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motivation</title> <meta name="description" content="Search results for: hedonic motivation"> <meta name="keywords" content="hedonic motivation"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="hedonic motivation"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 1330</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: hedonic motivation</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1270</span> The Effects of Gender and Socioeconomic Status on Academic Motivation: The Case of Lithuania</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ausra%20Turcinskaite-Balciuniene">Ausra Turcinskaite-Balciuniene</a>, <a href="https://publications.waset.org/abstracts/search?q=Jonas%20Balciunas"> Jonas Balciunas</a>, <a href="https://publications.waset.org/abstracts/search?q=Gediminas%20Merkys"> Gediminas Merkys</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The problematic of gender and socioeconomic status biased differences in academic motivation patterns is discussed. Gender identity is understood according to symbolic interactionism perspective: as a result of reflected appraisals, social comparisons, self-attributions, and identifications, shaped by social environment and family context. The effects of socioeconomic status on academic motivation are conceptualized according to Bourdieu’s habitus concept, reflecting the role of unconscious and internalized cultural signals, proper to low and high socioeconomic status family contexts. Since families differ by various socioeconomic features, the hypothesis about possible impact of parents’ socioeconomic status on their children’s academic motivation interfering with gender socialization effects is held. The survey, aiming to seize gender differences in academic motivation and self-recorded improvement-oriented efforts as a result of socialization processes operating in the families of low and high socioeconomic status, was designed. The results of Lithuanian higher education students’ survey are presented and discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20motivation" title="academic motivation">academic motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a>, <a href="https://publications.waset.org/abstracts/search?q=socialization" title=" socialization"> socialization</a>, <a href="https://publications.waset.org/abstracts/search?q=socioeconomic%20status" title=" socioeconomic status"> socioeconomic status</a> </p> <a href="https://publications.waset.org/abstracts/13764/the-effects-of-gender-and-socioeconomic-status-on-academic-motivation-the-case-of-lithuania" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/13764.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">396</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1269</span> Language Anxiety and Motivation as Predictors of English as a Foreign Language Achievement</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fakieh%20Alrabai">Fakieh Alrabai</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study examines the predictive power of foreign language anxiety and motivation, as two significant affective variables, in English as a foreign language (EFL) achievement. It also explores the causal relationship between these two factors (i.e. which variable causes the other); and which one of them best predicts other affective factors including learner attitude, self-esteem, and autonomy. The study utilized experimental treatments among 210 Saudi EFL learners divided into four groups. Group 1 was exposed to anxiety-controlling moments, group 2 was exposed to motivational moments, group 3 was exposed to anxiety-controlling and motivational moments together, and group 4 was exposed to no specific anxiety or motivation strategies. The influence of the treatment on the study variables was evaluated using a triangulation of measurements including questionnaires, classroom observations, and achievement tests. Descriptive analysis, ANOVA, ANCOVA, and regression analyses have been deployed to figure out the study findings. While both motivation and anxiety significantly predicted learners EFL achievement, motivation has been found to be the best predictor of learners’ achievement; and therefore, operates as the mediator of EFL achievement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=motivation" title="motivation">motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=anxiety" title=" anxiety"> anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=achievement" title=" achievement"> achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=autonomy" title=" autonomy"> autonomy</a> </p> <a href="https://publications.waset.org/abstracts/109618/language-anxiety-and-motivation-as-predictors-of-english-as-a-foreign-language-achievement" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/109618.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">128</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1268</span> The Impact of Motivation on Employee Performance in South Korea</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Atabong%20Awung%20Lekeazem">Atabong Awung Lekeazem</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this paper is to identify the impact or role of incentives on employee’s performance with a particular emphasis on Korean workers. The process involves defining and explaining the different types of motivation. In defining them, we also bring out the difference between the two major types of motivations. The second phase of the paper shall involve gathering data/information from a sample population and then analyzing the data. In the analysis, we shall get to see the almost similar mentality or value which Koreans attach to motivation, which a slide different view coming only from top management personnel. The last phase shall have us presenting the data and coming to a conclusion from which possible knowledge on how managers and potential managers can ignite the best out of their employees. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=motivation" title="motivation">motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=employee%E2%80%99s%20performance" title=" employee’s performance"> employee’s performance</a>, <a href="https://publications.waset.org/abstracts/search?q=Korean%20workers" title=" Korean workers"> Korean workers</a>, <a href="https://publications.waset.org/abstracts/search?q=business%20information%20systems" title=" business information systems"> business information systems</a> </p> <a href="https://publications.waset.org/abstracts/26562/the-impact-of-motivation-on-employee-performance-in-south-korea" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/26562.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">414</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1267</span> The Learning Styles Approach to Math Instruction: Improving Math Achievement and Motivation among Low Achievers in Kuwaiti Elementary Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eisa%20M.%20Al-Balhan">Eisa M. Al-Balhan</a>, <a href="https://publications.waset.org/abstracts/search?q=Mamdouh%20M.%20Soliman"> Mamdouh M. Soliman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study introduced learning styles techniques into mathematics teaching to improve mathematics achievement and motivation among Kuwaiti fourth- and fifth-grade low achievers. The study consisted of two groups. The control group (N = 212) received traditional math tutoring based on a textbook and the tutor’s knowledge of math. The experimental group (N = 209) received math tutoring from instructors trained in the Learning Style™ approach. Three instruments were used: Motivation Scale towards Mathematics; Achievement in Mathematics Test; and the manual of learning style approach indicating the individual’s preferred learning style: AKV, AVK, KAV, KVA, VAK, or VKA. The participating teachers taught to the detected learning style of each student or group. The findings show significant improvement in achievement and motivation towards mathematics in the experimental group. The outcome offers information to variables affecting achievement and motivation towards mathematics and demonstrates the leading role of Kuwait in education within the region. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=elementary%20school" title="elementary school">elementary school</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20style" title=" learning style"> learning style</a>, <a href="https://publications.waset.org/abstracts/search?q=math%20low%20achievers" title=" math low achievers"> math low achievers</a>, <a href="https://publications.waset.org/abstracts/search?q=SmartWired%E2%84%A2" title=" SmartWired™"> SmartWired™</a>, <a href="https://publications.waset.org/abstracts/search?q=math%20instruction" title=" math instruction"> math instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a> </p> <a href="https://publications.waset.org/abstracts/158887/the-learning-styles-approach-to-math-instruction-improving-math-achievement-and-motivation-among-low-achievers-in-kuwaiti-elementary-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/158887.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">111</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1266</span> Impact of Leadership Styles on Work Motivation and Organizational Commitment among Faculty Members of Public Sector Universities in Punjab</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wajeeha%20Shahid">Wajeeha Shahid</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study was designed to assess the impact of transformational and transactional leadership styles on work motivation and organizational commitment among faculty members of universities of Punjab. 713 faculty members were selected as sample through convenient random sampling technique. Three self-constructed questionnaires namely Leadership Styles Questionnaire (LSQ), Work Motivation Questionnaire (WMQ) and Organizational Commitment Questionnaire (OCMQ) were used as research instruments. Major objectives of the study included assessing the effect and impact of transformational and transactional leadership styles on work motivation and organizational commitment. Theoretical frame work of the study included Idealized Influence, Inspirational Motivation, Intellectual Stimulation, Individualized Consideration, Contingent Rewards and Management by Exception as independent variables and Extrinsic motivation, Intrinsic motivation, Affective commitment, Continuance commitment and Normative commitment as dependent variables. SPSS Version 21 was used to analyze and tabulate data. Cronbach's Alpha reliability, Pearson Correlation and Multiple regression analysis were applied as statistical treatments for the analysis. Results revealed that Idealized Influence correlated significantly with intrinsic motivation and Affective commitment whereas Contingent rewards had a strong positive correlation with extrinsic motivation and affective commitment. Multiple regression models revealed a variance of 85% for transformational leadership style over work motivation and organizational commitment. Whereas transactional style as a predictor manifested a variance of 79% for work motivation and 76% for organizational commitment. It was suggested that changing organizational cultures are demanding more from their leadership. All organizations need to consider transformational leadership style as an important part of their equipment in leveraging both soft and hard organizational targets. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=leadership%20styles" title="leadership styles">leadership styles</a>, <a href="https://publications.waset.org/abstracts/search?q=work%20motivation" title=" work motivation"> work motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20commitment" title=" organizational commitment"> organizational commitment</a>, <a href="https://publications.waset.org/abstracts/search?q=faculty%20member" title=" faculty member"> faculty member</a> </p> <a href="https://publications.waset.org/abstracts/49670/impact-of-leadership-styles-on-work-motivation-and-organizational-commitment-among-faculty-members-of-public-sector-universities-in-punjab" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/49670.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">308</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1265</span> The Effect of Video Games on English as a Foreign Language Students' Language Learning Motivation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shamim%20Ali">Shamim Ali</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Researchers and teachers have begun developing digital games and model environments for educational purpose; therefore this study examines the effect of a videos game on secondary school students’ language learning motivation. Secondly, it tries to find out the opportunities to develop a decision making process and simultaneously it analyzes the solutions for further implementation in educational setting. Participants were 30 male students randomly assigned to one of the following three treatments: 10 students were assigned to read the game’s story; 10 students were players, who played video game; and, and the last 10 students acted as watchers and observers, their duty was to watch their classmates play the digital video game. A language learning motivation scale was developed and it was given to the participants as a pre- and post-test. Results indicated a significant language learning motivation and the participants were quite motivated in the end. It is, thus, concluded that the use of video games can help enhance high school students’ language learning motivation. It was suggested that video games should be used as a complementary activity not as a replacement for textbook since excessive use of video games can divert the original purpose of learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=EFL" title="EFL">EFL</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20as%20a%20Foreign%20Language" title=" English as a Foreign Language"> English as a Foreign Language</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=video%20games" title=" video games"> video games</a>, <a href="https://publications.waset.org/abstracts/search?q=EFL%20learners" title=" EFL learners"> EFL learners</a> </p> <a href="https://publications.waset.org/abstracts/100055/the-effect-of-video-games-on-english-as-a-foreign-language-students-language-learning-motivation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/100055.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">179</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1264</span> Efl Learner’s Perceptions of Online Learning and Motivation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sonia%20Achour">Sonia Achour</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Owing to the outbreak of the Corona pandemic, the shift to online learning took place abruptly. Neither practitioners nor learners were prepared for this sudden move. Higher education providers were compelled to implement online courses on a very short notice. Sultan Qaboos University is one among these. The question of motivation attracted a great number of educators. A case study was carried out so as to shed some lights on students' perceptions towards virtual learning and how it influenced their motivation to learning. The data was collected by means of semi-structured interviews of a focused group of 16 students along with classroom observation over a 12 week period. Both interviews and class observation revealed that there was a general negative feeling about the online teaching platform and its impact on the learners' motivation. Several factors were identified, namely the absence of interaction, social isolation, inconsistency of instructional knowledge, unfamiliarity with the new learning environment, IT illiteracy, and teacher development. The researcher aims at demonstrating the effect of virtual classrooms on students' motivation to acquire L2. The findings may be used to inform future decisions about courses, curriculum design. And teacher development <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=online%20learning" title="online learning">online learning</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=EFL%20context" title=" EFL context"> EFL context</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20setting" title=" virtual setting"> virtual setting</a> </p> <a href="https://publications.waset.org/abstracts/156952/efl-learners-perceptions-of-online-learning-and-motivation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/156952.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">90</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1263</span> Assessing the Impacts of Urbanization on Urban Precincts: A Case of Golconda Precinct, Hyderabad</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sai%20AKhila%20Budaraju">Sai AKhila Budaraju</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Heritage sites are an integral part of cities and carry a sense of identity to the cities/ towns, but the process of urbanization is a carrying potential threat for the loss of these heritage sites/monuments. Both Central and State Governments listed the historic Golconda fort as National Important Monument and the Heritage precinct with eight heritage-listed buildings and two historical sites respectively, for conservation and preservation, due to the presence of IT Corridor 6kms away accommodating more people in the precinct is under constant pressure. The heritage precinct possesses high property values, being a prime location connecting the IT corridor and CBD (central business district )areas. The primary objective of the study was to assess and identify the factors that are affecting the heritage precinct through Mapping and documentation, Identifying and assessing the factors through empirical analysis, Ordinal regression analysis and Hedonic Pricing Model. Ordinal regression analysis was used to identify the factors that contribute to the changes in the precinct due to urbanization. Hedonic Pricing Model was used to understand and establish a relation whether the presence of historical monuments is also a contributing factor to the property value and to what extent this influence can contribute. The above methods and field visit indicates the Physical, socio-economic factors and the neighborhood characteristics of the precinct contributing to the property values. The outturns and the potential elements derived from the analysis of the Development Control Rules were derived as recommendations to Integrate both Old and newly built environments. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=heritage%20planning" title="heritage planning">heritage planning</a>, <a href="https://publications.waset.org/abstracts/search?q=heritage%20conservation" title=" heritage conservation"> heritage conservation</a>, <a href="https://publications.waset.org/abstracts/search?q=hedonic%20pricing%20model" title=" hedonic pricing model"> hedonic pricing model</a>, <a href="https://publications.waset.org/abstracts/search?q=ordinal%20regression%20analysis" title=" ordinal regression analysis"> ordinal regression analysis</a> </p> <a href="https://publications.waset.org/abstracts/135298/assessing-the-impacts-of-urbanization-on-urban-precincts-a-case-of-golconda-precinct-hyderabad" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/135298.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">193</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1262</span> A Comparative Study on Achievement Motivation and Sports Competition Anxiety among the Students of Different Tier of Academic Hierarchy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nitai%20Biswas">Nitai Biswas</a>, <a href="https://publications.waset.org/abstracts/search?q=Prasenjit%20Kapas"> Prasenjit Kapas</a>, <a href="https://publications.waset.org/abstracts/search?q=Arumay%20Jana"> Arumay Jana</a>, <a href="https://publications.waset.org/abstracts/search?q=Asish%20Paul"> Asish Paul</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: Motivation is basic drive for all kinds of action. It has direct influence on academic achievement and sports performance that builds urge to incentive values of success. In other words, it can be defined as the need for success to attain excellence. Anxiety in pre competition especially in sports formulates positive inward settings in mind to overcome the challenge. There is a tendency to perceive competitive situations as some threatening issues and to respond them with feelings of apprehension and tension. Aim: Aim of the study was to compare the achievement motivation and competition anxiety among three different classes of students. Methods and Materials: To conduct the study the researcher has taken 131 male subjects from three different classes as Extra Department, Bachelor of Physical Education-I and Master of Physical EducationII, aged 19-28 years. Achievement motivation and sports competition anxiety were measured by the questionnaire. To analyze the data mean, standard deviation for each parameter as descriptive statistics and one way analysis of variance as inferential statistics were employed. Results: From the result of the study in achievement motivation (p ≥ 0.05) and competition anxiety (p ≥ 0.05) no significant differences were found among the said three groups. Conclusion: The study concluded that all three groups had almost the same state of achievement motivation and sports competition anxiety. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=anxiety" title="anxiety">anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=sports%20psychology" title=" sports psychology"> sports psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=sports%20competition%20anxiety" title=" sports competition anxiety"> sports competition anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=achievement%20motivation" title=" achievement motivation"> achievement motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20hierarchy" title=" academic hierarchy"> academic hierarchy</a>, <a href="https://publications.waset.org/abstracts/search?q=E.D." title=" E.D."> E.D.</a>, <a href="https://publications.waset.org/abstracts/search?q=B.P.Ed." title=" B.P.Ed."> B.P.Ed.</a>, <a href="https://publications.waset.org/abstracts/search?q=M.P.Ed" title=" M.P.Ed"> M.P.Ed</a> </p> <a href="https://publications.waset.org/abstracts/116843/a-comparative-study-on-achievement-motivation-and-sports-competition-anxiety-among-the-students-of-different-tier-of-academic-hierarchy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/116843.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">145</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1261</span> A Critical Review and Bibliometric Analysis on Measures of Achievement Motivation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kanupriya%20Rawat">Kanupriya Rawat</a>, <a href="https://publications.waset.org/abstracts/search?q=Aleksandra%20B%C5%82achnio"> Aleksandra Błachnio</a>, <a href="https://publications.waset.org/abstracts/search?q=Pawe%C5%82%20Izdebski"> Paweł Izdebski</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Achievement motivation, which drives a person to strive for success, is an important construct in sports psychology. This systematic review aims to analyze the methods of measuring achievement motivation used in previous studies published over the past four decades and to find out which method of measuring achievement motivation is the most prevalent and the most effective by thoroughly examining measures of achievement motivation used in each study and by evaluating most highly cited achievement motivation measures in sport. In order to understand this latent construct, thorough measurement is necessary, hence a critical evaluation of measurement tools is required. The literature search was conducted in the following databases: EBSCO, MEDLINE, APA PsychARTICLES, Academic Search Ultimate, Open Dissertations, ERIC, Science direct, Web of Science, as well as Wiley Online Library. A total of 26 articles met the inclusion criteria and were selected. From this review, it was found that the Achievement Goal Questionnaire- Sport (AGQ-Sport) and the Task and Ego Orientation in Sport Questionnaire (TEOSQ) were used in most of the research, however, the average weighted impact factor of the Achievement Goal Questionnaire- Sport (AGQ-Sport) is the second highest and most relevant in terms of research articles related to the sport psychology discipline. Task and Ego Orientation in Sport Questionnaire (TEOSQ) is highly popular in cross-cultural adaptation but has the second last average IF among other scales due to the less impact factor of most of the publishing journals. All measures of achievement motivation have Cronbach’s alpha value of more than .70, which is acceptable. The advantages and limitations of each measurement tool are discussed, and the distinction between using implicit and explicit measures of achievement motivation is explained. Overall, both implicit and explicit measures of achievement motivation have different conceptualizations of achievement motivation and are applicable at either the contextual or situational level. The conceptualization and degree of applicability are perhaps the most crucial factors for researchers choosing a questionnaire, even though they differ in their development, reliability, and use. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=achievement%20motivation" title="achievement motivation">achievement motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=task%20and%20ego%20orientation" title=" task and ego orientation"> task and ego orientation</a>, <a href="https://publications.waset.org/abstracts/search?q=sports%20psychology" title=" sports psychology"> sports psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=measures%20of%20achievement%20motivation" title=" measures of achievement motivation"> measures of achievement motivation</a> </p> <a href="https://publications.waset.org/abstracts/158755/a-critical-review-and-bibliometric-analysis-on-measures-of-achievement-motivation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/158755.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">96</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1260</span> Teacher-Student Relationship and Achievement in Chinese: Potential Mediating Effects of Motivation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yuan%20Liu">Yuan Liu</a>, <a href="https://publications.waset.org/abstracts/search?q=Hongyun%20Liu"> Hongyun Liu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teacher-student relationship plays an important role on facilitating students’ learning behavior, school engagement, and academic outcomes. It is believed that good relationship will enhance the human agency—the intrinsic motivation—mainly through the strengthening of autonomic support, feeling of relatedness, and the individual’s competence to increase the academic outcomes. This is in line with self-determination theory (SDT), which generally views that the intrinsic motivation imbedded with human basic needs is one of the most important factors that would lead to better school engagement, academic outcomes, and well-being. Based on SDT, the present study explored the relation of among teacher-student relationship (teacher’s encouragement, respect), students’ motivation (extrinsic and intrinsic), and achievement outcomes. The study was based on a large scale academic assessment and questionnaire survey conducted by the Center for Assessment and Improvement of Basic Education Quality in Mainland China (2013) on Grade 8 students. The results indicated that intrinsic motivation mediated the relation between teacher-student relationship and academic achievement outcomes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teacher-student%20relationship" title="teacher-student relationship">teacher-student relationship</a>, <a href="https://publications.waset.org/abstracts/search?q=intrinsic%20motivation" title=" intrinsic motivation"> intrinsic motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20achievement" title=" academic achievement"> academic achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=mediation" title=" mediation"> mediation</a> </p> <a href="https://publications.waset.org/abstracts/35615/teacher-student-relationship-and-achievement-in-chinese-potential-mediating-effects-of-motivation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/35615.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">433</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1259</span> Teacher Trainers’ Motivation in Transformation of Teaching and Learning: The Fun Way Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Malathi%20Balakrishnan">Malathi Balakrishnan</a>, <a href="https://publications.waset.org/abstracts/search?q=Gananthan%20M.%20Nadarajah"> Gananthan M. Nadarajah</a>, <a href="https://publications.waset.org/abstracts/search?q=Noraini%20Abd%20Rahim"> Noraini Abd Rahim</a>, <a href="https://publications.waset.org/abstracts/search?q=Amy%20Wong%20On%20Mei"> Amy Wong On Mei</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of the study is to investigate the level of intrinsic motivation of trainers after attending a Continuous Professional Development Course (CPD) organized by Institute of Teacher Training Malaysia titled, ‘Transformation of Teaching and Learning the Fun Way’. This study employed a survey whereby 96 teacher trainers were given Situational Intrinsic Motivational Scale (SIMS) Instruments. Confirmatory factor analysis was carried out to get validity of this instrument in local setting. Data were analyzed with SPSS for descriptive statistic. Semi structured interviews were also administrated to collect qualitative data on participants experiences after participating in the two-day fun-filled program. The findings showed that the participants’ level of intrinsic motivation showed higher mean than the amotivation. The results revealed that the intrinsic motivation mean is 19.0 followed by Identified regulation with a mean of 17.4, external regulation 9.7 and amotivation 6.9. The interview data also revealed that the participants were motivated after attending this training program. It can be concluded that this program, which was organized by Institute of Teacher Training Malaysia, was able to enhance participants’ level of motivation. Self-Determination Theory (SDT) as a multidimensional approach to motivation was utilized. Therefore, teacher trainers may have more success using the ‘The fun way approach’ in conducting training program in future. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teaching%20and%20learning" title="teaching and learning">teaching and learning</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20trainer" title=" teacher trainer"> teacher trainer</a>, <a href="https://publications.waset.org/abstracts/search?q=SDT" title=" SDT"> SDT</a> </p> <a href="https://publications.waset.org/abstracts/37347/teacher-trainers-motivation-in-transformation-of-teaching-and-learning-the-fun-way-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/37347.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">461</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1258</span> How to Reconcile Financial Incentives and Pro-Social Motivations of Loan Officers in Microfinance?</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Julie%20De%20Pril">Julie De Pril</a>, <a href="https://publications.waset.org/abstracts/search?q=C%C3%A9cile%20Godfroid"> Cécile Godfroid</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nowadays, achieving double bottom line has become a widely recognized objective for microfinance institutions (MFIs). They would like to be financially sustainable or even profitable while continuing to focus on their social mission. In order to rise their financial performance, MFIs tend to grant financial bonuses to loan officers so that they increase their performance and efficiency. However, as argued by motivation crowding theory, monetary rewards may not have only positive effects but can also erode intrinsic motivation. Since MFIs pursue social objectives in addition to their financial ones, their employees’ intrinsic motivations may include the willingness to help others, like in many non-profit organizations. This is called pro-social motivation in the psychology literature. Particularly, this type of motivation should be highly reflected among microfinance loan officers as a part of their role consists in improving clients’ welfare. Therefore, it seems to be crucial for MFIs to find an equilibrium between the efficiency benefits obtained thanks to the granting of financial incentives and the deterioration of social performance that may result from the reduction of the loan officers’ pro-social motivation. This paper attempts to suggest, with a mathematical model, an optimal incentive scheme MFIs could rely on. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=loan%20officers" title="loan officers">loan officers</a>, <a href="https://publications.waset.org/abstracts/search?q=microfinance" title=" microfinance"> microfinance</a>, <a href="https://publications.waset.org/abstracts/search?q=prosocial%20motivation" title=" prosocial motivation"> prosocial motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=rewards" title=" rewards"> rewards</a> </p> <a href="https://publications.waset.org/abstracts/38027/how-to-reconcile-financial-incentives-and-pro-social-motivations-of-loan-officers-in-microfinance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/38027.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">307</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1257</span> The Impact of Teacher's Emotional Intelligence on Students' Motivation to Learn</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marla%20Wendy%20Spergel">Marla Wendy Spergel</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this qualitative study is to showcase graduated high school students’ to voice on the impact past teachers had on their motivation to learn, and if this impact has affected their post-high-school lives. Through a focus group strategy, 21 graduated high school alumni participated in three separate focus groups. Participants discussed their former teacher’s emotional intelligence skills, which influenced their motivation to learn or not. A focused review of the literature revealed that teachers are a major factor in a student’s motivation to learn. This research was guided by Bandura’s Social Cognitive Theory of Motivation and constructs related to learning and motivation from Carl Rogers’ Humanistic Views of Personality, and from Brain-Based Learning perspectives with a major focus on the area of Emotional Intelligence. Findings revealed that the majority of participants identified teachers who most motivated them to learn and demonstrated skills associated with emotional intelligence. An important and disturbing finding relates to the saliency of negative experiences. Further work is recommended to expand this line of study in Higher Education, perform a long-term study to better gain insight into long-term benefits attributable to experiencing positive teachers, study the negative impact teachers have on students’ motivation to learn, specifically focusing on student anxiety and acquired helplessness. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotional%20intelligence" title="emotional intelligence">emotional intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a> </p> <a href="https://publications.waset.org/abstracts/91644/the-impact-of-teachers-emotional-intelligence-on-students-motivation-to-learn" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/91644.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">157</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1256</span> International Tourists’ Motivation to Revisit Bangkok, Thailand </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kevin%20Wongleedee">Kevin Wongleedee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The objective of this research was to study the level of importance of motivation factors from the perspective of international tourist who visited Bangkok, Thailand. The independent variables included gender, age, levels of education, occupation, and income while the dependent variables were ten motivation factors. A simple random sampling method was utilized to get 200 respondents. The majority of respondents were both male and female in almost the same proportion and most were between 21-40 years old. Most were married and had a graduate degree. The average income of the respondents was between $30,000-50,000. The findings revealed the ranking levels of importance by highest mean to lowest mean as follows: Thai food, nature-beaches, spa, tradition markets, shopping places, museums, festivals, night entertainment, conference/expo, and visiting friends. In addition, the overall means is 4.11 with 0.812 SD. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=international%20tourist" title="international tourist">international tourist</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=revisit" title=" revisit"> revisit</a>, <a href="https://publications.waset.org/abstracts/search?q=Thailand" title=" Thailand"> Thailand</a> </p> <a href="https://publications.waset.org/abstracts/9148/international-tourists-motivation-to-revisit-bangkok-thailand" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/9148.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">301</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1255</span> Motivational Factors on Non-Academic Staff of Higher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Atya%20Nur%20Aisha">Atya Nur Aisha</a>, <a href="https://publications.waset.org/abstracts/search?q=Pamoedji%20Hardjomidjojo"> Pamoedji Hardjomidjojo</a>, <a href="https://publications.waset.org/abstracts/search?q=Yassierli"> Yassierli</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Motivation is an important aspect which affects employee behavior to achieve performance. Working motivation tend to be unstable, it easily changing. This condition could be affected by individual factors, namely working ability, and organizational factors, such as working condition and incentives system. The purpose of this study was to examine the impact of individual and organizational factors on non-academic staff motivation. A questionnaire was designed and distributed to 150 non-academic staff of a university in Indonesia. Regression analysis was used to identify the relationship. Results revealed that individual working ability and incentives system had a positive impact on non-academic staff motivation (sig 0.001). This study provides information about practical implication for university authorities and theoretical implications for researchers who interested in exploring motivational and employee performance in a higher education context. It was proposed to increase productivity and work motivation of non-academic staff, university authorities should maintain equality and feasibility of incentives system and design a human resource development to improve employee ability. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=motivation" title="motivation">motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=incentives" title=" incentives"> incentives</a>, <a href="https://publications.waset.org/abstracts/search?q=working%20ability" title=" working ability"> working ability</a>, <a href="https://publications.waset.org/abstracts/search?q=non-academic%20staff" title=" non-academic staff"> non-academic staff</a> </p> <a href="https://publications.waset.org/abstracts/39687/motivational-factors-on-non-academic-staff-of-higher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/39687.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">410</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1254</span> Predictive Relationship between Motivation Strategies and Musical Creativity of Secondary School Music Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lucy%20Lugo%20Mawang">Lucy Lugo Mawang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Educational Psychologists have highlighted the significance of creativity in education. Likewise, a fundamental objective of music education concern the development of students’ musical creativity potential. The purpose of this study was to determine the relationship between motivation strategies and musical creativity, and establish the prediction equation of musical creativity. The study used purposive sampling and census to select 201 fourth-form music students (139 females/ 62 males), mainly from public secondary schools in Kenya. The mean age of participants was 17.24 years (SD = .78). Framed upon self- determination theory and the dichotomous model of achievement motivation, the study adopted an ex post facto research design. A self-report measure, the Achievement Goal Questionnaire-Revised (AGQ-R) was used in data collection for the independent variable. Musical creativity was based on a creative music composition task and measured by the Consensual Musical Creativity Assessment Scale (CMCAS). Data collected in two separate sessions within an interval of one month. The questionnaire was administered in the first session, lasting approximately 20 minutes. The second session was for notation of participants’ creative composition. The results indicated a positive correlation r(199) = .39, p ˂ .01 between musical creativity and intrinsic music motivation. Conversely, negative correlation r(199) = -.19, p < .01 was observed between musical creativity and extrinsic music motivation. The equation for predicting musical creativity from music motivation strategies was significant F(2, 198) = 20.8, p < .01, with R2 = .17. Motivation strategies accounted for approximately (17%) of the variance in participants’ musical creativity. Intrinsic music motivation had the highest significant predictive value (β = .38, p ˂ .01) on musical creativity. In the exploratory analysis, a significant mean difference t(118) = 4.59, p ˂ .01 in musical creativity for intrinsic and extrinsic music motivation was observed in favour of intrinsically motivated participants. Further, a significant gender difference t(93.47) = 4.31, p ˂ .01 in musical creativity was observed, with male participants scoring higher than females. However, there was no significant difference in participants’ musical creativity based on age. The study recommended that music educators should strive to enhance intrinsic music motivation among students. Specifically, schools should create conducive environments and have interventions for the development of intrinsic music motivation since it is the most facilitative motivation strategy in predicting musical creativity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=extrinsic%20music%20motivation" title="extrinsic music motivation">extrinsic music motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=intrinsic%20music%20motivation" title=" intrinsic music motivation"> intrinsic music motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=musical%20creativity" title=" musical creativity"> musical creativity</a>, <a href="https://publications.waset.org/abstracts/search?q=music%20composition" title=" music composition"> music composition</a> </p> <a href="https://publications.waset.org/abstracts/103585/predictive-relationship-between-motivation-strategies-and-musical-creativity-of-secondary-school-music-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/103585.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">154</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1253</span> Potential Roles of Motivation and Teaching Strategies in Communicative Competencies among Palestinian University Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hazem%20Hasan%20Hushayish">Hazem Hasan Hushayish</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Motivation and teaching strategies are commonly believed to improve students’ communicative competence in English as a foreign language; still, there is not much empirical evidence to support this claim. The present study is intended to focus on the effects of motivational factors and teaching strategies on the communicative competence among the Palestinian undergraduates. In the first phase, one hundred and eighty participants, who are studying English language in three Palestinian universities, answered a questionnaire. The questionnaire included items derived from Gardner’s 2001, 2004, 2006, 2007 Attitude/Motivation Test Battery AMTB and items from Dörnyei 2007 and Guilloteaux and Dörnyei 2008 teaching strategies framework for foreign language classrooms. In the second phase, 6 participants, from the same universities, were interviewed. The quantitative results indicated that participants’ communicative competence is significantly affected by motivation and teaching strategies. Also, the qualitative results indicated that teaching strategies do not directly affect students’ communicative competence, but rather affect their motivation. Consequently, the current study will add substantively to the literature concerning the effects of motivation and teaching strategies in communicative competencies among EFL learners in the Palestinian context, and some suggested procedures and suggestions that help improve learners’ communicative competences. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=communicative%20competence" title="communicative competence">communicative competence</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20strategies" title=" teaching strategies"> teaching strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=Palestinian%20undergraduates" title=" Palestinian undergraduates"> Palestinian undergraduates</a> </p> <a href="https://publications.waset.org/abstracts/107103/potential-roles-of-motivation-and-teaching-strategies-in-communicative-competencies-among-palestinian-university-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/107103.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">190</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1252</span> An Inquiry of the Impact of Flood Risk on Housing Market with Enhanced Geographically Weighted Regression</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lin-Han%20Chiang%20Hsieh">Lin-Han Chiang Hsieh</a>, <a href="https://publications.waset.org/abstracts/search?q=Hsiao-Yi%20Lin"> Hsiao-Yi Lin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to determine the impact of the disclosure of flood potential map on housing prices. The disclosure is supposed to mitigate the market failure by reducing information asymmetry. On the other hand, opponents argue that the official disclosure of simulated results will only create unnecessary disturbances on the housing market. This study identifies the impact of the disclosure of the flood potential map by comparing the hedonic price of flood potential before and after the disclosure. The flood potential map used in this study is published by Taipei municipal government in 2015, which is a result of a comprehensive simulation based on geographical, hydrological, and meteorological factors. The residential property sales data of 2013 to 2016 is used in this study, which is collected from the actual sales price registration system by the Department of Land Administration (DLA). The result shows that the impact of flood potential on residential real estate market is statistically significant both before and after the disclosure. But the trend is clearer after the disclosure, suggesting that the disclosure does have an impact on the market. Also, the result shows that the impact of flood potential differs by the severity and frequency of precipitation. The negative impact for a relatively mild, high frequency flood potential is stronger than that for a heavy, low possibility flood potential. The result indicates that home buyers are of more concern to the frequency, than the intensity of flood. Another contribution of this study is in the methodological perspective. The classic hedonic price analysis with OLS regression suffers from two spatial problems: the endogeneity problem caused by omitted spatial-related variables, and the heterogeneity concern to the presumption that regression coefficients are spatially constant. These two problems are seldom considered in a single model. This study tries to deal with the endogeneity and heterogeneity problem together by combining the spatial fixed-effect model and geographically weighted regression (GWR). A series of literature indicates that the hedonic price of certain environmental assets varies spatially by applying GWR. Since the endogeneity problem is usually not considered in typical GWR models, it is arguable that the omitted spatial-related variables might bias the result of GWR models. By combing the spatial fixed-effect model and GWR, this study concludes that the effect of flood potential map is highly sensitive by location, even after controlling for the spatial autocorrelation at the same time. The main policy application of this result is that it is improper to determine the potential benefit of flood prevention policy by simply multiplying the hedonic price of flood risk by the number of houses. The effect of flood prevention might vary dramatically by location. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=flood%20potential" title="flood potential">flood potential</a>, <a href="https://publications.waset.org/abstracts/search?q=hedonic%20price%20analysis" title=" hedonic price analysis"> hedonic price analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=endogeneity" title=" endogeneity"> endogeneity</a>, <a href="https://publications.waset.org/abstracts/search?q=heterogeneity" title=" heterogeneity"> heterogeneity</a>, <a href="https://publications.waset.org/abstracts/search?q=geographically-weighted%20regression" title=" geographically-weighted regression"> geographically-weighted regression</a> </p> <a href="https://publications.waset.org/abstracts/70025/an-inquiry-of-the-impact-of-flood-risk-on-housing-market-with-enhanced-geographically-weighted-regression" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/70025.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">290</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1251</span> Working Memory Capacity and Motivation in Japanese English as a Foreign Language Learners' Speaking Skills</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Akiko%20Kondo">Akiko Kondo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Although the effects of working memory capacity on second/foreign language speaking skills have been researched in depth, few studies have focused on Japanese English as a foreign language (EFL) learners as compared to other languages (Indo-European languages), and the sample sizes of the relevant Japanese studies have been relatively small. Furthermore, comparing the effects of working memory capacity and motivation which is another kind of frequently researched individual factor on L2 speaking skills would add to the scholarly literature in the field of second language acquisition research. Therefore, the purposes of this study were to investigate whether working memory capacity and motivation have significant relationships with Japanese EFL learners’ speaking skills and to investigate the degree to which working memory capacity and motivation contribute to their English speaking skills. One-hundred and ten Japanese EFL students aged 18 to 26 years participated in this study. All of them are native Japanese speakers and have learned English as s foreign language for 6 to 15. They completed the Versant English speaking test, which has been widely used to measure non-native speakers’ English speaking skills, two types of working memory tests (the L1-based backward digit span test and the L1-based listening span test), and the language learning motivation survey. The researcher designed the working memory tests and the motivation survey. To investigate the relationship between the variables (English speaking skills, working memory capacity, and language learning motivation), a correlation analysis was conducted, which showed that L2 speaking test scores were significantly related to both working memory capacity and language learning motivation, although the correlation coefficients were weak. Furthermore, a multiple regression analysis was performed, with L2 speaking skills as the dependent variable and working memory capacity and language learning motivation as the independent variables. The results showed that working memory capacity and motivation significantly explained the variance in L2 speaking skills and that the L2 motivation had slightly larger effects on the L2 speaking skills than the working memory capacity. Although this study includes several limitations, the results could contribute to the generalization of the effects of individual differences, such as working memory and motivation on L2 learning, in the literature. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=individual%20differences" title="individual differences">individual differences</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=speaking%20skills" title=" speaking skills"> speaking skills</a>, <a href="https://publications.waset.org/abstracts/search?q=working%20memory" title=" working memory"> working memory</a> </p> <a href="https://publications.waset.org/abstracts/89988/working-memory-capacity-and-motivation-in-japanese-english-as-a-foreign-language-learners-speaking-skills" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/89988.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">164</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1250</span> The Negative Impact of Mindfulness on Creativity: An Experimental Test</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marine%20Agogue">Marine Agogue</a>, <a href="https://publications.waset.org/abstracts/search?q=Beatrice%20Parguel"> Beatrice Parguel</a>, <a href="https://publications.waset.org/abstracts/search?q=Emilie%20Canet"> Emilie Canet</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Defined as receptive attention to and awareness of present events and experience, mindfulness has grown in popularity over the past 30 years to become a trendy buzzword in business media, which regularly reports on its organizational benefits. Mindfulness would enhance or impede creative thinking depending on the type of meditation. Specifically, focused-attention meditation (focusing attention on one object instead of being open to perceive and observe any sensation or thought) would not be or negatively correlated to creativity. This research explores whether mood, in its two dimensions (i.e., hedonic tone, activation level), could mediate this potentially negative effect. The rationale is that focused-attention meditation is likely to improve hedonic tone but, in the meantime, damage activation level, resulting in opposite effects on creativity through the mediation effect of creative self-efficacy, i.e., the belief that one can perform successfully in an ideation setting. To test this conceptual model, a survey was administered to 97 subjects (53% women, mean age: 25 years), randomly assigned to three conditions (a 10-minute focused-attention meditation session vs. a 10-minute psychometric tests session vs. a control condition) and asked to participate in the egg creative task. Creativity was measured in terms of fluency, expansivity, and originality, the other variables using existing scales: hedonic tone (e.g., joyful, happy), activation level (e.g., passive, sluggish), creative self-efficacy (e.g., ‘I felt confident in my ability to do the task effectively’) and self-perceived creativity (e.g., ‘I have lots of original ideas’). The chains of mediation were tested using PROCESS macro (model 6) and controlled for subjects’ gender, age, and self-perceived creativity. Comparing the mindfulness and the control conditions, no difference appeared in terms of creativity, nor any mediation chain by hedonic tone. However, subjects who participated in the meditation session felt less active than those in the control condition, which decreased their creative self-efficacy, and creativity (whatever the indicator considered). Comparing the mindfulness and the psychometric tests conditions, analyses showed that creativity was higher in the psychometric tests condition. As previously, no mediation chain appeared by hedonic tone. However, subjects who participated in the meditation session felt less active than those in the psychometric tests condition, which decreased their creative self-efficacy, and creativity. These findings confirm that focused-attention meditation does not enhance creativity. They demonstrate an emotional underlying mechanism based on activation level and suggest that both positive and active mood states have the potential to enhance creativity through creative self-efficacy. In the end, they should discourage organizations from trying to nudge creativity using mindfulness ad hoc devices. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=creativity" title="creativity">creativity</a>, <a href="https://publications.waset.org/abstracts/search?q=mindfulness" title=" mindfulness"> mindfulness</a>, <a href="https://publications.waset.org/abstracts/search?q=creative%20self-efficacy" title=" creative self-efficacy"> creative self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=experiment" title=" experiment"> experiment</a> </p> <a href="https://publications.waset.org/abstracts/99877/the-negative-impact-of-mindfulness-on-creativity-an-experimental-test" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/99877.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">133</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1249</span> Sensory Acceptability of Novel Sorrel/Roselle (Hibiscus sabdariffa L.)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tamara%20Anderson">Tamara Anderson</a>, <a href="https://publications.waset.org/abstracts/search?q=Neela%20Badrie"> Neela Badrie</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Plant phenolics which are found in red grape wine, have received considerable attention due to their potential antioxidant activity. Grape by-products contain large amounts of phenolic compounds, mostly flavonoids at high concentrations of 1000-1800 mg/L. Plant phenolics contribute to the flavor, and nutritional value. Sorrel or roselle (Hibiscus sabdariffa L.) belongs to the family Malvaceae. The brilliant red pigments in sorrel calyces contain anthocyanins which are the major sources of antioxidant capacity. Consumers are demanding novel beverages that are healthier, convenient and have appealing consumer acceptance. The objectives of this study were to investigate the effects of adding grape polyphenols and the influence of presenting health claims on the sensory acceptability of the wines. Fresh red sorrel calyces were fermented into wines. The total soluble solids of the pectinase-treated sorrel puree were from 4°Brix to 23.8°Brix. Polyphenol in the form of grape pomace extract was added to sorrel wines (w/v) in specified levels to give 0. 25. 50 and 75 ppm. A focus group comprising of 12 panelists was use to select the level of polyphenol to be added to sorrel wines for sensory preference The sensory attributed of the wines which were evaluated were colour, clarity, aroma, flavor, mouth-feel, sweetness, astringency and overall preference. The sorrel wine which was most preferred from focus group evaluation was presented for hedonic rating. In the first stage of hedonic testing, the sorrel wine was served chilled at 7°C for 24 h prior to sensory evaluation. Each panelist was provided with a questionnaire and was asked to rate the wines on colour, aroma, flavor, mouth-feel, sweetness, astringency and overall acceptability using a 9-point hedonic scale. In the second stage of hedonic testing, the panelist were instructed to read a health abstract on the health benefits of polyphenolic compounds and again to rate sorrel wine with added 25 ppm polyphenol. Paired t-test was used for the analysis of the influence of presenting health information on polyphenols on hedonic scoring of sorrel wines. Focus groups found that the addition of polyphenol addition had no significant effect on sensory color and aroma but affected clarity and flavor. A 25 ppm wine was liked moderately in overall acceptability. The presentation of information on the health benefit of polyphenols in sorrel wines to panelists had no significant influence on the sensory acceptance of wine. More than half of panelists would drink this wine now and then. This wine had color L 19.86±0.68, chroma 2.10±0.12, hue° 16.90 ±3.10 and alcohol content of 13.0%. The sorrel wine was liked moderately in overall acceptability with the added polyphenols. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=sorrel%20wines" title="sorrel wines">sorrel wines</a>, <a href="https://publications.waset.org/abstracts/search?q=Roselle%20Hibiscus%20sabdariffa%20L" title=" Roselle Hibiscus sabdariffa L"> Roselle Hibiscus sabdariffa L</a>, <a href="https://publications.waset.org/abstracts/search?q=novel%20wine" title=" novel wine"> novel wine</a>, <a href="https://publications.waset.org/abstracts/search?q=polyphenols" title=" polyphenols"> polyphenols</a>, <a href="https://publications.waset.org/abstracts/search?q=health%20benefits" title=" health benefits"> health benefits</a>, <a href="https://publications.waset.org/abstracts/search?q=physicochemical%20properties" title=" physicochemical properties"> physicochemical properties</a> </p> <a href="https://publications.waset.org/abstracts/33697/sensory-acceptability-of-novel-sorrelroselle-hibiscus-sabdariffa-l" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/33697.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">462</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1248</span> Survey Study of Integrative and Instrumental Motivation in English Language Learning of First Year Students at Naresuan University International College (NUIC), Thailand</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Don%20August%20G.%20Delgado">Don August G. Delgado</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Foreign Language acquisition without enough motivation is tough because it is the force that drives students’ interest or enthusiasm to achieve learning. In addition, it also serves as the students’ beacon to achieve their goals, desires, dreams, and aspirations in life. Since it plays an integral factor in language learning acquisition, this study focuses on the integrative and instrumental motivation levels of all the first year students of Naresuan University International College. The identification of their motivation level and inclination in learning the English language will greatly help all NUIC lecturers and administrators to create a project or activities that they will truly enjoy and find worth doing. However, if the findings of this study will say otherwise, this study can also show to NUIC lecturers and administrators how they can help and transform NUIC freshmen on becoming motivated learners to enhance their English proficiency levels. All respondents in this study received an adopted and developed questionnaire from different researches in the same perspective. The questionnaire has 24 questions that were randomly arranged; 12 for integrative motivation and 12 for instrumental motivation. The questionnaire employed the five-point Likert scale. The tabulated data were analyzed according to its means and standard deviations using the Standard Deviation Calculator. In order to interpret the motivation level of the respondents, the Interpretation of Mean Scores was utilized. Thus, this study concludes that majority of the NUIC freshmen are neither integratively motivated nor instrumentally motivated students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=motivation" title="motivation">motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=integrative" title=" integrative"> integrative</a>, <a href="https://publications.waset.org/abstracts/search?q=foreign%20language%20acquisition" title=" foreign language acquisition"> foreign language acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=instrumental" title=" instrumental"> instrumental</a> </p> <a href="https://publications.waset.org/abstracts/54254/survey-study-of-integrative-and-instrumental-motivation-in-english-language-learning-of-first-year-students-at-naresuan-university-international-college-nuic-thailand" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/54254.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">229</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1247</span> The Efficacy of Motivation Management Training for Students’ Academic Achievement and Self-Concept</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ramazan%20Hasanzadeh">Ramazan Hasanzadeh</a>, <a href="https://publications.waset.org/abstracts/search?q=Leyla%20Vatandoust"> Leyla Vatandoust </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examined the efficacy of motivation management training for students’ academic achievement and self-concept. The pretest–posttest quasi-experimental study used a cluster random sampling method to select subjects for the experimental (20 subjects) and control (20 subjects) groups. posttest was conducted with both groups to determine the effect of the training. An academic achievement and academic self-concept questionnaire (grade point average requirement) was used for the pretest and posttest. The results showed that the motivation management training increased academic self-concept and academic achievement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=motivation%20management" title="motivation management">motivation management</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20self-concept" title=" academic self-concept"> academic self-concept</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20achievement" title=" academic achievement"> academic achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a> </p> <a href="https://publications.waset.org/abstracts/74590/the-efficacy-of-motivation-management-training-for-students-academic-achievement-and-self-concept" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/74590.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">261</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1246</span> The Effect of Emotional Intelligence on Performance and Motivation of Staff: A Case Study of East Azerbaijan Red Crescent</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bahram%20Asghari%20Aghdam">Bahram Asghari Aghdam</a>, <a href="https://publications.waset.org/abstracts/search?q=Ali%20Mahjoub"> Ali Mahjoub</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study is to evaluate the effect of emotional intelligence on the motivation and performance of East Azarbaijan the Red Crescent staff. In this study, EI is determined as the independent variable component of self awareness, self management, social awareness, and relations management, motivation and performance as dependent variables. The research method is descriptive-survey. In this study, simple random sampling method is used and research sample consists of 130 East Azarbaijan the Red Crescent staff that uses Cochran's formula 100 of them were selected and questionnaires were filled by them. Three types of questionnaires were used in this study for emotional intelligence, consisting of the Bradbury Travis and Jane Greaves standard questionnaire; and for motivation and performance a questionnaire is regulated by the researcher with help of professionals and experts in this field that consists of 33 questions about the motivation and 15 questions about performance and content validity were used to obtain the necessary credit. Reliability by using the Cronbach's alpha coefficient /948 was approved. Also, in this study to test the hypothesis of the Spearman correlation coefficient and linear regressions and determine fitness of variables' of structural equation modeling is used. The results show that emotional intelligence with coefficient /865, motivation and performance of in East Azerbaijan the Red Crescent employees has a positive effect. Based on Friedman Test ranking the most influence in motivation and performance of staff in respondents' opinion is in order of self-awareness, relations management, social awareness and self-management. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotional%20intelligence" title="emotional intelligence">emotional intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=self-awareness" title=" self-awareness"> self-awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=self-management" title=" self-management"> self-management</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20awareness" title=" social awareness"> social awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=relations%20management" title=" relations management"> relations management</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=performance" title=" performance"> performance</a> </p> <a href="https://publications.waset.org/abstracts/9312/the-effect-of-emotional-intelligence-on-performance-and-motivation-of-staff-a-case-study-of-east-azerbaijan-red-crescent" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/9312.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">485</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1245</span> Emerging Dimensions of Intrinsic Motivation for Effective Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Prachi%20Bhatt">Prachi Bhatt</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Motivated workforce is an important asset of an organisation. Intrinsic motivation is one of the key aspects of people operations and performance. Researches have emphasized the significance of internal factors in individuals’ motivation. In the changing business scenario, it is a challenge for the organizations’ leaders to inspire and motivate their workforce. The present study deals with the intrinsic motivation potential of an individual which govern the innate capability of an individual driving him or her to behave or perform in the changing work environment, tasks, teams. Differences at individual level significantly influence differences in levels of motivation. In the above context, the present research attempts to explore behavioral trait dimensions which influence motivational potential of an individual. The present research emphasizes the significance of intrinsic motivational potential and the significance of exploring the differences in the intrinsic motivational potential levels of individuals at work places. Thus, this paper empirically tests the framework of behavioral traits which affects motivational potential of an individual. With the help of two studies i.e., Study 1 and Study 2, exploratory factor analysis and confirmatory factor analysis, respectively, indicated a reliable measure assessing intrinsic motivational potential of an individual. Given the variety of challenges of motivating contemporary workforce, and with increasing importance of intrinsic motivation, the paper discusses the relevance of the findings and of the measure assessing intrinsic motivational potential. Assessment of such behavioral traits would assist in the effective realization of intrinsic motivational potential of individuals. Additionally, the paper discusses the practical implications and furnishes scope for future research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=behavioral%20traits" title="behavioral traits">behavioral traits</a>, <a href="https://publications.waset.org/abstracts/search?q=individual%20differences" title=" individual differences"> individual differences</a>, <a href="https://publications.waset.org/abstracts/search?q=intrinsic%20motivational%20potential" title=" intrinsic motivational potential"> intrinsic motivational potential</a>, <a href="https://publications.waset.org/abstracts/search?q=intrinsic%20motivation" title=" intrinsic motivation"> intrinsic motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=workplace%20motivation" title=" workplace motivation"> workplace motivation</a> </p> <a href="https://publications.waset.org/abstracts/90248/emerging-dimensions-of-intrinsic-motivation-for-effective-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/90248.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">197</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1244</span> The Impact of Motivation, Trust, and National Cultural Differences on Knowledge Sharing within the Context of Electronic Mail</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Said%20Abdullah%20Al%20Saifi">Said Abdullah Al Saifi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The goal of this research is to examine the impact of trust, motivation, and national culture on knowledge sharing within the context of electronic mail. This study is quantitative and survey based. In order to conduct the research, 200 students from a leading university in New Zealand were chosen randomly to participate in a questionnaire survey. Motivation and trust were found to be significantly and positively related to knowledge sharing. The research findings illustrated that face saving, face gaining, and individualism positively moderates the relationship between motivation and knowledge sharing. In addition, collectivism culture negatively moderates the relationship between motivation and knowledge sharing. Moreover, the research findings reveal that face saving, individualism, and collectivism culture positively moderate the relationship between trust and knowledge sharing. In addition, face gaining culture negatively moderates the relationship between trust and knowledge sharing. This study sets out several implications for researchers and practitioners. The study produces an integrative model that shows how attributes of national culture impact knowledge sharing through the use of emails. A better understanding of the relationship between knowledge sharing and trust, motivation, and national culture differences will increase individuals’ ability to make wise choices when sharing knowledge with those from different cultures. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=knowledge%20sharing" title="knowledge sharing">knowledge sharing</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=national%20culture" title=" national culture"> national culture</a>, <a href="https://publications.waset.org/abstracts/search?q=trust" title=" trust"> trust</a> </p> <a href="https://publications.waset.org/abstracts/53023/the-impact-of-motivation-trust-and-national-cultural-differences-on-knowledge-sharing-within-the-context-of-electronic-mail" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/53023.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">348</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1243</span> Motivation and Attitudes toward Learning English and German as Foreign Languages among Sudanese University Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20Ishag">A. Ishag</a>, <a href="https://publications.waset.org/abstracts/search?q=E.%20Witruk"> E. Witruk</a>, <a href="https://publications.waset.org/abstracts/search?q=C.%20Altmayer"> C. Altmayer</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Motivation and attitudes are considered as hypothetical psychological constructs in explaining the process of second language learning. Gardner (1985) – who first systematically investigated the motivational factors in second language acquisition – found that L2 achievement is related not only to the individual learner’s linguistic aptitude or general intelligence but also to the learner’s motivation and interest in learning the target language. Traditionally language learning motivation can be divided into two types: integrative motivation – the desire to integrate oneself with the target culture; and instrumental motivation – the desire to learn a language in order to meet a specific language requirement such as for employment. One of the Gardner’s main ideas is that the integrative motivation plays an important role in second language acquisition. It is directly and positively related to second language achievement more than instrumental motivation. However, the significance of integrative motivation reflects a rather controversial set of findings. On the other hand, Students’ attitudes towards the target language, its speakers and the learning context may all play some part in explaining their success in learning a language. Accordingly, the present study aims at exploring the significance of motivational and attitudinal factors in learning foreign languages, namely English and German among Sudanese undergraduate students from a psycholinguistic and interdisciplinary perspective. The sample composed of 221 students from the English and German language departments respectively at the University of Khartoum in Sudan. The results indicate that English language’s learners are instrumentally motivated and that German language’s learners have positive attitudes towards the German language community and culture. Furthermore, there are statistical significant differences in the attitudes toward the two languages due to gender; where female students have more positive attitudes than their male counterparts. However, there are no differences along the variables of academic grade and study level. Finally, the reasons of studying the English or German language have also been indicated. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=motivation%20and%20attitudes" title="motivation and attitudes">motivation and attitudes</a>, <a href="https://publications.waset.org/abstracts/search?q=foreign%20language%20learning" title=" foreign language learning"> foreign language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=english%20language" title=" english language"> english language</a>, <a href="https://publications.waset.org/abstracts/search?q=german%20language" title=" german language"> german language</a> </p> <a href="https://publications.waset.org/abstracts/16758/motivation-and-attitudes-toward-learning-english-and-german-as-foreign-languages-among-sudanese-university-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/16758.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">683</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1242</span> Impact of Using Peer Instruction and PhET Simulations on the Motivation and Physics Anxiety</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jaypee%20Limueco">Jaypee Limueco</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research focused on the impact of Peer Instruction and PhET Simulations on the level of motivation and Physics anxiety of Grade 9 students. Two groups of students were used in the study. The experimental group involved 65 registered students while the control group has 64 registered students. To determine the level of motivation of students in learning physics, the Physics Motivation Questionnaire was administered. On the other hand, to determine the level of Physics anxiety of the students in each group, Physics Anxiety Rating Scale was used. Peer Instruction supplemented with PhET simulations was implemented in the experimental group while the traditional lecture method was used in the control group. Both instruments were again administered after the implementation of the two different teaching approaches. “Wilcoxon Signed Rank test” was used to test the significant difference between pretest and posttest of each group. “Mann Whitney U” was used to test if significant differences exist between each group before and after instruction. Results showed that there is no significant difference between the level of motivation and anxiety of the experimental and control group before the implementation at p<0.05 significance level. It implies that the students have the same level of motivation and physics anxiety before instruction. However, the results of both tests have significant differences between the groups after instruction. It is also found that there is a significant positive change in the responses of the students in the experimental group while no change was evident on the control. The result of the analysis of the Mann Whitney U shows that the change in the attributes of the students is caused by the treatment. Therefore, it is concluded that Peer Instruction and PhET simulation helped in alleviating motivation of students and minimizing their anxiety towards Physics. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=anxiety" title="anxiety">anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=peer%20instruction" title=" peer instruction"> peer instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=PhET%20simulations" title=" PhET simulations"> PhET simulations</a> </p> <a href="https://publications.waset.org/abstracts/55895/impact-of-using-peer-instruction-and-phet-simulations-on-the-motivation-and-physics-anxiety" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/55895.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">356</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1241</span> Different Contexts Activate Different Frames: Deepening and Broadening Goal-Framing Theory for Sustainable Food Behaviour</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marleen%20Onwezen">Marleen Onwezen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> It is often assumed that specific consumer groups do or do not have a sustainable lifestyle or that a specific context does or does not trigger sustainable choices. Based on goal-framing theory, this article aims to understand variation in sustainable choices across contexts. We add to the literature by showing the added value of including a moral goal frame (Study 1; N = 1,100) beyond the hedonic, gain, and normative goal frames. Moreover, we add to the literature by revealing how these goal frames are recalled in real-life consumption contexts (Study 2; N = 1,100) and how they can be activated (Study 3; N = 1,651). The results reveal that different goal frames result in different preferences and consumption choices, and that the normative frames showed the most consistent association with sustainable intentions. A contrast exists between frames currently activated in food choice contexts, mainly the gain and hedonic frames, and those associated with sustainable behaviours, the moral and social frames. This indicates the relevance of further understanding and adapting the environment to activate moral and social frames to further enforce sustainable food transitions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=goal%20frames" title="goal frames">goal frames</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainable%20behaviour" title=" sustainable behaviour"> sustainable behaviour</a>, <a href="https://publications.waset.org/abstracts/search?q=food%20choice" title=" food choice"> food choice</a>, <a href="https://publications.waset.org/abstracts/search?q=moral" title=" moral"> moral</a> </p> <a href="https://publications.waset.org/abstracts/147047/different-contexts-activate-different-frames-deepening-and-broadening-goal-framing-theory-for-sustainable-food-behaviour" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/147047.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">135</span> </span> </div> </div> <ul class="pagination"> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=hedonic%20motivation&page=2" rel="prev">&lsaquo;</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=hedonic%20motivation&page=1">1</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=hedonic%20motivation&page=2">2</a></li> <li class="page-item active"><span class="page-link">3</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=hedonic%20motivation&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=hedonic%20motivation&page=5">5</a></li> <li class="page-item"><a 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