Motivation and Organizational Culture on Performance with Self-efficacy Mediation

The study aims to determine firstly the direct effect of motivation on performance,secondly the indirect effect of motivation on performance mediated by self efficacy, thirdlythe direct influence of organizational culture on the performance, and lastly the indirectinfluence of organizational culture on performance mediated by self-efficacy. The subjectsof this study are 60 women from the group of cashew producer. Hence, the samplingtechnique uses Census and the data collection method uses semi-structured interviews andquestionnaires. The data analysis uses Simple Linear Regression and Path Analysis. Basedon the data processing results, it shows: 1) the direct effect of motivation on the performanceare at 0,287; 2) the indirect effect of motivation on performance mediated by self efficacyare at 0.440; 3) the direct effect of organizational culture on the performance are at 0,260;and 4) the indirect influence organizational culture on performance mediated by selfefficacymediated are at 0.426.Therefore, it can be concluded that self-efficacy can help in overcoming the existingproblems in the organization, because self-efficacy encourage the efforts to improveperformance. Within strong, dynamic, and positive motivation and organizationalculture, one's performance will definitely increase and shows good progress

Motivation and service

In understanding the meaning of community service, service learning, and civic engagement we also understand how they are interconnected. Civic engagement is motivated by the need to improve society as a whole. Civic service extends beyond volunteerism and other areas of community service or service learning

Motivation and emotion in the EFL learning experience of Romanian adolescent students: Two contrasting cases

The aim of this study was to investigate the language learning motivation of two EFL teenage students in Romania and the link between motivation and the emotional dimensions of these adolescents’ learning experiences. While language learning motivation has been widely researched, its relationship with emotion in the learning experience has not been examined in depth thus far. To gain deep insight into this relationship, the present study used various qualitative methods: a written task, multiple semi-structured interviews with the students and their teachers, and prolonged lesson observation. The findings showed that the learners’ motivation and emotions were closely intertwined in their learning experiences in idiosyncratic ways. Mika (pseudonym) experienced the prevalent emotion of love of English and was a highly motivated learner. In her out-of-class learning experience, her motivation was linked to her emotions towards her favorite singer. In her classroom learning experience, her motivation was shaped by her teacher’s encouragement and support. Kate (pseudonym) did not reportedly experience a dominant emotion towards English and had a rather weak motivation. The absence of an expressed dominant emotion towards English was linked to her classroom learning experience before high school, namely to her teacher’s lack of encouragement, which hindered her motivation. By focusing on two contrasting cases of learners, this study has foregrounded the role of the emotional aspects of the language learning experience in shaping motivation, showing how strong positive emotions enhance and sustain motivation and how the lack of such emotions hinders motivation

Gender differences in adolescents' academic motivation and classroom behaviour

© 2013 Taylor & Francis. The present study investigated gender differences in adolescents’ academic motivation and classroom behaviour and gender differences in the extent to which motivation was associated with, and predicted, classroom behaviour. Seven hundred and fifty students (384 boys and 366 girls) aged 11–16 (M age = 14.0, 1.59 SD) completed a questionnaire examining academic motivation and teachers completed assessments of their classroom behaviour. Girls generally reported higher levels of academic motivation, whilst teacher reports of behaviour were poorer for boys. Interestingly, boys’ reported levels of academic motivation were significantly more closely associated with teacher reports of their classroom behaviour. Furthermore, cognitive aspects of boys’ motivation were better predictors of their classroom behaviour than behavioural aspects. On the other hand, behavioural aspects of girls’ motivation were better predictors of their behaviour. Implications for understanding the relationship between motivation and behaviour among adolescent boys and girls are discussed, in addition to interventions aimed at improving adolescents’ classroom behaviour

The relation between elementary students' recreational and academic reading motivation, reading frequency, engagement, and comprehension : a self-determination theory perspective

Research indicates the need to further examine the dimensions of reading motivation. A clear theoretical basis is necessary for conceptualizing reading motivation and considering contextual differences therein. The present study develops and validates the SRQ-Reading Motivation, a questionnaire measuring recreational and academic reading motivation based on self-determination theory. The study clarifies the relation among reading motivation, reading self-concept, reading behavior (i.e., engagement and frequency), and reading performance (i.e., comprehension). Participants included 1,260 Flemish fifth-grade students and their 67 teachers. Exploratory and confirmatory factor analyses indicated that both recreational and academic reading motivation comprise 2 factors: autonomous and controlled motivation. This factor structure was found to be invariant across boys and girls. Comparisons of the SRQ-Reading Motivation with subscales of the Motivation for Reading Questionnaire provide evidence for the construct validity of the instrument. Structural equation modeling confirmed that recreational autonomous reading motivation is associated with more positive reading behavior and better performance. In the academic setting, only the equivalent relationship between autonomous reading motivation and leisure-time reading frequency could be corroborated. In this respect, the results confirm the independent contribution of recreational autonomous reading motivation and reading self-concept to reading behavior and performance. No significant indirect relationship between reading motivation and reading comprehension through reading frequency or reading engagement was found. The theoretical and practical significance of the present study is discussed

Directives, expressives, and motivation

When an agent’s motivation is sensitive to how his supervisor thinks about the agent’s competence, the supervisor has to take into account both informational and expressive contents of her message to the agent. This paper shows that the supervisor can credibly express her trust in the agent’s ability only by being un- clear about what to do. Suggesting what to do, i.e., “directives,” could reveal the supervisor’s “distrust” and reduce the agent’s equilibrium effort level even though it provides useful information about the decision environment. There is also an equilibrium in which directives are neutral in expressive content. However, it is shown that neologism proofness favors equilibria in which directives are double- edged swords