Woon Chia Liu

Passion and Intrinsic Motivation in Digital Gaming

Digital gaming is fast becoming a favorite activity all over the world. Yet very few studies have examined the underlying motivational processes involved in digital gaming. One motivational force that receives little attention in psychology is passion, which could help us understand the motivation of gamers. The purpose of the present study was to identify subgroups of young people with distinctive passion profiles on self-determined regulations, flow dispositions, affect, and engagement time in gaming. One hundred fifty-five students from two secondary schools in Singapore participated in the survey. There were 134 males and 8 females (13 unspecified). The participants completed a questionnaire to measure harmonious passion (HP), obsessive passion (OP), perceived locus of causality, disposition flow, positive and negative affects, and engagement time in gaming. Cluster analysis found three clusters with distinct passion profiles. The first cluster had an average HP/OP profile, the second cluster had a low HP/OP profile, and the third cluster had a high HP/OP profile. The three clusters displayed different levels of cognitive, affective, and behavioral outcomes. Cluster analysis, as this study shows, is useful in identifying groups of gamers with different passion profiles. It has helped us gain a deeper understanding of motivation in digital gaming.

Singapore Students' and Teachers' Perceptions of Computer-Supported Project Work Classroom Learning Environments

Abstract The computer-supported Project Work classroom learning environment discussed in this paper represents a paradigm shift from teacher-centered to student-centered teaching and learning in Singapore schools. Besides the face-to-face weekly lessons in existing Project Work classrooms, the students engaged in computer-supported online forum discussions. Two hundred and sixty students and 26 teachers from seven high schools participated in this study. Their perceptions of this new learning environment were assessed using a modified version of the Web-based Learning Environment Instrument (WEBLEI). In addition, the instrument was also validated. The WEBLEI exhibited satisfactory internal consistency reliability and discriminant validity. Comparing the actual and preferred perceptions of the students and teachers revealed that there were differences between the actual and preferred perceptions for both students and teachers. With these in mind, the implications for using technology to support the face-to-face teaching and learning in Project Work classrooms are discussed in this paper.

Sport Ability Beliefs, 2 x 2 Achievement Goals, and Intrinsic Motivation: The Moderating Role of Perceived Competence in Sport and Exercise

We examined whether perceived competence moderated the relationships between implicit theories, 2 x 2 achievement goals, and intrinsic motivation for sports and physical activity. We placed 309 university students into high and moderate perceived competence groups. When perceived competence was high, entity beliefs did not predict the performance-avoidance goal; yet when perceived competence was moderately low, entity beliefs did predict this goal. The mastery-avoidance goal had no relationship with intrinsic motivation when perceived competence was high, but had a significant negative relationship when perceived competence was moderately low. Our findings highlight the importance of reexamining the role of perceived competence when studying implicit beliefs and the 2 x 2 achievement goals.

A Cross-Cultural Validation of Perceived Locus of Causality Scale in Physical Education Context

We examined the validity of the factor structure and invariance of the Perceived Locus of Causality (PLOC) scale instrument scores across two nations endorsing collectivist (Singapore) and individualist (Great Britain) cultural values. Results indicated that confirmatory factor analytic models of the PLOC exhibited adequate ft according to multiple criteria within each sample and across samples. There was invariance in the item-intercepts across the two cultures. In addition, the simplex-like pattern of relations among the PLOC constructs was confirmed within cultures and in invariance analyses. Finally, latent factor means analysis revealed that the British participants tended to rate less self-determined forms of motivation lower than and more self-determined forms of motivation higher than the Singaporean participants.

College students’ motivation and learning strategies profiles and academic achievement: a self-determination theory approach

The development of effective self-regulated learning strategies is of interest to educationalists. In this paper, we examine inherent individual difference in self-regulated learning based on Motivated Learning for Learning Questionnaire (MLSQ) using the cluster analytic approach and examine cluster difference in terms of self-determination theory related variables. The sample of the study consisted of 238 junior college students from 12 intact classes. Two adaptive clusters and two maladaptive clusters were uncovered based on the MLSQ, with the adaptive clusters showing better academic grades. Results from the one-way MANOVA showed that the four clusters differed significantly in terms of their needs satisfaction, behavioural regulations, enjoyment, effort and value. The findings supported the importance of needs satisfaction in the development of self-regulated learning behaviour.

Academic self-concept: A cross-sectional study of grade and gender differences in a Singapore secondary school

Many studies support the existence of a significant decline in students’ academic self-concept from early to midadolescence. In comparison, the findings on gender effect are less conclusive. This study aimed to determine whether there is any grade or gender effect on adolescents’ academic self-concept in the Singapore context. Specifically, the cross-sectional study was conducted with Secondary 1, 2 and 3 students (N = 656) in a government co-educational school. The results established a significant main effect according to grade, with Secondary 3 students having significantly lower academic self-concept (scale and subscales) than Secondary 1 and 2 students. In addition, there was a significant main effect for gender, with female students having significantly higher perceived academic effort (academic self-concept subscale) than their male counterparts.

Patterns of physical activity, sedentary behaviors, and psychological determinants of physical activity among Singaporean school children

Abstract The purpose of the research was to examine the prevalence and interrelationships between sedentary and physical activity behaviors, and psychological determinants of physical activity among Singaporean school children. A sample of 1,935 children aged 10 to 14 years, took part in the study. In Study 1 (N=780), physical activity and sedentary behaviors were assessed using a seven‐day physical activity recall method. Three distinct clusters were found for each sex using cluster analysis. Thirty six percent of the boys spent much of their sedentary time in technology‐based entertainment (e.g., computer/internet), and 38% of them reported substantial amount of time spent studying and doing homework. The rest of the boys spent their time being physically active but they were also substantially engaged in playing video games. Among the girls, time spent socializing with friends, studying, and engaging in physical activity amounted to 57.3%. Fifteen percent of the girls reported spending much of their time studying and doing homework. A group of girls (27.8%) reported little study time, little socialization, and low engagement in physical activity compared to their peers. In Study 2 (N =1,155), three clusters were found using sport ability beliefs, perceived autonomy, and perceived competence as clustering variables. The amount of physical activity that the children took part in was influenced by their perceptions of competence, sport ability, and autonomy. The findings of the research showed that physical activity and sedentary behaviors were not inversely related. In addition, the studies confirmed that certain psychological determinants were important for examining the physical activity behaviors of Singaporean school children

Understanding motivation in internet gaming among Singaporean youth: The role of passion

This study examined the motivation of young people in internet gaming using the dualistic model of passion. Path analysis was used to examine the relationships between the two types of passion: obsessive and harmonious passion, behavioral regulations, and flow. A total of 1074 male secondary school students from Singapore took part in the study. The results of the path analysis showed that external, introjected, and identified regulations positively predicted obsessive passion, while harmonious passion was predicted by identified and intrinsic regulations. Flow in digital gaming was predicted directly by harmonious passion, as well as indirectly through intrinsic regulation. This study supports the proposed dualistic model of passion in explaining young peoples motivation in internet gaming.

Chinese students' motivation in physical activity: Goal profile analysis using Nicholl's achievement goal theory

Abstract One of the contributing factors for the increased obesity rate in China is the reduction of physical activity and exercise. With this as the backdrop, understanding Chinese students’ motivation toward physical education (PE) and physical activity is a worthy area of study. The purpose of this study was to examine Chinese students’ motivation for physical activity using Nicholls (1989) achievement goal approach. A total of 984 Chinese students from six schools in mainland China participated in the survey measuring achievement goals, motivational regulation, perceived competence, attitudes toward PE, and physical activity. Using cluster analysis, four goal profiles were found. Three clusters were similar to the “highly motivated,” “moderately motivated,” and “lowly motivated” clusters found in previous study (Wang, Chatzisarantis, Spray, & Biddle, 2002). One additional cluster with a “moderate task/moderate ego/high perceived competence” goal profile (Cluster 2) consisted of 39.6% of the sample and was unique to the Chinese sample. This cluster was found to have the lowest external regulation and high identified regulation and intrinsic motivation; they also had the most positive attitudes toward PE and reported highest participation in physical activity. There were gender differences among the four goal profiles. The majority of the Chinese students did not have an ideal goal profile adaptive for long term motivation. Therefore, there is a need for intervention to increase the task orientation and perceived competence of Chinese students in PE

Journey into the problem-solving process: cognitive functions in a PBL environment

In a PBL environment, learning results from learners engaging in cognitive processes pivotal in the understanding or resolution of the problem. Using Tan’s cognitive function disc, this study examines the learner’s perceived cognitive functions at each stage of PBL, as facilitated by the PBL schema. The results suggest that these learners perceived themselves as employing certain cognitive functions, with each function specific to different PBL stages. The cognitive functions were (i) looking from different perspectives, (ii) generating many ideas, (iii) making connections and (iv) synthesis. The identification of perceived dominant cognitive functions to the pedagogical stages of PBL can serve to advance classroom practices as it (i) provides a cognitive-centric approach to PBL and (ii) allows the PBL schema to be used as a tool to scaffold cognitive functions.