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The purpose of this study was to examine whether watching a live track cycling event could increase youths' intention to participate in the sport, and to identify cognitive and affective mechanisms associated with post-event intentions.

A sample of youth spectators (n = 362) who experienced the 2016 Milton International Track Cycling Challenge completed pre- and post-event questionnaires to assess intention to participate and cognitive and affective components of their spectator experience.

Respondents' intentions to participate post-event were significantly higher than pre-event. Results also indicated that state inspiration mediated relationships between three cognitive dimensions of sport spectator experiences (i.e. fantasy, flow, evaluation) and intention to participate.

Sport managers should design youth day events to engage with youth prior to the event to increase their knowledge of the sport. This prior engagement may help youth to evaluate performances effectively. Moreover, event experience should be designed to incorporate vicarious and immersive experiences tailored to youth spectators.

The present study is one of the first to assess intentions to participate among youth spectators at multiple time points (i.e. before and after an event) and identifies specific mechanism within the spectator experience that may lead to a demonstration effect.

The purpose of this research is to explore how one unsanctioned community sport organization (CSO), AM Hockey, sought to acquire legitimacy in a highly institutionalized minor hockey marketplace at various points in its organizational life cycle.

This study was guided by instrumental case study methodology. Twenty (20) AM Hockey stakeholders from a variety of roles (e.g. executives, program directors and coaches) were interviewed. Document analysis was also utilized to supplement the interviewees. Internal and public documents reflective of the CSO's creation and growth were obtained.

Findings revealed that the CSO had to navigate distinct phases of evolution including the Building, Growth, Competition and Stabilization phases. Although the four life cycle phases identified in this study share similarities with the phases identified by Lester et al. (2003), findings indicated that institutional work mechanisms must be understood in their context as they can vary over the life cycle of an organization. Therefore, start-up sports organizations must approach the pursuit of legitimacy as a continual process rather than something acquired and defended through maintenance work.

Developing legitimacy remains a central challenge for CSOs that seek to deliver alternative sport programming, yet it continues to be understudied. Ultimately, the long-term viability of an unsanctioned CSO in a federated sports system relies, in part, on its ability to continually determine the actions needed to achieve legitimacy within its environment.

This paper aims to analyze the interrelationship that exists between expectancy-value and achievement goals as factors that are decisive for participants’ higher engagement in 12 massive open online courses (MOOCs) on energy sustainability and to determine the profile of participants achieving higher success rates.

A qualitative–quantitative study of correlational and descriptive scope is carried out on two instruments based on pre- and post-tests of 6,029 participants, which is followed by a qualitative data analysis distributed by code families to identify participants’ main motivations to take MOOCs.

The results showed a positive moderate-high correlation between expectancy-value and achievement goals, which means in a practical sense that the participants’ subjective estimates of the possibility of reaching their goals prior to the beginning of the course were fulfilled, as the intentionality of the subjects-participants was positive with respect to the contents imparted.

The profiles of participants with a higher tendency to successfully finish the course and with high rates of engagement share the following characteristics: having previously and successfully finished more than one MOOC; taking the MOOC for work purposes (promotion, seeking better job opportunities, etc.); and having intrinsic motivation, that is, not depending on external factors such as obligations and certifications.

This research suggests that there are pre-educational factors that define the trend of successful completion of MOOCs, based on expectancy-value (e.g. previous experiences with other MOOCs) and achievement goals (e.g. job improvement), with external motivational issues such as completion certificates being less prevalent in the learning intention.

This study aims to examine how students with different goals differ in their subjective well-being, including academic self-efficacy (ASE) and affect at school (AAS). There are four goal orientations that motivate students to achieve academic performance. Therefore, this study examined the relationship between the four dimensions of achievement goals (AGs), ASE and AAS. It also examined five relationship models between these variables.

This study was conducted using a survey method with a questionnaire on 516 students at several private universities in Yogyakarta who have been studying for at least two years. After testing the validity and reliability of the measurements, correlation testing was conducted to determine the relationship between the two variables. Furthermore, testing of the five relationship models was conducted using structural equation modeling (SEM) with a two-step approach.

The findings showed that each goal was directly related to students' well-being with a diverse relationship nature. Furthermore, mastery-approach goals (MApGs) were the types that most consistently have a positive effect on students' well-being. Also, performance-avoidance goals (PAvGs) consistently and negatively affected students' well-being, while performance-approach goals (PApGs) produced various influences and relationships. In addition, mastery-avoidance goals (MAvGs) are among the four AGs that still need to be studied, especially in educational settings. This is because they had no effect on ASE either directly or indirectly.

The limitation of this study was using cross-sectional data and self-report in data collection. Furthermore, the respondents were limited to private university students, and they were few in number.

MApGs had a positive effect on ASE and AAS, while PAvGs can reduce ASE and cause negative effects. Therefore, higher institutions in Indonesia need to provide a curriculum that can increase students' curiosity, creativity and involvement in the learning process. This will make them confident in their abilities and have a positive attitude in school and the society. Also, this study showed that a PApG is not a negative goal because it can increase students' confidence in their abilities. This competency feeling needs to be fostered because it encourages them to increase knowledge and learning content, as well as increase their positive effects.

This paper addressed the need to understand how to generate and increase students’ motivation.

The purpose of this paper is to emphasize the need to engender a positive attitude toward business analytics in order for firms to more effectively transform into data-driven businesses, and for business schools to better prepare future managers.

This paper develops and validates a measurement instrument that captures the attitude toward business statistics, the foundation of business analytics. A multi-stage approach is implemented and the validation is conducted with a sample of 311 students from a business school.

The instrument has strong psychometric properties. It is designed so that it can be easily extrapolated to professional contexts and extended to the entire domain of business analytics.

As the advent of a data-driven business world will impact the way organizations function and the way individuals think, work, communicate and interact, it is crucial to engage a transdisciplinary dialogue among domains that have the expertise to help train and transform current and future professionals.

The contribution provides educators and organizations with a means to measure and monitor attitudes toward statistics, the most anxiogenic component of business analytics. This is a first step in monitoring and developing an analytics mindset in both managers and students.

By demonstrating how the advent of the data-driven business era is transforming the DNA and functioning of organizations, this paper highlights the key importance of changing managers’ and all employees’ (to a lesser extent) mindset and way of thinking.

A range of models of employability implicitly or directly identify potential drivers of motivated behaviour related to engaging in employment-related outcomes whilst acknowledging that employability is also about developing life skills. Motivational theorists suggest that tasks engaged for external purposes, e.g. working towards an employment-related goal, are experienced differently than (those same) tasks engaged in for less external reasons, e.g. the desire for knowledge. Whilst there are excellent examples of the use of motivational theory in some models of employability, sometimes the evidence is either outdated, incorrectly interpreted or fails to use the most appropriate motivational theory. The aim of this paper is to bring to attention several prominent motivational theories and some key evidence that seems most pertinent across models of employability.

As this was a non-empirical design, the approach did not fit any research design methodology or structured, systematic or meta-analysis review. The paper outlines a series of arguments by reviewing in detail several theories of motivation and mapping them against current models of employability.

From a theoretical point of perspective, it is suggested that Expectancy Value Theory needs to be considered when creating models of employability. It is also suggested that motivation for employment-related tasks is probably extrinsic, though evidence suggests that forms of extrinsic motivation can also be motivationally adaptive. Several models posit self-efficacy as a driver of motivated behaviour, but the evidence suggests a clear and consistent interactive relationship between subjective task value and self-efficacy, suggesting that self-efficacy is only a useful predictor when value is high.

Whilst the aim of models of employability is to improve our understanding of the predictors of employability behaviours, the practical consequence is the development of appropriate curriculum. Understanding which features of employability create adaptive and maladaptive motivation should help educators create curriculum that produces optimal engagement and performance.

Models of employability are mostly created using bodies of extant evidence. In this paper, we have tried to identify where some of the interpretation of the evidence has been more or less appropriate. We hope that ideas and evidence in this paper will allow theorists, where appropriate, to re-develop their models.

Building on the enactment perspective and past work on the self‐fulfilling prophecy, this paper explores how organizational decline can be enacted through self‐fulfilling prophecies of decline. We present two self‐fulfilling prophecy‐based models of organizational decline, one in which decline is enacted unintentionally through the predictions of an organization's managers, and a second in which decline is enacted unintentionally through the predictions of external constituencies. We articulate propositions that capture the dynamics of each model and that are intended as a platform for future empirical research. We also discuss the implications of our theoretical framework for future theory development on the causes of organizational decline, and offer suggestions for managers who wish to avoid organizational decline.

In services, customers’ successful performance of expected roles is critical to ensuring successful service outcomes. To help customers perform their roles better, service providers offer them feedback on their performance. To improve the design of customer feedback that contains both positive and negative messages, the purpose of this paper is to examine the order and the repetition effect of feedback message types on customer feedback satisfaction, motivation, and compliance intention, focusing on the moderating effect of customer involvement level. This paper also examines whether feedback satisfaction and motivation mediate the moderation effect of the order or repetition of feedback message type and customer involvement level on compliance intention.

This study employs two between-subject quasi-experimental designs: 2 (feedback message order: positive message first vs negative message first) × 2 (involvement level: high vs low) and a 2 (repeated feedback type: positive vs negative) × 2 (involvement level: high vs low). Data collection occurred through an online survey using eight health checkup scenarios. Hypotheses were tested by using MANOVA and PROCESS.

The customer involvement level moderated the effect of the presentation order of feedback message type on customer responses. With highly involved customers, offering positive feedback initially produced responses that were more favorable. With customers with low involvement, the order did not matter. The effects of feedback satisfaction and motivation as mediators in the effect of order on compliance intention were significant only with highly involved customers. The mediation effect of motivation was much stronger than that of feedback satisfaction. The repetition of a particular feedback type took effect only with customers with low-involvement level. Compared to the no-repetition condition (positive-negative), when positive feedback was repeated (positive-negative-positive), motivation increased. Compared to the no-repetition condition (negative-positive), when negative feedback was repeated (negative-positive-negative), feedback satisfaction and compliance intention decreased. In terms of mediating effect, only feedback satisfaction was a meaningful mediator and only when negative feedback was repeated to low-involvement customers.

This study contributes to research by extending feedback studies in services to include a consideration of the order and repetition of feedback message types as design variables; it contributes practically by suggesting how to design feedback for better customer responses such as feedback satisfaction, motivation, and compliance intention.

The development of digital technology and digital resources have influenced one’s reading habits. This paper aimed to study undergraduate students' reading in digital sphere at universities in Vietnam.

A focus group study with 31 undergraduate students of six groups at six public universities was conducted to get their perspectives on reading preference, strategies, effectiveness and psychological factors influencing reading ability.

The results confirmed that bachelor students' reading preference for document formats depended on their reading purposes. They used different reading strategies for digital and traditional reading, for instance, keyword searching, taking note, skimming, scanning, need-based reading, selective reading, comparison, evaluation and criticism. Students had faster reading speed for digital texts; however, they had better concentration and memorization in printed documents. When students have motivation, good attitudes and emotion, they could be motivated to read more.

These findings were useful in enhancing the understanding of digital reading competence and help stakeholders find out solutions to improve reading capacity of Vietnamese students in digital space.

The present study focused on examining the effects of a multimedia-based Internet extensive reading program on promoting the receptive skills of Iranian university students.

In the quantitative section of this explanatory sequential mixed-method study, a pretest-posttest design was used to compare the performance of three groups of Iranian university students in terms of their degrees of improvement in receptive proficiency. Besides, the differences in the levels of motivation among the learners were sought. The three classes under study included linear text extensive reading for the first experimental group, a multimedia-based Internet extensive reading group for the other and a control group. The qualitative phase of this study included a semi-structured interview and an open-ended questionnaire.

Analysis of the results revealed that the multimedia-based Internet extensive reading group outperformed the two other groups in terms of proficiency in receptive skills. They also had a higher level of motivation for reading. The findings of the qualitative phase showed that the participants preferred working with multimedia material rather than working with linear texts, or, in other words, printed books. University EFL instructors may be the most beneficiaries of the present study, as they can gain insights into applying Internet-based extensive reading programs into their courses.

Although some studies have been carried out in this area, the paper provides its readers with a new procedure and methodology.