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The purpose of this paper seeks to develop a motivation-based complementary framework for temporally dynamic user preferences to facilitate optimal timing in web personalisation. It also aims to highlight the benefits of considering user motivation when addressing issues in temporal dynamics.

Through theory, a complementary framework and propositions for motivation-based temporal dynamics for further testing are created. The framework is validated by feeding back findings, whereas some of the propositions are validated through an experiment.

The suggested framework distinguishes two ways (identifying/learning and shifting) of using a motive-based approach to temporal dynamics in web personalisation. The suggested outcomes include enhanced timing in matching current preferences and improved conversion. Validation measures predominantly support both the framework and the tested propositions. The theoretical basis for the approach paves a path towards refined psychological user models; however, currently on a complementary level.

While the framework is validated through feeding back findings, and some of the propositions are validated through basic experimentation, further empirical testing is required.

A generalised approach for complementing personalisation procedures with motivation-based temporal dynamics is offered, with implications for both user modelling and preference matching.

This paper offers novel insights to web personalisation by considering the in-depth effects of user motivation.

Gamification is a tool with great potential to motivate individuals to increase their physical activity. That is why sport apps for mobile devices, such as Nike+ or Strava, have integrated game elements. There is, however, little evidence of gamification's effectiveness in this field. Therefore, the aim of the present study is to analyze the impact of game elements included in gamified sports' apps on the satisfaction of basic psychological needs (i.e. competence, autonomy and relatedness). Similarly, the research analyzes the impact of these needs on autonomous motivation.

To achieve these goals, data were collected from users of gamified sport apps, using an online questionnaire. The data were analyzed using partial least squares structural equation modeling.

The results showed that interaction in the app with achievement-related game elements satisfied the needs for competence, autonomy and relatedness; social-related elements satisfied the need for relatedness; and immersion-related elements satisfied the needs for competence and autonomy. Similarly, satisfaction of the needs for autonomy and relatedness while using the app is crucial to experience autonomous motivation.

The findings of this study provide guidelines for practitioners and app developers.

Based on self-determination theory, the paper provides new insights into the relationship between game elements included in sport apps and individuals' basic psychological needs and motivation.

遊戲化在推動人們增加其體力活動方面是有極大潛能的。因此，設於流動通訊設施的運動應用程式如耐克(Nike)及Strava等都結合了遊戲的元素。唯遊戲化在這領域的功效方面的證明並不多。因此，本研究的目的，在於分析遊戲化運動應用程式內的遊戲元素，對滿足基本心理需要的影響 (即是說，能力水平、自主及關聯性)。同樣地，本研究分析這些需要對自主積極性的影響。

要達到這些目標，數據以一項網上問卷調查方法取自遊戲化運動應用程式的使用者。數據並以偏最小二乘結構方程模型進行分析。

研究結果顯示、在帶有成就相關的遊戲元素的應用程式內的互動滿足了能力水平、自主和關聯性的需要; 與社交有關的元素滿足了關聯性的需要，而與沉浸相關的元素則滿足了能力水平和自主的需要。同樣地，使用應用程式時，要能體驗自主動機、關鍵在於自主及相關性的需要得到滿足。

本研究結果為執業者及應用程式開發商提供了指引。

以自決理論為基礎，本研究為運動應用程式包含的遊戲元素與個人的基本心理需要和動機之間的關係提供新的見解。

Universiti Brunei Darussalam has been fostering the study of foreign languages in Brunei to expand their undergraduates’ accessibility in the job market and overall give them equal opportunities to have a quality foreign language learning experience. This paper is a critical analysis of past studies by Ainol and Isarji’s (2009) on foreign language learners at Universiti Kebangsaan Malaysia (UKM), and Universiti Teknologi MARA (UiTM), and Farhana’s (2019) study on Universiti Brunei Darussalam’s (UBD) foreign language learners’ motivation. A focused investigation at how different motivation types, namely intrinsic, extrinsic, instrumental, and integrative, affect foreign language learners at the university level in Brunei Darussalam and Malaysia. A pattern observed in Brunei and Malaysian universities is that intrinsic motivation is the foundation of foreign language learning. Bruneian undergraduates are learning out of interest, and their Malaysian counterparts are learning because they enjoy the experience. While the university's language policy determines the number of students learning a foreign language each semester, the outcome is still highly dependent on the student's motivation to learn the foreign language.

Vendors’ social cues – physical or behavioural hints – have an impact on the professional buyer. However, little is known about that impact. The purpose of this paper is to place knowledge about the impact of social cues that other disciplines acquired in the context of business-to-business (B2B) marketing to contribute constructively to the research agenda.

By integrating findings on the processing of social cues and the behavioural response from the disciplines of neuroscience, biology and psychology (specifically the behavioural inhibition system [BIS]/behavioural activation system [BAS]-theory), this paper aims to provide an interdisciplinary perspective on the automatic evaluation of vendors by professional buyers.

Social cues are likely to be of substantial value in the (first) encounter between buyer and seller. Positively evaluated social cues create an approach-motivated behavioural intention, whereas negatively evaluated ones create avoidance. This process is probably predominantly mediated by trust and moderated by personality and contextual factors.

This paper stimulates research about the impact of social cues in a B2B context. While such knowledge would add practical value, this paper also explores possibilities for managers to use neuroscientific techniques to assess and train sales agents.

The impact of social cues is hardly covered in the B2B marketing literature, but they have an important impact on B2B decision-making. The conceptual framework combines the BIS/BAS theory (approach/avoidance) with the SOR-model (stimulus-organism-response), which is unique to the B2B marketing field.

The study presents the push–pull motives and behavioural intentions of youth tourists and how these provide the foundation for the planning and development of Ghana’s tourism future. Since youth tourism (YT) is regarded as a niche market globally, the purpose of this paper is to identify the prospects of this form of tourism in a developing nation.

The study has utilised a convenience sampling approach in gathering data from 557 youth tourists, adapting existing instruments for measuring push–pull motives, satisfaction and behavioural intentions. The reliability and validity of the instruments were established through confirmatory factor analysis, exploratory factor analysis and Cronbach’s α analyses. Structural equation modelling is used to establish relationships.

The results revealed the positive effects of push and pull factors on tourists’ satisfaction as well as the significant influence of tourists’ satisfaction on youth behavioural intentions. However, push factors positively influenced pull factors of youth tourists.

The conclusion and recommendations of this study might not be congruent with the factors that motivate adults or student tourism, satisfaction and behavioural intentions.

The findings of the research validate the viability of YT activities and the behavioural intentions for future tourism market in Ghana. Ghana’s tourism sector should design interesting and competitive offers that attract youth tourists and address tourism growth.

To date, investigation into motives, satisfaction and behavioural intentions of youth tourists as the basis for future tourism development remains a virgin field in Ghana. This study has timely attempted to address this gap.

The purpose of this paper is to investigate the relationship between preferred choice of school subject and student information behaviour (IB).

Mixed methods were employed. In all, 152 students, teachers and librarians participated in interviews or focus groups. In total, 1,375 students, key stage 3 (11-14 years) to postgraduate, responded to a questionnaire. The research population was drawn from eight schools, two further education colleges and three universities. Insights from the literature review and the qualitative research phase led to a hypothesis which was investigated using the questionnaire: that students studying hard subjects are less likely to engage in deep IB than students studying soft subjects.

Results support the hypothesis that preferences for subjects at school affect choice of university degree. The hypothesis that a preference for hard or soft subjects affects IB is supported by results of an analysis in which like or dislike of maths/ICT is correlated with responses to the survey. Interviewees’ comments led to the proposal that academic subjects can be classified according to whether a subject helps students to acquire a “tool of the Mind” or to apply such a tool. A model suggesting how IB may differ depending on whether intellectual tools are being acquired or applied is proposed.

The “inner logic” of certain subjects and their pedagogies appears closely linked to IB. This should be considered when developing teaching programmes.

The findings offer a new perspective on subject classification and its association with IB, and a new model of the association between IB and tool acquisition or application is proposed, incorporating the perspectives of both teacher and student.

Purpose – The purpose of this paper is to examine the causational effect of both internal and external motivation with learning outcomes at a peripheral university in the province of Aceh. It also aims to evaluate which of the two factors possess stronger impact on the other across different genders.

Design/Methodology/Approach – The model of research utilizes quantitative approach. Using the questionnaires as data gathering methodology, it is designed to understand aspects of both internal and external motivation which influences the results. Correlational information was then derived from the data using SPSS software. Then, data were elaborated for more detail and ease of reading for readers.

Findings – The results obtained from this research showed that there was no relationship between both internal and external motivation with students grades. Claiming to have relatively high motivation, still students failed to attain good grades. Observed individually, no apparent relationship was visible from each aspect. The finding also suggested that there was no difference impact was visible across different gender. Both genders, male and female, in this university did not show any significant correlation between motivation and grades.

Research Limitations/Implications – Unlike many findings on similar studies, the research found out that motivation cannot be utilized as predictor to predict grades in the peripheral university. New approaches should be developed to find out working predictors for students grades.

Practical Implications – To understand influencing aspects for students’ grades attainment, more and or other variables should be utilized. Both internal and external motivation factors failed to predict students’ grades.

Originality/Value – Research on students learning motivation specifically at peripheral university was much been studied.

This paper aims to provide an experiential exercise for management and leadership educators to use in the course of their teaching duties.

The approach of this classroom teaching method uses an experiential exercise to teach Adams’ equity theory and Vroom’s expectancy theory.

This experiential exercise has proven useful in teaching two major theories of motivation and is often cited as one of the more memorable classes students experience.

To the best of the authors’ knowledge, this is an original experiential exercise for teaching the equity and expectancy theories of motivation.

No systematic review has previously been dedicated to comprehensively investigate predictors of well-being and ill-being in working contexts. Empirical studies have vastly associated well-being as the result of autonomous motivation and basic psychological needs satisfaction, while frustration results in ill-being. The purpose of this study is to integrate the variables identified in empirical studies associated with the occurrence of the phenomena, individual/organizational features and consequences associated with workers' well-being/ill-being.

This systematic review includes 44 empirical studies published up to February 2021. Findings are summarized based on quantitative analysis of the evidence.

Results reinforce the role of self-determined motivation and needs satisfaction in promoting well-being, while amotivation and needs frustration led to ill-being. Besides, they indicate that ill-being can both lead to negative consequences and diminish positive work outcomes. Findings also revealed that: integrated motivation does not seem to be empirically distinct from intrinsic and identified motivation in promoting well-being; introjected motivated behaviors may be less harmful to psychological health than externally oriented ones; the relationship between external motivation and well-being/ill-being requires prospective investigations; and amotivation seems to have a detrimental effect in workers' psychological health.

Results provide practical information for HRM practitioners to design work environments and practices that promote employees' psychological health.

An unprecedented framework that aggregates empirical findings regarding the antecedents, predictors and consequences of ill-being/well-being in working contexts is presented.