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In this study, we assessed the feasibility of a specific elaboration of the efficacy construct, distinguishing between personal
and contextual aspects, as a criterion for comparing learning environments. The participants were 163 students from two student-regulated
and two teacher-regulated programs in higher education. We measured students’ percep...
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Context 1
... univariate tests revealed that the main effect of regulation source was attributable to an effect on organ- isational efficacy expectancy (F [1,150] = 11.651, p = 0.0008): student regulation was superior to teacher regulation in terms of organisational efficacy expectancy ( Table 7). The effect on personal valence expectancy was not significant (F[1, 150] = 3.023, p = 0.084), but there was a slight trend in the same direction that might be meaningful (Table 7). 1 Interaction between regulation source and discipline for sense of autonomy Learning Environ Res (2009) 12:191-207 201 Univariate tests for the interaction effect between regulation source and discipline, however, failed to reach statistical significance, although the effect on organisational efficacy expectancy showed a trend (F[1, 150] = 3.212, p = 0.075). ...
Context 2
... = 0.0008): student regulation was superior to teacher regulation in terms of organisational efficacy expectancy ( Table 7). The effect on personal valence expectancy was not significant (F[1, 150] = 3.023, p = 0.084), but there was a slight trend in the same direction that might be meaningful (Table 7). 1 Interaction between regulation source and discipline for sense of autonomy Learning Environ Res (2009) 12:191-207 201 Univariate tests for the interaction effect between regulation source and discipline, however, failed to reach statistical significance, although the effect on organisational efficacy expectancy showed a trend (F[1, 150] = 3.212, p = 0.075). ...
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Citations
... The second is subjective norm, which refers to the inclination to abide by the agreement or disagreement of significant others about performing the task-specific behavior. The third is perceived external support, which is described as the extent to which individuals experience their environment to support or hamper them in performing task-specific behavior (e.g., sufficient working space, expertise among colleagues) [2,28,44]. Perceived external support and sense of personal competence together form an overall feasibility appraisal, which is defined as the expectations individuals have about the feasibility of performing a task successfully [28]. ...
... Based on previous studies and the UMTM literature [27,36,37,[44][45][46][47][48][49][50][51][52], we formulated the following hypotheses. We expect the following: ...
... Moreover, we investigated whether profile membership could be explained by the antecedents of the UMTM. Based on previous research [27,36,37,[44][45][46][47][48][49][50][51][52], we hypothesized that multiple groups of individuals exist that differ in the configuration of affective and cognitive valences. Moreover, we expected that, within profiles, high manifestations of positive affective valences co-occur with low manifestations of negative affective valences and vice versa. ...
Despite investments of companies in employee trainings, transfer of training remains low. One component influencing transfer is transfer motivation. Recent insights have shown that different components of transfer motivation possibly independently influence transfer of training. It is therefore possible that transfer motivation profiles can be distinguished. However, it is unclear whether such motivational profiles exist. In this study, we investigated motivational profiles, how these profiles differ in antecedents influencing transfer motivation and how these profiles differ in transfer intention and transfer of training. This study does so by using the unified model of task-specific motivation (UMTM). Data were collected among 1317 participants who filled in a questionnaire representing the UMTM components directly after the training and indicated transfer after six weeks. Outcomes showed that four transfer motivation profiles could be distinguished, labeled: 'very optimistic', 'moderately optimistic', 'personal value' and 'conscious'. Moreover, profiles scoring higher on motivational components scored higher on antecedents of transfer motivation, transfer intention and transfer of training. These outcomes suggest that trainings and work circumstances need to be tailored differently toward different trainees to raise their transfer motivation and transfer of training.
... The relationships between learning environment, positive emotions and learning strategies are becoming increasingly important as many schools choose to enrich regular instruction with inquiry-based learning weeks that align with the principles of a self-directed learning environment (e.g., self-set learning objectives, learning at one's own pace, choosing learning strategies on the basis of one's own preferences and capabilities). However, few studies have investigated the effects of regular instruction compared with self-directed learning (De Brabander et al., 2009). To fill this gap, this study involved analyzing the relationships between positive emotions, autonomy support and learning strategies. ...
An increasing number of German schools have suspended teacher-directed learning (TL) in favor of self-directed learning (SL) modules. We used the broaden-and-build theory and self-determination theory as a theoretical framework to determine whether students in self-directed and teacher-directed learning environments differ in the interplay of positive emotions and learning strategies of students in secondary education. The study also compares the mediating role of autonomy support on the relationship between positive emotions and learning strategies. Questionnaire data from 787 German secondary school students in the sixth and seventh grades were analyzed. The results of the latent mean comparison indicated that students in the self-directed learning environment demonstrated more adaptive learning behaviors. Further, a multigroup structural equation model identified strong differences in the interplay of the variables between students in the self-directed and teacher-directed learning environments. In the teacher-directed learning environment, autonomy support was not found to mediate the relationship between positive emotions and learning strategies.
... The need to autonomy refers to self-determination that causes freedom of action, mainly being self-initiating, and to self-regulating one′s own actions. The need to relatedness refers to developing secure and satisfying connections with others in same social environment (de Brabander, Rozendaal, and Martens, 2009;Hsu and Lin, 2008). According to Deci et al. (1991), these needs are necessary for individuals to be self-determined rather than controlled. ...
Social commerce is a new extension of electronic commerce that involves using social media in the online shopping process. Although the adoption of social technologies was studied in several researches, it is still needed to investigate the specific characteristics of social commerce and the affecting factors on its acceptance. This article verifies the influence of the enjoyment factor on the adoption of social commerce through applying a questionnaire sample allocated to 282 Jordanian social media users from those who are interested in online shopping. The research model is developed to validate the impact of enjoyment, in addition to some other factors, on the behavioral intentions to adopt and use social commerce. The results show that the enjoyment is a key factor on accepting social commerce. The research model indicates that it is viable and has a good power in explaining the variance in the behavioral intentions to adopt and use social commerce.
... The personal side of feasibility is sense of personal competence and refers to the estimate of personal capacities, knowledge and skills that are available to complete an activity at an acceptable level of performance. The contextual part, an estimate of circumstances that hinder or support performance of a specific activity, is called perceived external support (de Brabander, Rozendaal, & Martens, 2009;Imants & de Brabander, 1996;Smit, de Brabander, & Martens, 2014). Both are needed for successful performance, which is why a feasibility appraisal was conceived as the result of both components. ...
This article tests the tenability of a Unified Model of Task-specific Motivation (UMTM). The UMTM integrates task-specific components from several theories of motivation. Core of the model are four interacting but relatively independent types of valences. Affective and cognitive valences represent feelings while doing an activity and thoughts about the value of its consequences respectively; both affective and cognitive valences can be positive and negative, hence calling for approach and avoidance motivation respectively. The interaction between these four types of valences results in a valence appraisal that influences readiness for action. Task-specific antecedents, autonomy, feasibility, social relatedness and subjective norm, influence valences. 441 Primary school teachers provided judgments of all components of the model except social relatedness for three imaginary professional learning activities. The three activities were framed as a school board decided, a team decided and a personally decided learning activity. Structural equation modelling showed that for each activity a separate model was needed. How valences influenced readiness for action was specific to each activity. In the board and team decided activities, for instance, readiness for action appeared to be based predominantly on cognitive valences, while in the personally decided activity affective and cognitive valences showed a more balanced contribution. Regarding task-specific antecedents, however, the picture was less clear. Nevertheless, the UMTM proved to offer rich possibilities for the explanation of complex motivational phenomena and promises a significant reduction of the superabundance of theories that encumbers motivation research. © 2018, European Association for Research on Learning and Instruction. All rights reserved.
... The personal side of feasibility is sense of personal competence and refers to the estimate of personal capacities, knowledge and skills that are available to complete an activity at an acceptable level of performance. The contextual part, an estimate of circumstances that hinder or support performance of a specific activity, is called perceived external support (de Brabander, Rozendaal, & Martens, 2009;Imants & de Brabander, 1996;Smit, de Brabander, & Martens, 2014). Both are needed for successful performance, which is why a feasibility appraisal was conceived as the result of both components. ...
This article tests the tenability of a Unified Model of Task-specific Motivation (UMTM). The UMTM integrates task-specific components from several theories of motivation. Core of the model are four interacting but relatively independent types of valences. Affective and cognitive valences represent feelings while doing an activity and thoughts about the value of its consequences respectively; both affective and cognitive valences can be positive and negative, hence calling for approach and avoidance motivation respectively. The interaction between these four types of valences results in a valence appraisal that influences readiness for action. Task-specific antecedents, autonomy, feasibility, social relatedness and subjective norm, influence valences. 441 Primary school teachers provided judgments of all components of the model except social relatedness for three imaginary professional learning activities. The three activities were framed as a school board decided, a team decided and a personally decided learning activity. Structural equation modelling showed that for each activity a separate model was needed. How valences influenced readiness for action was specific to each activity. In the board and team decided activities, for instance, readiness for action appeared to be based predominantly on cognitive valences, while in the personally decided activity affective and cognitive valences showed a more balanced contribution. Regarding task-specific antecedents, however, the picture was less clear. Nevertheless, the UMTM proved to offer rich possibilities for the explanation of complex motivational phenomena and promises a significant reduction of the superabundance of theories that encumbers motivation research.
... The personal side of feasibility is sense of personal competence and refers to the estimate of personal capacities, knowledge and skills that are available to complete an activity at a specific level of performance. The situational part, an estimate of circumstances that hinder or support performance of a specific activity, is called perceived external support (de Brabander, Rozendaal, & Martens, 2009;Imants & de Brabander, 1996;Smit, de Brabander, & Martens, 2014). Both are needed for successful performance, which is why expected feasibility is conceived as the result of both components. ...
... In this study a distinction is made between perceived personal competence and perceived organisational competence. The basic assumption is that students can feel competent on their own account and as a result of being empowered by the organisation (De Brabander et al. 2009). Since criticism about new learning environments especially concerns too much autonomy and the lack of support and structure provided by teachers, we operationalised perceived organisational competence mainly as perceived support from the teacher. ...
In this study the perception of psychological needs and motivation in a student-centred and a teacher-centred learning environment are compared, using Self Determination Theory as a framework. The self-report Intrinsic Motivation Inventory was completed by 230 students (mean age 16.1 years) in pre-vocational secondary education. School records on absenteeism and achievement were also analysed. As predicted, multi-level analyses showed that students in the student-centred learning environment reported higher levels of perceived autonomy, competence, relatedness and motivation, measured by pleasure and effort. Furthermore, boys were less absent. Achievement shows no differences. These results suggest that a student-centred form of learning can be more beneficial for students' motivation if granted autonomy is embedded in a supportive environment.
... Conner (1999, 2001) claim that self-efficacy emphasizes internal factors, whereas perceived behavioral control, though broadly defined, appears to stress external factors. We encounter here a variation on the distinction made between personal and contextual efficacy as proposed by de Brabander, Rozendaal, and Martens (2009). ...
... Perceived behavioral control in the theory of planned action (Ajzen, 1991) deals explicitly with all relevant factors and not only with personal capacities. In the context of education, de Brabander et al. (2009) argue for the necessity of separating perceived efficacy into personal efficacy and organizational efficacy. Personal efficacy matches with the usual question: does the person feel capable of successfully completing this activity. ...
... There is still one aspect of the conceptualization of cognitive valences that we did not address earlier. The distinction between person and context is also relevant for the conceptualization of cognitive valences (de Brabander et al., 2009). Naturally, when reflecting on profits and losses from action schemes, the first thought is on the actor personally. ...
This study aims to integrate the current proliferation of motivation theories in a Unified Model of Task-specific Motivation (UMTM). According to this model readiness for action results from an interaction between four relatively independent types of valences that can be classified as affective or cognitive, and positive or negative. Affective valences are expectations about feelings while doing an activity; cognitive valences are expectations about the value of the consequences of an activity. In current theories these types of valences are designated as intrinsic, respectively extrinsic motives. Valences, furthermore, can be positive, but also negative. Positive valences give rise to approach motivation, negative valences to avoidance motivation. Important factors that influence valences are autonomy, feasibility expectation, and relatedness, each of which can be distinguished in a personal and a contextual facet, and subjective norm. In conclusion, some theoretical and practical implications are suggested and some issues for future research are proposed.
Social commerce is a new extension of electronic commerce that involves using social media in the online shopping process. Although the adoption of social technologies was studied in several researches, it is still needed to investigate the specific characteristics of social commerce and the affecting factors on its acceptance. This article verifies the influence of the enjoyment factor on the adoption of social commerce through applying a questionnaire sample allocated to 282 Jordanian social media users from those who are interested in online shopping. The research model is developed to validate the impact of enjoyment, in addition to some other factors, on the behavioral intentions to adopt and use social commerce. The results show that the enjoyment is a key factor on accepting social commerce. The research model indicates that it is viable and has a good power in explaining the variance in the behavioral intentions to adopt and use social commerce.
This study aims to explore what environmental and psychological variables influence the imagination of university students, and the effects of these variables had on imagination. The results of our study supported that the imagination consists of nine capabilities; environmental influences on imagination are composed of four variables; and psychological influences on imagination comprise six variables. The hypothesis of the present study that generative cognition mediates the effects of the other variables on imagination was partially supported. The structural model also showed that the variables of inspiration through action, intrinsic motivation, and organizational measure have significant, indirect effects on imagination.
