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Autoeficacia, Motivación y Satisfacción Académica: el Rol Moderador del Número de Amigos en la Universidad
Background: Academic satisfaction (AS) is a key marker of educational success at university. It is therefore extremely important to investigate any factors that may enhance AS. Drawing on social cognitive theory, Lent’s model of life satisfaction, and self-determination theory, the present study examined the roles of academic self-efficacy (ASE) and type of motivation for attending university in AS, while controlling for sex and course year. More specifically, the study investigated whether friendships at university moderated the relationship between AS and ASE, and between AS and the various kinds of motivation for going to university. Method: A survey was completed by 431 Italian university students. Five moderation regression analyses were run. Results: Having friends at university affected the relationship between amotivation and AS and between extrinsic motivation and AS: the more students were motivated or had low extrinsic motivation, the more satisfied they were, if they had a high number of friends at university. Conversely, if students lacked motivation or had high extrinsic motivation, they tended to be less satisfied, regardless of how many friends they had at university. Conclusions: A large number of friends at university maximizes and amplifies the effect of being self-determined on AS. We discuss the educational implications of these findings.
Journal Article
Hidden potential : the science of achieving greater things
\"The #1 New York Times bestselling author of Think Again illuminates how we can elevate ourselves and others to unexpected heights. We live in a world that's obsessed with talent. We celebrate gifted students in school, natural athletes in sports, and child prodigies in music. But admiring people who start out with innate advantages leads us to overlook the distance we ourselves can travel. We underestimate the range of skills that we can learn and the amount of ground that we can gain. When opportunity doesn't knock, there are ways to to build a door. Hidden Potential offers a new framework for reaching aspirations and exceeding expectations. Realizing potential isn't about being a workaholic or a perfectionist. What matters most is not how hard we work, but how well we learn. It's not about being a genius-growth depends more on developing character skills than cognitive skills. The character skills that propel progress include the proactivity to absorb and adapt to new information, the courage to embrace discomfort, and the determination to find the beauty in imperfections. Mastering those skills doesn't require us to find the one perfect mentor or expert coach to guide us. Often we just need to borrow a compass to begin charting our own path. And we can clear the path for more people by building better systems of opportunity in our schools, teams, and workplaces. Many writers have chronicled the habits of superstars who accomplish great things. This book breaks new ground by revealing how anyone can rise to achieve greater things. The true measure of your potential isn't the height of the peak you reach, but how far you climb to get there\"-- Provided by publisher.
Book
Theories of Motivation in Education: an Integrative Framework
Several major theories have been established in research on motivation in education to describe, explain, and predict the direction, initiation, intensity, and persistence of learning behaviors. The most commonly cited theories of academic motivation include expectancy-value theory, social cognitive theory, self-determination theory, interest theory, achievement goal theory, and attribution theory. To gain a deeper understanding of the similarities and differences among these prominent theories, we present an integrative framework based on an action model (Heckhausen & Heckhausen, 2018). The basic model is deliberately parsimonious, consisting of six stages of action: the situation, the self, the goal, the action, the outcome, and the consequences. Motivational constructs from each major theory are related to these determinants in the course of action, mainly revealing differences and to a lesser extent commonalities. In the integrative model, learning outcomes represent a typical indicator of goal-directed behavior. Associated recent meta-analyses demonstrate the empirical relationship between the motivational constructs of the six central theories and academic achievement. They provide evidence for the explanatory value of each theory for students’ learning.
Journal Article
Health worker motivation to deliver quality care in western Nigeria
Abstract
Background
Motivation of health service providers (HSPs) is an important factor for delivering quality services and achieving client satisfaction. Understanding the motivation to perform is therefore important in providing evidence for interventions.
Objective
To assess motivation to deliver quality service among antenatal care service providers in public secondary health facilities in western Nigeria.
Method
A cross-sectional, facility-based study was conducted using a validated, semi-structured self-administered questionnaire. In all, 280 HSPs were recruited using multistage sampling method. Data were analyzed using Epi-info statistical software. Inferential statistics such as chi square and binary regression were applied.
Results
Factors with high mean scores as motivators were those related to individual aspects especially conscientiousness, cooperativeness, timeliness and attendance, and appreciation from patients. Factors with the lowest mean scores were those linked with work organization such as limited resources (insufficient staff and equipment) and poor promotion processes. Overall, only 69 (24.5%) of HSPs reported that they were motivated to deliver quality care. Predictors of motivation were nonphysician cadre and longer years of service. Nurse/midwives, lab scientists/lab technicians, and pharmacist/pharmacy technicians were all more likely to be motivated than physicians. HSPs with more than 10 years experience on their current job were almost 9 times more likely to be motivated than those who had spent a lesser duration [odds ratio (OR), 1.14; 95% CI, 1.06–1.22].
Conclusion
HSPs were not motivated to deliver quality care, especially physicians and those who had spent lesser duration on their current job. Interventions should focus on the provision of adequate resources and improving promotion process.
Journal Article
Taking “Fun and Games” Seriously: Proposing the Hedonic-Motivation System Adoption Model (HMSAM)
Hedonic-motivation systems (HMS) -- systems used primarily to fulfill users' intrinsic motivations -- are the elephant in the room for IS research. Growth in HMS sales has outperformed utilitarian-motivation systems (UMS) sales for more than a decade, generating billions in revenue annually; yet IS research focuses mostly on UMS. In this study, researchers explain the role of intrinsic motivations in systems use and propose the HMS adoption model (HMSAM) to improve the understanding of HMS adoption. The HMSAM extends van der Heijden's (2004) model of hedonic system adoption by including cognitive absorption (CA) as a key mediator of perceived ease of use (PEOU) and of behavioral intentions to use (BIU) HMS. Results from experiments involving 665 participants confirm that, in a hedonic context, CA is a more powerful and appropriate predictor of BIU than PEOU or joy, and that the effect of PEOU on BIU is fully mediated by CA sub-constructs.
Journal Article
Predicting Long-Term Growth in Students' Mathematics Achievement: The Unique Contributions of Motivation and Cognitive Strategies
This research examined how motivation (perceived control, intrinsic motivation, and extrinsic motivation), cognitive learning strategies (deep and surface strategies), and intelligence jointly predict long-term growth in students' mathematics achievement over 5 years. Using longitudinal data from six annual waves (Grades 5 through 10; M
age
= 11.7 years at baseline; N = 3,530), latent growth curve modeling was employed to analyze growth in achievement. Results showed that the initial level of achievement was strongly related to intelligence, with motivation and cognitive strategies explaining additional variance. In contrast, intelligence had no relation with the growth of achievement over years, whereas motivation and learning strategies were predictors of growth. These findings highlight the importance of motivation and learning strategies in facilitating adolescents' development of mathematical competencies.
Journal Article