Stimulating the Intrinsic Motivation of Art Major Students in Oral English Learning

Intrinsic motivation plays a vital role in students’desire in learning oral English.This paper introduces the current situation of oral English teaching and learning in colleges,followed by explaining the reasons why art major students lack motivation in oral English learning.It is suggested that intrinsic motivation promotes students to hold a high interest toward learning and the acquisition of knowledge as well as enables students to achieve autonomous learning.Finally,practical suggestions for stimulating the intrinsic motivation of art major students in oral English learning are proposed.

Extending TAM for Online Learning Systems: An Intrinsic Motivation Perspective

To get a better understanding of user behavior towards online learning systems, the technology acceptance model （TAM） was extended to include an intrinsic motivational factor. An online survey posted on a campus BBS was conducted to collect research data with a total of 121 usable responses. The results support the motivational model and show that the explained variance of online learning system use behavior is 71.3% higher than that of the original TAM explanation.

Operationalizing physical literacy for learners: Embodying the motivation to move

Physical literacy is a concept that is expected to encompass the mind and body in an integrated way to explain, promote, and help sustain human beings＇ fundamental function： movement. According to Whitehead（2010）, physical literacy is defined by motivation, especially by competence-based and interest-based motivation. This point of view is consistent with vast amount of research evidence on children and adolescents＇ physical activity behavior. In the article I attempt to interpret and operationalize physical literacy from a perspective that children＇s motivation in physical education is both an innate mental disposition and an acquired/learned attribute. Particularly I rely on the conceptual learning theory and motivation regulation mechanisms of the self-determination theory to argue that in physical education, children should experience tasks that inspire them to embody competence and interest along with self-regulation strategies necessary for developing and sustaining the motivation to move.

Associations among children's situational motivation,physical activity participation,and enjoyment in an active dance video game

Purpose:The purpose of this study was to examine the relationships between children's situational motivation and physical activity(PA)levels in a Dance Dance Revolution(DDR)program,and perceived PA enjoyment.Methods:A sample of 215 elementary children participated in a weekly 30-min DDR program.Children's situational motivation toward DDR(intrinsic motivation,identified regulation,external regulation,and amotivation)was measured,followed by the measurement of their accel-erometer-determined moderate to vigorous PA(MVPA)in DDR.Children then reported their PA enjoyment.Results:Only intrinsic motivation was positively related with children's MVPA in DDR and PA enjoyment.However,other motivational beliefs were not significantly related to MVPA and PA enjoyment.Regression analyses further suggested intrinsic motivation was the significant predictor for MVPA and PA enjoyment.Conclusion:Children who experienced fun and learned new things when playing DDR reached high PA levels in DDR,as well as developed generalized feeling states of enjoyment.

The Leadership Styles of Principals in Bedouin Secondary School and Teachers Motivation

The aim of this paper is to investigate the relationship between principal＇s leadership styles in Bedouin secondary schools in south Israel and teacher＇s intrinsic and extrinsic motivation. The research relies on the theory of full range leadership model and intrinsic and extrinsic motivation. Design/methodology/approach^cluestionnaires assessing the variables of interest were completed by 306 teachers in 22 Bedouin secondary schools in Negev in south of Israel. As results of our study, hypothesis which expects a positive relationship between transformational leadership and intrinsic motivation, and hypothesis that expects a negative relationship between laissez-faire leadership and intrinsic motivation have been accepted. On the other hand, hypothesis that expects a positive relationship between transactional leadership and intrinsic motivation has been rejected also the hypothesis that expects a positive relationship between transformational leadership and extrinsic motivation, and the hypothesis that expects a negative relationship between laissez-faire leadership and extrinsic motivation have been accepted, while hypothesis that expects a positive relationship between transactional leadership and extrinsic motivation has been rejected.

Motivational Practices in Foreign Language Teaching:From the Perspective of Self-Determination Theory

This quantitative-oriented study investigates junior middle school EFL teachers’beliefs about motivational practices in the language teaching process.Grounded in self-determination theory,the study examined teachers’beliefs in three basic psychological needs(relatedness,competence and autonomy)and the effect of their teaching experience on these beliefs.Data were obtained from 84 Chinese junior middle school English teachers through a questionnaire.Results suggested that teachers recognized motivational practices for relatedness and competence satisfaction while showing relatively low recognition of a few motivating practices for autonomy satisfaction.Teaching experience was found to have no influence on teachers’conception of needs-related motivational practices.Findings reveal that traditional activities like collective lesson preparations may have a negative influence on teachers’beliefs about motivational practices.They also present the necessity for adjustments on educational regulations,and for modern professional training to help teachers understand students’basic psychological needs,and to encourage new ideas to bolster students’intrinsic motivation for language learning.

The Underlying Motivations for Mobile Device Use by Seniors

To date, there has been limited research carried out to better understand seniors＇ needs and purchase motivations related to mobile devices. To that end, this research enabled an exploratory assessment of the intrinsic and extrinsic needs/motives to consider in future research and development of ubiquitous mobile devices and related applications, specifically for seniors. The 65＋ population is expected to double by 2025 （WHO, 2013） from 390 million to 800 million. The results demonstrate specific needs/motives which should be considered during the development of new mobile attributes and apps for this segment. For both attributes of devices themselves and the applications found on them, three tiers of priority for development were determined.

Perceptions of Chinese College Students＇ Motivations for Learning Oral English

This paper explores Chinese college students＇ motivation for learning oral English, which is normally considered as an important factor contributing to learners＇ speaking proficiency in Second Language Learning. The theoretical studies on motivation in Second Language Learning are firstly reviewed. Based on the literature review, Chinese college students＇ motivation in oral English learning is examined in terms of the Chinese context. Finally, five specific helpful strategies are put forward to facilitate students＇ optimal oral English learning.

The Influence Mechanism of an Inclusive Organizational Climate on Innovation Input of Sci-Tech Talents

With the implementation of China’s innovation-driven development strategy,the competition among sci-tech talents has become increasingly fierce.Stimulating the innovative vigor of sci-tech talents has become a hot topic in theoretical research and policy practice.Based on the data from 246 questionnaires collected from sci-tech talents in Hebei province,this study explored the influence mechanism of an inclusive organizational climate on innovation input from technological talents and verified the mediating effects of innovation self-efficacy and intrinsic motivation.The results indicate that an inclusive organizational climate has a significant positive impact on innovation input,innovation self-efficacy,and intrinsic motivation of sci-tech talents.Both innovation self-efficacy and intrinsic motivation play a partial mediating role between an inclusive climate and innovation input.This study verified the important role of an inclusive climate in an organization’s human resource management practices and encouraged managers to emphasize enhancing the innovation self-efficacy and intrinsic motivation of sci-tech talents,thereby continuously improving the level of innovation.

Implementation of Strangely Behaving Intelligent Agents to Determine Human Intervention During Reinforcement Learning

Intrinsic motivation helps autonomous exploring agents traverse a larger portion of their environments.However,simulations of different learning environments in previous research show that after millions of timesteps of successful training,an intrinsically motivated agent may learn to act in ways unintended by the designer.This potential for unintended actions of autonomous exploring agents poses threats to the environment and humans if operated in the real world.We investigated this topic by using Unity’s MachineLearningAgent Toolkit(ML-Agents)implementation of the Proximal Policy Optimization(PPO)algorithm with the Intrinsic Curiosity Module(ICM)to train autonomous exploring agents in three learning environments.We demonstrate that ICM,although designed to assist agent navigation in environments with sparse reward generation,increasing gradually as a tool for purposely training misbehaving agent in significantly less than 1 million timesteps.We present the following achievements:1)experiments designed to cause agents to act undesirably,2)a metric for gauging how well an agent achieves its goal without collisions,and 3)validation of PPO best practices.Then,we used optimized methods to improve the agent’s performance and reduce collisions within the same environments.These achievements help further our understanding of the significance of monitoring training statistics during reinforcement learning for determining how humans can intervene to improve agent safety and performance.

Exploration on college students＇ reluctance to participate in group discussion in EFL listening and speaking classes

Motivation has long been argued and studied both at home and abroad; however most researches stressed the linear, casual relationship between motivation and students achievement through interaction of group discussion. This paper tended to explore the factors that influenced students＇ motivation to participate in group discussion in EFL listening and speaking class. A questionnaire was designed and adopted to figure out the factors By analyzing the data, this paper would provide some suggestions to the research problem.

How to Motivate Students in Second Language Writing

Writing competence is considered as the most difficult output ability for an EFL （English as a Foreign Language） learner to master. This paper offers valuable suggestion for second language learners when considering affective variables in Chinese context. Motivation, especially intrinsic motivation plays an increasingly important role in L2 （Second Language） pre-writing, online writing and post-writing processes; besides, with the hope of this awareness it will help teacher to decide greater language learning tasks, and help students achieve better performances in writing.

The Video-Making Project： Why Students Love It？

It has been proven that ICT （information and communication technologies） affect the teaching and learning of a language, be it positive or negative. One of the examples of ICT that is used to enhance learners＇ creativity is the use of video. Although the use of ICT is encouraged in the learning and teaching of a language, it is still minimally applied in UMS （University Malaysia Sabah）, especially in the teaching and learning of a language. In this study, video-making is used as one of the assessments to measure learners＇ proficiency in the target language, which in this case, the Spanish Language. The video-making project was found to be able to improve learners＇ communication skills and knowledge building capabilities, as well as enhances learners＇ interest in the learning of the Spanish Language. It is found that intrinsic and extrinsic motivations, nature of the course, lecturers＇ positive support as well as students＇ positive determination to obtain good grades are among the factors contributing to the students＇ positive performance in the Spanish Language.

LESS SUCCESSFUL STUDENTS' MOTIVATION AND THEIR TEST PERFORMANCES

Through questionnaire investigation, three major motivation types have been identified in less successful second year students (judged by the state exam CET4) in Hainan University: type A — integrative/intrinsic motivation (interest in culture and language), type B — job-related motivation (learning for better jobs), and type C — test-oriented motivation (learning to pass tests). Students with instrumental motivation (types B & C) far out-number those with integrative motivation (type A). Significant differences in test performance are found between type A and type C, and type B and type C. No significant difference is found between the test performance of type A students and that of type B students.

Psychological and Linguistic Research on Motivation

Any second language learning (L2) theories would regard the role of motivation as a key in the process of language learning. It is agreed that success or failure in L2 learning mainly relies on the extent to which a learner is motivated. Numerous researches and experiments in L2 learning have proved that motivation is vital to successful learning. Up to the present, we are still in great need of a deep and further understanding as to what motivation is and how important it really is.

Research on the Mechanism of the Impact of Educational Gamification on Middle

This study presents an in-depth examination of the impact of educational gamification on middle school students’learning motivation through a mixed-methods approach.The integration of quantitative survey data and qualitative interviews and observations revealed that gamification significantly enhances intrinsic motivation by increasing interest and engagement in a learning environment.The study also found that gamification indirectly boosts extrinsic motivation through the augmentation of social interaction and learning engagement.Structural equation modeling underscored the direct and indirect effects of gamification on learning motivation.The findings suggest that educators should integrate gamification elements into their teaching designs,focus on fulfilling students’psychological needs for autonomy,competence,and relatedness,and leverage social interactions to foster motivation.The study’s contributions to the educational field include empirical evidence of gamification’s impact and a multidimensional perspective that strengthens the depth of understanding in the application of gamification.However,the study acknowledges limitations such as potential biases and a non-representative sample,calling for future research to address these issues through broader and longitudinal studies.