Exploring e-sports fans' motivation for watching live streams based on self-determination theory.

This study seeks to examine the multifaceted influences of diverse motivational factors on the live streaming engagement of e-sports fans based on self-determination theory. While previous research has focused on the offline participation in e-sports events, the shift towards live streaming engagement has created a new and underexplored area: the motivations for live streaming viewing among e-sports fans. Consequently, this research develops an e-sports Live Streaming Viewing Motivation Scale for evaluating both intrinsic and extrinsic motivations underlying e-sports fans' live streaming engagement, and then utilises SPSS 26.0 and AMOS 26.0 to assess the reliability and validity of the scale. Subsequently, multiple linear regression analysis of 1052 questionnaires is employed to construct models and evaluate hypotheses. Findings indicate that : (1) Intrinsic motivation exhibits significant impact on the live viewing behaviour of e-sports fans. (2) However, the impact of extrinsic motivation is insignificant. (3) When both intrinsic and extrinsic motivations coexist, intrinsic motivation maintains a positive impact, whereas extrinsic motivation demonstrates a negative influence. (4) The motivational influence is multifaceted; notably, dimensions such as idol worship, leisure entertainment, and competitive stimulation positively affect live viewing motivation, while belonging identification, social engagement, and peripheral activities exert a negative impact. In conclusion, intrinsic motivation emerges as the primary driving force behind e-sports fans' live streaming viewing behaviour. Extrinsic motivation fails to independently influence live streaming engagement and even dampens enthusiasm when combined with intrinsic motivation. Theoretically, this study contributes to the existing literature on Self-determination theory and motivations behind e-sports live streaming viewing behaviour. It not only refines the motivation scale, but also elucidates the impact of various motivations on viewing behaviour. Practically, it provides insights for optimising e-sports products and services.

Understanding the Role of Teacher-Student Relationships in Students' Online Learning Engagement: Mediating Role of Academic Motivation.

Strengthening online learning outcomes requires the establishment of strong student-teacher relationships to engage students actively in learning activities. Teacher-student relationships are also pivotal factors for enhancing academic motivation for online learning engagement. Generally, however, research on online teaching remains underdeveloped. We aimed, in this study, to investigate the complex interplay in higher education in Pakistan between teacher-student relationships, academic motivation, and online learning engagement. We used Self-Determination Theory to frame an exploration of the impact of positive teacher-student relationships as mediated by intrinsic or extrinsic academic motivation on students' engagement in online learning activities. We administered a student self-report questionnaire to 437 participants from diverse universities in Sindh province. Using Structural Equation Modeling, we confirmed a model fit in which there were positive correlations between teacher-student relationships and students' online learning engagement; and between students' intrinsic and extrinsic academic motivations and their on line learning engagement. Our findings emphasized the need for communication, personalized support, and a sense of belonging in virtual education. Moreover, our findings revealed the mediating role of students' intrinsic and extrinsic academic motivation in teacher-student relationships, highlighting the nuanced dynamics of academic motivation in the virtual learning environment, with intrinsic motivation having the greatest mediating impact in the relationship between teacher-student relationships and on line learning engagement. Our study's practical implications include a need for professional educators to foster positive teacher-student relationships and integrate student motivational elements into online course design.

Intrinsic motivation predicts cognitive and functional gains during coordinated specialty care for first-episode schizophrenia.

Coordinated Specialty Care (CSC) and embedded group therapeutic interventions have been effective in improving outcomes for individuals experiencing recent first-episode schizophrenia, including cognitive performance and functioning. Treatment response varies substantially, with some patients experiencing limited or no improvement. Motivation has emerged as a key determinant of treatment engagement and efficacy. However, the impact of intrinsic and extrinsic aspects of motivation has not been directly examined with treatment outcomes in first-episode schizophrenia. This study investigated whether baseline levels of intrinsic and extrinsic motivation predicted cognitive and functional gains over 6 and 12 months in CSC. Forty participants with first-episode schizophrenia completed a 12-month CSC treatment period. Baseline measures of intrinsic and extrinsic motivation were obtained for group therapeutic interventions and work/school, as well as measures of cognition and functioning (role and social) at baseline, 6 months, and 12 months. Results revealed that higher baseline scores of intrinsic motivation for group therapeutic interventions were significantly predictive of greater cognitive gains at 12 months, and a similar tendency was observed at 6 months. Additionally, baseline scores of intrinsic motivation for work/school predicted role gains at 6 months, with a similar tendency observed at 12 months. Extrinsic motivation did not consistently impact treatment outcomes, except for work/school-related extrinsic motivation, which was linked to greater social functioning gains at 12 months. These findings provide insight into the factors influencing treatment outcomes for individuals with first-episode schizophrenia and highlight the importance of intrinsic motivation as a modifiable personal variable that can enhance response to CSC.

Motivation, work experience, and teacher performance: A comparative study.

This research study investigates the effect of intrinsic and extrinsic motivation on employee performance, with a specific focus on the moderating role of employees' work experience. This investigation utilizes a proposed framework, focusing on higher educational institutions in West Bengal, India. It contributes to the human resource management field by comparing teacher performance in private and government academic institutions based on their motivation levels. The study employs a quantitative approach, collecting data from 250 teachers in West Bengal, India, using a structured questionnaire. The dataset underwent analysis employing Partial Least Squares Structural Equation Modeling (PLS-SEM) due to its inherent capacity to accommodate smaller sample sizes while delivering precise and insightful outcomes. The results indicate a strong positive relationship between intrinsic and extrinsic motivation and teacher performance in both types of institutions. Work experience moderates the connection between intrinsic motivation and performance in both sectors but has no significant impact on the relationship between extrinsic motivation and performance in private academic institutions. This study links a gap in the literature by empirically exploring the impact of teacher motivation on their performance and provides valuable insights into the complex interplay among motivation, work experience, and performance. Practically, it emphasizes the importance of employee motivation and accumulated work experience in enhancing performance. This study attempts to underscore the role of work experience as a moderating variable, thereby contributing to the novel discourse in the educational landscape of the post-pandemic era. The findings demand to identification of diverse organizational developmental drivers as work experience does not exhibit a strong mediation effect. However, limitations such as potential response bias should be considered in future research in this area.

Depression in Final-Year Medical Students in Ho Chi Minh City, Vietnam: The Role of Career-Choice Motivation.

OBJECTIVES: Depression in medical students is concerning, potentially fueled by many stressors including career choice-relating stress. Choosing Medicine is a life-long commitment, and low intrinsic motivation or excessive dependence on family can complicate this decision and adding stress throughout their training. This stress intensifies in the final year, as students lacking personal drive struggle to see themselves continuing the career. Given limited studies on this crucial topic in Asia and Vietnam, we explored direct linkage between career choice motivation and depression in final-year medical students. METHODS: A cross-sectional study was conducted with 569 final-year students between June and July 2020. The Vietnamese Patient Health Questionnaire 9 (PHQ-9) and 16-item CCM questionnaire were used as survey tools. Univariate analysis was used for descriptive statistics (absolute and relative frequency, mean (M), standard deviation (SD). Multinomial logistic regression models were used to explore the relationship between variables using STATA 5.1. RESULTS: The depression among participants was about 24.6% (PHQ-9 cut-off ≥ 12). No difference in gender was found regarding depression. The most acknowledged motivator is securing employment (M = 4.14, SD = 1.02) and the least is parental wishes (M = 3.17, SD = 1.32). Familial influence on career choice significantly increased odds of having "moderately-severe depression" (OR = 1.17, 95% CI 1.04-1.32) and "severe depression" (OR = 1.36, 95% CI 1.10-1.68), whereas, career-choice motivators including satisfaction (OR = .76, 95% CI .60-.97), self-competence (OR = .80, 95% CI .66-.97) and career success (OR = .84, 95% CI .71-.99) were found to be protective factors for depression. CONCLUSIONS: Roughly a quarter of final-year medical students encountered depression. Occupational security ranked as the primary motivator, with parental wish being the least. Familial influence heightened depression risk, while career prospects, satisfaction and self-efficacy acted as protective factors. Medical career paths should align with intrinsic motivations and personal interests for better mental health outcomes.

Exploring the Moderating Roles of Emotions, Attitudes, Environment, and Teachers in the Impact of Motivation on Learning Behaviours in Students' English Learning.

For several decades, extensive research has been conducted on motivation in language learning. However, how motivation impacts learning behaviours with the moderation of factors related to emotions, attitude, environment, and teachers has not been reported. This study aims to examine the moderating effects of these four motivational factors to explain the inconsistent effects of motivation on English learning behaviours across studies. Drawing on self-determination theory, the study investigated 182 high school English learners and explored how the four motivational factors moderate the relationship between students' motivation and their English learning behaviours. We first examined how the four motivational factors predicted intrinsic/extrinsic motivation and how intrinsic/extrinsic motivation predicted English learning behaviours. The results reveal that the four motivational factors all positively predicted intrinsic motivation, while language attitude positively predicted extrinsic motivation. Both intrinsic and extrinsic motivations positively predicted English learning behaviours, with intrinsic motivation exerting a stronger influence. Language attitude did not moderate the relationship between motivation and English learning behaviours. However, the other three factors enhanced the positive relationship between motivation and learning behaviours. Notably, at the low level of teacher-related factors, the impact of extrinsic motivation on English learning behaviours was insignificant. Related implications are discussed.

Omnichannel Retailing in Light of Psychological Factors: A Mediated Model.

Purpose: Retail businesses have been seeing dramatic changes in the last decades. It has evolved from single-channel retailing to omnichannel retailing, providing a seamless shopping experience to customers. Customers armed with modern technology are creating challenges for retailers and forcing them to create an omnichannel environment. So, implementing an omnichannel retailing strategy is a big challenge for retail managers in the age of modern technologies. Retailers could evaluate consumers' usage intention of omnichannel retailing based on technological and psychological factors. However, research based on psychological factors is limited in the prevailing literature on omnichannel retailing. Based on the Motivational Model (MM) and Big-Five Factors (BFF) of personality traits, the study tried to fill the gap regarding the influence of psychological factors on omnichannel usage intention. Methods: A sample of 724 respondents through a structured questionnaire from a developing economy. The target population of the current study was internet users, as they might be prospective Omni shoppers in the near future. Relationships were tested through Structural Equation Modeling (SEM) with AMOS 23. Results: Results revealed that personality traits directly correlate with omnichannel usage intention, while motivations (intrinsic and extrinsic) partially mediate these relationships. Moreover, the results of the current study also revealed that the personality traits extraversion, agreeableness, and conscientiousness are vital antecedents of behavioral intention. Intrinsic and extrinsic motivations positively impact consumers' usage intention, while extrinsic motivation partially mediates intrinsic motivation and consumers' usage intention. Additionally, full mediation prevails in the association of consumers' usage intention and personality traits (emotional stability and Openness to experiences). Originality: The domino effects provide a solid theoretical milestone in understanding the phenomenon of omnichannel retailing strategy and facilitates marketing managers to design channel strategies for emerging economics.

Leveraging a Synergy in Motivation to Effect Job Satisfaction of Healthcare Professionals in Public Blood Bank Units: A Cross-Sectional Study.

Background: Superior patient care requires a team of medical professionals who are motivated and satisfied with their jobs. However, in an occupational setting characterized by prolonged work hours and excessive stress, managers face increased challenges in their attempts to motivate employees and sustain high levels of job satisfaction. Aim: This study investigates whether, and to what extent, extrinsic and intrinsic motivation might predict job satisfaction. It also examines how specific categorical variables moderate these correlations. Design: The present study offers an empirical investigation of a path model that establishes a relationship between motivation and job satisfaction in healthcare professionals in public blood bank units. A PLS SEM was conducted on a sample of 218 individuals employed in public blood bank units in the Republic of Serbia. Results: The findings provide valuable insights into the causal relationship among observed variables under different sample characteristics, such as gender, age, job position, and employment status. The findings also indicate that extrinsic motivation is a significant predictor of intrinsic motivation (ß=0.742, t=18.933, p<0.001) and job satisfaction (ß=0.211, t=2.035, p<0.05). Simultaneously, intrinsic motivation acts as a mediator within this correlation (ß=0.186, t=2.688, p<0.05). The results of the multigroup analysis reveal that categorical variables such as gender, age, job position, and employment status have a moderating effect on certain previously established relationships. Conclusion: Increasing job satisfaction among healthcare professionals requires a balanced motivational complex encompassing both extrinsic and intrinsic motivators. Customized motivational tactics should be employed for certain cohorts of healthcare staff, considering their gender, age, job position, and employment status. Our findings expand the body of knowledge concerning the mechanisms underlying the relationship between motivation and job satisfaction in the healthcare industry. Additionally, the results offer relevant practical implications for healthcare managers in designing effective motivational and job satisfaction strategies.

How green intrinsic and extrinsic motivations interact, balance and imbalance with each other to trigger green purchase intention and behavior: A polynomial regression with response surface analysis.

This research aims to examine how green extrinsic and intrinsic motivations individually and jointly affect green purchase intention and actual behavior, drawing on the integration of self-determination theory and the theory of planned behavior. Based upon a sample of 4062 consumers in Vietnam, we methodologically adopted a polynomial regression with response surface analysis to shed the light on how a higher degree of eco-friendly consumption intention and behavior is synthesized from the balance between high green extrinsic and intrinsic motivations. Conversely, a large imbalance between green extrinsic and intrinsic motivations will lower the level of environmentally friendly consumption. Additionally, this study indicates that green purchase intention is the most important predictor of green purchase behavior, and that green purchase intention significantly mediates the insolated and joint effects of green extrinsic and intrinsic motivations on eco-friendly consumption behavior.

Mental Causation and Motivation: The Motivational Congruence Theory's Perspective.

Mental causation is a deep-rooted debate in the philosophy and psychology literature. It relates to the causal role of mind on the physical world and is tightly linked with the Descartes' dualistic approach towards mind-body interaction. While the role of mental properties might seem obvious in our everyday interaction with the world, there are many arguments that make mental causation inefficacious or redundant within the physical world. In the motivation literature, the issue of mental causation is pivotal. It substantiates the causal role of intrinsic motivation on human behavior. However, the main theoretical streams in the motivation literature take a dualistic approach by dichotomizing different types of motivation into extrinsic and intrinsic ones. This creates a fundamental challenge on the possibility of mental causation in the relationship between motivation and behavior. The three main theoretical streams in the motivation literature consider intrinsic and extrinsic motivations as distinct and independent types of motivation and give a higher weight to one type over the other. This approach makes the role of intrinsic motivation as a mental factor on behavior difficult to interpret. Motivational congruence theory resolves this issue by taking a contextualist and dialectical stance on the relationship between intrinsic motivation, extrinsic motivation, and the context. In a dynamic interaction with each other and the context, the two distinct yet intertwined types of motivation (i.e., intrinsic and extrinsic ones) produce overall motivation which in turn induces behavior. The theory resolves the issue of mental causation both at the surface and deep levels.

Evaluation of a new intrinsic and extrinsic motivation scale in youth with psychosis spectrum symptoms.

BACKGROUND: Impairment in intrinsic motivation (IM), the drive to satisfy internal desires like mastery, may play a key role in disability in psychosis. However, we have limited knowledge regarding relative impairments in IM compared to extrinsic motivation (EM) or general motivation (GM), in part due to limitations in existing measures. METHODS: Here we address this gap using a novel Trait Intrinsic and Extrinsic Motivation self-report scale in a sample of n = 243 participants including those with schizophrenia, psychosis-risk, and healthy controls. Each of the 7 IM and 6 EM items used a 7-point Likert scale assessing endorsement of dispositional statements. Bifactor analyses of these items yielded distinct IM, EM, and GM factor scores. Convergent and discriminant validity were examined in relation to General Causality Orientation Scale (GCOS-CP) and Quality of Life 3-item IM measure (QLS-IM). Utility was assessed in relation to psychosis-spectrum (PS) status and CAINS clinical amotivation. RESULTS: IM and EM showed acceptable inter-item consistency (IM: α = 0.88; EM: α = 0.66); the bifactor model exhibited fit that varied from good to borderline to inadequate depending on the specific fit metric (SRMR = 0.038, CFI = 0.94, RMSEA = 0.106 ± 0.014). IM scores correlated with established IM measures: GCOS-CP Autonomy (rho = 0.38, p < 0.01) and QLS-IM (rho = 0.29, p < 0.01). Supporting discriminant validity, IM did not correlate with GCOS-CP Control (rho = -0.14, p > 0.05). Two-year stability in an available longitudinal subset (n = 35) was strong (IM: rho = 0.64, p < 0.01; EM: rho = 0.55, p < 0.01). Trait IM was lower in PS youth (t = 4.24, p < 0.01), and correlated with clinical amotivation (rho = -0.36, p < 0.01); EM did not show significant clinical associations. CONCLUSIONS: These results demonstrate the clinical relevance of IM in psychosis risk. They also provide preliminary support for the reliability, validity and utility of this new Trait IM-EM scale, which addresses a measurement gap and can facilitate identification of neurobehavioral and clinical correlates of IM deficits.

A meta-analysis of the association between mindfulness and motivation.

Introduction: Mindfulness reflects attention to the present moment in a non-judgmental way and has been linked to individual autonomy and motivation, but conclusions are inconsistent. The purpose of this review was to summarize previous studies to explore the relationship between mindfulness and motivation and its intervention effects. Methods: Literature searches were conducted in five electronic databases. Both correlational studies assessing the association between motivation and mindfulness and experimental studies to verify the effect of intervention were included. Results: Six papers with seven intervention studies and twenty-three papers with twenty-seven correlational studies met the inclusion criteria. Meta-analysis showed that mindfulness was positively correlated with intrinsic motivation (r = 0.28, p < 0.0001) and total motivation (r = 0.37, p < 0.0001) but had no significant correlation with extrinsic motivation (r = 0.01, p = 0.93) or amotivation (r = -0.17, p = 0.14). Effect-size estimates suggested that mindfulness intervention was beneficial to motivation promotion, but the effect was at a low level (g = 0.12). Conclusion: We found consistent support for mindfulness practice relating to motivation promotion, especially on intrinsic motivation development. However, there was still a portion of heterogeneity that could not be explained and needed to be identified in future studies.

Could Purpose in Life Help Unmotivated Students to Thrive? When Motivation and Purpose in Life Matter for Peer Mentoring.

Purpose: The present study investigated the effect of extrinsic motivation, amotivation, the presence of and search for purpose, and their interaction effects on the perceived positive outcomes of being a peer mentor in college. Methods: We tested a cross-sectional data using correlation design and moderation model. Participants were 232 undergraduate students who served as mentors for freshmen. Data was collected through an online survey. Results: Extrinsic motivation was positively, but amotivation not significantly, associated with perceiving the benefits of being a mentor. The presence of and search for purpose showed positive correlation with positive outcomes. Both the search for and presence of purpose moderated the relation between amotivation and the positive outcomes of being a mentor. Conclusion: The presence of purpose and the search for purpose moderates the relationship between amotivation and the positive outcomes of being a mentor.

Motivational Congruence Theory: Beyond the Dualistic Approach to Human Motivation.

Dualism has long been part of human sciences, including psychology and its sub-discipline of motivation. In psychology, such dualism is reflected in the rationalism-empiricism dichotomy. This dichotomy has resulted in two seemingly contradictory perspectives, including empiricism and rationalism. From empiricism perspective, the primary contact between subject and object is the passive reception of inputs from the environment. From rationalism perspective, the primary contact is through the match between conceptual forms and empirical observations. Relying on the notion of "being-in-the-world", activity theories reconcile these discrepancies by stressing the role of individual's activity in the contact between individual and the world. Similarly, in the motivation literature, such duality is highlighted by the dissection of motivation into intrinsic and extrinsic categories. It has resulted in three contrasting streams on the relationship between extrinsic and intrinsic motivation. The first stream by reinforcement theories argues that these two motivational mechanisms act in an additive way. The second stream by undermining theories posits that they interact in a negative way. Yet, the third stream by contingency theories postulates that the simultaneous effect of these motivational mechanisms depends on reward salience. These theoretical streams either implicitly or explicitly give priority to one type of motivation over the other. Emphasizing a dialectical stance, motivational congruence theory gives equal weight to both types of motivation. It stipulates that the perceived congruence between motivational mechanisms and context determines overall motivation and performance. The theory goes beyond the dualistic approach in motivation and resolves discrepancies that have long afflicted the literature.

Material incentive motivation and working memory performance of kindergartners: A large-scale randomized controlled trial.

This study investigated the effect of material incentive motivation on the working memory performance of kindergartners using a large-scale randomized controlled trial covering 7123 children aged 50 to 144 months (M = 75.85 months) from 19 provinces in Thailand. This study measured the working memory of young children using the digit span task. The first finding is that material incentive motivation raised the working memory performance of young children by 4% of the mean of the control group. The second finding is that young children with different background characteristics responded to material incentive motivation uniformly except for the children's age. The third finding is that school readiness was the most predictive variable for the working memory performance of young children.

Resilience and Extrinsic Motivation as Mediators in the Relationship between Fear of Failure and Burnout.

Athletes with fear of failure are at risk of developing the symptoms of a wide range of psychological problems, including burnout. Understanding the risks and protective factors of athletes' psychological health is an essential step in tailoring strategies and interventions to promote athletes' psychological and mental health. This study examined the mediating roles of resilience and extrinsic motivation in the relationship between fear of failure and burnout among Turkish athletes. The study included 335 young athletes (93.4% males) whose ages ranged from 18 to 55 years (M = 24.95, SD = 8.22). Participants completed the self-reported measures of fear of failure, resilience, extrinsic motivation, and burnout. The analysis revealed that fear of failure had significant predictive effects on resilience, extrinsic motivation, and burnout. Resilience and extrinsic motivation also had significant predictive effects on burnout. The mediation analysis results showed that both resilience and extrinsic motivation partially mediated the effect of fear of failure on athlete burnout. The findings of the study provide a better insight into the underlying mechanisms between fear of failure and athlete burnout by considering resilience and extrinsic motivation as mediators. These results suggest that the adverse impact of fear of failure on athlete burnout can be mitigated by cultivating resilience and hindering extrinsic motivation.

Peer Verbal Encouragement Enhances Offensive Performance Indicators in Handball Small-Sided Games.

OBJECTIVE: This study aimed at assessing the effects of two verbal encouragement modalities on the different offensive and defensive performance indicators in handball small-sided games practiced in physical education settings. METHODS: A total of 14 untrained secondary school male students, aged 17 to 18, took part in a three-session practical intervention. Students were divided into two teams of seven players (four field players, a goalkeeper, and two substitutes). During each experimental session, each team played one 8 min period under teacher verbal encouragement (TeacherEN) and another under peer verbal encouragement (PeerEN). All sessions were videotaped for later analysis using a specific grid focusing on the balls played, balls won, balls lost, shots on goal, goals scored, as well as the ball conservation index (BCI), and the defensive efficiency index (DEI). RESULTS: The findings showed no significant differences in favor of TeacherEN in all the performance indicators that were measured, whereas significant differences in favor of PeerEN were observed in balls played and shots on goal. CONCLUSIONS: When implemented in handball small-sided games, peer verbal encouragement can produce greater positive effects than teacher verbal encouragement in terms of offensive performance.

Academic motivation decreases across adolescence for youth with and without attention-deficit/hyperactivity disorder: Effects of motivation on academic success.

BACKGROUND: This longitudinal study examined growth trajectories of academic motivation in youth with and without attention-deficit/hyperactivity disorder (ADHD) across the important developmental transition from middle school to high school, and associations with academic success. Consistent with self-determination theory (SDT) of motivation, trajectories of amotivation, extrinsic motivation, and intrinsic motivation were modeled. METHODS: The study included a robust multi-method, multi-source assessment of academic outcomes, including homework performance ratings; reading and mathematics standardized test scores; and grade point average (GPA) obtained from school records. Participants included 302 adolescents (ages 12-14; Mage = 13.20) in eighth grade who were specifically recruited so that approximately half (n = 162) were diagnosed with ADHD and 140 adolescents comprising a comparison sample without ADHD. The sample was predominantly White (81.80%), with 7.90% identifying as bi/multiracial, 5.30% identifying as Black/African American, 4.60% identifying as Asian, and 0.30% identifying as Indigenous/Alaskan. RESULTS: Adolescents with ADHD had worse academic motivation at all timepoints. Growth curve analyses indicated the academic motivation of adolescents without ADHD decreased at faster rates across the transition to high school compared to adolescents with ADHD. However, for adolescents with ADHD, amotivation, extrinsic motivation, and intrinsic motivation each predicted GPA, with higher extrinsic and intrinsic motivation also predicting better homework performance and different aspects of math performance, whereas for youth without ADHD, only amotivation and extrinsic motivation predicted GPA. CONCLUSIONS: Intervention and school policy implications are discussed, including the importance of fostering autonomy and internal motivation, and consideration of whether current ADHD interventions primarily foster extrinsic motivation.

Efecto del estímulo verbal del entrenador sobre las respuestas psicofisiológicas durante un partido específico de fútbol en espacios reducidos / Efeito do encorajamento verbal do professor nas respostas psicofisiológicas durante jogos reduzidos de futebol / Effect of teacher’s verbal encouragement on psychophysiological responses during soccer small-sided game

Uno de los factores importantes que mejoran la capacidad de los jugadores de fútbol para participar más en la actividad física es el estímulo verbal del entrenador durante el ejercicio. El propósito del estudio fue investigar el efecto del estímulo verbal del entrenador en los partidos de fútbol en espacios reducidos sobre los parámetros psicofisiológicos. Catorce alumnos varones, especialidad fútbol, ​​completaron cuatro sesiones de juegos reducidos (SSG). Dos sesiones (S1 y S3) realizadas con estímulo verbal (SSGE), y las otras dos sesiones (S2 y S4) sin VE (SSGN). El estado de ánimo se registró antes y después de cada sesión de entrenamiento utilizando el perfil de estado de ánimo (POMS). La calificación del esfuerzo percibido (RPE) se midió después de cada sesión de entrenamiento. La frecuencia cardíaca se registró continuamente. La alteración del estado de ánimo total disminuye significativamente en las sesiones con SSGE (S1: P < 0,05; S3: P < 0,001). Las puntuaciones de RPE en las sesiones S1 y S4 (SSGE) son significativamente más altas (P = 0,035; P = 0,02) en comparación con la sesión S2 (SSGN). Por el contrario, no se encontraron diferencias significativas entre las dos condiciones para la frecuencia cardíaca máxima durante la SSG. El estímulo verbal del maestro es un método beneficioso para aumentar la motivación, mejorando así la participación física de los estudiantes en los partidos de fútbol a pequeña escala. (AU)

One of the important factors that improve soccer player's ability to engage more in the physical activity is verbal encouragement. The purpose of the study was to investigate the effect of the teacher's verbal encouragement in football small-sided games on psycho-physiological parameters. Fourteen male college students, soccer specialty, completed randomly four sessions(S1-S4) of small-sided games with (SSGE) or without verbal encouragement (SSGN). Heart rate, mood state and RPE were recorded. Total mood disturbance decreases significantly in sessions with SSGE (S1: P < 0.05; S3: P < 0.001). Also, RPE was improved significantly in SSGE (P = 0.035; P = 0.02) compared to SSGN. However, no significant differences between conditions were found for maximal heart rate during SSGs. Teacher’s verbal encouragement is a beneficial method of increasing motivation, thereby improving the physical engagement of college students in small-scale football matches. (AU)

Um dos fatores importantes que melhoram acapacidade do jogador de futebol de se engajar mais na atividade física é o incentivo verbal. O objetivo do estudo foi investigar o efeito do encorajamento verbal do professor em jogos reduzidos de futebol sobre parâmetros psicofisiológicos. Quatorze universitários do sexo masculino, especialidade futebol, completaram aleatoriamente quatro sessões(S1-S4) de jogos reduzidos com (SSGE) ou sem incentivo verbal (SSGN). Frequência cardíaca, estado de humor e RPE foram registrados. A perturbação total do humor diminui significativamente nas sessões com SSGE (S1: P < 0,05; S3: P < 0,001). Além disso, o RPE melhorou significativamente no SSGE (P = 0,035; P = 0,02) em comparação com o SSGN. No entanto, não foram encontradas diferenças significativas entre as condições para frequência cardíaca máxima durante SSGs. O encorajamento verbal do professor é um método benéfico de aumentar a motivação, melhorando assim o envolvimento físico de estudantes universitários em partidas de futebol de pequena escala. (AU)

Age Differences in Motivated Cognition: A Meta-Analysis.

OBJECTIVES: The goal of this preregistered study was to synthesize empirical findings on age differences in motivated cognition using a meta-analytic approach, with a focus on the domains of cognitive control and episodic memory. METHODS: A systematic search of articles published before July 2022 yielded 27 studies of cognitive control (N = 1,908) and 73 studies of memory (N = 5,837). Studies had to include healthy younger and older adults, a within-subjects or between-subjects comparison of motivation (high vs low), and a measure of cognitive control or memory. The Age × Motivation effect size was meta-analyzed using random-effects models, and moderators were examined using meta-regressions and subgroup analyses. RESULTS: Overall, the Age × Motivation interaction was not significant in either cognitive domain, but the effect sizes in both domains were significantly heterogeneous, indicating a possible role of moderating factors in accounting for effect size differences. Moderator analyses revealed significant moderation by incentive type for episodic memory, but not for cognitive control. Older adults' memory was more sensitive to socioemotional rewards, whereas younger adults' memory was more sensitive to financial gains. DISCUSSION: Findings are discussed with reference to the dopamine hypothesis of cognitive aging and to life-span theories of motivational orientation. None of these theories is fully supported by the meta-analysis findings, highlighting the need for an integration of neurobiological, cognitive process, and life-span-motivational perspectives.