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Book part
Publication date: 14 November 2014

Harnessing Values to Promote Motivation in Education

Judith M. Harackiewicz, Yoi Tibbetts, Elizabeth Canning and Janet S. Hyde

We review the interventions that promote motivation in academic contexts, with a focus on two primary questions: How can we motivate students to take more STEM courses…

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Abstract

Purpose

We review the interventions that promote motivation in academic contexts, with a focus on two primary questions: How can we motivate students to take more STEM courses? Once in those STEM courses, how can we keep students motivated and promote their academic achievement?

Design/methodology/approach

We have approached these two motivational questions from several perspectives, examining the theoretical issues with basic laboratory research, conducting longitudinal questionnaire studies in classrooms, and developing interventions implemented in different STEM contexts. Our research is grounded in three theories that we believe are complementary: expectancy-value theory (Eccles & Wigfield, 2002), interest theory (Hidi & Renninger, 2006), and self-affirmation theory (Steele, 1988). As social psychologists, we have focused on motivational theory and used experimental methods, with an emphasis on values – students’ perceptions of the value of academic tasks and students’ personal values that shape their experiences in academic contexts.

Findings

We review the experimental field studies in high-school science and college psychology classes, in which utility-value interventions promoted interest and performance for high-school students in science classes and for undergraduate students in psychology courses. We also review a randomized intervention in which parents received information about the utility value of math and science for their teens in high school; this intervention led students to take nearly one semester more of science and mathematics, compared with the control group. Finally, we review an experimental study of values affirmation in a college biology course and found that the intervention improved performance and retention for first-generation college students, closing the social-class achievement gap by 50%. We conclude by discussing the mechanisms through which these interventions work.

Originality/value

These interventions are exciting for their broad applicability in improving students’ academic choices and performance, they are also exciting regarding their potential for contributions to basic science. The combination of laboratory experiments and field experiments is advancing our understanding of the motivational principles and almost certainly will continue to do so. At the same time, interventions may benefit from becoming increasingly targeted at specific motivational processes that are effective with particular groups or in particular contexts.

Details

Motivational Interventions
Type: Book
DOI: https://doi.org/10.1108/S0749-742320140000018002
ISBN: 978-1-78350-555-5

Keywords

  • Interest
  • motivational interventions
  • parents
  • STEM education
  • values affirmation
  • achievement gaps

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Article
Publication date: 4 June 2018

A multi-layer framework for quality of context in ubiquitous context-aware systems

Asma Abdul Ghani Al-Shargabi and Francois Siewe

This paper aims to introduce a comprehensive framework for quality of context in pervasive context-aware systems. The framework includes the context quality…

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Abstract

Purpose

This paper aims to introduce a comprehensive framework for quality of context in pervasive context-aware systems. The framework includes the context quality characteristics, the quality policy, the quality calculation methods and the quality control algorithm.

Design/methodology/approach

This study used the constructive research method to introduce the framework. The data of a context-aware flooding prediction system to evaluate the approach were used.

Findings

The framework improves the quality of captured context by resolving the missing, error context and the context conflicts using the quality characteristics and quality control process that are introduced in the framework.

Originality/value

This work is original. It is based on the author’s PhD work in De Montfort University.

Details

International Journal of Pervasive Computing and Communications, vol. 14 no. 2
Type: Research Article
DOI: https://doi.org/10.1108/IJPCC-D-17-00024
ISSN: 1742-7371

Keywords

  • Quality control
  • Pervasive computing
  • Context-aware systems
  • Quality of context
  • Quality parameters
  • Quality policy

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Article
Publication date: 2 December 2019

How avatars create identification and loyalty among online gamers: Contextualization of self-affirmation theory

Ching-I Teng

Online games are popular electronic commerce platforms in which gamers use avatars to interact with others. Avatar identification (the extent to which gamers regard…

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Abstract

Purpose

Online games are popular electronic commerce platforms in which gamers use avatars to interact with others. Avatar identification (the extent to which gamers regard avatars as an extension of themselves) is known to be related to online gamer loyalty. However, few studies have examined how avatars could be designed to enhance avatar identification and online gamer loyalty, indicating a gap. Therefore, the purpose of this paper is to contextualize self-affirmation theory into online gaming contexts, identified key theoretical elements and examined how they are related to avatar identification and online gamer loyalty.

Design/methodology/approach

This study surveyed 1,348 massively multi-player online role-playing game players, and their responses were analyzed using structural equation modeling.

Findings

The analytical results indicate that irreplaceability within a team and avatar customization are positively related to unique avatar image, while avatar customization is positively related to positive avatar image. Moreover, avatar physical attractiveness and avatar ability to achieve are positively related to positive avatar image. Both unique and positive images of an avatar (as perceived by the user) are positively related to avatar identification, and further to online gamer loyalty.

Originality/value

This study proposes new constructs: irreplaceability within a team, avatar ability to achieve, unique avatar image and positive avatar image. Such new constructs provide insights to aid electronic commerce managers in avatar design, thus instilling gamer identification with avatars, and thus loyalty.

Details

Internet Research, vol. 29 no. 6
Type: Research Article
DOI: https://doi.org/10.1108/INTR-05-2018-0222
ISSN: 1066-2243

Keywords

  • Loyalty
  • Survey
  • Structural equation modelling
  • Identification
  • Video games
  • Customization
  • Flow
  • Image
  • Online game
  • Avatar
  • Self-affirmation

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Book part
Publication date: 25 March 2019

Understanding Long-term Effects of Motivation Interventions in a Changing World

Cameron A. Hecht, Stacy J. Priniski and Judith M. Harackiewicz

As intervention science develops, researchers are increasingly attending to the long-term effects of interventions in academic settings. Currently, however, there is no…

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Abstract

As intervention science develops, researchers are increasingly attending to the long-term effects of interventions in academic settings. Currently, however, there is no common taxonomy for understanding the complex processes through which interventions can produce long-lasting effects. The lack of a common framework results in a number of challenges that limit the ability of intervention scientists to effectively work toward their goal of preparing students to effectively navigate a changing and uncertain world. A comprehensive framework is presented to aid understanding of how interventions that target motivational processes in education produce downstream effects years after implementation. This framework distinguishes between three types of processes through which interventions may produce long-term effects: recursive processes (feedback loops by which positive effects can build on themselves over time), nonrecursive chains of effects (“domino effects” in which proximal outcomes affect distinct distal outcomes), and latent intrapersonal effects (changed habits, knowledge, or perceptions that affect how students respond in different situations in the future). The framework is applied to intervention research that has reported long-term effects of motivation interventions, evidence for the processes described in this framework is evaluated, and suggestions are presented for how researchers can use the framework to improve intervention design. The chapter concludes with a discussion of how the application of this framework can help intervention scientists to achieve their goal of positively influencing students’ lifelong trajectories, especially in times of change and uncertainty.

Details

Motivation in Education at a Time of Global Change
Type: Book
DOI: https://doi.org/10.1108/S0749-742320190000020005
ISBN: 978-1-78754-613-4

Keywords

  • Intervention science
  • long-term effects
  • motivation in education
  • recursive processes
  • values affirmation
  • utility value
  • social belonging

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Article
Publication date: 20 December 2019

Dual path effects of self-worth on status consumption: evidence from Chinese consumers

Hongjing Cui, Taiyang Zhao, Slawomir Smyczek, Yajun Sheng, Ming Xu and Xiao Yang

The purpose of this paper is to examine the effect of self-worth on status consumption, focusing on the mediation of self-enhancement and self-compensation and the…

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Abstract

Purpose

The purpose of this paper is to examine the effect of self-worth on status consumption, focusing on the mediation of self-enhancement and self-compensation and the moderation of power distance belief (PDB) in the relationship of threats to self-worth and consumer choice.

Design/methodology/approach

Experiments are used to collect data. Three studies are designed to test the relationship between self-worth, self-enhancement and self-compensation, PDB and status consumption. In total, 180 MBA students participate Study 1, 186 and 244 undergraduate students participate Studies 2 and 3, respectively. ANOVA and bootstrapping method are adopted to analyze the data by using SPSS version 19.0. Study 1 tests the influence of self-worth on status consumption; Study 2 examines the mediation role of self-enhancement and self-compensation; and Study 3 tests the moderation role of PDB.

Findings

Results indicate that situational self-worth perception has dual path effects on status consumption. Both improvements in – and threats to – self-worth have a positive impact on status consumption. Improvements in self-worth affect status consumption through the mediation of self-enhancement motives. Threats to self-worth affect status and non-status consumption through the mediation of the self-compensation motive. In the context of a threat to self-worth, compared with consumers with a low PDB, high-PDB consumers have higher purchase intention for status goods but not non-status goods.

Research limitations/implications

In this study, improvements in – and threats to – self-worth are momentarily manipulated. The authors present one product in each experiment, but what would happen if both status goods and non-status goods were shown to participants? Which one will the authors choose under different self-worth manipulations? And how long can the effects last? These questions should be answered in future research.

Practical implications

This research provides a venue for marketers to introduce and advertise status goods. Marketing practitioners should establish the link between self-worth and status consumption appeals. In the Asia-Pacific markets, Confucian value is important to consumers, and high power distance is important in Confucianism. Thus when developing markets in China, international companies should emphasize Confucian values in the design of advertisements or other promotional items. Further, marketing for status goods should attach importance to the expression of their symbolic meanings.

Originality/value

This study contributes to the literature on self-worth and status consumption. It also explores the dual path of the effect of self-worth on status consumption. The motives of self-enhancement and self-compensation are first proposed and tested to explain the mechanism, which differentiates the study from prior work and gives a more reasonable explanation for status and compensatory consumption. The moderation role of PDB delineates the boundary for the effect of a threat to self-worth on status consumption.

Details

Asia Pacific Journal of Marketing and Logistics, vol. 32 no. 7
Type: Research Article
DOI: https://doi.org/10.1108/APJML-06-2019-0364
ISSN: 1355-5855

Keywords

  • Status consumption
  • Improvements in self-worth
  • Power distance belief
  • Self-compensation motive
  • Self-enhancement motive
  • Threats to self-worth

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Article
Publication date: 12 January 2010

Deriving value from inter‐organizational learning collaborations

Christine van Winkelen

This paper aims to develop the understanding of how organizations can derive more value from participating in inter‐organizational learning collaborations.

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Abstract

Purpose

This paper aims to develop the understanding of how organizations can derive more value from participating in inter‐organizational learning collaborations.

Design/methodology/approach

The collaboration is viewed as one “level” within an extended organizational learning system and both feedback processes between levels and the dynamics within the collaboration itself are explored. Seven learning‐based inter‐organizational learning collaborations are studied using a qualitative exploratory research design. An extensive literature review is used to design the semi‐structured interviews undertaken with participants in the collaborations, as well as the convenor of each.

Findings

Multiple forms of value are evident (individual capacity building, operational value, affirmation, reputation and relationship building and learning about how to collaborate more effectively), though subject specific organizational capability building is rarely achieved. Two main factors seemed to influence this: individuals not translating the implications of the learning, and the organizations not transferring and amplify that learning. Building capability required a visible long‐term commitment by leaders to the collaboration.

Research limitations/implications

Confirmatory research is needed to refine the proposed framework of actions to develop the organizational capability to derive value from participating in this kind of collaboration.

Practical implications

A coherent set of actions is proposed for organizations wishing to build the capability to derive more value from participating in inter‐organizational learning collaborations. Recommendations are also generated for those wishing to convene a collaboration.

Originality/value

The contribution is the development of the concept of the organizational capability to participate effectively in inter‐organizational learning collaborations, and the identification of a coherent set of actions required to develop this capability.

Details

The Learning Organization, vol. 17 no. 1
Type: Research Article
DOI: https://doi.org/10.1108/09696471011008215
ISSN: 0969-6474

Keywords

  • Learning organizations
  • Leadership
  • Knowledge sharing

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Book part
Publication date: 25 March 2019

Motivation in Education at a Time of Global Change: Theory, Research, and Implications for Practice

Eleftheria N. Gonida and Marina S. Lemos

The increased complexity of educational processes at times of global change calls for new research and theoretical inquiry to address how changes such as economic, social…

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Abstract

The increased complexity of educational processes at times of global change calls for new research and theoretical inquiry to address how changes such as economic, social and political disruption, financial recession, international migration, and new and rapid technological advancements affect education, schools, and student learning and adjustment. Specifically for motivation in education, the fundamental assumption is that, on the one hand, change and challenge have a significant impact on students’ and educators’ motivation to learn and achieve and, on the other hand, motivation can have a significant impact on students’ and educators’ capacity to cope with change and challenge effectively. This chapter introduces the reader to the present volume in the Advances in Motivation and Achievement Series which is dedicated to the role of motivation at times of change and uncertainty.

Details

Motivation in Education at a Time of Global Change
Type: Book
DOI: https://doi.org/10.1108/S0749-742320190000020001
ISBN: 978-1-78754-613-4

Keywords

  • Achievement motivation
  • context
  • global change
  • learning
  • motivation in education
  • uncertainty

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Book part
Publication date: 14 November 2014

Fostering Positive Narratives: Social-Psychological Interventions to Maximize Motivation in the Classroom and Beyond

Arielle Silverman and Geoffrey Cohen

Achievement motivation is not a fixed quantity. Rather, it depends, in part, on one’s subjective construal of the learning environment and their place within it – their…

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Abstract

Purpose

Achievement motivation is not a fixed quantity. Rather, it depends, in part, on one’s subjective construal of the learning environment and their place within it – their narrative. In this paper, we describe how brief interventions can maximize student motivation by changing the students’ narratives.

Approach

We review the recent field experiments testing the efficacy of social-psychological interventions in classroom settings. We focus our review on four types of interventions: ones that change students’ interpretations of setbacks, that reframe the learning environment as fair and nonthreatening, that remind students of their personal adequacy, or that clarify students’ purpose for learning.

Findings

Such interventions can have long-lasting benefits if changes in students’ narratives lead to initial achievement gains, which further propagate positive narratives, in a positive feedback loop. Yet social-psychological interventions are not magical panaceas for poor achievement. Rather, they must be targeted to specific populations, timed appropriately, and given in a context in which students have opportunities to act upon the messages they contain.

Originality/value

Social-psychological interventions can help many students realize their achievement potential if they are integrated within a supportive learning context.

Details

Motivational Interventions
Type: Book
DOI: https://doi.org/10.1108/S0749-742320140000018005
ISBN: 978-1-78350-555-5

Keywords

  • Social psychology
  • achievement gaps
  • motivation
  • belonging
  • self-affirmation
  • implicit theories

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Article
Publication date: 30 March 2010

The role of social socialization tactics in the relationship between socialization content and newcomers' affective commitment

Maria Simosi

The aim of this paper is to explore the role of social socialization tactics on the relationship between task‐ and organization‐related information (socialization content…

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Abstract

Purpose

The aim of this paper is to explore the role of social socialization tactics on the relationship between task‐ and organization‐related information (socialization content) and newcomers' affective commitment to their work organization.

Design/methodology/approach

A total of 280 new hires in a Greek service company participated in a survey. Moderated regression analyses were conducted to test research hypotheses.

Findings

The results supported the role of investiture‐divestiture tactics as a moderator in the relationship between newcomers' task‐related information acquisition and organizational affective commitment. In addition, serial‐disjunctive tactics were found to moderate the relationship between organization‐related information acquisition and newcomers' affective commitment. The study also demonstrated that both task‐related and organization‐related information acquisition are important to the development of newcomers' affective commitment at the early stages of the socialization process.

Research limitations/implications

Owing to the cross‐sectional design of the research, causality cannot be drawn.

Practical implications

The knowledge of whether, and the extent to which, particular socialization tactics and content areas contribute to newcomers' adjustment would provide organizations a competitive advantage by incorporating them into their socialization programs.

Originality/value

Provision of feedback affirming newcomers' personal characteristics as well as assignment of established role models were found to provide the framework within which the acquisition of task and organization‐related information respectively are related to new hires' affective commitment towards their work organization.

Details

Journal of Managerial Psychology, vol. 25 no. 3
Type: Research Article
DOI: https://doi.org/10.1108/02683941011023758
ISSN: 0268-3946

Keywords

  • Socialization
  • Employees
  • Social environment
  • Job satisfaction
  • Organizational culture
  • Greece

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Article
Publication date: 12 February 2018

The new me or the me I’m proud of?: Impact of objective self-awareness and standards on acceptance of cosmetic procedures

Atefeh Yazdanparast and Nancy Spears

This study aims to investigate how comparing physical aspects of the self to fashion models in mass-mediated images result in body dissatisfaction and what mechanisms…

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Abstract

Purpose

This study aims to investigate how comparing physical aspects of the self to fashion models in mass-mediated images result in body dissatisfaction and what mechanisms could be used to interrupt the potentially harmful emotional and motivational outcomes of such evaluations.

Design/methodology/approach

Two experimental design studies are conducted in which objective self-awareness (OSA; self-focus) is manipulated. In the first study, participants are assigned to control vs relevant vs irrelevant standards of appearance, and in the second study, all participants receive relevant standards of appearance and are randomly primed to experience pride or shame.

Findings

Focusing on the physical aspect of the self (i.e. state of OSA) and having access to relevant standards of appearance such as viewing images of beautiful fashion models (vs irrelevant standards of appearance such as images of plants) initiate the process of self-standard evaluation that may lead to body image state dissatisfaction (BISDS). Negative emotions mediate the relationship between BISDS and motivations to pursue cosmetic procedures. Pride and shame are two important self-conscious emotions that differently influence these relationships.

Originality/value

The present research identifies how pride could act as a self-affirming factor to intervene the undesirable outcomes of body image dissatisfaction and discourage unnecessary cosmetic procedures. Pride diminishes the motivation to undergo cosmetic procedures by shifting the focus from pursuing unachievable standards of appearance to pride-inducing achievements and self-affirming positive qualities. Shame, however, keeps individuals focused on discrepancies and lowers their ability to think of substitute goals, resulting in enhanced motivations for cosmetic procedures.

Details

European Journal of Marketing, vol. 52 no. 1/2
Type: Research Article
DOI: https://doi.org/10.1108/EJM-09-2016-0532
ISSN: 0309-0566

Keywords

  • Motivation
  • Emotions
  • Acceptance of cosmetic procedures
  • Body image
  • Objective self-awareness

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