Browsing by Subject "Motivation"

Now showing 1 - 20 of 23

Open Access
Adolescents’ autonomous functioning and implicit theories of ability as predictors of their school achievement and week-to-week study regulation and well-being
(Academic Press, 2017) Mouratidis, A.; Michou, A.; Vassiou, A.
Research on students’ motivation has mainly focused on interpersonal differences rather than on the ongoing, intrapersonal dynamics that forge students’ everyday life. In this five-month longitudinal (diary) study, we recruited a sample of 179 high school students from Greece (35.8% males; Mage = 16.27; SD = 1.02) to investigate through multilevel analyses the ongoing dynamics of students’ motivation. We did so by examining the relation between autonomous functioning and aspects of study regulation (namely, study efforts and procrastination) and well-being (namely, subjective vitality and depressive feelings). After controlling for perceived competence, we found week-to-week autonomous functioning to relate positively to study efforts and subjective vitality and negatively to procrastination and depressive feelings. Interestingly, implicit theories of ability - the degree to which one believes that ability is fixed or amenable - were found to moderate the week-to-week relations of autonomous functioning to study efforts and homework procrastination. In particular, autonomous functioning co-varied positively to study efforts and negatively to homework procrastination only among students who believed that ability is malleable. Also, beliefs that ability is fixed predicted poorer grades, lower mean levels of study efforts, and higher homework procrastination. The results underscore the necessity of taking a more dynamic view when studying motivational phenomena and the importance of jointly considering the implicit theory framework and self-determination theory.
Open Access
The analysis of Turkey's approach to peace operations
(2007) Güngör, Uğur
This dissertation aims at analyzing the motivations that lie at the roots of Turkey’s involvement in peace operations, mostly organized under the leadership of the United Nations in the post-Cold War era. The main contention is that participation in such operations has been an identity-constructing activity in the sense that Turkey has tried to reinforce its eroding western identity in the 1990s through this particular way. This dissertation also discusses alternative motivations behind Turkey’s involvement in peace operations, such as security-related considerations in a neo-realist vein and domestic influence of ethnic and religion pressure groups, but argues that these accounts fail short of offering convincing explanations. Methodologically, the research for this dissertation will be thematic, not theoretical. The purpose of this study is not to make value judgments concerning Turkey’s participation in peace operations, but instead to describe, understand, and explain its role. Based on Turkey’s experiences in peace operations, this dissertation reaches the following conclusions. First, Turkey’s western image has improved. Second, Turkey could transform its security identity and interests in line with the changing security conceptualizations in the West. Third, the modernization process of Turkish armed forces has become much easier following Turkey’s presence in such operations. Fourth, the prospects of Turkey’s membership in the EU have increased following Turkey’s cooperation with EU members in various peace operations in different regions of the world. Fifth, participation in peace operations has contributed to the improvement of Turkey’s relations with the United States which have gradually deteriorated in the postCold War era.
Open Access
Approaches to teaching creative writing in L2 at the tertiary level: a critical interpretive synthesis
(2025-01) Özden, Kibele Başak
Creative writing (CW) holds significant potential to address linguistic, cognitive and affective needs by fostering self-expression, cultural ownership and identity formation. While traditional L2 writing instruction often prioritizes form and accuracy, neglecting creativity, CW provides a more meaningful approach that encourages authentic voice, motivation and deeper engagement. This study adopts Dixon-Woods et al.’s (2006) Critical Interpretive Synthesis (CIS) approach to analyze and synthesize existing studies on how creative writing is taught in English as a Foreign and Second Language (L2) as well as English as a First Language (L1) contexts in higher education. By synthesizing findings, conclusions and implications from 98 studies across these contexts, this study aims to uncover practices and insights that inform diverse and flexible approaches tailored to teaching creative writing in L2 contexts at the tertiary level. It provides actionable pedagogical practices and insights for language educators and policymakers, emphasizing CW’s role in enhancing L2 writing skills, and fostering creativity and supporting personal development. While focusing on L2 contexts, the outcomes of the study offer broader implications for innovative and student-centered creative writing practices across diverse educational settings.
Open Access
Culture and the distinctiveness motive: constructing identity in individualistic and collectivistic contexts
(American Psychological Association, 2012) Becker, M.; Vignoles, V. L.; Owe, E.; Brown, R.; Smith, P. B.; Easterbrook, M.; Herman, G.; De Sauvage, I.; Bourguignon, D.; Torres, A.; Camino, L.; Lemos, F. C. S.; Ferreira, M. S.; Koller, S. H.; Gonzãlez, R.; Carrasco, D.; Cadena, M. P.; Lay, S.; Wang, Q.; Bond, M. H.; Trujillo, E.; Balanta, P.; Valk, A.; Mekonnen, K. H.; Nizharadze, G.; Fülöp, M.; Regalia, C.; Manzi, C.; Brambilla, M.; Harb, C.; Aldhafri, S.; Martin, M.; Macapagal, M. E. J.; Chybicka, A.; Gavreliuc, A.; Buitendach, J.; Gallo, I.; Özgen E.; Güner, Ü. E.; Yamakoğlu, N.
The motive to attain a distinctive identity is sometimes thought to be stronger in, or even specific to, those socialized into individualistic cultures. Using data from 4,751 participants in 21 cultural groups (18 nations and 3 regions), we tested this prediction against our alternative view that culture would moderate the ways in which people achieve feelings of distinctiveness, rather than influence the strength of their motivation to do so. We measured the distinctiveness motive using an indirect technique to avoid cultural response biases. Analyses showed that the distinctiveness motive was not weaker-and, if anything, was stronger-in more collectivistic nations. However, individualism-collectivism was found to moderate the ways in which feelings of distinctiveness were constructed: Distinctiveness was associated more closely with difference and separateness in more individualistic cultures and was associated more closely with social position in more collectivistic cultures. Multilevel analysis confirmed that it is the prevailing beliefs and values in an individual's context, rather than the individual's own beliefs and values, that account for these differences.
Open Access
Developing a motivation-driven framework to understand energy-related occupant behavior in office buildings
(Springer, 2024-03-07) Çağlayan, İrem; Afacan, Yasemin; Aydıngün, Gülçin; Littlewood, John R.; Jain, Lakhmi; Howlett, Robert J.
Previous studies have shown a remarkable energy performance gap between the predicted and actual building energy consumption in simulation tools (up to 300 percent). The understanding of occupant behavior has mostly been limited, and its role in building energy performance remained uncertain, confusing, and unpredictable. The uncertainty of occupant behavior has led to various data-driven behavioral models and tools to present the stochasticity and complexity of human-building interactions. This study aims to propose a motivation-driven framework built upon existing theoretical approaches by synthesizing (a) social psychology theories, including the theory of planned behavior (TPB) and the self-determination theory (SDT), (b) building physics, and (c) perceived indoor environmental quality to enable socio-technical knowledge exchange and co-learning. Based on the survey of 242 full-time employees, this study found that psycho-social and motivational constructs were not statistically different among different office layouts and sizes. Perceived comfort (p = 0.027), energy-saving behavioral intention (p = 0.015), and energy-saving behavior (p = 0.043) were found to be statistically significant among different office sizes. Lastly, perceived comfort was found to be statistically related to energy-saving behavioral intention (p < 0.005) and energy-saving behavior (p < 0.001).
Open Access
Don’t be average: distinguishing benign social comparisons from mastery goals and harsh social comparisons
(2024-06) Akay, Enise
This thesis explores the concept of benign social comparisons within the framework of achievement goal theory (Dweck, 1986) and their impact on motivational factors including perceived competence, psychological pressure, usefulness, and enjoyment, alongside behavioral measures such as effort and performance. Benign social comparisons, an unexplored area, propose an alternative approach where individuals aim to perform at an average level rather than striving to surpass (any) other, as traditionally implied through performance-approach goals. The study consists of two experiments involving computerized tangram puzzles. The first study investigated whether benign social comparison differed from harsh social comparisons (traditional performance goal approach) and mastery goals in relation to motivational and behavioral outcomes. The results revealed that participants reported higher perceived competence and usefulness in the mastery goal condition compared to the benign social comparison condition. Additionally, participants in the harsh social comparison condition reported greater usefulness compared to those in the benign social comparison condition. The second study examined whether feedback would moderate the effects of social comparisons versus mastery goals. Although the results revealed no main effects of feedback, an interaction effect between conditions and feedback was found regarding usefulness. Participants reported greater usefulness in the mastery goal condition than in the benign social comparison condition when positive feedback was provided. Additionally, participants reported experiencing less psychological pressure, perceiving greater usefulness, and investing more effort in mastery goals compared to benign social comparisons. These findings underscore the non-adaptive nature of benign social comparisons compared to mastery goals, contradicting initial hypotheses. Surprisingly, benign comparisons may be even more detrimental than harsh social comparisons. However, these findings underscore the need for additional research in this field.
Open Access
Dopamine replacement therapy, learning and reward prediction in Parkinson’s disease: Implications for rehabilitation
(Frontiers Research Foundation, 2016) Ferrazzoli, D.; Carter, A.; Ustun, F. S.; Palamara, G.; Ortelli, P.; Maestri, R.; Yucel, M.; Frazzitta, G.
The principal feature of Parkinson’s disease (PD) is the impaired ability to acquire and express habitual-automatic actions due to the loss of dopamine in the dorsolateral striatum, the region of the basal ganglia associated with the control of habitual behavior. Dopamine replacement therapy (DRT) compensates for the lack of dopamine, representing the standard treatment for different motor symptoms of PD (such as rigidity, bradykinesia and resting tremor). On the other hand, rehabilitation treatments, exploiting the use of cognitive strategies, feedbacks and external cues, permit to “learn to bypass” the defective basal ganglia (using the dorsolateral area of the prefrontal cortex) allowing the patients to perform correct movements under executive-volitional control. Therefore, DRT and rehabilitation seem to be two complementary and synergistic approaches. Learning and reward are central in rehabilitation: both of these mechanisms are the basis for the success of any rehabilitative treatment. Anyway, it is known that “learning resources” and reward could be negatively influenced from dopaminergic drugs. Furthermore, DRT causes different well-known complications: among these, dyskinesias, motor fluctuations, and dopamine dysregulation syndrome (DDS) are intimately linked with the alteration in the learning and reward mechanisms and could impact seriously on the rehabilitative outcomes. These considerations highlight the need for careful titration of DRT to produce the desired improvement in motor symptoms while minimizing the associated detrimental effects. This is important in order to maximize the motor re-learning based on repetition, reward and practice during rehabilitation. In this scenario, we review the knowledge concerning the interactions between DRT, learning and reward, examine the most impactful DRT side effects and provide suggestions for optimizing rehabilitation in PD.
Open Access
The effect of uncertainty on learning in game-like environments
(Pergamon Press, 2013) Ozcelik, E.; Cagiltay, N. E.; Ozcelik, N. S.
Considering the role of games for educational purposes, there has an increase in interest among educators in applying strategies used in popular games to create more engaging learning environments. Learning is more fun and appealing in digital educational games and, as a result, it may become more effective. However, few research studies have been conducted to establish principles based on empirical research for designing engaging and entertaining games so as to improve learning. One of the essential characteristics of games that has been unexplored in the literature is the concept of uncertainty. This study examines the effect of uncertainty on learning outcomes. In order to better understand this effect on learning, a game-like learning tool was developed to teach a database concept in higher education programs of software engineering. The tool is designed in two versions: one including uncertainty and the other including no uncertainty. The experimental results of this study reveal that uncertainty enhances learning. Uncertainty is found to be positively associated with motivation. As motivation increases, participants tend to spend more time on answering the questions and to have higher accuracy in these questions. © 2013 Elsevier Ltd. All rights reserved.
Open Access
English learners’ motivation in higher education programs: instructional and personal correlates
(2021-01) Aydın, Görkem
This study investigated the motivational factors linked with English language learning motivation in higher education. A systematic review (Study 1) aimed to clarify the complexity of conceptualization and operationalization of motivational concepts in L2 learning in the literature of the English for Academic Purposes (EAP) program and English Preparatory Program (EPP) contexts, and their relation to educational correlates. A prospective study (Study 2) investigated the relation of students’ motivational experience at the beginning (T1) of an eight-week course in EPPs to their academic buoyancy at the end of the course (T2) and achievement in the final exam (T3). In-depth systematic review (Study 1) of 30 articles showed that only 16 articles defined motivation clearly and consistently with a motivational theory, that there was consistency between definitions and measures of motivation in only 17 articles and that there were weaknesses in the methodology of the reviewed studies. Study 2, with 267 students revealed through SEM that students’ T1 need frustration predicted negatively T1 autonomous and positively T1 controlled motivation, which, in turn, predicted positively and negatively, respectively, T2 academic buoyancy. T1 need satisfaction related positively to T2 academic buoyancy. Finally, T2 academic buoyancy mediated the relation between students’ need satisfaction and final achievement while controlled motivation was also negatively related to final achievement. The results of both studies were discussed in terms of improvements of instruction and curriculum changes in EAP programs and EPPs.
Open Access
A global experiment on motivating social distancing during the COVID-19 pandemic
(National Academy of Sciences, 2022-05-27) Legate, N.; Nguyen, T.; Weinstein, N.; Moller, A.; Legault, L.; Vally, Z.; Tajchman, Z.; Zsido, A. N.; Zrimsek, M.; Chen, Z.; Ziano, I.; Gialitaki, Z.; Basnight-Brown, D. M.; Ceary, C. D.; Jang, Y.; Ijzerman, H.; Lin, Y.; Kunisato, Y.; Yamada, Y.; Xiao, Q.; Jiang, X.; Du, X.; Yao, E.; Ryan, W. S.; Wilson, J. P.; Cyrus-Lai, W.; Jimenez-Leal, W.; Law, W.; Unanue, W.; Collins, W. M.; Richard, K. L.; Vranka, M.; Ankushev, V.; Schei, V.; Lerche, V.; Kovic, V.; Krizanic, V.; Kadreva, V. H.; Adoric, V. C.; Tran, U. S.; Yeung, S. K.; Hassan, W.; Houston, R.; Urry, H. L.; Machin, M. A.; Lima, T. J. S.; Ostermann, T.; Frizzo, T.; Sverdrup, T. E.; House, T.; Gill, T.; Fedetov, M.; Paltrow, T.; Moshontz, H.; Jernsäther, T.; Rahman, T.; Machin, T.; Koptjevskaja-Tamm, M.; Hostler, T. J.; Ishii, T.; Szazsi, B.; Adamus, S.; Suter, L.; Von Bormann, S. M.; Habib, S.; Studzinska, A.; Stojanovska, D.; Jansenn, S. M. J.; Stieger, S.; Primbs, M. A.; Schulenberg, S. E.; Buchanan, E. M.; Tatachari, S.; Azouaghe, S.; Sorokowski, P.; Sorokowska, A.; Song, X.; Morbée, S.; Lewis, S.; Sinkolova, S.; Grigoryev, D.; Drexler, S. M.; Daches, S.; Levine, S. L.; Geniole, S. N.; Akter, S.; Vracar, S.; Massoni, S.; Costa, S.; Zorjan, S.; Sarioguz, E.; Izquierdo, S. M.; Tshonda, S. S.; Miller, J. K.; Alves, S. G.; Pöntinen, S.; Solas, S. A.; Ordoñez-Riaño, S.; Ocovaj, S. B.; Onie, S.; Lins, S.; Biberauer, T.; Çoksan, S.; Khumkom, S.; Sacakli, A.; Coles, N. A.; Ruiz-Fernández, S.; Geiger, S. J.; FatahModares, S.; Walczak, R. B.; Betlehem, R.; Vilar, R.; Cárcamo, R. A.; Ross, R. M.; McCarthy, R.; Ballantyne, T.; Westgate, E. C.; Ryan, R. M.; Gargurevich, R.; Afhami, R.; Ren, D.; Monteiro, R. P.; Reips, U.; Reggev, N.; Calin-Jageman, R. J.; Pourafshari, R.; Oliveira, R.; Nedelcheva-Datsova, M.; Rahal, R.; Ribeiro, R. R.; Radtke, T.; Searston, R.; Jai-Ai, R.; Habte, R.; Zdybek, P.; Chen, S; Wajanatinapart, P.; Maturan, P. L. G.; Perillo, J. T.; Isager, P. M.; Kacmár, P.; Macapagal, P. M.; Maniaci, M. R.; Szwed, P.; Hanel, P. H. P.; Forbes, P. A. G.; Arriaga, P.; Paris, B.; Parashar, N.; Papachristopoulos, K.; Chartier, C. R.; Correa, P. S.; Kácha, O.; Bernardo, M.; Campos, O.; Bravo, O. N.; Mallik, P. R.; Gallindo-Caballero, O. J.; Ogbonnaya, C. E.; Bialobrzeska, O.; Kiselnikova, N.; Simonovic, N.; Cohen, N.; Nock, N. L.; Hernandez, A.; Thogersen-Ntoumani, C.; Ntoumanis, N.; Johannes, N.; Albayrak-Aydemir, N.; Say, N.; Neubauer, A. B.; Martin, N. I.; Torunsky, N.; Van Antwerpen, N.; Van Doren, N.; Sunami, N.; Rachev, N. R.; Majeed, N. M.; Schmidt, N.; Nadif, K.; Forscher, P. S.; Corral-Frias, N. S.; Ouherrou, N.; Abbas, N.; Pantazi, M.; Lucas, M. Y.; Vasilev, M. R.; Ortiz, M. V.; Butt, M. M.; Kurfali, M.; Kabir, M.; Muda, R.; Del Carmen M. C. Tejada Rivera, M.; Sirota, M.; Seehuus, M.; Parzuchowski, M.; Toro, M.; Hricova, M.; Maldonado, M. A.; Arvanitis, A.; Rentzelas, P.; Vansteenkiste, M.; Metz, M. A.; Marszalek, M.; Karekla, M.; Mioni, G.; Bosma, M. J.; Westerlund, M.; Vdovic, M.; Bialek, M.; Silan, M. A.; Anne, M.; Misiak, M.; Gugliandolo, M. C.; Grinberg, M.; Capizzi, M.; Espinoza Barria, M. F.; Kurfali, Merve A.; Mensink, M. C.; Harutyunyan, M.; Khosla, M.; Dunn, M. R.; Korbmacher, M.; Adamkovic, M.; Ribeiro, M. F. F.; Terskova, M.; Hruška, M.; Martoncik, M.; Voracek, M.; Cadek, M.; Frias-Armenta, M.; Kowal, M.; Topor, M.; Roczniewska, M.; Oosterlinck, M.; Thomas, A. G.; Kohlová, M. B.; Paruzel-Czachura, M.; Sabristov, M.; Greenburgh, A.; Romanova, M.; Papadatou-Pastou, M.; Lund, M. L.; Antoniadi, M.; Magrin, M. E.; Jones, M. V.; Li, M.; Ortiz, M. S.; Manavalan, M.; Muminov, A.; Stoyanova, A.; Kossowska, M.; Friedemann, M.; Wielgus, M.; Van Hooff, M. L. M; Varella, M. A. C.; Standage, M.; Nicolotti, M.; Coloff, M. F.; Bradford, M.; Vaughn, L. A.; Eudave, L.; Vieira, L.; Lu, J. G.; Pineda, L. M. S.; Matos, L.; Pérez, L. C.; Lazarevic, L. B.; Jaremka, L. M.; Smit, E. S.; Kushnir, E.; Wichman, A. L.; Ferguson, L. J.; Anton-Boicuk, L.; De Holanda Coelho, G. L.; Ahlgren, L.; Liga, F.; Levitan, C. A.; Micheli, L.; Gunton, L.; Volz, L.; Stojanovska, M.; Boucher, L.; Samojlenko, L.; Delgado, L. G. J.; Kaliska, L.; Beatrix, L.; Warmelink, L.; Rojas-Berscia, L. M.; Yu, K.; Wylie, K.; Wachowicz, J.; Charyate, A. C.; Desai, K.; Barzykowski, K.; Kozma, L.; Evans, K.; Kirgizova, K.; Belaus, A.; Emmanuel Agesin, B. B.; Koehn, M. A.; Wolfe, K.; Korobova, T.; Morris, K.; Klevjer, K.; Van Schie, K.; Vezirian, K.; Damnjanovic, K.; Thommesen, K. K.; Schmidt, K.; Filip, K.; Staniaszek, K.; Adetula, A.; Grzech, K.; Hoyer, K.; Moon, K.; Khaobunmasiri, S.; Rana, K.; Janjic, K.; Suchow, J. W.; Kielinska, J.; Cruz Vásquez, J. E.; Chanal, J.; Beitner, J.; Vargas-Nieto, J. C.; Roxas, J. C. T.; Taber, J.; Urriago-Rayo, J.; Askelund, A. D.; Pavlacic, J. M.; Benka, J.; Bavolar, J.; Soto, J. A.; Olofsson, J. K.; Vilsmeier, J. K.; Messerschmidt, J.; Czamanski-Cohen, J.; Waterschoot, J.; Moss, J. D.; Boudesseul, J.; Lee, J. M.; Kamburidis, J.; Joy-Gaba, J. A.; Zickfeld, J.; Miranda, J. F.; Verharen, J. P. H.; Hristova, E.; Beshears, J. E.; Djordjevic, J. M.; Bosch, J.; Valentova, J. V.; Antfolk, J.; Berkessel, J. B.; Schrötter, J.; Urban, J.; Röer, J. P.; Norton, J. O.; Silva, J. R.; Pickerin, J. S.; Vintr, J.; Uttly, J.; Kunst, J. R.; Ndukaihe, I. L. G.; Iyer, A.; Vilares, I.; Ivanov, A.; Ropovik, I.; Sula, I.; Groyecka-Bernard, A.; Sarieva, I.; Metin-Orta, I.; Prusova, I.; Pinto, I.; Bozdoc, A. I.; Almeida, I. A. T.; Pit, I. L.; Dalgar, I.; Zakharov, I.; Arinze, A. I.; Ihaya, K.; Stephen, I. D.; Gjoneska, B.; Brohmer, H.; Flowe, H.; Godbersen, H.; Kocalar, H. E.; Hedgebeth, M. V.; Chuan-Peng, H.; Sharifian, M.; Manley, H.; Akkas, H.; Hajdu, N.; Azab, H.; Kaminski, G.; Nilsonne, G.; Anjum, G.; Travaglino, G. A.; Feldman, G.; Pfuhl, G.; Czarnek, G.; Marcu, G. M.; Hofer, G.; Banik, G.; Adetula, G. A.; Bijlstra, G.; Verbruggen, F.; Kung, F. Y. H.; Martela, F.; Foroni, F.; Forest, J.; Singer, G.; Muchembled, F.; Azevedo, F.; Mosannenzadeh, F.; Marinova, E.; Strukelj, E.; Etebari, Z.; Bradshaw, E. L.; Baskin, E.; Garcia, E. O. L.; Musser, E.; Van Steenkiste, I. M. M.; Ahn, E. R.; Quested, E.; Pronizius, E.; Jackson, E. A.; Manunta, E.; Agadullina, E.; Sakan, D.; Dursun, P.; Dujols, O.; Dubrov, D.; Willis, M.; Tümer, M.; Beaudry, J. L.; Popovic, D.; Dunleavy, D.; Djamal, I.; Krupic, D.; Herrera, D.; Vega, D.; Du, H.; Mola, D.; Chakarova, D.; Davis, W. E.; Holford, D. L.; Lewis, D. M. G.; Vaidis, D. C.; Ozery, D. H.; Ricaurte, D. Z.; Storage, D.; Sousa, D.; Alvarez, D. S.; Boller, D.; Rosa, A. D.; Dimova, D.; Krupic, D.; Marko, D.; Moreau, D.; Reeck, C.; Correia, R. C.; Whitt, C. M.; Lamm, C.; Solorzano, C. S.; Von Bastian, C. C.; Sutherland, C. A. M.; Ebersole, C. R.; Overkott, C.; Aberson, C. L.; Wang, C.; Niemiec, C. P.; Karashiali, C.; Noone, C.; Chiu, F.; Picchiocchi, C.; Brownlow, C.; Karaarslan, C.; Cellini, N.; Esteban-Serna, C.; Reyna, C.; Ferreyra, C.; Batres, C.; Li, R.; Grano, C.; Carpentier, J.; Tamnes, C. K.; Fu, C. H. Y.; Ishkhanyan, B.; Bylinina, L.; Jaeger, B.; Bundt, C.; Allred, T. B.; Vermote, B. J.; Bokkour, A.; Bogatyreva, N.; Shi, J.; Chopik, W. J.; Antazo, B.; Behzadnia, B.; Becker, M.; Bayyat, M. M.; Cocco, B.; Ahmed, A.; Chou, W.; Barkoukis, V.; Hubena, B.; Khaoudi, A.; Žuro, B.; Aczel, B.; Baklanova, E.; Bai, H.; Balci, B. B.; Babincák, P.; Soenens, B.; Dixson, B. J. W.; Mokady, A.; Kappes, H. B.; Atari, M.; Szala, A.; Szabelska, A.; Aruta, J. J. B.; Domurat, A.; Arinze, N. C.; Modena, A.; Adiguzel, A.; Monajem, A.; Ait El Arabi, K.; Özdogru, A. A.; Rothbaum, A. O.; Torres, A. O.; Theodoropoulou, A.; Skowronek, A.; Urooj, A.; Jurkovic, A. P.; Singh, A.; Kassianos, A. P.; Findor, A.; Hartanto, A.; Landry, A. T.; Ferreira, A.; Santos, A. C.; De La Rosa-Gomez, A.; Gourdon-Kanhukamwe, A.; Luxon, A. M.; Todsen, A. L.; Karababa, A.; Janak, A.; Pilato, A.; Bran, A.; Tullett, A. M.; Kuzminska, A. O.; Krafnik, A. J.; Massey, D.
Finding communication strategies that effectively motivate social distancing continues to be a global public health priority during the COVID-19 pandemic. This crosscountry, preregistered experiment (n = 25,718 from 89 countries) tested hypotheses concerning generalizable positive and negative outcomes of social distancing messages that promoted personal agency and reflective choices (i.e., an autonomy-supportive message) or were restrictive and shaming (i.e., a controlling message) compared with no message at all. Results partially supported experimental hypotheses in that the controlling message increased controlled motivation (a poorly internalized form of motivation relying on shame, guilt, and fear of social consequences) relative to no message. On the other hand, the autonomy-supportive message lowered feelings of defiance compared with the controlling message, but the controlling message did not differ from receiving no message at all. Unexpectedly, messages did not influence autonomous motivation (a highly internalized form of motivation relying on one's core values) or behavioral intentions. Results supported hypothesized associations between people's existing autonomous and controlled motivations and self-reported behavioral intentions to engage in social distancing. Controlled motivation was associated with more defiance and less long-term behavioral intention to engage in social distancing, whereas autonomous motivation was associated with less defiance and more short- and long-term intentions to social distance. Overall, this work highlights the potential harm of using shaming and pressuring language in public health communication, with implications for the current and future global health challenges.
Open Access
Globalization and the inward flow of immigrants: Issues associated with the inpatriation of global managers
(Wiley, 2011) Harvey, M.; Kiessling, T.; Moeller, M.
Assembling a diverse global workforce is becoming a critical dimension in gaining successful global performance. In the past, staffing has focused on control of the multinational organization as the primary goal when staffing overseas positions. As organizations globalize their operations, the goal of staffing is shifting from control to diversity, which in turn will provide the global organization with a means to gain/maintain competitive advantage. This diversity will be accomplished by integrating foreigners into the home country organization (i.e., inpatriation) through a permanent assignment. This article examines the inward flow of inpatriate managers by using social learning theory as a lens to better understand the means to integrate foreign managers into the domestic organization culture. The stages that inpatriate managers will go through (i.e., survival, integration, acculturation, and pluralistic integration) are explored to ascertain how to effectively utilize these global managers.
Open Access
The influence of virtual reality on design process creativity in basic design education
(2019-09) Obeid, Samah
Creativity is an integral part of a design process. Recently, creativity supporting tools become very common in research. This study examines the influence of immersive and non-immersive virtual design environments on design process creativity in the first year basic design studio, through observing factors related to creativity as the flow state and motivation. Consequently, an experiment was conducted to investigate the relationships between spatial ability, flow state and motivation in immersive and non-immersive virtual design environments. Forty-two first year undergraduate basic design students joined the experiment. The data analysis demonstrated that the immersive virtual design environment facilitates participants’ design process creativity. Also, the findings indicated a positive weak correlation between spatial ability and flow state, and a positive strong correlation between motivation and flow state. Study results contributed to a greater understanding of implementing immersive virtual reality as a creativity supporting tool.
Open Access
The influence of virtual reality on design process creativity in basic design studios
(Taylor&Francis, 2020) Obeid, Samah; Demirkan, Halime
With the recent advancements in digital technologies, the design studios are transformed to virtual environments that offer both to design students and instructors a broader perspective in understanding the design process. As an integral part of design process, the supporting virtual tools enhance creativity in basic design studios. This study examines the influence of immersive and non-immersive virtual design environments on design process creativity in the first year basic design studio, through observing the factors related to creativity as the flow state and motivation. Consequently, an experiment is conducted to investigate the relationships between spatial ability, flow state and motivation in immersive and non-immersive virtual design environments. Forty-two first-year undergraduate basic design students participated in the experiment. The data analysis demonstrated that the immersive virtual design environment facilitates participants’ design process creativity more than the non-immersive one. Also, the findings indicated a positive strong correlation between motivations and flow state and a positive weak correlation between spatial ability and flow state. Study results contributed to a greater understanding of implementing immersive virtual reality as a creativity supporting tool.
Open Access
Keeping the pace in CS-1 through the use of CMS
(ACM, 2009) Kültür, Can
In this poster, it is aimed to share the experience of using course management systems (CMS) in a CS-1 course. The aim was to focus on the individual needs of students while learning programming. Creating a social online environment for solving exercises and sharing solutions seemed to be effective to support instructors as well as students.
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Kuruluşundan günümüze Hatayspor Futbol Kulübü’nün bulunduğu bölgeye sosyoekonomik ve sosyokültürel etkisi
(Bilkent University, 2022) Sorar, Uğur; Aslantaş, İzzet Arda; Komaç, Furkan; Balta, Artun
Hatayspor Futbol Kulübü; 1967 yılında bölgede süregelen spor kulüpleri olan Kurtuluşspor, Esnafspor ve Reyhanlı Gençlikspor’un kurucu üyeler tarafından tek bir çatı altında toplanmasıyla kurulmuştur. Birçok farklı kültürü içinde barındıran Hatay ilinde, müsabakalarla bölge halkını ortak bir amaç altında toplamayı hedefleyerek kurulan kulüp, hedeflerinin yönetilmesi konusunda yönlendirilmeye ihtiyaç duyabilecek bölge gençlerinin geleceklerini şekillendirmede onlara bir vizyon katabilmeyi kuruluş amacı edinmiştir. Bu doğrultuda bölge gençleri, kulübe katılmaları yönünde teşvik edilerek motivasyon eksikliklerinin üstesinden gelme konusunda olgunlaşırken çevre illeri ile yapılan müsabakalar ve kulübün zamanla edindiği sportif başarı, bölge halkını birleştirmeyi ve ortak bir “spor-dayanışma” kültürü oluşturmayı sağlamıştır.
Open Access
Motivation of students towards mathematics in trade vocational high schools in Ankara : an exploratory study
(2012) Ergün, Dilay
The primary aim of the study is to explore the factors that affect motivation of students towards mathematics in trade vocational high schools in Ankara as perceived by their mathematics teachers. The teachers’ opinions about the common types of motivation (intrinsic or extrinsic) among students, the role and place of the goal orientation theory on students’ motivation towards mathematics lessons was investigated. This study was conducted with an exploratory mixed-methods design which included two phases. Trade vocational high schools which consisted of Accounting and Financing department were the sample of this study. In the first phase, in a trade vocational high school in Çankaya, Turkey, a focus group interview was conducted with seven mathematics teachers. Afterwards, findings from the interview were analyzed by content analysis and a survey was developed based on these findings. In the second phase of the study, data were collected by surveying 31 mathematics teachers from six trade vocational high schools in Ankara, Turkey. The results showed that external incentives are more efficient than internal incentives (curiosity or interest) for trade vocational high school students. The most effective factor was found to be that students were studying mathematics in order to obtain a high school diploma. The second most effective factor was that students valued getting rewards from their teachers. The goal orientation theory ranked below extrinsic motivation, indicating that students are less motivated by a desire of having skills for a professional life. Results showed that students did not have sufficient confidence in their mathematical ability to be successful in lessons or to want a professional life. Furthermore, the teachers stated that the curriculum as a whole does not satisfy students’ professional needs, as it is not suitable for students’ mathematics knowledge level.
Open Access
The motivations of Turkey and South Korea for sending troops to peace operations : UNOSOM II, UNIFIL II, and ISAF
(2010) Kim, Jin Woo
Since the end of the Cold War, Turkey and South Korea have been actively participating in peace operations. Both states have many commonalities, such as substantial economic and military capabilities, considerable regional political influence, and strong relationships with the United States. Another similarity they share is in terms of their decisions to send troops to relatively risky operations in which they have no direct economic or strategic interests. The aim of this thesis is to find out the decisive motivations of Turkey and South Korea, which could both be identified as “allied new middle powers,” for sending troops to the post-Cold War peace operations. Through analyzing the processes that led up to Turkey’s and South Korea’s decisions to participate in UNOSOM II, UNIFIL II, and ISAF, I have reached a conclusion that both states are highly motivated by future-oriented ideational considerations, namely, their intentions to become multi-regional or global actors in the new era. I have also discovered that indirect security concerns, the domestic factors, and potential economic benefits are less influential motivating factors for both Turkey and South Korea.
Unknown
The preferences of Turkish university EFL students for instructional activities in relation to their motivation
(2009) Uçar, Sevda Balaman
This study investigates a) the components of motivation that Turkish university EFL students hold, b) their preferences for instructional activities, c) how these two concepts relate to each other, and d) whether the proficiency level affects responses toward motivation and instructional activity types. The study was conducted at Hacettepe University, School of Foreign Languages, with the participation of 343 students from three different proficiency levels (pre-intermediate, intermediate, and upper-intermediate). The data were collected using a 81-item questionnaire related to motivation and instructional activity types. Factor analysis was conducted for the collected data and the factors found formed the basis of the scales used in the subsequent analysis. In the motivation section, nine factors were determined which formed the internal structure of motivation. Among these factors, instrumental motivation, which had the highest median score, was found the most important motivation type in this population. The anxiety factor had the lowest median score. In the instructional activity section, four factors were found. While the communicative focus factor had the highest median score, the traditional approach factor had the lowest score. This study also indicated that there is a relationship between preferences for activity types in relation to students’ motivation. In fact, significant correlations were found between almost all motivation styles and communicative and challenging activities. But, the effect sizes of the correlations were not the same with all activity types in each motivation style. Some of the correlations were much stronger than the others. This result shows that even though there was not a clear-cut difference between students’ preferences for activity types in relation to motivational styles, some activity types were favored more than the others in each motivation style. This finding revealed a variation across the groups and thus confirmed this possible link between motivation and instructional activity types. Additionally, the results in this study indicated that there were large differences in motivation and activity type preferences among different language proficiency levels.
Unknown
Teachers' and students' perceptions of teachers' task-related motivational strategy use and students' motivation levels
(2004) Kurt Taşpınar, Havva
This thesis explores teacher and student perceptions of teachers’ task-related motivational strategy use at Anadolu University School of Foreign Languages. It also investigates the relationship between students’ perceived motivation levels and teachers’ task-related motivational strategy use. Questionnaires were administered to gather data from 13 randomly chosen teachers and 261 students who were taught by the teachers involved in the study. Data were analyzed quantitatively. The findings of the study revealed significant differences between teacher and student perceptions. Teachers’ perceptions of their strategy use related to tasks were more positive than students’ perceptions. Teachers also rated their students’ motivation levels higher than the students. A comparison of teachers’ perceptions of their strategy use and their students’ motivation levels indicated a low correlation. Students’ perceptions of their own motivation levels and their teachers’ task-related motivational strategy use revealed a low correlation as well. Teachers use task-related strategies generically regardless of their students’ motivation levels. However, teachers should take their students’ motivation into account while designing their courses and selecting the tasks they will use to foster learning in their classrooms. Based on students’ perceptions of teachers’ strategy use, tasks addressing to students’ needs and interests and current abilities should be used. The findings of this study can contribute to the material development projects as it approached the concept of motivation as a practical classroom issue.
Unknown
Teachers' perceptions of motivational strategy use and the motivational characteristics of tasks
(2003) Yücel, Hüseyin
This thesis investigates the motivational strategy practices of teachers working in Muğla University's preparatory school and their attitudes towards motivational strategies. It also looks at the teachers' perceptions of motivational characteristics of tasks. Questionnaires and interviews were employed to collect data from 33 participants, all of whom were English teachers in the preparatory school. Five of questionnaire participants were interviewed. Data obtained from the questionnaires were analysed quantitatively, and categorisation was employed to analyse the interview data. Analyses of data revealed that the teachers working in the preparatory school use motivational strategies to a great extent in their teaching and they have strong positive attitudes towards these motivational strategies. A comparison of the use of and attitude toward motivational strategies revealed both close matches and significant differences. Another important finding of the study was that the teachers reported nine characteristics which they believe make tasks motivating. In terms of using some motivational strategies the teachers do what they believe they should do. On the other hand, the teachers cannot use some strategies as often as they believe they should because they are overburdened and short of time because of a tightly scheduled curriculum. Curriculum reform is recommended to enable the teachers to do what they believe they should to motivate students effectively. Such reform will need to take into consideration the perceived motivational characteristics of tasks when decisions are made about the materials to be used in the program.