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The international student population is steadily increasing. However, we know little about what happens to their academic motivation as they transit from their home culture into a new host culture. This gap in knowledge needs to be addressed given that motivation is a key driver of academic success. The aim of this chapter is to examine factors that can influence international students' academic motivation during and after transition. Three broad theoretical frameworks drawn from the acculturation literature – culture learning theory, stress and coping theory, and social identification theory – are proffered to help understand the impact of the transition on student motivation. It seems inevitable that student motivation will generally decline during the early phases of the transition. This may be due to the differences in sociocultural norms between the home and host culture, the variety of stressors that international students face, and the potential impact of stereotyping and discrimination. However, the extent and duration of this decline could be moderated by a variety of personal (e.g., language proficiency, personality, acculturation strategies, reasons for going abroad) and contextual (e.g., cultural distance, social support) factors. Examples of intervention programs that can buffer against motivational decline are given. Implications for theory and practice are discussed.

Until recently, motivation has been considered to be an individual phenomenon. Motivational theorists have accordingly conceptualised key constructs in individualistic terms and emphasised the individual origins and nature of motivation, although they have also long recognised that contextual or social factors have a significant influence on these individual processes. Recently this conceptualisation has been questioned as theorists have suggested, after Vygotsky, that motivation, like learning and thinking, might be social in nature. This idea was first suggested by Sivan (1986) more than twenty years ago but it received a major impetus with the publication of an article by Hickey (1997) eleven years later. Since that time interest in the social nature of motivation has grown as a small number of book chapters and journal articles have been published and conference papers have been presented on the topic. Although some motivational theorists remain sceptical (e.g. Winne, 2004) of this theoretical development, the inclusion of a section on sociocultural approaches to motivation in Perry, Turner, and Meyer's (2006) chapter on classrooms as contexts for motivating learning in the 2nd edition of the Handbook of Educational Psychology suggests that this perspective is being seriously considered by motivational researchers. Similarly, the inclusion of a chapter (Walker, in press-b) on the sociocultural approach to motivation in the 3rd edition of the International Encyclopedia of Education indicates that this approach has achieved some recognition.

Teenagers are typically described as impulsive and risk taking. Yet recent research shows that this observation does not hold in all contexts. Rather, adolescents show higher impulsivity and risk taking than children or adults in affective contexts. Motivational and affective processes are therefore of particular interest when trying to understand typical adolescent behavior. Additionally, pubertal hormones are hypothesized to play a special role in adolescents’ motivated decision making. However, evidence for the mechanisms underlying this relationship is sparse. In this chapter, we aim to integrate findings from human and animal studies in order to elucidate the specific impact of pubertal hormones on motivational processes in adolescence. Against this background, we critically discuss and reinterpret recent findings in psychology and neuroscience, speculate about underlying mechanisms, and suggest new approaches for future studies of adolescent behavior.

Drawing on expectancy theory, this research explores how and when volunteers’ motivational drives for volunteering relate to organizational policies and practices. The paper analyses four areas of motivational association – affiliation, beliefs, career development and egoistic motives – together with organizational human resource (HR) policies and practices.

The study used a qualitative approach and through 17 interviews of the volunteer managers associated with 13 non-profit organizations (NPOs) examined that how through HR policies and practices, an NPO efficiently taps motivational drives of volunteers and maintains their spirit of volunteering.

The findings of the study indicated that the same behaviour may serve different functions for different individuals. Most of the motivational drives need to be tapped with specific tasks and events to become a source of fulfilment for volunteers, this plays a vital role in their decisions to continue volunteering. NPOs’ HR practices without volunteers’ motivation cannot serve any purpose. In the same vein, volunteers’ motivation cannot sustain for a longer period if it is not properly linked with organizational HR practices.

The research findings may lack generalizability because of the selected research approach.

A great part of existing research, not previously captured in literature, is focussed on the assessment of the motivational underpinnings with respect to HR policies and practices.

Discrimination is defined as negative or harmful behavior toward a person because of his or her membership in a particular group (see Jones, 1997). Unfortunately, experiences with discrimination due to racial group membership appear to be a normal part of development for African American youth. Discrimination experiences occur within a variety of social contexts, including school, peer, and community contexts, and with increasing frequency as youth move across the adolescent years (Fisher, Wallace, & Fenton, 2000; Seaton et al., 2008). Recent research with a nationally representative sample of African American 13–17-year olds revealed that 87% had experienced at least one racially discriminatory event during the preceding year (Seaton et al., 2008). Most of the research on the consequences of youths’ encounters with racial discrimination has focused on mental health outcomes (Cooper, McLoyd, Wood, & Hardaway, 2008), with surprisingly little work examining whether and through what mechanisms discrimination affects achievement motivation.

Translating motivational research to classroom instruction may be so difficult because the two enterprises of psychological research and teaching are inherently different in goals and assumptions. Whereas psychological theory is meant to be broad and generalizable, educational practice must attend to individual and situational differences. For instance, a great deal of research suggests that mastery goal structures are related to desirable beliefs and behaviors. However, knowing that this is so does not help teachers know how to foster mastery goals in their classrooms and whether or how practices might vary given differences among students, developmental levels, and content areas. As Patrick (2004) noted, the theoretical notion of mastery goal structure as it is currently conceptualized was not developed in classrooms and does not address how a mastery goal structure is either manifested or communicated to students. Although it makes theoretical sense to provide “appropriate challenge” to students, how a teacher adapts that principle to students with a range of abilities and attitudes, from challenge seekers to avoiders, is not obvious. Research can provide only a general theoretical heuristic for understanding tendencies and does not necessarily explain individuals' behavior over time (Turner & Patrick, 2004). For motivational research to be meaningful and useful to educators, it needs to help them interpret student behavior as specific responses to specific sets of circumstances. Pajares (2007) expressed this well when he noted:Research findings … drawn from educational psychology broadly, and motivation theory and research in particular are bounded by a host of situated, cultural factors that must be attended to if the constructs themselves are to have any, as William James (1907/1975) termed it, practical, or cash, value. (p. 30)Therefore, in its present form, theory may not appear useful to teachers because of its seeming lack of specificity. These issues apply to all current theories of motivation.

Explores past and present attitudes of employees concerning work‐related motivational factors. Understanding the factors that employees consider motivating lends insight to the rewards to which they more positively respond. Compares the results of four motivation surveys conducted in 1946, 1980, 1986 and 1992. The comparisons reveal that employees’ motivational preferences vary over time. In addition, the results of the 1992 survey indicate that the factors that motivate today’s workers are more extrinsic than they used to be. Although employees differ on how they rank these factors, they overwhelmingly selected “good wages” as the top motivator. A good wage is an extrinsic reward with intrinsic potency. On the surface “good wages” seem to be purely extrinsic. Yet, at a deeper level, monetary rewards communicate what the company values and affect employees’ emotional and familial wellbeing.

The UK Government is spending an increasingly large sum on flood protection to protect communities and businesses. Flood events are predicted to become more frequent and severe as a result of global warming, and the government is seeking to find ways to ensure that individual householders are prepared for this. Attitudinal studies have shown that there is an interest by homeowners to respond to motivational behaviour change strategies and accept incentives such as non-cash rewards in return for investing in flood protection measures for their houses. This paper builds on a study trialling the measures suggested in the earlier attitudinal studies in a flood-threatened community in North West England.

The hypothesis of the research has been formulated from the findings from the earlier phase of the project and was further supported with a comprehensive literature review. The data collection was carried out using survey strategies. During the data analysis, the research adopted descriptive statistical methods. The information gathered by the survey of 50 householders in the study area was analysed using statistics software.

Policymakers in the UK are beginning to consider the theories and methods that have been proposed by behavioural economists and social psychologists when designing strategies to influence action on climate change. The Timperley Green Homes trials and the attitudinal work that underpinned it are examples of how some of this thinking can be applied in the field. A combination of information delivered at key moments in the decision-making process, incentives and norm-based influences have the potential to help motivate the owners of domestic property to invest in flood protection measures. However, this strategy needs to be delivered within the context of affordable materials and installer costs. In addition, regulators and local government will need to devise more effective ways to communicate both the likelihood and the significance of a flood incident on householder’s properties because, at present, there is little evidence to suggest that the population thinks that flooding is a high priority concern.

The Trial was designed to be a limited sample experiment that was commissioned as a proof of concept study. However, policymakers may require a larger sample and an extended period before the proposals are rolled out on a national scale.

The study was commissioned by the UK flood management regulator and a local authority to help design future strategies to influence householders who are sceptical or are underactive to messages about the effects of climate change. The study provides evidence for some fresh thinking on how to mount future-influencing strategies by government bodies.

There have been some attitudinal studies around flooding and behaviour, but the authors know of none that have used non-cash incentives as the central proposition to be tested. The Trial was also original in the way it incorporated other influencers including norm-based tactics and facilitation in a combined strategy with incentives.

Increasing numbers of convictions for the use of child sexual exploitation material (CSEM) call for enhanced measures to prevent this type of offending. Strength-based approaches such as the good lives model have made significant contributions to the management of offenders who have sexually abused against children. The paper aims to discuss these issues.

The present study explored the application of these models to the rehabilitation and desistance behaviour of CSEM users, based on a thematic analysis of the self-managed desistance strategies employed by 26 offenders.

The findings confirmed the value of strength-based approaches in understanding self-management strategies used to enhance desistance behaviour in CSEM users.

The empirical and theoretical findings were then combined into a conceptual framework aimed to enhance preventative efforts and interventions targeted at undetected CSEM users.

This paper provides the first conceptual and empirical model of prevention and desistance behaviour specific to CSEM offending.

The purpose of this paper is to develop and test a model of idiosyncratic deals (i-deals), embedded in the processes of work-family enrichment.

Hierarchical linear regressions and indirect-effect analyses were used to analyze the data from 179 working parents surveyed in a Chinese city.

Successful i-deal negotiation was contingent on both personal initiative of the employee and a positive influx of support from the family to the work domain. Additionally, the results suggested that: development i-deals enriched the intra-work role experience by customizing intrinsic work features and thus enhancing intrinsic motivation. Flexibility i-deals enriched the work-to-family boundary experience through increased instrumentality of the work role, connected to the economic basis of employment.

Providing new insights into the antecedents and consequences of i-deals, the study suggested a model through which employees can create balance and use synergies in their work-life quality. Based on single-source cross-sectional data, the results are preliminary.

Human resource management needs to consider the family lives of employees, especially in the Chinese culture. The authors further discussed applications of and limitations to the use of i-deals.

The study provides a new approach to addressing the issue of balance between different social roles.

The study is the first to investigate i-deals in the context of work-family enrichment, explore the role experiences of i-deal recipients, and link i-deals to distinct motivational processes.