The motivating opportunities model for performance SUCCESS: Design, development, and instructional implications

Hardré, Patricia L.

doi:10.1002/piq.20043

Cited by 5 publications

(4 citation statements)

References 14 publications

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“…Motivation is probably the key factor that educators can focus on in order to empower learners and improve learning even though it is highly abstract and its measurement, challenging. [30] Intrinsic motivation is the preferred type as it is associated with meaningful learning, enhanced performance and positive well-being for the student in comparison to extrinsic motivation which must be provided by external resources such as the educator. [31] However, both types of motivation have been shown to positively influence study strategy, academic performance, adjustment and well-being in students in domains of education.…”

Section: Resultsmentioning

confidence: 99%

The Power of Extrinsic Motivation in Tertiary Education

Kistnasamy¹

2014

EDUCATION

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Motivation is one of the most significant psychological concepts in education and can be indicated by the achievement of personal goal setting and developing an interest in the subject area; and reliance on external rewards and pressures. Successful students have a continuous motivating cycle of reflection, connection, confidence and positive self-esteem. Therefore, it is imperative for an educator in a tertiary setting to create a positive and encouraging environment that enhances student learning and personal fulfilment. This article looks at the power of extrinsic motivation as implemented in various modes at a University in Durban, South Africa. Four main categories of extrinsic motivation are discussed. Each category is underpinned by examples used to motivate the student to achieve excellence and thrive successfully. The benefits of implementing the various motivation techniques have shown decreased or minimal absenteeism, students endeavouring to achieve 75% and above for each assessment, a sense of accomplishment for the student, an increase in general well-being and personal empowerment and an enhancing of best teaching and learning practices.

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Section: Resultsmentioning

confidence: 99%

The Power of Extrinsic Motivation in Tertiary Education

Kistnasamy¹

2014

EDUCATION

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“…Education is never only cognitive, informational, or rational in nature, because teaching and learning include motivation. 1–3 Learning activities exist within complex learning environments, 4 which can be enhanced by designing with explicit attention to their motivational features. 1,5 This attention is particularly critical in fields, such as engineering, with historically lower motivation and existing skill gaps.…”

Section: Motivation In Engineeringmentioning

confidence: 99%

“…51–53 Thus, for different learners, different designs and environments for project-based learning can have very different motivational effects. 1 Effective educational projects for engineering are not simple and neatly defined but are more often ill-defined, without “right” or absolute answers, amenable to a range of possible solutions. 54–56 This paper focused on motivational characteristics demonstrated to support productive development of both technical skills and meta-competencies, because both are prerequisite to expert problem-solving.…”

Section: Motivation In Engineeringmentioning

confidence: 99%

Effects of a mechanical engineering design course on students’ motivational features

Siddique

Hardré

Altan

2015

International Journal of Mechanical Engineering Education

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Diverse learning opportunities and deep engagement are needed to support development of engineering competencies and expertise. Deep engagement evolves from productive and high-quality motivation that derives from both internal and external sources. Motivation to learn is lacking in many fields, like engineering, because it is too often assumed or ignored, rather than explicitly built into course instruction. While the lack of motivation in engineering education is clear in data-like attrition, there is little relevant research that informs the necessary changes for the field. The purpose of this study is to present a systematic approach that explicitly considers motivational elements in engineering courses. First a comprehensive set of motivational characteristics and the interrelationships for productive motivation of mechanical engineering students are identified. Students' motivational characteristics and profiles of change over time are assessed using a multipoint predictive correlational design. This information is then used to strategically redesign motivational elements of a senior-level mechanical engineering design course. The SUCCESS framework has been used to redesign motivational features of the existing course. This paper reports results of the study, including implications for redesign of other engineering courses. Analysis of the data demonstrates the complexity of motivation in the engineering classroom, which includes addressing implicit and explicit, intrinsic and extrinsic, individual and team interaction and instruction. These elements extend not only to direct communication and interactions of instructor with students but into the full scope of the learning environment, peer-to-peer interactions, grading, (a)synchronous activities, face to face, and virtual communications. Key features of engineering students' productive (learning and engagement-related) motivational profiles consisted of clusters of perceptual and experiential variables that were strongly correlated with motivational and learning outcomes. Tracking these factors demonstrated that they changed over time. These changes corresponded to perceptions of instructor and peer interactions, which were amenable to instructional intervention and responsive to social modeling. This study also revealed links among engineering students' perceptions of their field of study, their own development of self-efficacy, and success expectations in both the design course and for their careers. This work revealed important distinctions between engineering students' self-efficacy for, and engagement in, the course generally and for group tasks more specifically. These newly revealed relationships offer the opportunity to improve engineering instruction and the design of dynamic learning environments that support adaptive skill development.

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“…On the other hand, there are many surveys that analyze the way a series of macroeconomic indicators may influence the employees' satisfaction from a country. In this paperwork I analyzed the way a series of external variables influence the employees' job satisfaction, variables also used in other studies, which analyze the relationship between job satisfaction and the quality of work (Van Saane and others (2003), Hardré (2009), Muñoz de Bustillo Llorente & Fernández Macías, (2005)). However, as I noticed, although the data are from different years, the results of the surveys are very similar.…”

Section: Introductionmentioning

confidence: 99%

Analysis of the Influence of Some External Variables on Employees’ Job Satisfaction

Puia¹,

Zdorovetchi²,

Agoston³

2011

DAAAM Proceedings

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Most of the studies regarding job satisfaction aim the analysis of the influence which some internal factors -related to the organisation and its management -have on the "level of happiness" of the employees, as job satisfaction has been named. However, we cannot exclude the influence some factors outside the organization, macroeconomics, which may modify the employees' spirit and therefore their satisfaction regarding their work. In this paperwork, we analyzed the way a series of external variables influence the employees' job satisfaction, variables which are also used in other surveys that analyze the relationship between job satisfaction and work quality (Van

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The motivating opportunities model for performance SUCCESS: Design, development, and instructional implications

Cited by 5 publications

References 14 publications

The Power of Extrinsic Motivation in Tertiary Education

The Power of Extrinsic Motivation in Tertiary Education

Effects of a mechanical engineering design course on students’ motivational features

Analysis of the Influence of Some External Variables on Employees’ Job Satisfaction

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