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PurposeThis paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies.Design/methodology/approachThis briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.FindingsThe results suggest that organizations should develop a systematic process for training and should measure the effectiveness of the training they organize;not all training will lead to the desired learning outcomes.Originality/valueThe briefing saves busy executives, strategists and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.
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Purpose: This paper aims to use a quantitative approach to explore the role of online learning behavior in students' academic performance during the COVID-19 pandemic. Specifically, the authors probe its mediating effect in the relationship between student motivation (extrinsic and intrinsic) and academic performance in a blended learning context. Design/methodology/approach: Survey data were collected from 148 students taking an organizational behavior course at one Chinese university. The data were paired and analyzed through regression analysis. Findings: The results show that students should actively engage in online learning behavior to maximize the effects of blended learning. Extrinsic motivation was found to positively influence academic performance both directly and indirectly through online learning behavior, while intrinsic motivation affected academic performance only indirectly. Originality/value: Through paired data on extrinsic and intrinsic motivation, online learning behavior and academic performance, this study provides a more nuanced understanding of how online learning behavior affects the focal relationship, and it advances research on the mechanisms underlying the focal relationship. Practitioners should enhance students' online learning behavior to boost blended learning effects during the COVID-19 pandemic. © 2022, Emerald Publishing Limited.
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This investigation unearths the trait antecedents of intrinsic and extrinsic motivational drivers and their consequences on attitude towards e-WOM of social mobile app users. Additionally, this study attempts to explore the moderating role of psychological impact on attitude towards e-WOM when COVID-19 is ravaging the world. Following the descriptive research method, the survey was carried out among convenience sample respondents of 627 social mobile app users. The outcome brought out that extraversion had a favourable influence on opinion leadership, customer engagement, and self-expression for sharing consumption related information during the pandemic. Likewise, materialism also had a strong effect on self-expression. Nonetheless, extraversion and materialism failed to affect self-presentation motives. And, self-presentation was observed influencing attitude towards e-WOM negatively. The outcome of the study demonstrates that individuals with high psychological impact have a strong motivation to involve in customer engagement to participate in e-WOM communication. Motivational drivers such as self-expression, opinion leadership, and customer engagement had a significant effect on attitude towards e-WOM for the whole sample analysis. This investigation contributes to existing literature of e-WOM behaviour and widens the scope of self-presentation theory, social exchange theory, theory of planned behaviour etc. Finally, this research also assists marketers and practitioners to take better decision-making on developing a social media advertising and campaign using the framework.
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Asynchronous online learning has gained great popularity in higher education, especially due to the recent COVID-19 pandemic. However, few studies have investigated how to maintain students' continuous usage intention of asynchronous online courses in the context of higher education. This study incorporated four key factors (intrinsic motivation, extrinsic motivation, perception of multiple sources, and cognitive engagement) associated with students' continuous usage intention of asynchronous online courses into technology acceptance model (TAM) to identify the influencing factors on students' continuous usage intention. A survey with 325 college students was conducted to explore their continuous usage intention of asynchronous online courses and structural equation modeling analysis was carried out to analyze the relationships between the key influencing factors and students' continuous usage intention. The results showed that cognitive engagement was the only factor that directly related to continuous usage intention. Intrinsic motivation, extrinsic motivation, and perception of multiple sources indirectly correlated with students' continuous usage intention through different pathways. The results of the study have several theoretical and practical implications. Theoretically, the study verified what key learning factors incorporated into TAM and in what way they relate to the continuous usage intention of asynchronous online courses. Practically, the present study indicated that it is required to take intrinsic motivation, extrinsic motivation, perception of multiple sources, cognitive engagement and TAM into consideration when designing and conducting asynchronous online learning courses to ensure college students' continuous usage intention of asynchronous online courses.
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Transdisciplinary projects claim to be driven by societal needs and hence it would be expected that motivations are driven by the societal and project beneficiaries. Projects conducted in respect of COVID-19 instinctively meet transdisciplinary status with societal benefit being paramount. This paper presents an analysis of six transdisciplinary COVID-19 projects, assessing the motivations of twenty-nine participants involved. Primary data was collated through semi-structured individual interviews and thematic analysis was used to evaluate the reasons for individual participation. The findings show that of the motivations for participation, ethical motivation was 16%, personal fulfilment was 21% and being able to help was 19%. The extrinsic motivations such as expected rewards and benefits was still present but remained very low at 6%. The qualitative responses from the interviews give an indication that although a societal challenge, the motivations remained more of a personal nature aligning with the societal need. © 2022 The authors and IOS Press.
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Purpose>This study explores the perception of employees in textile industry firms in Northern Portugal regarding the influence of leadership and reward systems (RS) on their motivation (intrinsic and extrinsic) and job satisfaction (JS).Design/methodology/approach>A questionnaire was addressed to the employees of 12 firms, obtaining a sample of 256 valid responses, for which a structural equation model was estimated.Findings>The results showed that leadership and RS influence JS only through the mediating effects of intrinsic and extrinsic motivation.Originality/value>This study makes empirical and theoretical contributions, testing the relationship between leadership and employees' JS and how this relationship can be mediated by RS, and motivation – both intrinsic and extrinsic. Moreover, this study was conducted in Portugal, country where these issues have not been researched jointly before.
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While the demand for online education and the diversity of online students have been increasing worldwide, how online students motivate themselves to continuously engage in learning remains to be appraised. Research in the face-to-face contexts reports that academic motivation is central to student success and wellbeing, and the type of motivation can differ by subject. In particular, the motivation of business students and healthcare students can differ considerably. This study aimed to understand the motivation of online students, and compare them between business and healthcare students using a concurrent nested mixed-method design with correlation and thematic analyses. A survey regarding motivation, learning enjoyment, and study willingness was responded to by 120 online students (61 business and 59 healthcare). Business students were associated with extrinsic motivation, whereas healthcare students were associated with intrinsic motivation. While students in both groups enjoyed the pursuit of knowledge, healthcare students valued the process and accomplishment, whereas business students regarded education as steppingstones in their careers. Findings can help educators develop effective motivational support for these student groups.
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The purpose of this study was to examine graduate instrumentalists' practice habits, motivation orientations, and the impact of COVID-19 pandemic on their instrumental practice. Data were collected for this qualitative descriptive study through four participants' videotaped practice recordings (N = 4), video-stimulated recall (n = 4), semi-structured interviews (n = 4), and a questionnaire (n = 4) about practice strategies adopted and motivation orientations. Four themes were emergent including (a) task-oriented practice routines, (b) solution-oriented approaches, (c) mixed motivations, and (d) challenges faced during COVID-19 pandemic. Results indicated that the COVID-19 pandemic negatively impacted graduate instrumentalists' practice progress and psychological state. Their experience could be a reference for other instrumentalists in applying effective practice strategies and achieving strong and independent musicianship. The findings of this study also suggested that instrumental instructors may consider encouraging their students to flexibly plan practice routines and give priority to short-term goals.
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Consumers get innumerable product options, making it crucial to study their selection among brands v/s new brands. The study explores how in a post covid world, the online purchase behavior of Generation Z female consumers is impacted for new-brand beauty products. Using qualitative methods, the authors explored the online purchase behavior of Generation Z females for the purchase of beauty products in emerging economies and how blockchain technology (BCT) can play a crucial role in influencing consumer decision-making. Five focus group discussions were conducted. The study’s findings reveal four key themes – “It's too hard to be an innovator,” “Online stigma,” “New brand reservations,” and “BCT and new brands purchase decisions.” The authors portray that generation Z consumers don’t feel competent enough to buy new brands online without extrinsic motivation. They do not entirely trust the information marketers provide them in the current form. They are expected to buy new brands online if the authenticity of the complete product details can be verified using blockchain mechanisms.
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Purpose: This paper aims to use a quantitative approach to explore the role of online learning behavior in students’ academic performance during the COVID-19 pandemic. Specifically, the authors probe its mediating effect in the relationship between student motivation (extrinsic and intrinsic) and academic performance in a blended learning context. Design/methodology/approach: Survey data were collected from 148 students taking an organizational behavior course at one Chinese university. The data were paired and analyzed through regression analysis. Findings: The results show that students should actively engage in online learning behavior to maximize the effects of blended learning. Extrinsic motivation was found to positively influence academic performance both directly and indirectly through online learning behavior, while intrinsic motivation affected academic performance only indirectly. Originality/value: Through paired data on extrinsic and intrinsic motivation, online learning behavior and academic performance, this study provides a more nuanced understanding of how online learning behavior affects the focal relationship, and it advances research on the mechanisms underlying the focal relationship. Practitioners should enhance students’ online learning behavior to boost blended learning effects during the COVID-19 pandemic. © 2022, Emerald Publishing Limited.
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Introduction: Despite the epidemiological contingency caused by COVID-19, the academic training of nursing professionals did not cease, and Cuba restarted the process of specialization of its graduates in four specialties. The requests for definitive quits received in the first weeks motivated the authors to write this article, in which this training is assumed as requiring high motivation towards study. Objective: To characterize the academic motivation of residents in nursing specialties in Camagüey. Methods: Cross-sectional and descriptive study carried out from December 2020 to February 2021 in the hospital centers of Camagüey where the specialization is received. The work was completed with the population of 47 residents enrolled in the specialties. As empirical methods, the adapted educational motivation scale, the semistructured interview and observation were applied. The following dimensions were assumed: intrinsic motivation, extrinsic motivation and amotivation. For the analysis of quantitative data, distribution of absolute frequencies and percentage calculation were used. The data were qualified by means of content analysis, which yielded two categories. Results: Intrinsic academic motivation predominated, accounting for 63.00 % of the residents;followed by extrinsic motivation, present in 23.00 %. Only 5.00 % were unmotivated. Conclusions: There are different typologies of intrinsic academic motivation related to the studied specialty. Achievement-directed motivation predominated. Within extrinsic regulation, most of the sample subjects had identified regulation, followed by introjected and external regulation. © 2022, Editorial Ciencias Medicas. All rights reserved.
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Teaching-learning has changed drastically since the coronavirus pandemic and motivation in a pandemic context where students have had to radically change their learning system. The main goal of this research is to identify the relationship between the motivation of students in an online course of Computer Programming in Python, in the context of pandemic with sociodemographic variables (Internet connection, number of people living at home, employment status) and school variables (number of parallel subjects, grades and time spent). 75 first year engineering students participated and motivation was measured through the EME scale that provides Internal Motivation, External Motivation and Amotivation. The results indicate that there are no mean differences between motivation and socio-demographic variables, while significant differences are found in the Amotivation factor compared to students' final grades and the total time taken to complete the learning units. The course in question took place in the second semester of 2020, which ended in January 2021, given the irregularity of the semester © 2021 IEEE.
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Purpose>With fundraising appeals for coronavirus disease 2019 (COVID-19) relief efforts and donating to those affected by its spread and impact, donors, volunteers and charities can all play their part and render much-needed support and aid. The purpose of this study is to be part of such effort by empirically examining the intrinsic and extrinsic motivations that drive people's attitudes to engage in fundraising campaigns launched in many communities, providing a richer understanding of donors' responses.Design/methodology/approach>The present work follows a quantitative approach based on an online survey conducted among potential Kuwaiti charitable donors. A total of 565 useable responses (356 females, 209 males) were obtained using snowball sampling and analyzed through smart partial least squares (SmartPLS) software.Findings>With 90% of respondents financially able to donate who have a monthly income equal to or greater than the average (US$2000), this study confirms the suitability of the model used in predicting donors' attitudes to contribute online to grassroots fundraising campaigns. It reveals that all constructs included in the model (i.e. charitable projects geared for those affected by the pandemic, Internet technology (IT) features and religiosity level) are statistically significant, except for trust in charities.Practical implications>This study suggests that in uncertainty and concern surrounding COVID-19, nonprofit organizations, charities and governments should make concerted efforts toward mitigating the impacts of the pandemic on families and workers who are on the frontline against its outbreak. Possible areas need to be improved through suitable proactive strategies to solicit online monetary donations, such as charitable projects with inclusive information, focus attention on IT features (e.g. privacy, trustworthiness, security and effectiveness) and strengthen the religious faith of donors toward the significance of helping vulnerable groups and regions.Originality/value>The research adds value to the literature on donation and giving behavior by offering an in-depth understanding of what influences online donation attitudes, especially amid such an unprecedented epidemic crisis.
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The purpose of this quantitative correlational study was to examine if, and to what extent, there is a correlation between athletes' motivational styles (Intrinsic, External, Identified, Introjected, Integrated, and Amotivated) and the individual performance construct of athletes' satisfaction within a two-year university system in the Western United States. The theoretical framework for assessing the correlation between athletes' motivational styles and satisfaction is self-determination theory (SDT). Six research questions addressed correlations between athletes' motivational styles of Intrinsic, External, Identified, Introjected, Integrated, and Amotivated, and the individual performance construct of athletes' satisfaction. The sample included 28 university student athletes who play team sports within a two-year university system in the Western United States. The dataset included Sport Motivation Scale (SMS-II) and Athlete Satisfaction Questionnaire (ASQ) instruments, which both collected data within a single online system: Survey Hero. Due to COVID-19, the research study site was shut prematurely. Therefore, a low number of responses was collected from participants. A Kendall's tau-b correlational analysis showed significant evidence to accept the null hypothesis and conclude there was no association between Intrinsic tb = 0.262, External tb = -0.012, Identified tb= 0.114, Introjected tb = 0.23, Integrated tb= 0.068, and Amotivated tb = 0.075 motivation and athletes' satisfaction (M = 14.89;SD = 4.59). A post hoc analysis was then performed on each research question and concluded there is at least a 90.7% chance of committing a Type-II error. The results may not fit the general population across other states.Keywords: Athletes' satisfaction, motivational styles, self-determination theory. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
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Keywords: Transforming provision, Digital transformation, Patient perspectives Purpose: Recent developments in advances in remote healthcare, telehealth, and the COVID-19 pandemic, are rapidly changing the way healthcare is delivered. Many services are looking to reduce infection risk and footfall through healthcare clinics and are therefore offering telehealth instead of face to face consultations. Pain management programmes (PMP) and group PMP are recommended for patients with chronic musculoskeletal (MSK) pain, with clinical- and cost-effectiveness well established and deemed acceptable to patients. What is not clear is the acceptability of these well-established programmes when moved to remote delivery, an important consideration for the post-Covid era. The purpose of this review was to explore patient perspectives of MSK PMPs and group PMPs when delivered via telehealth. Methods: This review was informed by PRISMA extension for scoping reviews to ensure methodological rigour, reporting consistency and transparency. Based on preliminary searches, a sensitive search strategy was developed. An electronic search was conducted of the following databases: Cochrane Library, Medline, CINAHL, EMBASE, AMED, SportDiscus and APA PsychInfo from inception until March 2021. Any qualitative or mixed methods study, written in English, reporting patient perspectives or experiences of MSK telehealth PMP or group PMP was included. Titles, s and full texts were screened and a manual search of reference lists of included papers was performed. Data were extracted and analysed following Braun and Clarke's qualitative thematic analysis. Results: From 41 studies identified, nine were included (total sample size n = 383). Studies originated from the UK (n = 3) Australia (n = 3), USA (n = 2) and Canada (n = 1). Patient populations of interest included osteoarthritis knee (n = 3), low back pain (n = 2), chronic pain (n = 3) and mixed MSK population (n = 1). Telehealth modalities included telephone, websites, smart phone applications, video-conferencing and, in one, remote robotic technology. Main themes (sub-themes) included: (1) Usability (convenience, reliability of technology, familiarity with technology);(2) Tailored care (support, collaborative care);(3) Therapeutic alliance (expectations, power balance, rapport);(4) Managing behaviour (extrinsic motivation, intrinsic motivation). Collectively, findings support recommendations for practice. Conclusion(s): Findings highlight a relative paucity of literature on patient perspectives of MSK telehealth PMP. Telehealth PMP has potential to be beneficial and acceptable to patients with MSK complaints. A key finding was that telehealth must be person-centred to support behavioural change, and service planning must carefully consider how this can be facilitated in the remote format. Reliable, usable technology is of course an essential prerequisite. It is vital to understand the patient perspective and experience of telehealth, in order to maximise the value to patients and ensure clinical effectiveness. There is a critical need for further research in this area. Impact: Understanding patient perspectives in a time of digital transformation will drive forward MSK services that add value to the patient experience and promote greater public health. The challenge is to create innovative models of care, capitalising on digital technology advancements, that genuinely enable and empower patients with chronic MSK complaints. Funding acknowledgements: This work was not funded separately but forms part of a funded MRes degree at the University of Birmingham, funded by the Dudley Group NHS Foundation trust.
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The relevance of the study of mobile learning as an upcoming trend in education in the context of the COVID-19 pandemic is not denied. Thestudy of students’ ability and motivation to use modern technologies of mobilelearning is characterized by novelty. However, the problematic issue of studyingthe motivation of students and teachers for mobile learning in today’s pandemicremains relevant. The purpose of the study is to examine some aspects of theformation of students’ motivation (intrinsic motivation: interest in the subject ofstudy, understanding of its significance for further career;extrinsic motivation:points, awards, recognition), as well as the role of teachers in this process andthe influence of cognitive abilities of a person on their motivation and academicachievement. The study is based on the method of experiment as well as the interviewsand analysis of student reports. There were 185 students (19–22 years old)from Sechenov First Moscow State Medical University and Far Eastern FederalUniversity participating in the study. After the participants had listened to anonline lecture on the topic “Neuro-linguistic programming”, they were asked tomake a report on the topic of the same name and expand the information. Next,the students were interviewed. The results showed that 89% of students wereinterested in the issue and 69% noted a desire to learn more information on thistopic;100% of participants actively use mobile devices with Internet access foreducational purposes and, in particular, for making the required report. However,only 12% of respondents believe that mobile learning alone can be used in orderto study specialized disciplines at their university. Thus, 43% of students find itdifficult to perceive information from the screen of a smartphone (tablet);61%of students prefer traditional education to mobile learning, which is probablydue to the novelty of this process;65% of respondents noticed that their knowledgeis deteriorating due to the use of mobile (distance) learning. In connectionwith the results obtained, the following recommendations were made to improvethe educational process: to explain to students the importance and usefulnessof the topic under study;to use adequate pedagogical methods in the context ofmobile learning;to provide feedback and the ability to communicate to studentsduring mobile learning;to take into account the personality and learning style of a student;to use all types of intrinsic and extrinsic motivation of students inaccordance with specific circumstances. The most popular motivation factors formobile learning are possibility of improving exam grades (65%), possibility ofimproving knowledge (25%), and broadening horizons and deep interest in thetopic (10%). Developing applications that will take into account the needs of aparticular university and specialty will also make a contribution. Teachers arealso encouraged to use a play-based approach and a student reward system inorder to increase the level of motivation (additional points, a simplified examscheme, etc.). The practical significance and prospects for further research arepresented by the opportunities of increasing students’ motivation in the contextof mobile learning, and, consequently, the success of their studies. The resultscan be used in the comparative study of mobile learning possibilities in modernconditions and teachers’ involvement in it in different countries © 2022, International Journal of Interactive Mobile Technologies. All Rights Reserved.
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BACKGROUND: Students constantly seek ways to improve productivity within academia. With the advancement of technology in the recent decade, virtual implementations may provide additional support for student productivity, particularly during the COVID-19 pandemic with online learning. One of the virtual realms for motivation include gamification, which has potential as an effective tool to further bolster an individual's source of intrinsic motivation. METHODS: Qualitative and quantitative studies were extracted from APA PsycInfo, ProQuest, and IEEE for relevance to virtual gamification and intrinsic motivation. Studies were reviewed based on a pre-determined and piloted screening tool. Included studies were published between 1990 and 2020 in English within Asia, North America, or Europe. Only systematic reviews, randomized control trials (RCTs), meta-analysis, and grey literature were included. Study screening, extraction, and quality appraisals using the Mixed Methods Appraisal Tool (MMAT) were performed independently among two authors. Disagreements following reconciliation between two authors were settled by a third author. Heterogeneity in study designs, outcomes, and measurements precluded meta and statistical analyses; thus, a qualitative analysis of studies was provided. RESULTS: Based on the appraised articles, gamification improves intrinsic motivation through badges, social interactions, points, and leaderboards. Experimental studies also displayed a correlation between learning behaviour. CONCLUSION: The data exhibited an increase in intrinsic motivation due to gamification features, which can be integrated within a virtual context to enhance motivation with potential for application towards online learning settings.