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- The Volunteer Motivation Scale (VMS): Adaptation and psychometric properties among a Portuguese Sample of VolunteersPublication . Martins, Cátia; Jesus, Saúl; da Silva, José Tomás; Ribeiro, Conceição; Estêvão, M. Dulce; Mocho, Helena; Ratinho, Elias; Nunes, C.Using self-determination theory, this study examined the autonomous motivation and regulatory styles of volunteers. The Volunteer Motivation Scale (VMS) is one of the main instruments available to assess these constructs, but it requires validation and adaptation for different contexts. Therefore, the goal of this study was to analyze the psychometric properties of the 12-item VMS in a sample of Portuguese volunteers. The sample consisted of 207 volunteers, mostly women (74.4%), aged from 14 to 81 years, from various areas of volunteering. The measures included self-regulation, basic psychological needs, causality orientation, and autonomy support. Confirmatory factor analysis using the lavaan package in R was performed to test a four-factor model and a two-factor model. The results indicated that the four-factor model had a better fit to the data. The VMS showed good internal consistency, discriminant validity, and convergent validity. The VMS can be viewed as a valuable tool for professionals and a promising avenue for future research on the motivations of volunteers.
- The role of gamified learning strategies in student's motivation in high school and higher education: A systematic reviewPublication . Ratinho, Elias; Martins, CátiaGamification, defined as the integration of videogame components to promote a gameful experience, is increasingly being implemented in education with the aim of enhancing students' engagement and motivation. Accordingly, since 2010 it has constituted an area of growing interest for researchers and teachers. Following PRISMA 2020's methodology, a systematic review (SR) was conducted in November 2022 seeking to explore the influence of gamification strategies on students' motivation to learn. Having identified 548 articles, 40 studies were chosen based on the selection criteria set and analyzed to reveal that game elements such as points, badges and rankings are widely used to motivate students. From a theoretical perspective, gamification studies focus on the dichotomy of intrinsic and extrinsic motivation. The results suggest a positive influence of gamification strategies on students' motivation, although in the long run, such motivation can decline. Furthermore, the influence of a novelty effect and extrinsic rewards on motivation is identified, which can lead to greater motivation in the short term, followed by a decrease with further exposure to gamification. Future studies should focus on the influence of students' individual traits (e.g., gaming experience, openness to competition and cooperation) on gamification strategies. Moreover, long-term exposure to gamification as well as the novelty effect should be explored.