Across the world, the number of citizen science projects focusing on plastic pollution is increasing. These projects often last for multiple years, which makes retaining volunteers challenging.... Show moreAcross the world, the number of citizen science projects focusing on plastic pollution is increasing. These projects often last for multiple years, which makes retaining volunteers challenging. However, our knowledge is limited regarding the effect of long-term involvement on citizen scientists’ motivation, attitude, and knowledge, especially for plastic pollution projects. Therefore, this study measured citizen scientists’ motivation, attitude, and knowledge in the Dutch Clean Rivers project before and during monitoring plastic pollution on riverbanks between 2017 and 2021.In total, 403 Clean Rivers participants completed a pre-survey, and a portion of them participated in one or multiple post-surveys throughout the years of monitoring. They were especially driven by Project Action motivations and Environmental motivations like tackling the source of pollution and doing something about the plastic soup, rather than being motivated by an Interest in Scientific Research like the desire to learn about scientific research. Project Action motivations increased significantly, especially within the first year of participation. Participants’ attitudes towards nature and science were initially high and did not increase significantly. Furthermore, while participants’ knowledge of plastic pollution was already high at the start, their knowledge of scientific research was not, and both increased significantly, especially in the first year of participation. The findings of this longitudinal study can contribute to improving the recruitment and retention of volunteers in current and future citizen science projects. Show less
In the field of investigating and addressing plastic pollution, the public is increasingly involved in research as citizen scientists. Long-term monitoring for this topic is needed, and recruiting... Show moreIn the field of investigating and addressing plastic pollution, the public is increasingly involved in research as citizen scientists. Long-term monitoring for this topic is needed, and recruiting and retaining volunteers is challenging. Therefore, it is important to learn more about the demographic background, motivations and expectations of involved citizen scientists, and if these change during participation. Our research studied these aspects of the citizen scientists in the Dutch Clean Rivers project, who monitor plastic pollution on riverbanks. Participants (n = 122) completed pre- and post-survey after one year of the project. While there was no gender bias, the participants were mostly middle-aged and highly educated, and almost half had previous experience with scientific research. Their motivation to participate was mostly activistic, as they wanted to tackle the source of plastic pollution and contribute to solutions. More personal motivations, such as wanting to learn more and because it is fun to do scientific research, decreased significantly after one year of participation. Their expectations were in line with the main motivations. Understanding the background, motivations and expectations of volunteers helps this project, and the field of citizen science in plastic pollution research. Show less
To investigate factors associated with fulfilment of expectations towards paid employment after total hip/knee arthroplasty (THA/TKA). Cohort study including preoperatively employed patients aged... Show moreTo investigate factors associated with fulfilment of expectations towards paid employment after total hip/knee arthroplasty (THA/TKA). Cohort study including preoperatively employed patients aged 18-64 scheduled for THA/TKA. Expectations were collected preoperatively, and 6 and 12 months postoperatively with the paid employment item of the Hospitalfor-Special-Surgery Expectations Surveys (back-to-normal = 1; large improvement = 2; moderate improvement = 3; slight improvement = 4; not applicable = 5). Patients scoring not applicable were excluded. Fulfilment was calculated by subtracting preoperative from postoperative scores (< 0: unfulfilled; = 0: fulfilled). Multivariable logistic regression analyses were conducted separately for THA/TKA at 6 and 12 months postoperatively. Six months postoperatively, 75% of THA patients (n = 237/ n = 316) and 72% of TKA patients (n = 211/n = 294) had fulfilled expectations. Older age (TKA:OR 1.08, 95% CI 1.01-1.15) and better postoperative physical functioning (THA:OR 1.10, 95% CI 1.06-1.14; TKA:OR 1.03, 95% CI 1.01-1.06) increased the likelihood of fulfilment. Physical work tasks (THA:OR 0.12, 95% CI 0.03-0.44), preoperative sick leave (TKA:OR 0.33, 95% CI 0.17-0.65), and difficulties at work (THA:OR 0.10, 95% CI 0.03- 0.35; TKA:OR 0.41, 95% CI 0.17-0.98) decreased the likelihood of fulfilment. Twelve months postoperatively similar risk factors were found. Three out of four working-age THA/TKA patients had fulfilled expectations towards paid employment at 6 months postoperatively. Preoperative factors associated with fulfilment were older age, mental work tasks, no sick leave, postoperative factors were better physical functioning, and no perceived difficulties at work. Show less
Goal-setting is often used in eHealth applications for behavior change as it motivates and helps to stay focused on a desired outcome. However, for goals to be effective, they need to meet criteria... Show moreGoal-setting is often used in eHealth applications for behavior change as it motivates and helps to stay focused on a desired outcome. However, for goals to be effective, they need to meet criteria such as being specific, measurable, attainable, relevant and time-bound (SMART). Moreover, people need to be confident to reach their goal. We thus created a goal-setting dialog in which the virtual coach Jody guided people in setting SMART goals. Thereby, Jody provided personalized vicarious experiences by showing examples from other people who reached a goal to increase people's confidence. These experiences were personalized, as it is helpful to observe a relatable other succeed. Data from an online study with a between-subjects with pre-post measurement design (n=39 participants) provide credible support that personalized experiences are seen as more motivating than generic ones. Motivational factors for participants included information about the goal, path to the goal, and the person who accomplished a goal, as well as the mere fact that a goal was reached. Participants also had a positive attitude toward Jody. We see these results as an indication that people are positive toward using a goal-setting dialog with a virtual coach in eHealth applications for behavior change. Moreover, contrary to hypothesized, our observed data give credible support that participants' self-efficacy was lower after the dialog than before. These results warrant further research on how such dialogs affect self-efficacy, especially whether these lower post-measurements of self-efficacy are associated with people's more realistic assessment of their abilities. Show less
MOOCs are large-scale (Massive), Open to all, Online Courses. As universities invested substantially in MOOCs, (re)use in campus education manifested.In MOOC integration, it is currently unclear... Show moreMOOCs are large-scale (Massive), Open to all, Online Courses. As universities invested substantially in MOOCs, (re)use in campus education manifested.In MOOC integration, it is currently unclear how to design for high-quality teaching and learning. We questioned: 'What do medical MOOCs offer for integration into campus education?' (H2 and H3); ‘What does creating and integrating a MOOC entail?’ (H4 and H5); and 'How can learning in integrated MOOCs be supported?' (H6, H7 and H8). For high-quality teaching we conclude: (1) Medical MOOCs offer numerous opportunities for integration, including high-quality, innovative options; (2) Medical MOOCs do not share one profile for teaching modes or quality principles, and each MOOC should be examined; and (3) the practice of MOOC integration is not a simple process and requires time, several steps and specific knowledge. For high-quality learning we conclude: (1) Monitoring motivation and self-regulated learning is essential for support, and personalized motivation support can be linked to integration designs; (2) Trust in the teacher is important for students, and can be the key to promote motivation; and (3) Learning goal acceptance can bridge the gap between the desire to allow students to set personal goals and the practical preference to assign learning goals. Show less
This dissertation examines the efforts and motives of conservation actors on Bonaire, Saba, and Sint Eustatius, and situates these actors within the larger context of the Caribbean Netherlands. The... Show moreThis dissertation examines the efforts and motives of conservation actors on Bonaire, Saba, and Sint Eustatius, and situates these actors within the larger context of the Caribbean Netherlands. The main research question addressed is: How are the efforts of conservation actors to protect the environment of the Caribbean Netherlands affected by the recent social and political changes and their (post) colonial context? To get at these issues, this dissertation combines insights and approaches from environmental psychology, anthropology, and Caribbean studies to investigate how and why residents of the Caribbean Netherlands engage in conservation actions. Situated in social history, cultural and environmental anthropology, public administration, and environmental science, this research aims to create a broader, less compartmentalized, picture and also addresses societal concerns. Because of its multidisciplinary and multi-method character, this dissertation produces information that will be useful in engaging more people in environmental conservation In the (Dutch) Caribbean. Show less
TheoryMedicine is facing a physician-scientist shortage. Medical training could contribute to developing physician-scientists by stimulating student research involvement, as previous studies showed... Show moreTheoryMedicine is facing a physician-scientist shortage. Medical training could contribute to developing physician-scientists by stimulating student research involvement, as previous studies showed this is related to research involvement in professional practice. Motivation for research and research self-efficacy beliefs are related to student research involvement. Based on social cognitive theory, success experiences in doing research may enhance research motivation and self-efficacy beliefs. However, the role and type of success experiences in promoting research self-efficacy beliefs and motivation especially early in medical training has not yet been investigated. Therefore, we examined if academic success experiences within an undergraduate course in academic and scientific skills increased research motivation and self-efficacy beliefs among medical students. Furthermore, type of success experience was taken into account by looking at the effects of academic success experiences within standard (i.e., exam) versus authentic (i.e., research report and oral presentation) assessments.HypothesesIt was hypothesized that academic success experiences increase intrinsic motivation for research and self-efficacy beliefs. Furthermore, we hypothesized that authentic assessments influence intrinsic motivation for research and self-efficacy beliefs to a larger degree than standard assessments, as the authentic assessments mirror real-world practices of researchers.MethodFirst-year undergraduate medicine students followed a course in academic and scientific skills in which they conducted research individually. Their academic success experiences were operationalized as their grades on two authentic research assessments (written report and oral presentation) and one less authentic assessment (written exam). We surveyed students before the course when entering medical school (i.e., baseline measure) and 1 year after the course in their 2nd year (i.e., postmeasure). Both the baseline and postmeasure surveys measured intrinsic motivation for research, extrinsic motivation for research, and research self-efficacy beliefs. Linear regression analyses were used to examine the relationship between academic success experiences and intrinsic motivation for research, extrinsic motivation for research, and research self-efficacy beliefs on the postmeasure. We adjusted for prior research motivation and self-efficacy beliefs at baseline. Therefore, this adjusted effect can be interpreted as an increase or decrease in motivation. In addition, we adjusted for age, gender, and grade point average (GPA) of the first 4 months, as these variables were seen as possible confounders.ResultsIn total, 243 of 275 students participated (88.4%). Academic success experiences in writing and presenting research were related to a significant increase in intrinsic motivation for research. After adjusting for prior GPA, only the effect of presenting remained. Experiencing success in presenting enhanced research self-efficacy beliefs, also after adjusting for prior GPA. Higher grades on the exam did not affect intrinsic motivation for research or research self-efficacy significantly. Also, none of the success experiences influenced extrinsic motivation for research.ConclusionsAcademic success experiences on authentic research tasks, especially presenting research, may be a good way to enhance intrinsic motivation for research and research self-efficacy beliefs. In turn, research motivation and self-efficacy beliefs promote research involvement, which is a first step in the physician-scientist pipeline. Furthermore, this study established the applicability of the social cognitive theory in a research context within the medical domain. Show less
The medical field is currently facing a physician-scientist shortage. One possible solution is to direct medical students towards a research oriented career. To do so, knowledge is needed on how to... Show moreThe medical field is currently facing a physician-scientist shortage. One possible solution is to direct medical students towards a research oriented career. To do so, knowledge is needed on how to motivate medical students to do research. Therefore, this study examines motivation for research and identifies factors influencing intrinsic and extrinsic motivation for research among first-year medical students.First-year medical students were surveyed at the beginning of their bachelor's program in 2016. On a 7-point Likert scale, students reported their motivation for research, self-efficacy, perceptions of research, curiosity, and need for challenge. Regression analyses were used to examine the influence of these factors on students' motivation for research.Out of 316 approached students, 315 participated (99.7%). On average, students scored 5.49 on intrinsic, and 5.66 on extrinsic motivation for research. All factors measured influenced intrinsic and extrinsic motivation for research significantly and positively, also after adjusting for gender and age. Cumulative regression showed that these factors explained 39.6% of the variance in intrinsic, and 14% in extrinsic motivation for research.All factors play an important role in intrinsic and, to a lesser extent, extrinsic motivation for research. First-year medical students' motivation for research could be enhanced by stimulating positive self-efficacy beliefs, positive perceptions of research, and curiosity. Also, it is important to fulfil students' needs for challenge by stimulating them to actively conduct research. Thus, to catch students young and cultivate physician-scientists, students should be stimulated to engage in research from the beginning of medical training. Show less
This dissertation concerns the development of motivation and performance of students in grade 7 to 9 in secondary education. It took place in the context of GUTS (Differentiated Challenging of... Show moreThis dissertation concerns the development of motivation and performance of students in grade 7 to 9 in secondary education. It took place in the context of GUTS (Differentiated Challenging of Talent in School). This innovation focused on enhancing performance and motivation through (1) ‘talent lessons’ to challenge students in their favoured subjects, and (2) an increased performance standard. Four studies are included in the dissertation: (1) development of report card grades between grade 7 and 9; (2) the relation between motivation and performance in students’ favoured and disfavoured subjects; (3) student perceptions of the talent lessons in relation to motivation for this subject; and (4) motivation and performance from grade 7 to 9 of students in GUTS compared to various comparison groups. We found a declining performance trend and a varying relation between motivation and performance in favoured and disfavoured subjects. Additionally, students perceived the talent lessons to be autonomy-supportive and structured, and these motivating aspects showed transfer to motivation for the subject. Finally, students in GUTS showed higher levels of performance and motivation than comparison groups, and at the same time showed a similar decline in performance and motivation. Show less
Watson, P.; Wiers, R.W.; Hommel, B.; De Wit, S. 2018
Outcome-response (O-R) priming is at the core of various associative theories of human intentional action. This is a simple and parsimonious mechanism by which activation of outcome representations... Show moreOutcome-response (O-R) priming is at the core of various associative theories of human intentional action. This is a simple and parsimonious mechanism by which activation of outcome representations (e.g. thinking about the light coming on) leads to activation of the associated motor patterns required to achieve it (e.g. pushing the light switch). In the current manuscript, we review the evidence for such O-R associative links demonstrated by converging (yet until now, separate) strands of research. While there is a wealth of evidence that both the perceptual and motivational properties of an outcome can be encoded in the O-R association and mediate O-R priming, we critically examine the integration of these mechanisms and the conditions under which motivational factors constrain the sensory O-R priming effect. We discuss the clinical relevance of this O-R priming mechanism, whether it can satisfactorily account for human goal-directed behaviour, and the implications for theories of human action control. Show less
In using a fundamentally different approach to theory formation, a new Model of Motivation is presented and tested through empirical research in various studies. Motivation is assumed to evolve... Show moreIn using a fundamentally different approach to theory formation, a new Model of Motivation is presented and tested through empirical research in various studies. Motivation is assumed to evolve around an objective and to proceed in twenty-four consecutive ‘stages’ that can be organized according to eight distinct groups or 'phases'. In covering current literature, the Model appears to provide a comprehensive conceptual framework for classification of current theories on human motivation. In empirical research, a first confirmation is found for constructs, based on the Model, that appear to capture the process of motivation. In making a distinction between the process of motivation and a so-called ‘process of interference’ aimed at addressing motivation, further confirmation is obtained for critical determinants of interference, including conditions, competencies and instruments, that appear to play an essential role in management of motivation. In an overview of implications, so-called ‘mechanisms of coping’ and ‘mechanisms of collective coping’ are introduced and observed on their potential impact on society Show less
Morality is of particular importance to people: People want to be considered moral and want to belong to moral groups. Consequently, morality judgments have the potential to motivate individuals to... Show moreMorality is of particular importance to people: People want to be considered moral and want to belong to moral groups. Consequently, morality judgments have the potential to motivate individuals to behave in ways that are considered to be ‘good’. In the current dissertation, I examined the impact of intragroup morality judgments on group members’ motivational responses, and compared those to competence judgments as an alternative domain of evaluation. In three empirical chapters, I investigated the impact of morality (vs. competence) judgments from different perspectives, namely judgments of 1) group member’s own prior behavior, 2) another group member’s behavior, as well as 3) the behavior of a prospective group member. The central hypothesis was that intragroup morality judgments generally impact more strongly on group members’ motivational responses than competence judgments. The results demonstrated that the motivational force of morality largely pertains to immorality. Judgments of immorality elicit a range of motivational responses in group members, such as negative affect, lowered perceived coping abilities, a cardiovascular pattern indicative of threat rather than challenge, and a greater inclination towards social exclusion. In conclusion, morality judgments—generally more so than competence judgments—impact on group members’ striving to be a ‘good’ group member. Show less
The thesis presents an exploration of the relationships between students’ motivation, represented by students’ personal goals, and the quality of cooperative learning (CL) processes of first and... Show moreThe thesis presents an exploration of the relationships between students’ motivation, represented by students’ personal goals, and the quality of cooperative learning (CL) processes of first and second year students, enrolled in secondary vocational schools. Special attention has been paid to contextual factors and their influence on the quality of CL, and to differences between students that are related to their gender, program type and ethnocultural background. Students’ goal preferences contributed just weakly to the explanation of the quality of CL, whereas students’ perceptions on contextual factors were important predictors. With regard to students’ goals, social support and mastery goals were most vital in predicting the quality of CL. Especially the extent that students were taught the appropriate knowledge, skills and rules for CL was found to be a crucial -and lasting- precondition for successful CL. Also the social climate in the classroom was important. Moreover, gender, program type and ethnocultural background had no direct effect on the quality of CL. Show less
