Motivational dynamics and impact on performances: The case of physicians of university polyclinics in the NHS scenario.

RATIONALE: The principle of inseparability of teaching, academic research and assistance to patients, to which university physicians are subject in carrying out their work, invites reflection, aimed at identifying a combination of the three activities characterised, at the same time, by efficiency and effectiveness. AIMS AND OBJECTIVES: The present paper illustrates a paradigm based on the balance of intrinsic and extrinsic motivations with the purpose of identifying an efficient solution in the performance of the duties of university doctors. METHODS: The analysis refers to Italy in terms of the main scenario, or, conversely, the achievement of more profit-related goals. RESULTS AND CONCLUSION: Depending on the prevailing goal, it is possible to recognise the superiority of the constitutional principles.

MOTIVOS INTRÍNSECOS, EXTRÍNSECOS Y EXPECTATIVAS PARA ELECCIÓN DE LA CARRERA, COMO PREDICTORES DE RENDIMIENTO ACADÉMICO EN ESTUDIANTES DE ENFERMERÍA / INTRINSIC AND EXTRINSIC MOTIVATIONS AND EXPECTATIONS FOR CAREER CHOICE, AS PREDICTORS OF ACADEMIC PERFORMANCE IN NURSING STUDENTS

[{"text": "INTRODUCCIÓN. El decantarse por una carrera universitaria, es una decisión que marca el futuro profesional de los jóvenes; en ella están envueltas motivaciones intrínsecas, extrínsecas y expectativas que pueden predecir el desempeño académico. OBJETIVO. Predecir el rendimiento académico de los estudiantes de una facultad de enfermería, a través de los motivos intrínsecos, extrínsecos y expectativas para la elección de la carrera. METODOLOGÍA. Estudio correlacional, longitudinal, analítico. La muestra estuvo constituida por 400 estudiantes de primer semestre. Se aplicó una cédula socio demográfica; Escala de Motivación en Educación (EME); Escala de Expectativas Para la Elección de la Carrera e Interés Hacia los Estudios (EEPECIHE); Escala de Seguimiento Cambios en las Expectativas, Grado de Interés y Satisfacción de los Estudiantes (ESCEGIS). Los datos se analizaron con el software SPSS versión 25 para iOS; el estudio contó con la aprobación del comité de bioética en investigación de la Facultad de Enfermería Culiacán. RESULTADOS. Existen diferencias significativas de las motivaciones, expectativas y rendimiento académico (p <.05) al inicio del semestre y al finalizar el semestre; las motivaciones y expectativas predicen el rendimiento académico, en 74.6%, (R2=0,747, Ajuste R2 = 0,746,

The Role of Self-Efficacy, Task Value, and Intrinsic and Extrinsic Motivations in Students' Feedback Engagement in English Learning.

Drawing on Wigfield and Eccles's motivational theory, which is acclaimed for explaining individual behavioral intentions, this study investigated the extent to which different forms of motivation (i.e., self-efficacy, task value, and intrinsic and extrinsic motivations) predicted student behavioral feedback engagement (i.e., action on teacher feedback and feedback seeking) in English learning. The participants were 276 male and female students who were enrolled in a second-year full-time English language and literature program at two Chinese universities. Multiple regression analyses showed that task value emerged as the only motivational variable that significantly predicted both students' action on teacher feedback and feedback seeking. Intrinsic motivation significantly predicted action on teacher feedback, whereas extrinsic motivation and self-efficacy significantly predicted feedback seeking. Pedagogical implications for endeavors to support students in their engagement with feedback in learning English as a foreign language in China are discussed.

Motivation crowding effects on the intention for continued use of gamified fitness apps: a mixed-methods approach.

It has become an emerging idea for fitness apps to be gamified to intrinsically and extrinsically motivate user's usage intention or behavior. For the long-term success of gamified fitness apps, understanding what and how various motivations affect continued use is critical. A combination of qualitative and quantitative methodologies was used to explore two research questions concerning gamified fitness applications. Specifically, the research questions focused on understanding the impacts of intrinsic and extrinsic motivations on continued usage. Additionally, the study aimed to investigate whether extrinsic motivations enhance or diminish the influence of intrinsic motivations. Results from qualitative study identified three intrinsic motivations (self-development, self-control and hedonic motivation) and two extrinsic motivations (social recognition and financial reward) in gamified fitness apps. Results from quantitative study indicated that intrinsic motivations (formed by self-development, self-control and hedonic motivation), financial reward and social recognition could significantly improve intention for continued use; and further, both financial reward and social recognition could crowd-in intrinsic motivations. This research offers insights into the phenomenon of motivation crowding effects on the intention to continue using gamified fitness apps.

A Comparison of Motives by Gender and Age Categories for Training at Norwegian Fitness Centres.

Examining participatory motives clarifies what engages and keeps individuals participating in exercise. The popularity of training at fitness centres has greatly increased over the last two decades, but individual determinants for motivation remain uncertain. This study compared motives between gender and age categories in training and performing physical activity at Norwegian fitness centres. To compare motives, a survey utilising a standardised questionnaire (MPAM-R) was conducted at six different Norwegian fitness centres. It was hypothesised that the intrinsic motive socialisation and extrinsic motive fitness would be more important among the older age categories for both genders, while the extrinsic motive appearance and intrinsic motive enjoyment would be more important among younger age groups. A total response of 183 men and 150 women, aged 14-80 years, was divided into seven categories based on their age and included in the statistical analysis. The main findings after conducting a two-way analysis of variance (ANOVA) with repeated measures, were that the most important motive for training at fitness centres was increasing fitness, followed by enjoyment, competence, vitality and appearance. The social motive was rated the lowest. Women rated fitness and enjoyment higher compared to men, and men rated the motive for appearance higher than women, but this decreased with age in both genders. With increasing age, the importance of enjoyment and competence decreased in men, while women seemed to place increased importance on vitality with age. The importance of the social motive decreased first as age increased, but then increased again in the age group 41-50 years and older. It was concluded that the motives for participating in exercise at fitness centres was dependent on individual characteristics and that motives about training at fitness centres differed by gender and changed with age.

Why Do People Support Online Crowdfunding Charities? A Case Study From China.

Whereas the effect of people's motivations to give to traditional, off-line charities has been extensively investigated, their motivations to support online charitable crowdfunding projects are largely unexplored. The present study examines the influences of extrinsic motivations (such as reputation, the wish to signal a certain image; and reciprocity, the expectation on future return for their present contribution), intrinsic motivations (such as a sense of belonging, the feeling of belonging to an integral part of a positive community; joy of giving, the anticipated positive emotions experienced by helping others; altruism, intrinsic desire to help others without expectation of a return; and financial constraints, individuals' personally felt financial stresses induced by donations), and social interactions (such as social influence, people's perception of how their close acquaintances believe they should support the project; and social ties, the strength of the relationship between the individual and the project initiator) on intentions to support charitable crowdfunding behaviors, namely, the willingness to share (WTS) project information and the intention to donate (ITD) money. Hierarchical multiple regression analyses on self-reported survey data from 617 respondents in China reveal support for the hypotheses. The results show that intrinsic motivations and social ties are predictors for both supporting behaviors. Reputation and social influence motivate people to share projects, but have no significant effects on their ITD. Reciprocity is positively, and financial constraints are negatively, related to ITD but have no significant effects on WTS. These findings offer insights into the motivations driving individuals' participation in charitable crowdfunding. The implications for both platforms and fundraisers are discussed.

Americans' views of scientists' motivations for scientific work.

Scholars have not examined public views of scientific motivations directly, despite scientific authority implications. A US representative sample rated 11 motivations both descriptively (they do motivate scientists' work) and normatively (they should motivate scientists) for scientists employed by federal government agency, large business corporation, advocacy group (nonprofit seeking to influence policy), or university. Descriptive and normative ratings fell into extrinsic (money, fame, power, being liked, helping employer) and intrinsic (do good science, enjoy challenge, helping society and others) motivation factors; being independent and gaining respect were outliers. People saw intrinsic motivations as more common, but wanted intrinsic motivations to dominate extrinsic ones even more. Despite a few differences for extrinsic-motivation ratings, the lay public tended to see scientific work as similarly motivated regardless of the employer. Variance in perceived science motivations was explained by scientific beliefs (positivism, credibility) and knowledge (of facts and scientific reasoning), complemented by political ideology and religiosity.

Understanding the Intrinsic and Extrinsic Motivations Associated with Community Gardening to Improve Environmental Public Health Prevention and Intervention.

Considering that community members continue to garden in and near environments impacted by pollutants known to negatively impact human health, this paper seeks to characterize the intrinsic and extrinsic motivations of a gardener and elucidate their perception of soil quality and environmental responsibility, awareness of past land use, and gardening behavior. Via semi-structured interviews with community gardeners in the Boston area (N = 17), multifactorial motivations associated with gardening as well as ongoing environmental health challenges were reported. Gardeners are knowledgeable about their garden's historical past and are concerned with soil quality, theft, trash maintenance, animal waste, and loss of produce from foraging animals. Study findings directly inform the field of environmental health exposure assessments by reporting gardening duration, activities that can lead to incidental soil ingestion, and consumption patterns of locally grown produce. This information combined with an understanding of a gardener's intrinsic and extrinsic motivations can be used to develop urban agricultural infrastructure and management strategies, educational programming, and place-based environmental public health interventions.

Estudo de validação de uma medida de avaliação da motivação para alunos do ensino fundamental / Validation study of the valuation's measure of motivation for elementary school students

O objetivo deste estudo foi elaborar e validar um instrumento de avaliação da qualidade motivacional de estudantes do ensino fundamental, tendo por referência a Teoria da Autodeterminação. Inicialmente, com o propósito de obter dados para a elaboração de itens, foram entrevistadas 20 crianças acerca dos motivos alegados para irem à escola. Com base nessas informações e em itens disponíveis na literatura, chegou-se a uma versão preliminar da escala, composta de 30 itens e aplicada para um grupo de 30 crianças. Após os ajustes, responderam à versão final da escala 1.381 estudantes do ensino fundamental do estado do Paraná. A análise fatorial exploratória resultou na exclusão de 4 itens do instrumento, ficando um total de 25. Foram aceitáveis os índices de consistência interna para as dimensões avaliadas (desmotivação α=0,85, motivação extrínseca por regulação externa α=0,67, por regulação introjetada α=0,76, por regulação identificada α=0,88 e motivação intrínseca α=0,81). Novas investigações estão em andamento.

The aim of this study was to develop and validate an instrument for assessing the motivational quality of elementary school students, with reference to the Self-determination Theory. Initially, the purposes of obtaining data for the preparation of items, 20 children were interviewed about the alleged reasons for going to school. Based on this informations and items available in the literature, it reached a preliminary version of the scale included 30 items and applied to a group of 30 children. After the adjustments, they answered the final version of the 1.381 students in of Compulsive Work. The results showed that from the sociodemographic variables, only Compulsive Work. The results showed that from the sociodemographic variables, only elemetary school in the state of Parana. Factor analysis resulted in the exclusion of four items of the instrument, leaving a total of 25. It was acceptable the indices of internal consistency for the dimensions tested (α = 0.85 amotivation, extrinsic motivation by external regulation of α = 0.67 for α = 0.76 introjected regulation, identified regulation by α = 0.88 and intrinsic motivation α = 0.81). Further investigations are underway.

Estudo de validação de uma medida de avaliação da motivação para alunos do ensino fundamental / Validation study of the valuation's measure of motivation for elementary school students

O objetivo deste estudo foi elaborar e validar um instrumento de avaliação da qualidade motivacional de estudantes do ensino fundamental, tendo por referência a Teoria da Autodeterminação. Inicialmente, com o propósito de obter dados para a elaboração de itens, foram entrevistadas 20 crianças acerca dos motivos alegados para irem à escola. Com base nessas informações e em itens disponíveis na literatura, chegou-se a uma versão preliminar da escala, composta de 30 itens e aplicada para um grupo de 30 crianças. Após os ajustes, responderam à versão final da escala 1.381 estudantes do ensino fundamental do estado do Paraná. A análise fatorial exploratória resultou na exclusão de 4 itens do instrumento, ficando um total de 25. Foram aceitáveis os índices de consistência interna para as dimensões avaliadas (desmotivação α=0,85, motivação extrínseca por regulação externa α=0,67, por regulação introjetada α=0,76, por regulação identificada α=0,88 e motivação intrínseca α=0,81). Novas investigações estão em andamento.(AU)

The aim of this study was to develop and validate an instrument for assessing the motivational quality of elementary school students, with reference to the Self-determination Theory. Initially, the purposes of obtaining data for the preparation of items, 20 children were interviewed about the alleged reasons for going to school. Based on this informations and items available in the literature, it reached a preliminary version of the scale included 30 items and applied to a group of 30 children. After the adjustments, they answered the final version of the 1.381 students in of Compulsive Work. The results showed that from the sociodemographic variables, only Compulsive Work. The results showed that from the sociodemographic variables, only elemetary school in the state of Parana. Factor analysis resulted in the exclusion of four items of the instrument, leaving a total of 25. It was acceptable the indices of internal consistency for the dimensions tested (α = 0.85 amotivation, extrinsic motivation by external regulation of α = 0.67 for α = 0.76 introjected regulation, identified regulation by α = 0.88 and intrinsic motivation α = 0.81). Further investigations are underway.(AU)