Cross-cultural adaptation of the Science Motivation Questionnaire II (SMQ-II) for Portuguese-speaking Brazilian secondary school students

Introduction: Science motivation is important for students' scientific literacy. Yet, there is a lack of valid and reliable measurement tools for the Brazilian context. This study presents the Brazilian Portuguese version of the Science Motivation Questionnaire (SMQ-II) and motivational baseline data. Method: The instrument was translated into Brazilian Portuguese using cross-cultural validation procedures. For structural validity evidence, the responses of 646 secondary school students were subjected to exploratory and confirmatory factor analysis, as well as measurement invariance. For reliability evidence, Cronbach's alpha (a) and McDonald's omega (w) were calculated. Students' motivation was analysed using 2 (gender) x 4 (grade levels) x 3 (study modality) MANOVA. Results: 24 items measuring intrinsic motivation, career motivation, grade motivation, and self-efficacy supported a four-factor structure with adequate reliability against the original five-factor structure (self-determination was not salient). Measurement invariance was established across the gender and study modalities, but not for grade levels. Higher-grade level Brazilian students were less motivated, and girls reported higher intrinsic and career motivation, but lower self-efficacy than boys. Conclusion: These findings lay the foundation for the assessment of Brazilian students' science motivation, although they also reveal problems in the latent structure of the SMQ-II and call for the development of instruments rooted in contemporary motivational theories.

Introdução: A motivação científica é importante para a alfabetização científica dos estudantes. No entanto, há uma falta de ferramentas de medição válidas e confiáveis para o contexto brasileiro. Este estudo apresenta a versão em português brasileiro do Questionário de Motivação Científica (SMQ-II) e dados de base motivacionais. Método: O instrumento foi traduzido para o português brasileiro utilizando procedimentos de validação transcultural. Para construir provas de validade, as respostas de 646 alunos do ensino médio foram submetidas à análise exploratória e confirmatória de fatores, bem como invariância de medidas. Para a evidência de confiabilidade, foram calculados o alfa de Cronbach (a) e o ômega de McDonald's (w). A motivação dos estudantes foi analisada usando 2 (gênero) x 4 (notas) x 3 (modalidade de estudo) MANOVA. Resultados: 24 itens medindo a motivação intrínseca, motivação de carreira, motivação de grau e auto-eficácia suportaram uma estrutura de quatro fatores com confiabilidade adequada contra a estrutura original de cinco fatores (a autodeterminação não foi saliente). A invariância da medição foi estabelecida através de gênero e modalidade de estudo, mas não para o nível de nota. Os estudantes brasileiros de grau superior estavam menos motivados, e as meninas relataram maior motivação intrínseca e de carreira, mas menor auto-eficácia do que os meninos. Conclusão: Estas descobertas abrem o caminho para a avaliação da motivação científica dos estudantes brasileiros, mas também revelam problemas na estrutura latente do SMQ-II e exigem o desenvolvimento de instrumentos enraizados em teorias motivacionais contemporâneas.

Capital psicológico que influye a la motivación intrínseca de universitarios del noroeste de México / Psychological capital influences the intrinsic motivation for university students from northwestern Mexico

Resumen El capital psicológico y la motivación, bajo la perspectiva teórica de la psicología positiva y la autodeterminación respectivamente, conducen al ser humano a la obtención de resultados y al éxito del desarrollo profesional y personal. Asimismo, ante situaciones problemáticas, representan recursos para generar estrategias de resolución. Se planteó como hipótesis que el capital psicológico ejerce influencia sobre la motivación intrínseca de estudiantes universitarios. El objetivo fue identificar un modelo empírico compuesto por dos factores en interacción de un grupo de 253 estudiantes universitarios de primer ingreso en la carrera de psicología, con un promedio de edad de 19.64 años (DT = 3.34). Se integró una muestra por conveniencia a la que se aplicó un cuestionario con reactivos de tipo escala valorativa: 29 reactivos midieron motivación con cinco opciones de respuesta y 24 reactivos capital psicológico con seis opciones de respuesta. La recolección de datos se realizó en diversas sesiones que duraron aproximadamente 20 minutos; el cuestionario fue contestado voluntariamente, y los datos recabados fueron analizados con ecuaciones estructurales. Se obtuvo un modelo con bondad de ajuste que identificó la influencia del capital psicológico sobre la motivación intrínseca, lo que representa que los estudiantes poseen fuertes motivadores internos para realizar sus estudios y auguran el desempeño exitoso, según advierten algunos estudios preliminares. De acuerdo con la teoría de la autodeterminación, prevalecen los factores internos para generar acciones que repercuten con diversos comportamientos organizacionales.

Abstract Psychological capital and motivation under the perspective of positive psychology and self-determination lead the human being to obtain results and success of professional and personal development; when faced with problematic situations, they also represent resources to generate resolution strategies. In work environments, psychological capital is considered an important resource as the human capital is in any organization. Currently, the study of the psychological capital is focused on university students, which means that educational institutions have to plan the graduate profile that will characterize future professionals. Psychological capital is a construct composed of personal resources defined as: optimism, hope, resilience, and self-efficacy. The data collected in the work environment indicated that these variables could favorably affect organizational effectiveness and job performance. Also, in the educational field, it has been observed that university students who scored high in psychological capital showed greater academic performance and success in completing their studies than those who obtained low scores. Specifically, some studies have shown a predominance of high hope and resilience scores of students. Psychological capital is an antecedent, mediating, or consequent variable that interacts with motivation, with various organizational behaviors, with academic performance, and success in completing professional studies. Therefore, this article set out to identify the influence that psychological capital exerted on the intrinsic motivation of the group of students included in the sample. The aim of this study was to identify an empirical model capable of showing if psychological capital is linked to intrinsic motivation in a group of 253 university newly admitted students the career of Psychology, with an average age of 19.64 years (DT = 3.34); 199 were female and 54 were male. A convenience sample was integrated, by choosing the participation of a cohort of students who were in groups conformed by the preferences of the students' schedules and the availability of space in each classroom. A questionnaire with rating scale items was applied: 29 items belonged to the Educational Motivation Scale, with five response options; and 24 items belonged to the Psychological Capital Scale, with six response options. The items on both scales demonstrated internal consistency in previous research. A psychologist carried out the data collection in several sessions that lasted approximately 20 minutes. The sample voluntarily answered the questionnaire. Structural equations were used to analyze the data. The confirmatory factor analysis technique was performed, since it allowed testing the hypothesis. The empirical model obtained had practical goodness of fit, since it presented a C2 = 26.51 (13 gl, p = .01). The practical goodness of fit was manifested in the fit values of .97 for BBN, .97 for BBNN and .98 for CFI. The RMSEA was equal to .06. The measurement model obtained was made up of four latent first-order variables (self-efficacy, hope, optimism, and resilience); these variables formed a latent second-order variable called psychological capital that influenced the second-order variable called intrinsic motivation. Intrinsic motivation was integrated by three first-order latent variables (intrinsic motivation to know, intrinsic motivation to accomplish, and intrinsic motivation to experience stimulation). A good-fit model identified the influence of psychological capital on intrinsic motivation, which meant that students had strong internal motivators to carry out their studies and predict successful performance according to some preliminary studies. The empirical model registered also had high factorial weights for hope and resilience. In this study, psychological capital (self-efficacy, hope, optimism, and resilience) was associated with intrinsic motivation (intrinsic motivation to know, intrinsic motivation to accomplish, and intrinsic motivation to experience stimulation). In previous research, the relationship with motivation was more generic. According to the theory of self-determination, internal factors prevail to generate actions that affect several organizational behaviors.

Motivación Intrínseca y Perspectiva Temporal de Universitarios del Noroeste de México / Intrinsic Motivation and Temporal Perspective of University Students in Northwestern Mexico

Resumen Se buscó identificar el perfil de motivación intrínseca (MI) y su relación con la perspectiva temporal en estudiantes universitarios del noroeste de México. En una muestra no probabilística por conveniencia de 553 estudiantes, se puso a prueba un modelo de motivación intrínseca, autoeficacia, orientación al logro, percepción escolar, morosidad y orientaciones temporales (pasado, presente y futuro). Se conformó un modelo estructural de MI que posee bondad de ajuste práctica adecuada. El modelo explica 48% de la variabilidad de la motivación intrínseca; destaca el efecto positivo de la orientación al logro (peso estructural=.65*) y el efecto negativo e indirecto (a través de la autoeficacia) de la morosidad (peso estructural=-.53*) sobre la MI. Y un efecto positivo de las orientaciones temporales (pasado negativo, presente hedonista y presente fatalista) sobre la morosidad (peso estructural=.54*). El estudio ofrece información sobre los aspectos que deben ser desarrollados en los estudiantes universitarios en relación con la motivación intrínseca.

Abstract The purpose of this study was to identify the intrinsic motivation (IM) profile and its relationship with time perspective in a non-probabilistic convenience sample of 553 students university students from a northwestern region in Mexico. Structural equation models were fitted for intrinsic motivation, with self-efficacy, achievement orientation, school perception, procrastination and temporal orientations (past, present and future) as direct and indirect predictors. A structural model of IM was formed that has adequate practical goodness-of-fit. The overall model explained 48% of the variance for intrinsic motivation. Achievement orientation was positively associated (structural weight =.65*) with intrinsic motivation while procrastination was negatively and indirectly (through self-efficacy) related (structural weight =.53*) to IM. Temporal orientations (negative past, hedonistic present and fatalistic present) were positively related to procrastination (structural weight =.54*). This study provides information regarding important predictors of intrinsic motivation that can be targeted among university students.

Motives for physical activity participation among lebanese adults aged 18 to 50 years: a cross-sectional study / Motivos para participação de atividade física em libanes adultos de 18 a 50 anos: um estudo transversal

ABSTRACT Background: Sports participation motivations can be intrinsic, extrinsic, or even amotivational. Few studies on adult participation in PA have been found in the Lebanese context. This study aims to: a) investigate significant differences in sports participation motivation across gender, age, occupation, and time of practice, and b) investigate sports participation motives that discriminated the best between those variables. Material and methods: The Arabic version of the Sport Motivation Scale was collected electronically from 531 volunteers practicing regular PA for the last six months. Gender, occupation, marital status, and time of practice were all analyzed using Mann-Whitney U test and the Kruskal Wallis Test with 0.05 as level of significance. Results: Internal motivation subscales (particularly the intention to accomplish) were the most influential motives for both genders. A significant difference across gender was reported in the extrinsic motivation and amotivation subscales. Furthermore, age, occupation, marital status, and time of practice show significant differences in motivation factors either dependent or regardless of gender distribution (p<0.05). Conclusion: no significant differences in the intrinsic motivation for sports participation between genders. Other factors, on the other hand, had a substantial impact. Research contribution: these findings are intended to contribute to a better understanding of differences in motivation for participating in PA and to aid in its promotion among Lebanese adults

RESUMO Contexto: As motivações para a participação desportiva podem ser intrínsecas, extrínsecas ou mesmo amotivacionais. Poucos estudos sobre a participação de adultos em AF foram encontrados no contexto libanês. Este estudo tem como objetivos: a) investigar diferenças significativas na motivação para a prática desportiva em função do género, idade, profissão e tempo de prática, e b) investigar os motivos da prática desportiva que melhor discriminaram entre essas variáveis. Material e métodos: A versão árabe da Sport Motivation Scale foi coletada eletronicamente de 531 voluntários praticantes regulares de AF nos últimos seis meses. Gênero, ocupação, estado civil e tempo de atuação foram analisados por meio do teste U de Mann-Whitney e do teste de Kruskal Wallis com nível de significância de 0,05. Resultados: As subescalas de motivação interna (particularmente a intenção de realizar) foram os motivos mais influentes para ambos os sexos. Uma diferença significativa entre os gêneros foi relatada nas subescalas de motivação extrínseca e amotivação. Além disso, idade, ocupação, estado civil e tempo de prática mostram diferenças significativas nos fatores de motivação dependentes ou independentes da distribuição por gênero (p<0,05). Conclusão: não houve diferenças significativas na motivação intrínseca para a prática desportiva entre os sexos. Outros fatores, por outro lado, tiveram um impacto substancial. Contribuição da pesquisa: esses achados pretendem contribuir para uma melhor compreensão das diferenças na motivação para participar da AF e auxiliar na sua promoção entre adultos libaneses.

Correlation between social and physical anhedonia and intrinsic motivation in patients with schizophrenia / 中华行为医学与脑科学杂志

Objective:To explore the social and physical anhedonia and its relationship to intrinsic motivation in patients with schizophrenia.Methods:One hundred and twenty-five stable schizophrenic patients from three psychiatric hospitals in Hefei, Wuhu and Beihai, and 101 healthy controls from same communities were recruited.All subjects completed Chinese version of revised social anhedonia scale(RSAS-C), Chinese version of revised physical anhedonia scale(RPAS-C) and intrinsic motivation inventory for schizophrenia research(IMI-SR), while positive and negative syndrome scale(PANSS) and Calgary depression scale for schizophrenia(CDSS) were used to assess the clinical symptoms of schizophrenic patients.All analyses were conducted by SPSS 26.0 software.The Mann-Whitney U test and covariance analysis were used for comparison between the groups, and Spearman correlation and multiple logistic regression analysis were used to explore the association between the anhedonia and intrinsic motivation in schizophrenics. Results:Compared with controls, the RSAS-C (10.00(6.00, 14.00) vs 11.00(8.00, 15.00), Z=-2.187, P<0.05) and RPAS-C (12.00(7.50, 20.00) vs 16.00(10.00, 23.00), Z=-3.026, P<0.01) scores in patients were higher, but the differerce between the groups disappeared after controlling age, sex and years of education.The IMI-SR perceived choice subscore (31.00(28.00, 39.00 vs 36.00(31.00, 42.00), Z=-3.172, P<0.01) were lower, while value/usefulness subscores (41.00(35.00, 45.00) vs 36.00(32.00, 42.00), Z=-3.387, P<0.01) were higher in patients than those in controls, and there was no significant difference between the total score and interest/enjoyment subscore(both P<0.05). In patents, Spearman correlation analysis showed that the RSAS-C and RPAS-C scores were significant negatively correlated with the IMI-SR total scores and interest/enjoyment subscore, perceived choice and value/usefulness( r=-0.193--0.364, all P<0.05), which still existed after controlling age, sex, years of education, course of disease, antipsychotic dose, and scores of PANSS and CDSS.Logistic regression analysis showed that the score of RSAS-C( B=-0.096, 95% CI=0.836-0.998, P=0.025) and perceived choice subscore( B=-0.110, 95% CI=0.823-0.974, P=0.010) had negative effects on the IMI-SR total score. Conclusion:There is a correlation between anhedonia and intrinsic motivation in patients with schizophrenia, the higher the social anhedonia, the lower the intrinsic motivation to participate in cognitive activities, suggesting that intervention for social anhedonia may have significance in improving the intrinsic motivation of patients with cognitive rehabilitation therapy.

The mediating role of intrinsic motivation between challenge-hindrance stressors and thriving at work among clinical nurses / 中国实用护理杂志

Objective:To explore the relationship between challenge-hindrance stressors and thriving at work in clinical nurses, and to analyze the mediating role of intrinsic motivation.Methods:This was a cross-sectional survey. A total of 319 nurses from the Provincial Hospital Affiliated to Shandong First Medical University, Qilu Hospital of Shandong University, Shandong Provincial Qianfoshan Hospital from May to June 2022 were investigated by general data questionnaire, Challenge-Hindrance Stressors Scale, Intrinsic Motivation Scale and Thriving At Work Scale. Pearson was used to analyze the correlation between various variables, and Amos 23.0 was used to construct a structural equation model to analyze the mediating role of intrinsic motivation between challenging stressors, hindrance stressors, and thriving at work.Results:The score for challenging stressors was (21.22 ± 4.42) points, the score for hindrance stressors was (13.51 ± 3.59) points, the score for intrinsic motivation was (78.96 ± 11.52) points, and the score for thriving at work was (51.27 ± 8.03) points. Challenging stressors was positively associated with intrinsic motivation and thriving at work ( r=0.222, 0.221, both P<0.01), hindrance stressors was negatively associated with intrinsic motivation and thriving at work ( r=-0.152, -0.337, both P<0.01), intrinsic motivation was positively correlated with thriving at work ( r=0.564, P<0.01). Intrinsic motivation was partially mediated between challenging stressors, hindrance stressors and thriving at work, respectively accounting for 16.02% and 13.79%. Conclusions:Challenging stressors and hindrance stressors can indirectly influence their thriving at work through intrinsic motivation. Nursing managers should help nurses treat different stressors correctly to enhance their intrinsic motivation and promote their thriving at work.

Motivação de atletas amadores e profissionais para a prática do triathlon: uma investigação qualitativa / Motivation of amateur and professional athletes for the practice of triathlon: a qualitative investigation / Motivación de atletas amateurs y profesionales para la práctica del triatlón: una investigación cualitativa

O objetivo dessa investigação foi verificar as motivações para a prática esportiva de triatletas amadores e profissionais. Participaram desse estudo 12 triatletas, sendo 7 atletas profissionais (4 homens e 3 mulheres) e 5 atletas amadores (2 homens e 3 mulheres), com idades entre 19 e 67 anos. Utilizouse como instrumento de pesquisa uma entrevista semiestruturada a partir de um roteiro de questões previamente elaborado pelas pesquisadoras responsáveis, considerando as principais dimensões da motivação. Os dados foram analisados através da análise de conteúdo temática. Como resultado, triatletas são motivados por razões distintas, tanto de forma intrínseca (aptidão física, emoção, competência técnica e diversão), como extrínseca (reconhecimento social, atividades de grupo, competição e afiliação). Concluiu-se que condições como status social, preocupação com a forma física, intensa dedicação a modalidade e presença de motivações ora intrínsecas, ora extrínsecas, parecem ser motivos determinantes para ingresso e permanência de triatletas na modalidade.

The objective of this investigation was to verify the motivations for the sport practice of amateur and professional triathletes. Twelve triathletes participated in this study, 7 professional athletes (4 men and 3 women) and 5 amateur athletes (2 men and 3 women), aged between 19 and 67 years. A semistructured interview was used as a research instrument based on a script of questions previously prepared by the responsible researchers, considering the main dimensions of motivation. Data were analyzed through thematic content analysis. As a result, triathletes are motivated by different reasons, both intrinsically (physical fitness, emotion, technical competence and fun) and extrinsically (social recognition, group activities, competition and affiliation). It was concluded that conditions such as social status, concern with physical shape, intense dedication to the modality and the presence of either intrinsic or extrinsic motivations, seem to be determining reasons for entry and permanence of triathletes in the modality.

El objetivo de esta investigación fue verificar las motivaciones para la práctica deportiva de triatletas aficionados y profesionales. Doce triatletas participaron en este estudio, 7 atletas profesionales (4 hombres y 3 mujeres) y 5 atletas aficionados (2 hombres y 3 mujeres), con edades entre 19 y 67 años. Se utilizó como instrumento de investigación una entrevista semiestructurada a partir de un guión de preguntas previamente elaborado por los investigadores responsables, considerando las principales dimensiones de la motivación. Los datos fueron analizados a través del análisis de contenido temático. Como resultado, los triatletas están motivados por diferentes motivos, tanto intrínsecos (aptitud física, emoción, competencia técnica y diversión) como extrínsecos (reconocimiento social, actividades grupales, competencia y afiliación). Se concluyó que condiciones como el estatus social, la preocupación por la forma física, la intensa dedicación a la modalidad y la presencia de motivaciones intrínsecas o extrínsecas, parecen ser motivos determinantes para el ingreso y permanencia de los triatletas en la modalidad.

Motivaciones de los estudiantes de fisioterapia para practicar actividad físico-deportiva / Motivations of physiotherapy students to practice sports and physical activity

Introducción. El sedentarismo es un problema de salud pública, siendo un riesgo latente para las enfermedades crónicas no trasmisibles. En un estudio previo en la Fundación Universitaria María Cano se encontró sedentarismo de 97% en estudiantes. El propósito del estudio es contribuir a la comprensión del comportamiento sedentario en estudiantes de fisioterapia, información clave para que la institución genere estrategias efectivas que incentiven la práctica físico-deportiva, considerando las motivaciones de los estudiantes. Metodología. Estudio de enfoque cuantitativo, diseño no experimental, de corte transversal. Participaron 178 estudiantes de Fisioterapia (I a VII semestre). Se aplicó un cuestionario sociodemográfico y el CAMIAF (Cuestionario de Actitudes, Motivaciones e Intereses hacia las Actividades Físico-deportivas). Resultados. Población joven, en su mayoría mujeres (77,5%), con edades entre 16 y 36 años, y media de 21,3 (DE: ±3,244). El 64% manifiesta no practicar deporte o actividad física (AF) de manera habitual. Se encuentra asociación significativa de la edad con los factores competencia (todas las variables), capacidad personal (por superarse), aventura (relacionarme y conocer gente), hedonismo (porque quiero ser celebre y popular) y forma física (para mejorar mi imagen y aspecto físico). El 92,2% de los participantes manifiestan que la Universidad motiva la práctica de AF con jornadas físicas permanentes (34,9%) y el incentivo académico (28,6%) Conclusiones. Entre las motivaciones para la práctica de AF predomina, en su orden, el factor competencia, social y recreativo, y el estético. El que genera menor motivación es el emocional. Limitaciones. El constructo motivacional es multidimensional; un abordaje cualitativo adicional podría mejorar la comprensión de los hallazgos.

Introduction. Sedentary lifestyle is a public health problem, being a latent risk for chronic non-communicable diseases. In a previous study at Fundación Universitaria María Cano, a sedentary lifestyle of 97% was found in students. The purpose of the study is to contribute to the understanding of sedentary behavior in physical therapy students, which is a key information for the institution to generate effective strategies to encourage sports and physical practice, considering the students' motivations. Methodology. A quantitative approach study, with a non-experimental and cross-sectional design. 178 physiotherapy students (1st to 7th semester) participated. A sociodemographic questionnaire and the CAMIAF (Questionnaire of Attitudes, Motivations, and Interests towards Physical-Sports Activities) were applied. Results. Young population, mostly women (77.5%), aged between 16 and 36, with an average of 21.3 (SD: ±3.244). Sixty-four percent stated that they did not practice sport or physical activity (PA) on a regular basis. A significant association was found between age and the following factors: competence (all variables), personal capacity (for self-im-provement), adventure (to socialize and meet people), hedonism (because I want to be famous and popular), and physical fitness (to improve my image and physical appear-ance). 92.2% of the participants state that the University motivates the practice of PA with permanent physical sessions (34.9%) and academic incentive (28.6%). Conclusions. Among the motivations for the practice of PA, the following factors predominate in this order: competition, social and recreational, and aesthetic. The least motivating factor was the emotional one.Limitations. The motivational construct is multidimensional; an additional quali-tative approach could improve the understanding of the findings.

Mediating effect of mindfulness on intrinsic motivation and work engagement of part-time nursing faculty / 中华医学教育探索杂志

Objective:To explore the mediating role of mindfulness in part-time nursing faculty between intrinsic motivation and work engagement.Methods:A total of 376 part-time nursing faculty were investigated with Work Preference Inventory, Five Facet Mindfulness Questionnaire-Short Form and Utrecht Work Engagement Scale. SPSS 25.0 statistical software was used to perform t test on the data. Results:The intrinsic motivation of part-time nursing faculty positively predicted work engagement ( β=0.74, P<0.001). The positive predictive effect of intrinsic motivation on job engagement was weaker than before ( β=0.55, P<0.001). Mindfulness as an intermediary variable reduced the positive predictive effect of intrinsic motivation on work engagement from 0.979 to 0.504. The indirect effect of intrinsic motivation on work engagement through mindfulness was significant (path coefficient=0.50, P<0.001), and the intermediary effect accounted for 48.51% of the total effect. Conclusion:Mindfulness plays an intermediary role between intrinsic motivation and work engagement of part-time nursing faculty. Paying attention to the mindfulness level of part-time nursing faculty plays a positive role in improving their work engagement level.

Teachers' Motivation for Teaching in Higher Education: Portuguese Validation of a Questionnaire / Motivação dos Professores para o Ensino na Educação Superior: Validação Portuguesa de um Questionário / Motivación de los Profesores para la Enseñanza en la Educación Superior: Validación Portuguesa de un Cuestionario

Abstract Motivation for teaching is key in the establishment and further development of high-quality higher education, as it affects teachers' investment in quality learning experiences for their students, as well as institutional efficacy and well-being. This study aimed to validate a questionnaire, originally developed in Belgium, designed to evaluate three dimensions (self-efficacy, interest, and effort) of intrinsic motivation for teaching for a different national population. The sample consisted of 616 academics working in public higher education institutions in Portugal. Confirmatory factor analysis was conducted and internal consistency of items analyzed. The results show that the original dimensionality of the construct is confirmed in the Portuguese teachers' sample. Motivation for teaching in the Portuguese context is primarily explained by the following factors: personal efficacy, interest in the task, and effort placed on teaching responsibilities. A difference was found in that personal efficacy could not be divided in context and general personal efficacy.

Resumo A motivação para ensinar é fundamental para o desenvolvimento de ensino superior de qualidade, pois determina o investimento dos professores em experiências de aprendizagem de qualidade para os seus estudantes, bem como a eficácia e bem-estar institucionais. O estudo teve por objetivo a validação de um questionário, originalmente desenvolvido na Bélgica, destinado a avaliar três dimensões (autoeficácia, interesse e esforço) sobre motivação intrínseca para ensinar, para uma população nacional distinta. A amostra é composta por 616 acadêmicos que trabalham em instituições públicas de ensino superior em Portugal. Realizou-se a análise fatorial confirmatória e analisou-se a consistência interna dos itens para cada uma das dimensões avaliadas. Os resultados mostram que a dimensionalidade original do constructo é confirmada na amostra portuguesa, sendo a motivação para o ensino explicada principalmente pelos seguintes fatores: eficácia pessoal, interesse pelo trabalho e esforço nas responsabilidades de ensino. Não foram encontradas diferenças entre eficácia pessoal geral e eficácia pessoal contextual.

Resumen La motivación para la enseñanza es clave en el desarrollo de una educación superior de calidad, porque determina la inversión de los profesores en experiencias de aprendizaje de calidad para sus estudiantes, así como la eficacia institucional y el bienestar. El estudio tuvo como objetivo validar un cuestionario, desarrollado originalmente en Bélgica, destinado a evaluar tres dimensiones (autoeficacia, interés y esfuerzo) sobre la motivación intrínseca para la docencia, en una población nacional distinta. La muestra consistió en 616 académicos que trabajan en instituciones públicas de educación superior en Portugal. Se realizó un análisis factorial confirmatorio y se analizó la consistencia interna de los ítems por dimensión. La dimensionalidad original del constructo se confirma en la muestra portuguesa. La motivación para enseñar en este contexto se explica principalmente por los siguientes factores: eficacia personal, interés en la tarea y esfuerzo en la enseñanza. La diferencia que se encontró es que la eficacia personal no pudo dividirse en contextual y general.

Educational Practice Based on Hypothesis-Driven Physical Examination / 医学教育

During the coronavirus pandemic, we focused on Hypothesis-Driven Physical Examination (HDPE), which is performed while considering physical examination and differential diagnosis as issues that can be learned without directly having contact with patients. We created HDPE scenarios with students who elected general medicine in Clinical Clerkship 2, and we implemented HDPE using that scenario on the last day of the clerkship. The scenario was created online and HDPE was conducted face-to-face. Students could learn correct medical examination techniques and manners through mutual learning. In addition, they could acquire communication and lifelong learning abilities through cooperative learning. We were able to enhance the learning effect through mutual learning that works on the students’ own intrinsic motivation in terms of both creating scenarios for the framework of cognitive apprenticeship and implementing HDPE.

Perceived overall self-efficacy and motivation to learn in high school teenagers / Autoeficacia general percibida y motivación para aprender en adolescentes de educación media / Autoeficácia geral percebida e motivação para aprender em adolescentes do Ensino Médio

Abstract Self-efficacy is the belief each one has about their performance abilities. Motivation to learn is considered an important construct that encourages individuals to perform their tasks. This study aimed to verify the correlation between self-efficacy and intrinsic and extrinsic motivation in teenagers, investigating potential differences related to gender and age - younger (14 to 16 years) and older (17 to 19 years) teenagers. 296 adolescents from 14 to 19 years old (M=16.03; SD=0.96) participated in the study, 57% female, 66% were students from public schools and 34% from private schools. The instruments used were: a sociodemographic data questionnaire, the Perceived General Self-Efficacy Scale and the Scale for Evaluation of Motivation to Learn for high school students. Descriptive analyses, Pearson correlation and Student's t-test for independent samples were performed. The results indicated a positive correlation between self-efficacy and intrinsic motivation, and a negative correlation between self-efficacy and extrinsic motivation. Girls showed higher averages in intrinsic motivation and boys higher averages in extrinsic motivation. Male participants achieve higher means of self-efficacy when compared to girls, and there was no statistically significant difference regarding age. The establishing of strategies in schools is important, once self-efficacy and motivation can interfere in the teenagers' learning process.

Resumen La autoeficacia se refiere a las creencias que cada individuo tiene acerca de sus propias capacidades para ejecutar una tarea, mientras que la motivación para aprender se considera un constructo de notoria importancia debido a que estimula al individuo a realizar sus tareas. Teniendo en cuenta estos dos conceptos, el objetivo de este estudio fue identificar la correlación entre la autoeficacia y la motivación intrínseca y extrínseca en adolescentes por medio de un análisis de las posibles diferencias en las medias por género y por franjas etarias -adolescentes de 14 a 16 años y de 17 a 19 años-. En total, participaron 296 adolescentes de 14 a 19 años (M = 16.03; DE = .96) -57 % de género femenino-, estudiantes de educación media de escuelas públicas (66 %) y privadas (34 %). Específicamente, se utilizó una ficha de datos sociodemográficos, la Escala de Autoeficacia General Percibida (EAGP) y la Escala de Motivación para Aprender (EMA-EM), instrumentos con los que se realizó un análisis de correlación de Pearson y el test t de Student para muestras independientes. Como resultados, se observó una correlación positiva entre la autoeficacia y la motivación intrínseca, una correlación negativa entre la autoeficacia y la motivación extrínseca, medias más altas para la motivación intrínseca en las mujeres y para la motivación extrínseca en los hombres, y medias más altas en autoeficacia en los hombres. No se encontraron diferencias estadísticamente significativas entre las franjas etarias. Con esto, resulta fundamental establecer estrategias para las escuelas que tengan en cuenta que la autoeficacia y la motivación pueden interferir en el proceso de aprendizaje de los adolescentes.

Resumo A autoeficácia diz respeito às crenças que cada indivíduo tem sobre suas capacidades de desempenho. Já a motivação para aprender é considerada um construto importante que estimula o indivíduo a realizar suas tarefas. Neste estudo, objetivou-se verificar a correlação entre autoeficácia e motivação intrínseca e extrínseca em adolescentes, investigando possíveis diferenças nas médias por gênero e faixas etárias distintas -adolescentes mais novos (de 14 a 16 anos) e mais velhos (de 17 a 19 anos). Participaram do estudo 296 adolescentes de 14 a 19 anos (M = 16.03; DP = 0.96), 57 % do gênero feminino, estudantes de Ensino Médio de escolas públicas (66 %) e privadas (34 %). Foram utilizadas uma ficha de dados sociodemográficos, a Escala de Autoeficácia Geral Percebida e a Escala de Motivação para Aprender. Análises descritivas, correlação de Pearson e teste t de Student para amostras independentes foram realizados. Houve correlação positiva entre autoeficácia e motivação intrínseca, e correlação negativa entre autoeficácia e motivação extrínseca, sendo que as meninas apresentaram médias mais altas na motivação intrínseca e os meninos médias mais altas na motivação extrínseca. Os adolescentes do gênero masculino obtiveram maiores médias de autoeficácia quando comparados com as meninas, e não houve diferença estatisticamente significativa quanto às faixas etárias dos adolescentes. Portanto, estabelecer estratégias nas escolas é fundamental, uma vez que a autoeficácia e a motivação podem interferir no processo de aprendizagem dos adolescentes.

Motivação para aprender em adolescentes do ensino médio de uma escola pública militar / Motivation to learn in high school students of a public military school / Motivación para aprender en los estudiantes de la secundaria de una escuela pública militar

A motivação para aprender é objeto de estudo de inúmeras disciplinas do conhecimento, pois está relacionada com a aprendizagem escolar. Este estudo objetiva investigar a motivação intrínseca (MI) e extrínseca (ME) em adolescentes do Ensino Médio de uma escola militar, verificando quais as diferenças nos tipos de motivação por sexo e faixa etária. Participaram 236 adolescentes de 14 a 18 anos (M=15,5; DP=0,84) de ambos os sexos, sendo 138 (59%) meninas. Foram utilizados como instrumentos para coleta de dados a Escala de Avaliação da Motivação para Aprender de Alunos do Ensino Médio (EMA-EM) e uma ficha de dados sociodemográficos. Foram realizadas análises estatísticas descritivas e teste t de Student. Os resultados evidenciaram que a MI é maior do que a ME. Quanto à faixa etária, houve diferença significativa apenas quanto à motivação total, tendo os adolescentes mais novos mais motivação do que os mais velhos. Os resultados são discutidos com base na teoria motivacional intrínseca e extrínseca e demonstram que, no geral, os adolescentes estão motivados para a aprendizagem.

Motivation to learn is the object of study of many subject areas of knowledge as it relates to school learning. This study aims to investigate the motivation to learn and its components intrinsic motivation/IM and extrinsic motivation/EM in high school adolescents of a military school, checking differences in the types of motivation by gender and age. Participants were 236 adolescents aged 14 to 18 years old (M=15.5, SD=0.84) of both genders, being 138 (59%) girls. They were used as instruments for data collection The Learning Motivation Assessment Scale for High School Students (EMA-EM) and a form of socio-demographic data. Data analyzes were performed using descriptive statistical analysis and Student's test. The results showed that the IM is greater than the EM. In relation to age, there was only a significant difference for total motivation, with younger teens being more motivated than the elders. The results are discussed based on the intrinsic and extrinsic motivational theory and demonstrate that, in general, adolescents are motivated to learn.

La motivación para aprender es objeto de estudio en numerosas disciplinas del conocimiento, ya que se relaciona con el aprendizaje escolar. Este estudio tiene como objetivo investigar la motivación para aprender y sus componentes (motivación intrínseca/MI y extrínseca/ME) en adolescentes de la escuela secundaria, comprobando las diferencias en los tipos de motivación por sexo y por edad. Participaron 236 adolescentes de 14 a 18 años (M=15,5; DE=0,84) de ambos sexos, y 138 (59%) niñas. Fueron utilizados como instrumentos para la recolección de datos la Motivación para Aprender de Alumnos de la Escuela Secundária (EMA-ES) y una forma de datos sociodemográficos. Los datos fueron analizados utilizando el análisis estadístico descriptivo y prueba t de Student. Los resultados mostraron que la MI es mayor que la ME. Cuanto a la edad, no hubo una diferencia significativa, sólo para la motivación total, con los adolescentes más jóvenes siendo más motivados que sus mayores. Los resultados se discuten en base a la teoría de la motivación intrínseca y extrínseca y demuestran que, en general, los adolescentes están motivados para el aprendizaje.

Survey on Medical Residents' Attitudes Toward Conference Presentations / 医学教育

Introduction: Conference presentations are a very instructive experience for doctors.Aim: The aim of this study was to evaluate residents' attitude toward conference presentations.Methods: A questionnaire-based survey was conducted on 22 residents at our hospital, regarding their experience with giving a conference presentation.Results: Of the 22 residents, 15 (68%) completed the questionnaires. 13 (87%) of them had experienced giving a presentation for the first time. Overall, 14 (93%) of the 15 residents thought the experience of giving a conference presentation was very instructive. 12 residents (80%) wanted to experience it again. On the other hand, a few residents requested that giving a presentation be made voluntary and not mandatory.Conclusion: The results of our study demonstrates that giving conference presentations would be a very valuable experience for young doctors. The experience of giving a presentation coupled with prior explanations about its instructive value could positively impact intrinsic motivation.

Motivação de alunos do ensino fundamental: estudo de duas realidades culturais / Motivation of elementary school students: study of two cultural realities / Motivación de alumnos de la enseñanza primaria: estudio de dos realidades culturales

A motivação no contexto escolar é um tema muito discutido na contemporaneidade da educação em diferentes espaços e culturas. O presente estudo tratou do constructo motivação à luz da Teoria da Autodeterminação e buscou avaliar a motivação para aprender de crianças dos primeiros anos do ensino fundamental de duas realidades culturais distintas: Brasil e Chile. Participaram da pesquisa 528 crianças, sendo 268 brasileiras e 260 chilenas que responderam a dois questionários sobre motivação. O método utilizado foi para análise dos dados foi do tipo descritivo com delineamentos de levantamento e correlacional. Os resultados evidenciaram que a maioria das crianças, dos dois contextos investigados, se revelou motivada para aprender. A discussão dos resultados considerou as implicações educacionais das duas realidades culturais.

The motivation in the school context is a much discussed theme in the contemporaneity of education in different places and cultures. The present study dealt with the motivation construct in the light of the Self Determination Theory and sought to evaluate the motivation to learn from the first years of elementary school in two different cultural realities: Brazil and Chile. A total of 528 children participated in the study, of which 268 were Brazilian and 260 were Chilean who answered two questionnaires on motivation. The method used was for descriptive data analysis with survey designs and correlational. The results showed that most of the children in the two contexts investigated were motivated to learn. The discussion of the results considered the educational implications of the two cultural realities.

La motivación en el contexto escolar es un tema muy discutido en la contemporaneidad de la educación en diferentes espacios y culturas. En el presente estudio se trató del constructo motivación a la luz de la Teoría de la Autodeterminación y se buscó evaluar la motivación para aprender de niños de los primeros años de la enseñanza primaria de dos realidades culturales distintas: Brasil y Chile. Participaron de la investigación 528 niños, siendo 268 brasileñas y 260 chilenas que respondieron a dos cuestionarios acerca de la motivación. El método utilizado fue para análisis de los datos fue del tipo descriptivo con delineamientos de levantamiento y correlacional. Los resultados evidenciaron que la mayoría de los niños, de los dos contextos investigados, se reveló motivada para aprender. La discusión de los resultados considerólas implicaciones educacionales de las dos realidades culturales.

El papel de la comunicación, la motivación y el disfrute sobre el compromiso en practicantes de musculación / The Role of Communication, Motivation and Enjoyment over Commitment in Fitness

Resumen El objetivo de este estudio fue comprobar la predicción del compromiso en practicantes de musculación a través de las estrategias de comunicación (verbal, no verbal y evitación de barreras) del monitor, la motivación intrínseca y el disfrute en la actividad. Participaron 287 personas practicantes de musculación de centros deportivos, a los que se les midió la percepción de comunicación y las barreras de comunicación con el técnico, la motivación intrínseca, el disfrute y el grado de compromiso deportivo. El resultado del análisis de regresión lineal mostró que el uso adecuado de estrategias de comunicación verbal, no verbal y la evitación de barreras en la comunicación, así como altos niveles de motivación intrínseca y de disfrute en la práctica predecían el compromiso futuro de los practicantes. De esta forma, el uso de estrategias eficaces de comunicación del técnico de musculación durante la interacción con los practicantes, siempre que la motivación sea alta, posibilitaría una mayor adherencia a la práctica.

Abstract The purpose of this paper was to test the predictive power of the channels of communication used by fitness monitor, the intrinsic motivation and the enjoyment of the activity, in the commitment of fitness. 287 gym fitness were involved in the study to which were analyzed the degree of perceived communication and the communicational barriers with the monitor, the intrinsic motivation, the enjoyment and the level of sport commitment. The result of linear regression analysis showed that the use of channels of communication verbal, no-verbal and the avoidance of communication barriers, as well as high levels of intrinsic motivation and enjoyment during the practice, predicted a future commitment of the participants. In this way, the use of effective communication strategies by the fitness monitor during the interaction with practitioners would increase the motivation of individuals allowing a greater adherence to practice.

Propiedades psicométricas del Work Preference Inventory (WPI) en una muestra de adultos jóvenes mexicanos / Psychometric properties of the Work Preference Inventory (WPI) in a sample of young Mexican adults

Resumen El presente trabajo analiza las propiedades psicométricas del Work Preference Inventory (WPI; Amabile, Hill, Hennessey & Tighe, 1994) traducido al español, en una muestra de 762 participantes mexicanos de entre 17 y 27 años. La consistencia interna del instrumento indica un alfa de Cronbach general de 0.72, así como de 0.71 para la escala de motivación intrínseca y de 0.69 para la de motivación extrínseca. Se realizaron análisis factoriales para agrupar los reactivos en dos escalas primarias y cuatro secundarias. Además, se hizo la baremación a partir de la muestra estudiada. Los resultados indican que el WPI es un instrumento válido y confiable para medir la motivación en poblaciones universitarias.

Abstract In the present study was analyzed the psychometric properties of the Work Preference Inventory (WPI; Amabile, Hill, Hennessey & Tighe, 1994) translated into Spanish, in a sample of 762 Mexican participants between 17 and 27 years old. The internal consistency of the instrument indicates a general Cronbach alpha of 0.72, as well as 0.71 and 0.69 for intrinsic and extrinsic motivation scales, respectively. Factor analyzes were performed to pool the items in two primary and four secondary scales. In addition, the norms were developed ​​from the study sample. The results indicate that the WPI is a valid and reliable instrument to measure motivation in college populations.

The Relationship between Low Intrinsic Motivation and Basic Psychological Need in Internet Gaming Disorder

Due to the increasing use of the internet, various social problems have been emerging, and one of them is internet gaming disorder (IGD). The purpose of this study was to investigate whether low internal motivation was present in IGD and basic psychological needs affected internal motivation. Twenty-one individuals with IGD and 21 healthy controls performed a ‘motivation task’ in which the avatar in virtual reality asked whether they would accept an activity in two conditions stimulating intrinsic or extrinsic motivation. The task performance was compared between the two groups, and was correlated with the Basic Psychological Needs Scale scores. Patients had a significantly lower acceptance rate of the proposal in the intrinsic motivation condition than controls, and this intrinsic motivated tendency was correlated with the satisfaction in their basic psychological needs. As with other substance use disorders, IGD was associated with a lower level of internal motivation, which was related to the dissatisfaction of basic psychological needs such as autonomy, competence, and relationship.

Effect of emotional care based on intrinsic motivation theory on treatment desire of ovarian cyst surgery patients / 现代临床护理

Objective To explore the influence of emotional care based on the intrinsic motivation theory in the treatment of patients with ovarian cyst.Methods From September 2014 to October 2016,106 patients with ovarian cysts admitted to our hospital were selected and randomly divided into control group and study group with 53 in each group.The control group and the study group received routine nursing and emotional care based on intrinsic motivation theory,respectively.The two groups were evaluated before and after the intervention using the stages of change readiness and treatment eagerness scale (SOCRATES).Result After intervention,the scores of cognitive sub-scale,hesitation sub-scale and act sub-scales of the study group were higher than those of the control group, with significant difference (P＜0.05).Conclusion Emotional nursing based on intrinsic motivation theory is effective for the improved treatment of patients with ovarian cyst surgery,worth further promotion in clinic.

El disfrute como mediador de la salud en el ejercicio físico / Enjoyment as a mediator of health in physical exercise

El estudio comprobó un modelo predictivo del apoyo social de autonomía del practicante sobre la relación con los demás, a su vez sobre la motivación intrínseca; está sobre el disfrute, y por último, se comprobó la predicción del disfrute sobre el motivo fitness/salud. Se utilizó una muestra de 682 practicantes de actividades físicas no competitivas con una edad media de 35.50 ± 11.70 años. Los resultados del modelo de ecuaciones estructurales mostraron una predicción positiva del apoyo a la autonomía del practicante hacia la relación con los demás, esta predijo la motivación intrínseca, que a su vez predijo el disfrute y finalmente el motivo de fitness/salud. Se discuten los resultados en pro de valorar la importancia de fomentar el disfrute en los practicantes para incrementar la práctica física saludable.

This study tested a predictive model of perception of supportive autonomy coaching on the relatedness mediator, this mediator on intrinsic motivation, intrinsic motivation on enjoyment and enjoyment on the fitness / health motive. A sample of 682 practitioners of non-competitive physical activities with a mean age of 35.50 ± 11.70 years, participated in the study. The results of structural equation model showed a positive prediction of supportive autonomy coaching on the relatedness mediator, relatedness on intrinsic motivation, intrinsic motivation on enjoyment and enjoyment on the fitness/health motive with 51% of variance. These results do appreciate the importance of promoting the enjoyment on practitioners to enhance the healthy physical practice.