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The authors examine whether self-efficacy relates to the environmentally responsible behavior of recycling and whether intrinsic motivation serves to mediate the relationship between self-efficacy and recycling. The authors measure those constructs, along with extrinsic motivation and the self- regulatory behaviors of satisfaction with and intentions toward recycling. Residents ( n = 1,501) of 55 localities in Cordoba Spain are interviewed at home. Results show that all variables are positively related to self-reported recycling, except that extrinsic motivation is negatively related to recycling. As the authors hypothesize, the relationship between self-efficacy and recycling diminishes when intrinsic motivation is added to the model, which suggests that intrinsic motivation accounts for some of the relationship between self-efficacy and recycling. With the use of structural equation modelling, all variables, except extrinsic motivation, provide a good model fit; explained variance in reported in-home recycling is also substantial (adjusted R2 = .45). The meditational analysis provides insight regarding the dynamics of motivation; the model suggests that self-efficacy relates to recycling directly, by giving rise to intrinsic motivation, which in turn relates to recycling.

This study explores the relationship between topic work, as a teaching and learning method based on the philosophy of open classrooms and pupil's motivation. Topic work, as a methodology emerged in our school after 1990's, to support democratization in the relationship between teacher and pupils. Topic work had a stretch in Elbasan's schools for more than 8 years, while this methodology has a long story and has been adopted across European and American schools. In these countries, the method continues to grow in its popularity. In the beginning, this paper will describe the principles of topic work based on literature about this theme, and the role of motivation in the attitude of children towards school. The motivation, likewise is analyzed based on recent findings in the educational psychology field. Comparing the principles of topic work, with elements of motivation especially of intrinsic motivation, it will be concluded that topic work as methodology includes a lot of elements of intrinsic motivation. With the changing of curriculum demands, teachers can rely on this methodology to motivate pupils, to be closer to their needs and closer to recent developments in education policy. DOI:10.5901/ajis.2013.v2n8p311

This article describes my experiences redesigning a masters-level organizational behavior (OB) course. The course was delivered to two different audiences— MBA and MS-HR students—two different times. The redesign employed several unique features designed to increase and enhance student intrinsic interest in the subject matter. Two measures of intrinsic motivation were collected along with measures of perceived usefulness of the OB course content, student satisfaction, and student learning. Also, follow-up focus groups were conducted with a subset of the students after the courses were over to gain insight on student reactions. Results provide partial support for the notion that MS-HR students were more intrinsically interested in the subject matter of the course than were MBA students, but outcomes with satisfaction, perceived usefulness, and student learning were mixed. Results are discussed in terms of which specific aspects of the course redesign seemed more effective at eliciting student interest and motivation and which proved problematic. Implications for both teaching and research are provided.

Through a comparison of the free online Flash game updated for PlayStation 3 to World of Warcraft, I investigate participatory culture in the game community. The question of why people pursue activities that offer no monetary or similar reward is answered in part by analyzing fan-produced game modifications or mods.