Faculty motivations to use active learning among pharmacy educators

Les filles réussissent mieux que les garçons à l’université : étude et modélisation des facteurs relatifs à la motivation et à l’agressivité mis en jeu lors des épreuves

Currently, the student is the centre of the teaching-learning process, focusing studies on the competences that the recent graduate should possess and enhancing the student's know-how.Thanks to the evolution of Information and Communication Technologies (ICT), active learning methodologies have been developed, since, through virtual scenarios and mobile digital devices, teacher-directed activities are reduced in favour of independent or collective activities.Although the concept of motivation is broad, most authors who study the learning process differentiate between intrinsic and extrinsic motivation. Intrinsic motivation allows a strong involvement with the content, from which new ideas can be connected to previous content, data can be related to conclusions and the logic of arguments can be examined. Extrinsic, on the other hand, is related to getting good grades, gaining recognition from others, avoiding failure, etc.The use of active learning as a teaching methodology in accounting subjects is very useful, because its use improves student attention and motivation, in addition to experiencing cognitive gains, specifically in topics related to critical thinking, problem solving and decision-making.The aim of this study is to empirically validate student motivation towards learning through the implementation of active methodologies. For this purpose, a descriptive quantitative research has been carried out in a group of students of the Faculty of Economics of the University of Valencia, during the academic year 2020-2021. In order to objectively quantify the assessments of this group, the Learning Strategies and Motivation Questionnaire (LSMQ) was used, which was completed anonymously in a digital format.

This paper aims to study the effects of intrinsic and extrinsic motivation on employee’s performance. Employees obviously work for the organization for monetary benefits but these monetary compensations and rewards are not the sole requirement of all employees. Some of them need salary increment and bonuses to get themselves motivated while others need recognition and non-monetary benefits. The study was aimed to discuss how the extrinsic and intrinsic motivation can hinder or increase the motivation level of employees. Several motivational theories have also been discussed in this paper that helps in better understanding of why and how employees are motivated. Intrinsic and extrinsic motivation is said to have significant impact on employee’s performance. Our study examined 60 female and 143 male respondents (n=203) of banking sector to study the effects of intrinsic and extrinsic motivation on employee’s performance. There was a positive relationship of intrinsic and extrinsic motivation of employees with their performance. With the increase in intrinsic and extrinsic motivation, employee’s performance tends to increase as well. We also have discussed some of the future directions and recommendations so that it can help future researchers to study the other constructs that can affect employee’s performance.

In this research study, the intricate relationship between the motivations of graduate school professors and their effectiveness as educators in the dynamic context of graduate education is explored. Employing an ex-post facto research design, pre-existing data were analyzed to investigate the multifaceted connections between professors' motivations and teaching effectiveness. The study encompassed survey data from a diverse sample of professors representing various academic disciplines, including inquiries regarding motivations for teaching, teaching practices, and institutional demographics. The findings unveiled the coexistence of intrinsic and extrinsic motivations among professors, underscoring the complexity of their commitment to teaching. Intrinsic motivations, grounded in a profound passion for teaching and a genuine desire to positively impact students, emerged as robust predictors of effective teaching. Conversely, extrinsic motivations, such as career advancement and institutional recognition, also played a role but were less influential. Through correlation and regression analyses, the research demonstrated a positive and significant relationship between professors' intrinsic motivations and teaching effectiveness, even after controlling for covariates such as years of teaching experience and academic discipline. The identified discipline-specific variations underscored the necessity for tailored approaches to faculty development and support. These findings carry profound implications for graduate education institutions, administrators, and policymakers. They emphasize the pivotal role of intrinsic motivations in shaping effective teaching practices and highlight the importance of cultivating a teaching-centric culture. The study's implications call for faculty development programs that nurture and cultivate intrinsic motivations, discipline-specific approaches to support professors, and recognition and reward systems that celebrate teaching excellence. This research contributes significantly to our understanding of the vital connection between professors' motivations and teaching effectiveness within the context of graduate education. It underscores the significance of nurturing these motivations to foster a dynamic and responsive educational environment, benefiting both educators and learners in their pursuit of teaching excellence.

Why do consumers consume masstige products? A cross-cultural investigation through the lens of self-determination theory

BackgroundChatGPT, a powerful artificial intelligence chatbot, has great potential for active learning because of its ability to generate instant responses to academic inquiries and foster spontaneous interactions. PurposeThis exploratory study investigated the roles of intrinsic motivation and factors of the technology acceptance model that influence ChatGPT acceptance for active learning among undergraduates in Hong Kong. MethodUsing a structural equation modeling approach, we examined the extended technology acceptance model in the context of higher education. Using self-report questionnaires, we obtained useful responses from 473 undergraduate students in Hong Kong in July 2023. The reliability and validity of the data were measured using confirmatory factor analysis, followed by path analysis to investigate the hypotheses in the proposed model. ResultsWe identified intrinsic motivation as the strongest motivator for ChatGPT use intention. Consistent with the prior literature on technology acceptance, perceived usefulness was found to be a strong predictor of behavioral intention. In contrast to extant research, the findings indicate no significant relationship between perceived ease of use and behavioral intention. Neither perceived usefulness nor perceived ease of use were significant mediators in the relationship between intrinsic motivation and behavioral intention. ConclusionThese findings highlight the significant effect of intrinsic motivation on ChatGPT acceptance in supporting students’ active learning. They also provide inspiration for ChatGPT developers and educationalists regarding the importance of intrinsic and extrinsic motivation (perceived usefulness) in promoting the broader acceptance of chatbots in the educational context. Efforts should be made to improve students’ positive subjective experiences and the response quality of ChatGPT.

Numerous studies have documented that when supervisors are more supportive of autonomy and less controlling, subordinates demonstrate higher levels of intrinsic motivation. The present research examined the role of supervisors' beliefs about a subordinate's intrinsic or extrinsic motivation in explaining this relation. A teaching paradigm was used in which participants were assigned the role of supervisors or subordinates. Supervisors were given no information regarding the subordinate, told that the subordinate was extrinsically motivated, or told that the subordinate was intrinsically motivated. Results revealed that subordinates who were believed to be intrinsically motivated perceived their supervisor as being significantly more supportive of autonomy, reported significantly more intrinsic interest, and spent significantly more time on the task during the free-choice period than subordinates whose supervisors believed them to be extrinsically motivated. Theoretical implications of the behavioral confirmation process for social perception and intrinsic motivation research are discussed. Intrinsic motivation energizes a wide variety of behaviors and psychological processes for which the primary reward is the experience of competence and autonomy (Berlyne, 1966; Deci & Ryan, 1985; Hunt, 1971; White, 1959). It is postulated that the fulfillment of these needs motivates an ongoing process of seeking situations that are interesting, that represent optimal challenges, and that require the use of creativity and resourcefulness (Deci & Ryan, 1985). Over the last 25 years, research has tried to identify the factors that could either facilitate or undermine intrinsic motivation. According to Deci and Ryan (1985, 1987), the central parameter mediating the effects of external events on intrinsic motivation is whether an individual perceives contexts as supportive of his or her autonomy (i.e., encouraging the individual to make his or her own choices) or as controlling (i.e., pressuring the individual toward a specific activity or toward particular outcomes). It has been shown that when supervisors or teachers behave in an autonomy-supportive manner (i.e., provide subordinates with options and use rewards to reflect competence) rather than a controlling manner (i.e., use threats and deadlines and use rewards to control behaviors), subordinates display high levels of intrinsic motivation (Deci, Nezlek, & Sheinman, 1981; Deci, Schwartz, Sheinman, & Ryan, 1981; Pittman, Emery, & Boggiano, 1982; Ryan, 1982).

BackgroundIt is well established in the literature that active learning instruction in introductory STEM courses results in many desired student outcomes. Yet, regular use of high-quality active learning is not the norm in many STEM departments. Using results of a national survey, we identified 16 departments where multiple instructors reported using high levels of active learning in their introductory chemistry, mathematics, or physics courses. We conducted interviews with 27 instructors in these 16 departments to better understand the characteristics of such departments.ResultsUsing grounded theory methodology, we developed a model that highlights relevant characteristics of departments with high use of active learning instruction in their introductory courses. According to this model, there are four main, interconnected characteristics of such departments: motivated people, knowledge about active learning, opportunities, and cultures and structures that support active learning. These departments have one or more people who are motivated to promote the use of active learning. These motivated people have knowledge about active learning as well as access to opportunities to promote the use of active learning. Finally, these departments have cultures and structures that support the use of active learning. In these departments, there is a positive feedback loop that works iteratively over time, where motivated people shape cultures/structures and these cultures/structures in turn increase the number and level of commitment of the motivated people. A second positive feedback loop was found between the positive outcome of using active learning instruction and the strengthening of cultures/structures supportive of active learning.ConclusionsAccording to the model, there are two main take-away messages for those interested in promoting the use of active learning. The first is that all four components of the model are important. A weak or missing component may limit the desired outcome. The second is that desired outcomes are obtained and strengthened over time through two positive feedback loops. Thus, there is a temporal aspect to change. In all of the departments that were part of our study, the changes took at minimum several years to enact. While our model was developed using only high-use of active learning departments and future work is needed to develop the model into a full change theory, our results do suggest that change efforts may be made more effective by increasing the robustness of the four components and the connections between them.

Background: Adapting psychometrically tested tools, such as the ‘Work Extrinsic Intrinsic Motivation Scale’ (WEIMS), is a key element for the effective management of human resources in healthcare organizations and valid cross-cultural comparisons. This study aimed to assess the extrinsic and intrinsic work motivations in a sample of hospital nurses in Crete-Greece. Methods: A total of 258 nurses from a tertiary public university hospital participated in the study (88% response rate) during 2015. The translation and cultural adaptation of WEIMS was based on the Minimal Translation Criteria of the Medical Outcomes Trust. A total “Work Self-Determination Index (W-SDI)” is also calculated. The internal consistency of the WEIMS’s six subscales was assessed and comparisons were made by analysis of variance. Multivariate analysis of covariance was performed to detect any difference in the WEIMS subscales. Results: Items of the ‘intrinsic motivation’ subscale received the highest scores compared to the other subscales. Reliability of ‘Work Self-Determination Index (W-SDI)’ main scale rated as ‘meritorious’ (Cronbach’s alpha 0.83) and between the six subscales, the higher mean score was found in intrinsic motivation and the lower in identified regulation (3.70 vs. 2.78, p<0.001). The highest association was noticed between the subscale of “intrinsic motivation” with the W-SDI (r=0.664, p<0.001) but in general, significant associations were noticed between most of the six subscales (p<0.05). Female nurses in relation to counterparts seem to have significantly higher mean scores in ‘Intrinsic motivation’ (3.73 vs. 3.49, p=0.049), in ‘Integrated regulation’ (3.28 vs. 2.95, p=0.033) and in ‘Amotivation’ (3.01 vs. 2.75, p=0.027). Participants also with more working years (21) in relation to those with less (0-10) had found with higher mean score on the ‘Intrinsic motivation’ subscale (3.87 vs. 3.43, p=0.027). Nevertheless, the W-SDI score seems to not change between the two main characteristic of the currents study sample (p>0.05). Conclusions: The Greek version of the WEIMS questionnaire seems to be a reliable and valid tool to investigate motivation according to the self-determination theory of hospital nurses.

This paper examines intrinsic and extrinsic motivation characteristics and analyses the differences between the two types of motivation on black and grey corruption. This study evaluated public official survey data based on theoretical discussions and analysed the effects of intrinsic motivation, extrinsic motivation and organisational identity. The data of this study are drawn from a survey of perceptions among South Korean public servants working in the central government. In all, 1,400 public servants participated, and questionnaires were sent proportionally to the number of civil servants in each ministry, taking account of rank, age and gender. Ordinary least squares regression analysis is used to check the hypotheses. The analysis finds that both intrinsic and extrinsic motivation had the effect of suppressing black corruption. In the case of grey corruption; however, intrinsic motivation suppressed grey corruption, while extrinsic motivation increased it in the opposite direction. In addition, the grey corruption associated with organisational identity, which was mainly considered a positive factor in organisational behaviour, was found to increase. However, intrinsic motivation was found to be an interaction result that suppressed the increase in grey corruption caused by organisational identity.

This study seeks to examine the multifaceted influences of diverse motivational factors on the live streaming engagement of e-sports fans based on self-determination theory. While previous research has focused on the offline participation in e-sports events, the shift towards live streaming engagement has created a new and underexplored area: the motivations for live streaming viewing among e-sports fans. Consequently, this research develops an e-sports Live Streaming Viewing Motivation Scale for evaluating both intrinsic and extrinsic motivations underlying e-sports fans’ live streaming engagement, and then utilises SPSS 26.0 and AMOS 26.0 to assess the reliability and validity of the scale. Subsequently, multiple linear regression analysis of 1052 questionnaires is employed to construct models and evaluate hypotheses. Findings indicate that : (1) Intrinsic motivation exhibits significant impact on the live viewing behaviour of e-sports fans. (2) However, the impact of extrinsic motivation is insignificant. (3) When both intrinsic and extrinsic motivations coexist, intrinsic motivation maintains a positive impact, whereas extrinsic motivation demonstrates a negative influence. (4) The motivational influence is multifaceted; notably, dimensions such as idol worship, leisure entertainment, and competitive stimulation positively affect live viewing motivation, while belonging identification, social engagement, and peripheral activities exert a negative impact. In conclusion, intrinsic motivation emerges as the primary driving force behind e-sports fans’ live streaming viewing behaviour. Extrinsic motivation fails to independently influence live streaming engagement and even dampens enthusiasm when combined with intrinsic motivation. Theoretically, this study contributes to the existing literature on Self-determination theory and motivations behind e-sports live streaming viewing behaviour. It not only refines the motivation scale, but also elucidates the impact of various motivations on viewing behaviour. Practically, it provides insights for optimising e-sports products and services.

Goal setting is only somewhat more common than the failure to follow through on one’s goals. Recognizing the challenge of long-term behavior change, we asked what best predicts long-term goal adherence: extrinsic motivation (the extent to which goal pursuit is experienced as a means to an end) or intrinsic motivation (the extent to which the same goal pursuit is experienced as an end in itself). In a year-long longitudinal study, U.S. adults set extrinsic New Year’s resolutions, but intrinsic motivation predicted adherence to these goals more than extrinsic motivation (Study 1). These findings emerged among adults in China (Study 2) and when measuring goal adherence objectively using the number of steps U.S. adults walked over 2 weeks (Study 3). Understanding how intrinsic motivation affects long-term persistence critically informs interventions that promote goal pursuit. Indeed, increasing intrinsic (vs. extrinsic) motivation increased U.S. adults’ goal adherence (Study 4). Overall, intrinsic motivation both predicted and causally increased goal adherence.

Active-Learning Processes Used in US Pharmacy Education

THE AIM OF THE PAPER
 We used self-determination theory to examine the motivation of business school students in Hungary. The research aimed to clarify whether extrinsic or intrinsic motivation or both dominates learning intentions among these students. Although student motivation to learn has been studying extensively, there is an absence of research evidence using this framework in Central-Eastern European higher education. Given the increasing prominence of the region in global geo-political and business affairs, this absence of understanding is important to correct.
 METHODOLOGY
 Our questionnaire-based study shows a strong link between some forms of extrinsic motivation and intrinsic motivation, along with evidence for the coexistence of extrinsic and intrinsic motivators in the same person. We used a modified version of Vallerand et al. (1992-1993) motivation-survey the “Academic Motivation Scale AMSC-28”. We added 11 plus questions to the questionnaire. The empirical research was a confirmative study about self-determination theory. The methodology used was descriptive statistics, correspondence, and correlation analysis. The size of the sample was 471. The purpose of our study was to check if the theory of Deci and Ryan are valid on the students of a university in Central Europe.
 MOST IMPORTANT RESULTS
 The purpose of our study was to check how the theory of Deci and Ryan applies to the students of a university in Central Europe. The results of the research highlight that the students could have both intrinsic and extrinsic motivation at the same time and intrinsic motivation is not the only type of motivation that could lead to good performance in learning and other activities. 
 RECOMMENDATIONS
 The findings could help to evaluate currently used motivational strategies for students and to stimulate further research on the subject usinűg the framework of self-determination theory.
 Acknowlwdgements: The authors would like to thank Professor John Schermerhorn and Professor Gábor Rappai for their valuable comments and critique in writing this article. With the support of the EFOP-3.6.3-VEKOP-16-2017-00007 project.

The relations of intrinsic and extrinsic motivation with use of consultative, legitimating, and pressure influence tactics were examined using validity generalization procedures. 5 to 7 field studies with cumulative samples exceeding 800 were used to test each relationship. Significance was found for relation between agents' intrinsic motivation and their use of consultative influence tactics and agents' extrinsic motivation and their use of legitimating influence tactics.