future research should explore the long-term effects of such interventions in different educational contexts. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Curriculum & Teaching Methodology / Maǧallaẗ al-Manāhiǧ wa-Turūq al-Tadrīs is the property of Arab Journal of Sciences & Research Publishing (AJSRP) 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.)

Background: The combination of traditional in-person instruction with online learning components is known as blended learning. The higher education system benefits from blended learning. Mentoring blended learning can help undergraduate students improve their entrepreneurial skills. However, research on the specific benefits of blended learning on the growth of entrepreneurship remains limited in agriculture enterprises, particularly in regions such as Sri Lanka. Purpose: The purpose of this study is to fill this research gap by investigating how undergraduate agricultural entrepreneurs use blended learning to develop their entrepreneurship. Design/methodology/approach: This research was conducted at the University of Colombo Institute for Agrotechnology and Rural Sciences in Hambantota, Sri Lanka. The university is well-known for its innovative approach to blended learning. The target population consists of agricultural entrepreneurs seeking a bachelor's degree in Agro Technology. The entire population was responsible for data collection (204). The variables for the study were blended learning usage, entrepreneurship development, financial and non-financial aspects, innovativeness, achievement motivation, risk-taking ability, time management, and resourcefulness. Correlation and regression analysis were performed to test the hypothesis of the study. Findings/Result: Blended learning has a strong positive associate with entrepreneurial development among undergraduate entrepreneurs. When analyzing the key influences on entrepreneurial development in this population via blended learning, time management emerges as the most important predictor. After time management, the ranking from highest to lowest is as follows, risk-taking ability, achievement motivation, resourcefulness, financial elements, non-financial aspects, and finally innovativeness. Conclusion: Undergraduate entrepreneurs grow their entrepreneurship through blended learning. Time management is the most important one among them all. Originality/value (State of the art): Understanding these characteristics is critical to entrepreneurial development in Sri Lanka, particularly in the field of agriculture. [ABSTRACT FROM AUTHOR]

The creativity and general cognitive development of students are greatly aided by music education. In China, the government has taken action to nationalize the curriculum in recognition of the value of music education and to ensure that children across the country receive consistent, excellent music training. This study aimed to examine the impact of student motivation on academic achievement. Furthermore, it explored the mediating role of student motivation and the moderating role of saxophone teaching methods. The study includes a sample of 375 college students in China and uses a quantitative crosssectional design. The acceptance and integration of culturally appropriate music curricula, teaching strategies, and educational resources are referred to as nationalizing music education. Understanding the effects of nationalization on students' learning results requires a thorough understanding of student motivation and academic success in the music classroom. The principal data collection tool for this study is a survey questionnaire that examines the nationalization of music education, saxophone teaching techniques, student motivation, and academic accomplishment. The gathered data are examined using statistical techniques like PLS-SEM and moderation analysis. The results of the study demonstrated a direct and favorable relationship between music education and academic performance. Furthermore, it was discovered that students' motivation played a mediating role in this association, indicating that increased levels of motivation amplified the beneficial influence of music education on academic achievements. Moreover, it was noted that teaching modes play a moderating influence, where the use of experimental teaching methods amplifies the impact of music education on academic accomplishment, especially in practical and creative areas. This research enhances the current understanding by presenting empirical evidence of the complex connection between music education, students' motivation, and teaching methods. [ABSTRACT FROM AUTHOR]

This study investigates how teamwork influences students' human capital, which is defined to be academic performance and personality traits. In a rural county in China, we randomly select classes in elementary schools and form small teams within the treatment classes. Team members need to complete team activities. We find that the act of forming teams can significantly improve students' academic performance. Teamwork also causes substantial changes in noncognitive skills. Students in the treatment classes achieve higher scores in conscientiousness, extraversion, openness, and neuroticism but lower scores in agreeableness. These changes indicate a higher level of performance motivation. [ABSTRACT FROM AUTHOR]

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Early writing performance strongly predicts long-term literacy performance. It follows that early underachievement in writing is highly correlated with early underachievement in reading. One strategy teachers and students can use to approach writing in the kindergarten classroom is invented spelling. Invented spelling is children's spontaneous or self-directed attempts to represent words in print by matching sounds to known letters or phonics patterns. A quasi-experimental study was used to evaluate the impact of invented spelling on foundational literacy skills and writing motivation in 63 kindergarten students at a rural school in the Mid-South. The research questions focused on the impact of invented spelling instruction on a variety of literacy outcomes, including foundational skills, spelling, and motivation. The results indicate the significant main effects of invented spelling instruction on students' invented spelling (p < 0.001), conventional spelling (p < 0.001), complex vocabulary use (p < 0.001, writing motivation (p = 0.040), and writing achievement (p < 0.001). Other outcomes as well as implications and future directions are reported. The invented spelling intervention encouraged low-stake risk taking when writing and removed barriers to writing entry. Allowing time and space for invented spellings means students can focus on communicating their ideas in print without being hindered by the expectation to conform to conventional spellings. [ABSTRACT FROM AUTHOR]

Copyright of Arab Journal for Scientific Publishing is the property of Research & Development of Human Recourses Center (REMAH) 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.)

Using the Self Determination Theory (SDT) and the L2 Motivation Self System (L2MSS) as referential framework, this study aimed to explore Saudi college EFL learners’ motivation and autonomy in terms of dominant motivational orientations, differences between intrinsic and extrinsic motivation, and between ideal and ought-to L2 selves, the level of learning autonomy, and gender differences in motivation and learning autonomy. It also aimed to identify whether motivation predicted learners’ autonomy. A further aim was to identify whether motivation and autonomy predicted learners’ achievement. Using a 24-item questionnaire, data was collected from 169 learners on their motivational orientations and autonomy. Statistical analysis revealed that the learners’ ideal L2 self ranked first followed by intrinsic motivation, extrinsic motivation, and ought-to L2 self. Significant differences were found between learners’ selfdetermined/internalized motivation and external motivation in favor of the self-determined/internalized motivation. Learners’ autonomy was found to be high and no gender differences were found in learners’ motivation or autonomy. Intrinsic motivation and ideal L2 self were found to be the best predictors of learners’ autonomy. Of all motivational orientations and learning autonomy, learning autonomy, ideal L2 self and intrinsic motivation explained 47% of variance in learners’ achievement. In brief, learners’ selfdetermined/internalized motivation affected their autonomy most strongly, and both autonomy and selfdetermined/internalized motivation accounted for a sizeable proportion of their achievement. [ABSTRACT FROM AUTHOR]

Background. The emotional state, the length of screen time and the level of educational motivation of schoolchildren are often a matter of concern for many parents. The study examines the relationship between educational motivation, the level of anger, and parenting styles from the adolescents’ point of view. Objectives. Identification and description of the specific interrelations between various aspects of parenting and the teenagers' motivation and anger in the context of global digitalization. Study Participants. The study involved 265 people (54% — female). The average age of the respondents was 13.8 years (M = 13.8, Me = 14, SD = 1.62). Methods. To study parenting styles, teenagers filled out the ad hoc questionnaire “Adolescents about parents”. The motivational and emotional components of the adolescents’ personality were examined by means of Andreeva & Prikhozhan’ questionnaire “Motivation of learning and emotional attitude to learning”. The level of digital engagement of adolescents was assessed on the basis of daily statistics of the average time spent using a mobile phone. Statistical analysis was performed using the general linear model (GLM) method in the Jamovi 2.3.16.0 program. Results. According to the results of the GLM model, the adolescents’ achievement motivation is negatively related to their average screen time. The level of educational motivation of adolescents is positively associated with the positive interest and autonomy provided by their parents. The teenagers’ level of anger is positively associated with directiveness, hostility and inconsistency of parents. According to the Wilcoxon test results, parenting styles such as directiveness, hostility and autonomy are more pronounced in fathers than in mothers. Conclusions. The most favorable parenting style for achieving high academic motivation and reducing the level of anger in adolescents is a pronounced positive interest and autonomy provided by parents along with a low level of directiveness, hostility and inconsistency. Achievement motivation has a negative relationship with the length of teenagers' screen time.