Stimulating intrinsic motivation: Brain-based pedagogy for the second-language writing classroom

Examines how the cognitive and biological perspectives of Intrinsic Motivation (IM) could collaboratively engage second language (L2) students in the university writing classroom. Brain-structures and body systems specifically associated with intrinsic motivation are detailed, and brain-based learning strategies are outlined. Concludes with a sample application for the university writing classroom that reflects a brain-based approach to L2 learning

A Study on Correlation between Intrinsic Motivation and Self-Evaluation toward Students' Reading Comprehension

Abstract  This study is called correlational research. The types of data are quantitative data. Here, this study aims to investigate the correlation between intrinsic motivation and self-evaluation toward students’ reading comprehension. Intrinsic motivation is the performance or action of a task for its own sake. It values rewards acquired through the process of task completion, regardless of any external factors. Self-evaluation is a process through which a task or organization seeks to understand and assess the value of its work. It is an ongoing process and runs a superior sense of the evaluation process. The researcher used intrinsic motivation (IM) and self-evaluation (SE) as independent variables. In addition, reading comprehension is as a dependent variable. The sample of this research is 110 seventh grade students. The researcher conducted this research on the even semester of 2018/2019 academic year at one of state junior high school in Muncar. The students were given a questionnaire about intrinsic motivation (IM) and self-evaluation (SE). They were also given a reading test. In order to attain the objective of the study, the score was analyzed using multiple regressions in SPSS 20. The data analysis proved that intrinsic motivation (X1) is correlated at 0.492 to the students’ reading comprehension (Y). It has a medium positive correlation. The self-evaluation (X2) is correlated at 0.362 to the students’ reading comprehension (Y). It has a low positive correlation. In addition, intrinsic motivation (X1) and self-evaluation (X2) are correlated at 0.511 to the students’ reading comprehension (Y) at a significant level 0.058. Those variables have a medium positive correlation. Furthermore, students who have better intrinsic motivation and self-evaluation, they have better achievement in reading comprehension. Thus, the null hypothesis are not significantly correlated to students’ reading comprehension” was rejected and the alternative hypothesis was accepted. The writer hopes that the other researchers will investigate about intrinsic motivation and self-evaluation more comprehensively in order to get a better result for educational field. Keywords: intrinsic motivation, self-evaluation, reading comprehensio

Pengaruh Pelatihan Kerja Dan Kompensasi Terhadap Kinerja Karyawan Dengan Motivasi Ekstrinsik Sebagai Variabel Intervening (Studi Pada PT. GPS Cabang Tangerang)

ABSTRACT Job training and compensation are closely related to the ability to work and encourage employee motivation and will directly improve the performance they have. This research was conducted at PT. GPS Tangerang Banten Branch. This study aims to determine the effect of job training and compensation mediated by intrinsic motivation on employee performance. The number of samples determined was 91 respondents using the census method. As an independent variable, namely job training and compensation, and the intervening variable is intrinsic motivation, while the dependent variable is employee performance. The analytical method used in this research is Partial Least Squares-Structural Equetion Modeling (PLS-SEM) with Smart PLS 3.0. includes structural model test or inner model, hypothesis testing, outer model measurement model and sobel test. From the analysis, it can be seen that job training variables do not directly affect employee performance variables. This can be seen from the t-statistic value which is smaller than 1.960, which is 0.806, or indirectly through intrinsic motivation. This can be seen from the sobel test that the t value is lower than 1,960, which is 0.020. And the test results on Inderect Effects show that the indirect relationship of the Job Training (JT) variable with Employee Performance (EP) through Intrinsic Motivation (IM) shows a path coefficient value of 0.001 with a t value of 0.030. This value is smaller than t table (1,960). As for the compensation variable has a positive and significant effect on performance and the intrinsic motivation variable can mediate compensation on employee performance. Furthermore, the results of the R-square value show that the Job Training (JT) and Compensation (Co) variables can explain the Intrinsic Motivation (IM) variable by 35.3%, the remaining 66.7% is explained by other variables not examined in this study. Furthermore, the Job Training (JT) variable and the Compensation (Co) variable can also explain the Employee Performance (EP) variable of 56.5%, the remaining 43.5% is explained by other variables not examined in this study. Keywords: Job Training, Compensation, Intrinsic Motivation and Employee Performanc

A Motivational Account for Post-Acceptance Routine and Innovative Use: Introducing the Concept of Tri-Dimensional Intrinsic Motivation

We conceptualize two distinct post-acceptance usage behaviors: (1) routine use (RTN) refers to the use of information system (IS) consistent with normal work processes and (2) innovative use (INV) means users’ applying system features in novel ways. While RTN helps integrate the implemented IS into work processes, INV further extracts the value of the IS. Drawing on motivation theory, we propose a tri-dimensional intrinsic motivation (3D-IM) construct and hypothesize about the differential roles of intrinsic motivation (IM) and extrinsic motivation (EM) in explaining RTN and INV. Our first study confirms the measurement model of 3D-IM and illustrates its superior predictive power over perceived enjoyment, a typical measure of IM in prior literature. Study 2 reveals the differential impacts of IM (measured as 3D-IM) and EM (measured as perceived usefulness) on INV and RTN. Specifically, relative to EM, IM has a stronger effect on INV but a weaker impact on RTN

Teacher’s turnover intentions

Purpose The purpose of this paper is to explore the path of motivation leading to organizational commitment resulting in reduced turnover intentions (TIs). It examine the relationship between dimensions of motivation (amotivation, introjected regulations (IRs) and intrinsic motivation (IM)) with dimensions of commitment (affective, normative and continuance). Furthermore, it test the effect of these three dimensions of commitment on TIs. Design/methodology/approach A sample of 467 teachers working in public schools in Dhofar Governate in Sultanate of Oman was selected for the study. A path analysis was conducted to test the hypothesized model. Findings The analysis unveils that teacher’s TIs can be reduced with a right mix of motivation and commitment. Furthermore, amotivation is only linked to affective commitment and this linkage is positive; IRs positively affect continuance and normative commitment (NC); and IM positively affects affective commitment and NC. Moreover, a significant negative effect of affective, normative and continuance commitment is found on TIs. Originality/value This research sheds light on how motivation can indirectly affect TI through commitment. This study is of immense importance as it focuses on the education sector in Oman especially in Dhofar Governate. </jats:sec

Business Simulation Games for the Development of Intrinsic Motivation-Boosting Sustainability: Systematic Review

Background: The 4th Sustainable Development Goal (SDG) of the 2030 Agenda is supported by new educational trends that consider game-based learning as a pedagogical method in the classroom. In particular, simulation games and motivation are relevant elements since they can play a significant role in quality education. As a result, during the last few years, research into potential interventions as well as business simulation games (BSGs) for the development of intrinsic motivation (IM) in higher education have skyrocketed. However, no reviews of the interventions and outcomes in this topic have been released. Therefore, the goals of this research were (1) to analyze the relationship between the use of BSGs and the IM of students in higher education, and (2) to identify the aspects that can be promoted by the BSGs to develop IM. Methods: In accordance with PRISMA recommendations, a systematic review was carried out of PubMed, Web of Science, Scopus, and ProQuest. Results: From the 329 investigations that were initially selected, 12 studies underwent a complete assessment, in which all interventions and results were gathered and assessed. Conclusions: There was unanimity on the importance of using BSG to foster IM in higher education

Creative Thinking And Problem-Solving Abilities : Their Relationship With Psychological Traits Among 10th-GRADE Students In Oman

The current study sought to investigate the relationship between psychological traits: intrinsic motivation (IM), curiosity (CU), and self-image (SI), and creative thinking abilities: fluency and originality as stated in the Torrance test of creative thinking (TTCT) and two abilities of creative production on problem-solving test: novelty and appropriateness. Kajian yang dijalankan kini lebih tertumpu kepada kajian sama ada trait psikologi terpilih ( motivasi intrinsik, sifat ingin tahu dan imej kendiri ) berkaitan dengan keupayaan pemikiran kreatif kreatif (fluency dan originality) seperti yang terdapat dalam ujian pemikiran kreatif Torrance (TTCT) dan dua keupayaan menyelesaikan masalah (novelty dan appropriateness)