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Journal articles on the topic 'Intrinsic motivation'
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Phuong, Nguyen Ho Quy, Pham Xuan Giang, Vo Huu Khanh, Tran Hoa Phuc Chan, Nguyen Ngoc Thuc, and Ngo Ngoc Minh. "Motivations for Employee Creativity: The Mixed Moderating Role of Prosocial Motivation." International Journal of Religion 5, no. 11 (July 30, 2024): 4967–78. http://dx.doi.org/10.61707/r41jkz47.
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This study investigates the indirect relationship between job autonomy and creativity through creative self-efficacy and intrinsic motivation, and is based on the motivational theory of creativity. It suggests that intrinsic motivation and creative self-efficacy positively influence creativity. Additionally, prosocial motivation’s mixed moderating role is tested in this study. The results demonstrate that job autonomy directly promotes intrinsic motivation and creative self-efficacy and indirectly influences employee creativity through intrinsic motivation and creative self-efficacy, based on survey data from 323 employees in the information technology industry. In decreasing order, creative self-efficacy, intrinsic motivation, and prosocial motivation-the three main motivations-all have a favorable impact on creativity. Furthermore, the impact of creative self-efficacy on creativity is reinforced by prosocial drive. Prosocial drive, however, has no moderating effect on the connection between intrinsic motivation and employee creativity.
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Malchrowicz-Mośko, Ewa, Patrycjusz Zarębski, and Grzegorz Kwiatkowski. "What Triggers Us to Be Involved in Martial Arts? Relationships between Motivations and Gender, Age and Training Experience." Sustainability 12, no. 16 (August 13, 2020): 6567. http://dx.doi.org/10.3390/su12166567.
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The study aims to recognize the motivations to engage in judo depending on gender, age and level of sports experience among nonelite judokas from the Greater Poland region because previous studies mostly concerned the motivations of top athletes. We supposed that there was a relationship between age, gender, level of sports experience and motivations in judo. During the diagnostic survey, judokas completed the Polish version of the Sport Motivation Scale. In order to determine the motivational profiles of judokas, cluster analysis was performed using the k-means method. The highest values were obtained for motivations related to the intrinsic motivation to experience stimulation and the intrinsic motivation to accomplish, while the lowest values were obtained for motivations related to amotivation and external regulation. The research results showed a relationship between experience in judo training and the motivations of judokas; however, the motivations of the judokas were not differentiated based on their gender or age. In our study, the intrinsic motivation to experience stimulation turned out to be more important for judokas participating in competitions, while recreational athletes more often indicated experiencing amotivation. The intrinsic motivation to accomplish and intrinsic motivation to know turned out to be more important for athletes in training for more than 10 years, while amotivation was more often indicated to be experienced by judokas practicing judo for less than 10 years. Respondents who reported high internal motivation values and had a motivational structure they shaped themselves had been training for longer—for more than 10 years. In our study, the three motivational groups of judokas were identified, and we found that judo experience differentiated belonging to groups. It is recommended to check other martial arts and check more variables in the future, e.g., marital status, which is a potentially important factor in the field of sport motivation.
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Yusuf, Muhammad. "The Effects of the Intrinsic Motivation and Extrinsic Motivation on Employee Performance with Job Satisfaction as an Intervening Variable at PT. Alwi Assegaf Palembang." MBIA 20, no. 1 (April 1, 2021): 18–31. http://dx.doi.org/10.33557/mbia.v20i1.1221.
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This study aimed to examine and analyze the effects of intrinsic motivation and extrinsic motivation on the performance of employees with job satisfaction as an intervening variable at PT. Alwi Assegaf Palembang. The number of respondents was 51 people. The data were collected using a questionnaire method with a Likert scale. They were examined and analyzed using the Smart-partial least square. Furthermore, the intrinsic motivation variable showed a significant positive influence on employee performance, but the extrinsic motivation variable did not have a significant influence on the performance of the employees. Job satisfaction was not an intervening influence between intrinsic motivation and employee performance and between extrinsic motivation and employee performance. The results showed that intrinsic motivation and extrinsic motivation had a significant positive effect on employee job satisfaction. The effect of the intrinsic motivation on the performance was significantly positive, while the extrinsic motivation was not significantly positive on the performance. In this study, job satisfaction was not an intervening variable between the intrinsic and extrinsic motivations on the performance.
Abstrak
Penelitian ini bertujuan untuk menguji dan menganalisis pengaruh motivasi intrinsik dan motivasi ekstrinsik terhadap kinerja karyawan dengan kepuasan kerja sebagai variable intervening pada PT. Alwi Assegaf Palembang. Responden dalam penelitian ini berjumlah 51 orang. Data dalam penelitian ini diperoleh dengan menyebarkan kuisioner berupa pertanyaan dengan menggunakan skala Likert. Data dianalisis dengan smart-partial least square. Hasil penelitian menunjukkan bahwa motivasi intrinsic dan motivasi ekstrinsik berpengaruh positif signifikan terhadap kepuasan kerja karyawan. Pengaruh motivasi intrinsik terhadap kinerja adalah positif signifikan, sedangkan motivasi ekstrinsik menunjukkan tidak ada pengaruh signifikan positif terhadap kinerja. Kepuasan kerja bukan merupakan variabel intervening antara motivasi intrinsik dan ekstrinsik terhadap kinerja dalam penelitian ini.
Kata kunci: Motivasi Intrinsik, Motivasi Ekstrinsik, Kepuasan Kerja, Kinerja
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Arnsten, S. M. "Intrinsic Motivation." American Journal of Occupational Therapy 44, no. 5 (May 1, 1990): 462–63. http://dx.doi.org/10.5014/ajot.44.5.462.
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Rusminto, Nurlaksana Eko, Ag Bambang Setiyadi, Mahpul, and B. Anggit Wicaksono. "Exploring Motivational Orientations of Prospective Language Teachers." Theory and Practice in Language Studies 12, no. 5 (May 4, 2022): 937–42. http://dx.doi.org/10.17507/tpls.1205.14.
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Pre-service teacher program has been a big issue in educational development and research worldwide. A dichotomy of their motivation under intrinsic motivation and extrinsic motivation is widely accepted but the motivational orientations under altruistic, intrinsic and extrinsic motivation are also identified. This study was meant to identify what motivational orientations the Indonesian preservice language teachers had and whether their motivations changed while taking the training program. The criteria on reliability of internal consistency of the items were relatively high with their Cronbach’s Alpha .85. The results show that the participants had the three classifications of motivation of pre-service teachers and the results also revealed that the three sub-scales were significantly correlated. The empirical data in this study supported that the category of motivation of pre-service students under altruistic, intrinsic and extrinsic motivation and the data also revealed that the participants became more motivated to be teachers after entering to the teacher training program. The data also suggests that the three types of motivation (altruistic, extrinsic and intrinsic orientation) are not antagonistic. The data also implies that motivational orientations in general are identified under the continuum of the extrinsic- intrinsic motivation and other categories, if any, may be grouped under the continuum.
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Putra, Eka Diraksa, Seonghee Cho, and Juan Liu. "Extrinsic and intrinsic motivation on work engagement in the hospitality industry: Test of motivation crowding theory." Tourism and Hospitality Research 17, no. 2 (August 1, 2016): 228–41. http://dx.doi.org/10.1177/1467358415613393.
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The aim of this study was to examine extrinsic and intrinsic motivations as the antecedents of work engagement and to empirically test the motivation crowding theory using hospitality employees. The findings showed that intrinsic motivation played an important role in improving employees’ work engagement. The study also found that there was no indication that employees’ intrinsic motivation diminished when extrinsic motivation entered. It is also suggested that employers need to understand that creating a comfortable workplace environment and making jobs more interesting and meaningful will increase employees’ intrinsic motivation, which will help employees to engage more at work. Motivational antecedents of work engagement have been rarely studied and no studies have been conducted to research impacts of extrinsic and intrinsic motivators on employees’ work engagement in the hospitality industry, particularly in small restaurant businesses. In addition, empirical studies on motivation crowding theory are needed due to the inconclusive results.
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Chris Zhao, Yuxiang, and Qinghua Zhu. "Effects of extrinsic and intrinsic motivation on participation in crowdsourcing contest." Online Information Review 38, no. 7 (November 4, 2014): 896–917. http://dx.doi.org/10.1108/oir-08-2014-0188.
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Purpose – The rapid development of Web 2.0 and social media enables the rise of crowdsourcing. Crowdsourcing contest is a typical case of crowdsourcing and has been adopted by many organisations for business solution and decision making. From a participant's perspective, it is interesting to explore what motivates people to participate in crowdsourcing contest. The purpose of this paper is to investigate the category of motivation based on self-determination theory and synthesises various motivation factors in crowdsourcing contest. Meanwhile, perceived motivational affordances and task granularity are also examined as the moderate constructs. Design/methodology/approach – The paper builds a conceptual model to illustrate the relationships between various motivations (extrinsic and intrinsic) and participation effort under the moderating of perceived motivational affordances and task granularity. An empirical study is conducted to test the research model by surveying the Chinese participants of crowdsourcing contest. Findings – The results show that various motivations might play different roles in relating to participation effort expended in the crowdsourcing contest. Moreover, task granularity may positively moderate the relationship between external motivation and participation effort. The results also show that supporting of a participant's perceived motivational affordances might strengthen the relationship between the individual's motivation with an internal focus (intrinsic, integrated, identified and introjected motivation) and participation effort. Originality/value – Overall, the research has some conceptual and theoretical implications to the literature. This study synthesises various motivation factors identified by previous studies in crowdsourcing projects or communities as a form of motivation spectrum, namely external, introjected, identified, integrated and intrinsic motivation, which contributes to the motivation literatures. Meanwhile, the findings indicate that various motivations might play different roles in relating to participation effort expended in the crowdsourcing contest. Also, the study theoretically extends the crowdsourcing participation research to incorporate the effects of perceived motivational affordances in crowdsourcing contest. In addition, the study may yield some practical implications for sponsors, managers and designers in crowdsourcing contest.
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Kavussanu, Maria, and Glyn C. Roberts. "Motivation in Physical Activity Contexts: The Relationship of Perceived Motivational Climate to Intrinsic Motivation and Self-Efficacy." Journal of Sport and Exercise Psychology 18, no. 3 (September 1996): 264–80. http://dx.doi.org/10.1123/jsep.18.3.264.
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This study examined the relationship between perceived motivational climate and intrinsic motivation and self-efficacy and determined the role of goal orientation and perceived motivational climate in predicting intrinsic motivation and self-efficacy. College students (N = 285) enrolled in beginning tennis classes completed a battery of questionnaires assessing perceived motivational climate, goal orientation, intrinsic motivation, self-efficacy, and perceived ability. Perceptions of mastery climate were positively associated with enjoyment, effort, perceived competence, and self-efficacy and were inversely related to tension. In males, dispositional goal orientation and perceived motivational climate emerged as equally important predictors of intrinsic motivation, while mastery motivational climate was the only significant predictor of self-efficacy. In females, performance motivational climate was the strongest predictor of intrinsic motivation and self-efficacy. Perceived normative ability accounted for a substantial amount of unique variance in intrinsic motivation and self-efficacy in both males and females. The motivational implications of the findings are discussed, and directions for future research are provided.
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Kavussanu, Maria, and Glyn C. Roberts. "Motivation in Physical Activity Contexts: The Relationship of Perceived Motivational Climate to Intrinsic Motivation and Self-Efficacy." Journal of Sport and Exercise Psychology 20, no. 3 (September 1998): 264–80. http://dx.doi.org/10.1123/jsep.20.3.264.
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This study examined the relationship between perceived motivational climate and intrinsic motivation and self-efficacy and determined the role of goal orientation and perceived motivational climate in predicting intrinsic motivation and self-efficacy. College students (N= 285) enrolled in beginning tennis classes completed a battery of questionnaires assessing perceived motivational climate, goal orientation, intrinsic motivation, self-efficacy, and perceived ability. Perceptions of mastery climate were positively associated with enjoyment, effort, perceived competence, and self-efficacy and were inversely related to tension. In males, dispositional goal orientation and perceived motivational climate emerged as equally important predictors of intrinsic motivation, while mastery motivational climate was the only significant predictor of self-efficacy. In females, performance motivational climate was the strongest predictor of intrinsic motivation and self-efficacy. Perceived normative ability accounted for a substantial amount of unique variance in intrinsic motivation and self-efficacy in both males and females. The motivational implications of the findings are discussed, and directions for future research are provided.
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Fang, Minghui. "Exploring the Relationship Between Motivation and IELTS Reading Proficiency Among Chinese Learners." World Journal of English Language 14, no. 6 (July 30, 2024): 341. http://dx.doi.org/10.5430/wjel.v14n6p341.
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This study investigates the impact of motivational factors on the reading test performance of Chinese learners in the IELTS examination. The objectives are to evaluate the motivation levels, analyze the relationship between motivation and IELTS reading achievement, and identify the most influential predictors among intrinsic and extrinsic motivations. Using a quantitative research design and a sample of 242 students from 12 IELTS training centers in southwest China, data were collected through the Motivation in English Reading Questionnaire (MERQ) and Cambridge Practice Tests for IELTS. Pearson correlation coefficients and multiple regression analysis were employed to analyze the data. The results show significant positive correlations between various motivational constructs and IELTS reading scores. Total motivation (r = .634, p < .001), efficacy and engagement (r = .520, p < .001), utility value (r = .459, p < .001), and academic value (r = .424, p < .001) are all positively associated with reading proficiency. Regression analysis indicates that intrinsic motivation, specifically efficacy and engagement (β = 0.504), is the strongest predictor of reading scores, followed by utility value (β = 0.351) and academic value (β = 0.315). These findings underscore the essential role of both intrinsic and extrinsic motivations in improving reading proficiency among Chinese IELTS learners.
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Salikin, Hairus, Saidna Zulfiqar Bin-Tahir, Reni Kusumaningputri, and Dian Puji Yuliandari. "The Indonesian EFL Learners’ Motivation in Reading." English Language Teaching 10, no. 5 (April 13, 2017): 81. http://dx.doi.org/10.5539/elt.v10n5p81.
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The motivation will drive the EFL learners to be successful in reading. This study examined the Indonesian EFL learners’ motivation in reading activity based on Deci and Ryans’ theory of motivation including intrinsic and extrinsic. This study employed mixed-method design. The data obtained by distributing questionnaire and arranging the group interviewed. The subject of the study involved 42 freshmen students of English department, the faculty of humanities at Jember University in the academic year 2015-2016. The results found that both intrinsic and extrinsic motivations have significant contribution in motivating the learners to read the English text. The intrinsic motivation played the important role in students’ reading activities. Besides, the extrinsic motivation found the teacher’s role as the learners’ motivator in reading the English text through their method implemented in the reading class.
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Lazauskaite-Zabielske, Jurgita, Ieva Urbanaviciute, and Dalia Bagdziuniene. "The role of prosocial and intrinsic motivation in employees’ citizenship behaviour." Baltic Journal of Management 10, no. 3 (July 6, 2015): 345–65. http://dx.doi.org/10.1108/bjm-05-2014-0085.
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Purpose – The purpose of this paper is to examine the role of prosocial and intrinsic motivation and their interaction in predicting employees’ organizational citizenship behaviour (OCB) and its dimensions. Design/methodology/approach – In total, 884 employees from Lithuanian public sector were surveyed. The hypotheses were tested using hierarchical regression and moderation analyses. Findings – The results revealed that prosocial and intrinsic motivations predicted OCB and its dimensions. Moreover, intrinsic motivation was found to moderate the relationship between prosocial motivation and OCB and four of its dimensions, i.e. intrinsic motivation strengthened the relationship between prosocial motivation and OCB and its dimensions of altruism, courtesy, conscientiousness, and initiative. Research limitations/implications – The correlational design of the study does not allow making causal statements. In addition, the sample consisted of public sector employees only; therefore, caution should be made when applying the results to private sector employees. Finally, since all measures were self-reported, the data may suffer from common method bias. Originality/value – This study contributes to investigation of motivational antecedents of OCB by revealing the importance of prosocial and intrinsic motivation in predicting employees’ citizenship behaviour.
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Dev, Poonam C. "Intrinsic Motivation and Academic Achievement." Remedial and Special Education 18, no. 1 (January 1997): 12–19. http://dx.doi.org/10.1177/074193259701800104.
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Encouraging children's intrinsic motivation can help them to achieve academic success (adelman, 1978; adelman & taylor, 1986; gottfried, 1983, 1985). To help students with and without learning disabilities to develop academic intrinsic motivation, it is impoptant to define the factors that affect motivation (adelman & chaney, 1982; adelman & taylor, 1983). This article offers educators an insight into the effects of different motivational orientations on the school learning of students with learning disabilities, as well as into the variables affecting intrinsic and extrinsic motivation. Also included are recommendations, based on empirical evidence, for enhancing academic intrinsic motivation in learners of varying abilities at all grade levels.
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Goudas, Marios. "Motivational Climate and Intrinsic Motivation of Young Basketball Players." Perceptual and Motor Skills 86, no. 1 (February 1998): 323–27. http://dx.doi.org/10.2466/pms.1998.86.1.323.
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The present study examined the relationship between motivational climate with intrinsic motivation for athletes with high and low perceived competence. It was predicted that for highly competent athletes a motivational climate of high mastery and high performance would be associated with enhanced intrinsic motivation whereas for athletes of low competence perceptions of a motivational climate of high mastery would be associated with higher intrinsic motivation. Analysis for 100 male basketball players showed that there was no significant interaction between perceived competence and perceptions of motivational climate. Scores for perceptions of a task-involving climate were significantly correlated with intrinsic motivation.
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Lestari, Dwi Indah, Asokan Vasudevan, Tania AdialitaC, and Anong Rungsuk. "Green Practice Motivation in Small Businesses." Revista de Gestão Social e Ambiental 18, no. 1 (May 13, 2024): e06804. http://dx.doi.org/10.24857/rgsa.v18n1-150.
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Purpose: The study's primary aim is to identify and analyze the factors influencing the motivation of Small and Medium Enterprises (SMEs) in Indonesia to implement green accounting practices as part of sustainable business operations. Theoretical framework: The theoretical framework focuses on motivational theories, particularly distinguishing between extrinsic and intrinsic motivations. This framework underpins the study's exploration of why SMEs might adopt green practices. Method: The research employs a deductive approach, utilizing qualitative methods such as interviews and document analysis to gather data. This approach is used to understand the motivations behind SMEs' decisions to implement green accounting practices. Result and Conclusion: The study finds that extrinsic and intrinsic factors motivate SMEs to run sustainable businesses and adopt green accounting practices. Extrinsic motivations include introjected motivation, identification, and integrated motivation, while intrinsic motivations are derived from satisfaction, profits, and cost efficiency. Research implications: The study contributes to the broader understanding of green practices in the context of SMEs, a sector often overlooked in previous research predominantly focused on larger companies. The findings can aid SMEs in understanding the various motivational factors that could drive the adoption of green practices. The results are valuable for policy-making, providing insights for the government to develop green policies tailored to small businesses, promoting broader environmental sustainability within the business sector. Originality/value: This study focuses on green accounting that was carried out in a small, medium enterprises (SMEs) context, which has not been studied much by previous studies.
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Raudya Haya, Maya, Nurul Fitri, and Siti Aisyah. "Students’ Motivation on Speaking Skill at the X Grade of Vocational High School 1 Jambi City." JELT: Journal of English Language Teaching 6, no. 2 (November 28, 2022): 170. http://dx.doi.org/10.33087/jelt.v6i2.121.
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The purpose of this study was to find out what is the motivation of students in terms of speaking skills in class X SMKN 1 Jambi City. This study uses quantitative methods and data collection is done by distributing questionnaires to students. The subjects of this study were 31 students of class X SMKN 1 Jambi City. The results of this study indicate that there are two student motivations in speaking skills, namely intrinsic motivation, namely motivation to be active or not need to be stimulated from outside because everyone has the urge to do something and extrinsic motivation, namely motivation that is motivational. lively and functional. with external stimuli. Thus, from the results of observations and questionnaires, this research concluded that students' speaking skills were caused by intrinsic motivation and extrinsic motivation.
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Guthrie, John T., Cassandra S. Coddington, and Allan Wigfield. "Profiles of Reading Motivation among African American and Caucasian Students." Journal of Literacy Research 41, no. 3 (July 1, 2009): 317–53. http://dx.doi.org/10.1080/10862960903129196.
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Previous research has investigated motivations for reading by examining positive or affirming motivations, including intrinsic motivation and self-efficacy. Related to them, we examined two negative, or undermining, motivations consisting of avoidance and perceived difficulty. We proposed that the motivations of intrinsic motivation and avoidance are relatively independent and thus can be combined to form meaningful profiles consisting of avid, ambivalent, apathetic, and averse readers. With Grade 5 students we found that these motivations were relatively independent for both Caucasian and African American students. The two motivations uniquely explained a significant proportion of variance in reading comprehension and other cognitive reading variables. Although intrinsic motivation correlated higher with achievement than avoidance for Caucasians, avoidance correlated higher with achievement than intrinsic motivation for African Americans. For both groups, the profile of avid readers showed higher reading achievement than the other profiles.
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Dzulfikri, Dzulfikri. "Revisiting Motivational Construct and Learning Preferences in Immersion Context: Does Culture Matter?" Lingual: Journal of Language and Culture 14, no. 2 (November 26, 2022): 37. http://dx.doi.org/10.24843/ljlc.2022.v14.i02.p06.
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Abstract
This study is devoted to investigating dynamic motivational construct about learning structures in an immersion context. Because of ever-changing motivational construct in particular driven by learning structures in a new environment, this study assumes that the preferred learning structure which is commonly in favor in their home countries might shift which eventually affects their learning motivation. This study takes place at the language training center of the University of Hawaii at Manoa, USA, and employs a survey. The research participants are mostly graduate students taking English courses to bridge their language skill. After doing correlation, the researcher has found several surprising findings. The first finding is that although cooperative learning has the highest contribution to intrinsic motivation, they don’t show any significant correlation (r=.279). On the other hand, competitive learning negatively correlates to intrinsic motivation (r=.-407), suggesting that if competitive learning is enacted, students’ intrinsic motivation even decreases. In terms of learning preference, individualistic learning is favored most which might be affected by learning cultures commonly adopted in graduate programs in the US.
Keywords: Self-Determination Theory, learning types, extrinsic and intrinsic motivations.
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Rummel, Amy, and Richard Feinberg. "RE-EVALUATION OR REINFORCEMENT?: A NEW LOOK AT COGNITIVE EVALUATION THEORY." Social Behavior and Personality: an international journal 18, no. 1 (January 1, 1990): 65–79. http://dx.doi.org/10.2224/sbp.1990.18.1.65.
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Cognitive Evaluation Theory was developed to explain the detrimental effects of extrinsic rewards on intrinsic motivation, a phenomenon contrary to Reinforcement Theory prediction. However, it was suggested that if a person's intrinsic or extrinsic motivational orientation was taken into account, Reinforcement Theory might be able to explain this phenomenon. A 2 (extrinsic x intrinsic motivational orientation) by 2 (competence feedback x controlling feedback) was employed to examine the effect of motivational orientation on intrinsic motivation. Use of the Jonckheere Test of Order suggested that the detrimental effect of extrinsic rewards on intrinsic motivation might be explained within the reinforcement paradigm.
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Salamin, Alain. "Rewards characteristics and intrinsic motivation: An exploratory study on homeostatic mechanisms." Swiss Journal of Psychology 59, no. 1 (March 2000): 3–15. http://dx.doi.org/10.1024//1421-0185.59.1.3.
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A limited number of studies have addressed the effects of pay characteristics on both intrinsic and extrinsic types of motivations within an organizational setting. While the relationships have been documented in a number of studies, research has been confined to academic and laboratory settings, and a number of key questions remain unanswered. Based on a sample of 400 employees from a large Swiss financial institution, quantitative and qualitative results show that material rewards have no unilateral effect on intrinsic/extrinsic and total motivation. Instead, homeostatic mechanisms keep the intrinsic/extrinsic and total motivational level from varying beyond an equilibrium, while the structure of motivations among employees differs significantly depending on pay characteristics. A new conceptualization of motivational phenomena is presented.
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Margaretha, Meily. "Motivation and Job Burnout: The Mediating Role of Organizational Citizenship Behavior." INTERNATIONAL JOURNAL OF MANAGEMENT SCIENCE AND BUSINESS ADMINISTRATION 5, no. 4 (2019): 27–33. http://dx.doi.org/10.18775/ijmsba.1849-5664-5419.2014.54.1004.
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The occurrence of a change in work motivation and loss of enthusiasm was experienced by workers associated with excessive stress or disappointment experienced in work situations. Workers with more intrinsic and extrinsic motivations are likely to experience less burnout. This study aimed to examine and analyze whether intrinsic and extrinsic motivations significantly influence job burnout. Additionally, this research investigated the individual factors associated with the effects of intrinsic/extrinsic motivation on burnout; specifically, it explored the mediating role of organizational citizenship behavior (OCB) in the relationship of employees’ job motivation with burnout. Data were collected from 97 employees from several private clinics in Jakarta, Indonesia, through questionnaires. The result of the study found that motivation (intrinsic and extrinsic) has a significant effect on job burnout. Lastly, OCB had a mediating effect on the relationship between intrinsic motivation and job burnout. The results of the study provide valuable insights into the effects of motivation on job burnout. Managerial implications exist, as managers could balance the fulfillment of employee needs that would trigger the emergence of intrinsic and extrinsic motivation; hence, it is expected to prevent the occurrence of the desire of job burnout on employees.
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Kim, Hye-Ryoung. "The relationship between intrinsic motivation and learning outcomes in problem-based learning." Journal of Korean Academic Society of Nursing Education 26, no. 3 (August 31, 2020): 238–47. http://dx.doi.org/10.5977/jkasne.2020.26.3.238.
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Purpose: The purpose of this study was to identify the relationship between intrinsic motivation and learning outcomes of nursing college students who took the Fundamentals of nursing as a problem-based learning method.Methods: In this cross-sectional study, we identified the intrinsic motivations of 114 nursing students who completed problem-based learning using the Intrinsic Motivation Inventory. The t-test was conducted to identify differences according to intrinsic motivation, and correlation analysis was performed to confirm the relationship between intrinsic motivation and learning outcomes.Results: The group with higher intrinsic motivation showed higher scores in all domains of self-assessed learning outcomes than the lower group. It was the ‘Relatedness with an instructor’ that showed the highest correlation with the learning outcomes in the domains of intrinsic motivation.Conclusion: Problem-based learning is an effective learning method for cultivating the competencies needed for nurses. The intrinsic motivation of students is an important factor in the performance of problem-based learning. For the efficiency of problem-based learning, efforts should be made to develop and apply autonomy-supportive interventions that can enhance intrinsic motivation.
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Pandya, Jainisha D. "Intrinsic & extrinsic motivation & its impact on organizational performance at Rajkot city: A review." Journal of Management Research and Analysis 11, no. 1 (March 15, 2024): 46–53. http://dx.doi.org/10.18231/j.jmra.2024.009.
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Motivation is a critical driver of employee engagement and, subsequently, organizational performance. This abstract explores the concepts of intrinsic and extrinsic motivation and their profound influence on the productivity, innovation, and overall success of an organization. Intrinsic motivation stems from internal factors like personal fulfillment and passion, while extrinsic motivation is driven by external rewards such as monetary incentives and recognition. This paper delves into the dynamics of both types of motivation and their interconnectedness within the workplace.Research indicates that a balanced integration of intrinsic and extrinsic motivation strategies can lead to improved job satisfaction, higher productivity, and enhanced organizational performance. Organizations that effectively tap into intrinsic motivation empower employees to find purpose and meaning in their work, fostering long-term commitment and innovation. Additionally, extrinsic motivators, when thoughtfully administered, can provide short-term boosts in productivity and drive employees to achieve specific goals.The paper also discusses the potential pitfalls of overreliance on extrinsic motivation, which may inadvertently stifle intrinsic motivation, creativity, and intrinsic job satisfaction. It emphasizes the importance of understanding individual differences in motivation preferences and tailoring strategies to the unique needs and aspirations of employees.In conclusion, recognizing the intricate interplay between intrinsic and extrinsic motivation and strategically incorporating both can significantly enhance organizational performance. This paper encourages organizations to strike a balance between these motivational forces, empowering employees to contribute their best to achieve the organization's goals while also finding personal fulfillment in their work. Intrinsic motivation, Extrinsic motivation, Organizational performance, Employee engagement, Job satisfaction, Motivation strategies, Employee productivity, Innovation, Leadership, Rewards and recognition, Employee motivation, Workplace culture, Employee empowerment, Individual differences, Work environment, Employee commitment, Performance enhancement, Employee job satisfaction, Motivational factors, Employee motivation balance.
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Cai, Guodong. "CLASSROOM TRANSFORMATIONAL LEADERSHIP PRACTICES ON VOCATIONAL STUDENTS' ACADEMIC MOTIVATION." Pacific International Journal 7, no. 1 (February 15, 2024): 44–51. http://dx.doi.org/10.55014/pij.v7i1.508.
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With the strategic expansion of vocational education in China, enhancing student motivation is imperative yet challenging. This mixed methods study investigates how vocational college administrators’ leadership styles correlate to student motivation. Surveying 370 students across 7 colleges in Shandong Province revealed moderate transformational leadership positively predicted intrinsic motivation and negatively predicted amotivation, while showing negligible association with controlled extrinsic motivations. Interviews with 15 students and 7 administrators offered qualitative insights into leadership’s motivational impact. Although moderately transformational overall, administrators lacking strategic vision and overemphasizing skills dampened engagement. Students desired more inspiration, participation, and individualized support. Findings suggest extending transformational leadership development in vocational colleges to foster internalized motivation. This study provides empirical evidence and guidance to enhance leadership strategies for motivating China’s emerging generation of vocationally-trained talent.
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Jensen, Ulrich Thy, and Louise Ladegaard Bro. "How Transformational Leadership Supports Intrinsic Motivation and Public Service Motivation: The Mediating Role of Basic Need Satisfaction." American Review of Public Administration 48, no. 6 (March 27, 2017): 535–49. http://dx.doi.org/10.1177/0275074017699470.
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Motivating public service employees to greater effort is a key issue for managers and scholars. Transformational leadership concerns behaviors to develop, share, and sustain a vision for the organization and has been suggested as an important lever in this respect. However, we know little about the processes by which transformational leadership may stimulate work motivation. Integrating transformational leadership, public service motivation (PSM), and self-determination theory, this article sheds light on the psychological mechanisms underlying the motivational effects of transformational leadership. According to structural equation modeling, the relationships between transformational leadership and two types of autonomous work motivation—intrinsic motivation and PSM—are mediated by the satisfaction of the basic psychological needs for autonomy, competence, and relatedness. Our findings support the claim that the motivational effects of transformational leadership are mediated by need satisfaction, but also that satisfaction of individual needs is not equally important for intrinsic motivation and PSM, respectively.
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Oh, Kum-Sik, Juyeon Rachel Han, and So Ra Park. "The Influence of Hotel Employees’ Perception of CSR on Organizational Commitment: The Moderating Role of Job Level." Sustainability 13, no. 22 (November 15, 2021): 12625. http://dx.doi.org/10.3390/su132212625.
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This study attempts to investigate the relationships among Korean hotel employees’ perception of Corporate Social Responsibility (CSR), their intrinsic motivations, and their organizational commitment (OC). The mediating effect of intrinsic motivation on the relationship between employees’ perception of customer- and employee-related CSR and OC is explored, and the moderating role of job level on the relationship between CSR perceptions and intrinsic motivation is tested. The data were collected via online survey, and the Hayes’ Process macro was used as an analysis tool. We found that (1) both types of CSR perceptions are important in creating intrinsic motivation and OC, (2) intrinsic motivation enhances OC, and (3) job level moderates the link between employee CSR perceptions and intrinsic motivation positively. Interestingly, we found that when customer-related CSR or employee-related CSR is high, the level of intrinsic motivation will significantly differ between managerial and non-managerial employees. This study’s results will contribute to the current literature on CSR, and will aid human resources departments that are considering CSR practices as a means to enhancing employee intrinsic motivation and OC.
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Fitton, Lori Sue, Kim Schafer Astroth, Anne E. Cox, Denise Wilson, Caroline Mallory, and Sheryl Jenkins. "Motivation and Exercise in Rural Postmenopausal Women." Online Journal of Rural Nursing and Health Care 20, no. 2 (December 10, 2020): 53–77. http://dx.doi.org/10.14574/ojrnhc.v20i2.623.
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Purpose: The purpose of this research is to explore the relationships among psychological needs, motivation regulations, autonomy support, and physical activity (PA) behavior in rural and urban postmenopausal women within the Self Determination Theory (SDT) framework.
Sample: The convenience sample included 114 rural postmenopausal women (RPMW) and 56 urban postmenopausal women (UPMW) recruited from three Midwestern states.
Method: Subjects completed surveys in paper form which included instruments to measure basic psychological needs, motivation regulations, autonomy support, and PA behavior.
Findings: Results indicate a mix of relationships among psychological needs and intrinsic motivation in rural and urban women. There was a significant correlation (r = .274, n = 169, p = 0.04) between intrinsic motivation and relatedness in RPMW, indicating these women find motivation in meaningful relationships.
Conclusions: The strength of this research exists in the introduction of a significant correlation between intrinsic motivation to exercise and relatedness in RPMW. Previous work with SDT has shown autonomy and competence as motivating factors regarding physical activity behavior in women. This research indicates that for RPMW relatedness is also an important determinant of intrinsic motivation. This data suggests that psychological needs and motivational regulations are dissimilar for RPMW and UPMW regarding exercise behavior.
DOI: http://doi.org/10.14574/ojrnhc.v20i2.623
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Kim, Jungin. "The contrary effects of intrinsic and extrinsic motivations on burnout and turnover intention in the public sector." International Journal of Manpower 39, no. 3 (June 4, 2018): 486–500. http://dx.doi.org/10.1108/ijm-03-2017-0053.
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Purpose Based on motivation theories, such as self-determination theory, the purpose of this paper is to examine whether intrinsic and extrinsic motivations significantly influence burnout and turnover intention in the public sector. Furthermore, the authors assessed the mediating effect of organizational citizenship behavior (OCB) and public service motivation (PSM) on the relationship between intrinsic/extrinsic motivation and burnout/turnover intention. Design/methodology/approach Based on a survey of 203 public employees from local governments in South Korea, this study conducted ordinary least squares regression analysis to investigate the relationships among intrinsic/extrinsic motivation, OCB, PSM, and burnout/turnover intention. Findings The authors found that intrinsic motivation had a significantly negative effect on both burnout and turnover intention. Extrinsic motivation had a significantly positive effect only on burnout. Lastly, OCB and PSM had a mediating effect on the relationships between intrinsic motivation and burnout. Originality/value These results provide some insights into the effects of job motivation on burnout and turnover intention in the public sector. Particularly, this research highlights the importance of intrinsic motivation, OCB, and PSM in decreasing burnout and the importance of intrinsic motivation in decreasing turnover intention of public employees.
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Rheinberg, Falko. "Intrinsic motivation and flow." Motivation Science 6, no. 3 (September 2020): 199–200. http://dx.doi.org/10.1037/mot0000165.
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Cheng, Yimin, Anirban Mukhopadhyay, and Patti Williams. "Smiling Signals Intrinsic Motivation." Journal of Consumer Research 46, no. 5 (June 4, 2019): 915–35. http://dx.doi.org/10.1093/jcr/ucz023.
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Abstract The nature of a person’s motivation (whether it is intrinsic or extrinsic) is a key predictor of how committed they are to a task, and hence how well they are likely to perform at it. However, it is difficult to reliably communicate and make inferences about such fine nuances regarding another person’s motivation. Building on the social functional view of emotion and the evolutionary and psychophysical characteristics of facial expression of emotions, this research suggests that displayed enjoyment, as evidenced by the size and type of someone’s smile, can serve as a strong nonverbal signal of intrinsic motivation. Taking the perspective of both actors and observers, five studies show that people infer greater intrinsic motivation when they see others display large Duchenne (vs. small) smiles, and that actors intuit this relationship, strategically displaying larger and more Duchenne-like smiles if they have an accessible goal to signal intrinsic (vs. extrinsic or no specific) motivation.
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Prendergast, Canice. "Intrinsic Motivation and Incentives." American Economic Review 98, no. 2 (April 1, 2008): 201–5. http://dx.doi.org/10.1257/aer.98.2.201.
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Harrolle, Michelle Gacio, and Janell Lynn Moretz. "Intrinsic and Extrinsic Motivation." SCHOLE: A Journal of Leisure Studies and Recreation Education 25, no. 1 (April 2010): 116–22. http://dx.doi.org/10.1080/1937156x.2010.11949659.
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Lee, R. E., and C. C. DiClemente. "EXTRINSIC AND INTRINSIC MOTIVATION." Medicine & Science in Sports & Exercise 33, no. 5 (May 2001): S112. http://dx.doi.org/10.1097/00005768-200105001-00633.
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Auger, Pascale, and Richard W. Woodman. "Creativity and Intrinsic Motivation." Journal of Applied Behavioral Science 52, no. 3 (July 27, 2016): 342–66. http://dx.doi.org/10.1177/0021886316656973.
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Andreani, Qrnella Dentici. "KNOWLEDGE AND INTRINSIC MOTIVATION." European Journal of High Ability 6, no. 2 (January 1995): 220–25. http://dx.doi.org/10.1080/0937445940060212.
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Reiss, Steven. "Intrinsic and Extrinsic Motivation." Teaching of Psychology 39, no. 2 (March 20, 2012): 152–56. http://dx.doi.org/10.1177/0098628312437704.
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Tripathi, Kailas Nath. "Competition and Intrinsic Motivation." Journal of Social Psychology 132, no. 6 (December 1992): 709–15. http://dx.doi.org/10.1080/00224545.1992.9712101.
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Benabou, Roland, and Jean Tirole. "Intrinsic and Extrinsic Motivation." Review of Economic Studies 70, no. 3 (July 2003): 489–520. http://dx.doi.org/10.1111/1467-937x.00253.
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Nurishlah, Laesti, Anisa Nurlaila, and Mangun Rusnaya. "Strategi Pengembangan Motivasi Instrinsik Di Dalam Pembelajaran Siswa Sekolah Dasar." MURABBI 2, no. 2 (December 30, 2023): 1–12. http://dx.doi.org/10.69630/jm.v2i2.20.
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This research highlights the importance of understanding the role of intrinsic motivation in student learning along with various strategies for developing approaches to enhance intrinsic motivation in elementary schools. By designing a learning environment that stimulates students' intrinsic interest and understanding the complexity of the interaction between intrinsic and extrinsic motivation, teachers can assist students in reaching their full potential in learning. Thus, a profound understanding of intrinsic motivation is not only a necessity for students and teachers but also a key to creating meaningful and satisfying learning experiences for elementary school students. Penelitian ini menyoroti pentingnya memahami peran motivasi instrinsik dalam pembelajaran siswa beserta ragam strategi pengembangan strategi untuk meningkatkan motivasi intrinsik di Sekolah Dasar. Dengan merancang lingkungan pembelajaran yang menggugah minat intrinsik siswa dan memahami kompleksitas interaksi antara motivasi intrinsik dan ekstrinsik, guru dapat membantu siswa mencapai potensi penuh mereka dalam pembelajaran. Dengan demikian, pemahaman yang mendalam tentang motivasi instrinsik bukan sekedar kebutuhan bagi siswa dan guru, tetapi juga merupakan kunci dalam menciptakan pengalaman pembelajaran yang bermakna dan memuaskan bagi siswa sekolah dasar.
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田中, 博晃. "3つのレベルの内発的動機づけを高める: 動機づけを高める方略の効果検証 - Enhancing Intrinsic Motivation in Three Levels: The Effects of the Motivational Strategy." JALT Journal 31, no. 2 (November 1, 2009): 227. http://dx.doi.org/10.37546/jaltjj31.2-4.
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Traditionally, motivation researchers have been more concerned about what motivation is rather than how to motivate students. Recently, research interests have shifted towards educational purposes and an increasing number of studies now propose motivational strategies. Motivational strategies refer to “methods and techniques to generate and maintain the learners’ motivation” (Dörnyei, 2001, p. 2). Using motivational strategies is generally believed to facilitate students’ motivation, but only a few studies have found empirical evidence to support this claim. For example, Hiromori (2006) used “creative writing activities with student self-monitoring techniques” as a motivational strategy and showed that the strategy had a significant positive effect on students’ motivation toward learning English. Tanaka and Hiromori (2007) proposed that “group presentation activities” are a useful motivational strategy. They successfully enhanced students’ intrinsic motivation during a 5-week intervention. However, the number of studies that examine the effect of motivational strategies in the actual English language classroom is limited. In this article, I would like to point out two drawbacks of the above studies. The first drawback is related to the definition of motivation. Most of the preceding studies on motivation define motivation as a trait attribute. However, many researchers segmentalize motivation into different levels (e.g. Crookes & Schmidt, 1991). Vallerand and Ratelle (2002) analyzed intrinsic motivation in three levels, namely situational level, contextual level, and global level. They recommend that motivation be considered not merely as a unitary concept, but as a complex concept. However, studies examining the effect of motivational strategies focus only on the trait and unitary aspects of motivation. Thus, there needs to be an examination of the effect of motivational strategies on motivation in different levels. In this article, three types of intrinsic motivation are addressed, namely intrinsic motivation to listening/speaking activities, intrinsic classroom motivation, and intrinsic trait motivation. The second drawback concerns research design. Much of the research that examines the effect of motivational strategies adopts a pre-post design. However, in order to capture motivational changes in more detail, adding more measurement times would be useful. In this article, intrinsic motivation was measured at three different times; that is, pre-measurement, mid-measurement, and post-measurement. Thus, this study aims to enhance students’ intrinsic motivation in three levels. I adopt Self-Determination Theory (SDT), a well-developed motivation theory in psychology, as the theoretical underpinning. This theory provides a useful framework for examining the effect of motivational strategy because it assumes the existence of three psychological needs (i.e., the need for autonomy, competence, and relatedness) as prerequisites for enhancing student motivation. The purposes of this study are as follows: (1) to enhance intrinsic motivation to engage in listening activities; (2) to enhance intrinsic motivation to engage in speaking activities; (3) to enhance intrinsic classroom motivation; and (4) to enhance intrinsic trait motivation. This study further explores facilitating factors of intrinsic motivation in the three levels. Thus, this article also aims (5) to examine which psychological need (the need for autonomy, competence or relatedness) plays the most significant role in students’ motivational development; and (6) to explore new facilitating factors of intrinsic motivation. Fifty-two university students who were enrolled in a first-year English language course participated in this study. The students met once a week in a 90-minute class. The intervention was given to them for fifteen weeks. Prior to the beginning of the intervention, students were given questionnaires about language learning motivation and the three psychological needs. The same questionnaires were administered in the middle and at the end of the intervention. An open-ended questionnaire was also administered to students at the post-measurement stage. The results of the quantitative analysis showed that: (1) the intervention had a significant positive effect on students’ intrinsic motivation to engage in listening/speaking activities and intrinsic classroom motivation; (2) the need for competence had a strong relationship with the development in students’ intrinsic motivation to engage in listening activities; (3) the need for competence and relatedness had a strong relationship with development in students’ intrinsic motivation to engage in speaking activities; (4) all three needs were related to the development in intrinsic classroom motivation. Further, the results of qualitative analysis indicated that (5) “usefulness” might be another facilitating factor of motivation. 本論は，3つのレベルの内発的動機づけを高める方略の効果検証を行い，各動機づけを高めた要因を探索することを目的とする。日本人大学生52名を対象に教育的介入を行い，プレ測定，中間測定，ポスト測定によって動機づけの変動を検討した。その結果，（1）教育的介入によって，授業活動レベルの動機づけと英語授業への動機づけが高まった，（2）リスニング活動への動機づけの上昇と関連が強かったのは，有能性の欲求であった，（3）スピーキング活動への動機づけの上昇と関連が強かったのは，有能性と関係性の欲求であった，（4）英語授業への動機づけの上昇と関連が強かったのは，3欲求のすべてであった。また方略の効果を質的研究の観点からも検証した結果，（5）授業活動レベルの動機づけの上昇と3欲求の関連性が裏付けられた，（6）「実用性の付与」が内発的動機づけを高める新たな要因である可能性が示された。
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Liu, Xiaoyang. "Intrinsic and Extrinsic Motivation Affecting Learning Effectiveness in Physical Education of Junior College Students in China." International Journal of Social Sciences and Public Administration 3, no. 2 (June 26, 2024): 49–61. http://dx.doi.org/10.62051/ijsspa.v3n2.07.
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The effectiveness of learning among college students in China in the domain of physical education is shaped by how they perceive intrinsic and extrinsic motivation. This study evaluates the intrinsic and extrinsic motivations of Physical education junior college students’ affecting the learning effectiveness from three universities in Guangdong, Province, China. There were 366 students chosen as participants in the study using a stratified random sampling method without making any special choices. This study is a descriptive- comparative- correlational research utilizing standard questionnaire. To ensure the valid and systematic presentation, analysis, and interpretation of the data the following statistical tools were obtained: frequency count and percentage, weighted mean calculation, ranking, standard deviation, independent sample T-tests, one way ANOVA and Pearson Moment Correlation.The study revealed that the consistent recognition of intrinsic motivations as moderately effective underscores their critical role in driving student engagement in physical education, highlighting the importance of choice, progress, meaningfulness, and competence. While extrinsic motivations are seen as moderately effective, their role is secondary to intrinsic factors, suggesting that social approval, external rewards, and competition still contribute to student motivation. The perceived effectiveness of factors such as autonomy, a supportive environment, and mastery-oriented feedback underscores their importance in enhancing learning experiences. The strong correlation between both intrinsic and extrinsic motivators with learning effectiveness emphasizes the essential link between motivation and successful learning outcomes in physical education. Based on the study's findings, it is recommended that educators tailor motivational strategies to meet the specific needs and preferences of students, recognizing the universal value of intrinsic motivators while being mindful of individual differences, regardless of sex, specialization, or age. To improve learning outcomes, educators should provide opportunities for autonomy in decision-making, create a supportive and encouraging learning environment, and offer feedback that emphasizes mastery and improvement. Additionally, recognizing the strong connection between student motivation and learning outcomes, educators should foster both intrinsic and extrinsic motivation. This approach can enhance students' perceived learning effectiveness, leading to improved academic performance and engagement in physical education. Implementing these strategies will enable educators to better support student motivation and success in physical education.
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Alqahtani, Demah Aamer. "An Investigation Into the Relationship Between Saudi College EFL Learners’ Motivational Orientations, Learning Autonomy, and Achievement." Theory and Practice in Language Studies 14, no. 9 (September 12, 2024): 2900–2910. http://dx.doi.org/10.17507/tpls.1409.25.
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Using the Self Determination Theory (SDT) and the L2 Motivation Self System (L2MSS) as referential framework, this study aimed to explore Saudi college EFL learners’ motivation and autonomy in terms of dominant motivational orientations, differences between intrinsic and extrinsic motivation, and between ideal and ought-to L2 selves, the level of learning autonomy, and gender differences in motivation and learning autonomy. It also aimed to identify whether motivation predicted learners’ autonomy. A further aim was to identify whether motivation and autonomy predicted learners’ achievement. Using a 24-item questionnaire, data was collected from 169 learners on their motivational orientations and autonomy. Statistical analysis revealed that the learners’ ideal L2 self ranked first followed by intrinsic motivation, extrinsic motivation, and ought-to L2 self. Significant differences were found between learners’ self-determined/internalized motivation and external motivation in favor of the self-determined/internalized motivation. Learners’ autonomy was found to be high and no gender differences were found in learners’ motivation or autonomy. Intrinsic motivation and ideal L2 self were found to be the best predictors of learners’ autonomy. Of all motivational orientations and learning autonomy, learning autonomy, ideal L2 self and intrinsic motivation explained 47% of variance in learners’ achievement. In brief, learners’ self-determined/internalized motivation affected their autonomy most strongly, and both autonomy and self-determined/internalized motivation accounted for a sizeable proportion of their achievement.
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Hieu, Dao Trong, and Nguyen Hoai Phuong. "Employee Motivation in Vietnamese State-Owned Commercial Banks." Business and Management Horizons 9, no. 2 (August 12, 2021): 1. http://dx.doi.org/10.5296/bmh.v9i2.18935.
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Understanding the important of employee motivation in enhancing human resource quality as well as organization effectiveness, Vietnamese State-Owned commercial banks (SOCB) have applied different employee motivational policies. However, these policies haven’t been highly effective and effeciency cause of lacking understanding about factors affecting employee motivation. This study aims to identify and measure factors influencing employee motivation in Vietnamese SOCB applied expectancy theory and suggest recommendations to enhance their employee motivation. Data were collected from sending questionnaires to 4 biggest Vietnamese SOCBs. Cronbach’s alpha, Exploratory Factor Analysis (EFA), Linear regression were employed for analyzing and processing data. The results show that Expectation (E); Intrinsic rewards (INI); the employee anticipated satisfaction with intrinsic rewards (VI) have positive impact on employee motivation in SOCB. Based on the findings, some recommendations are proposed for SOCBs to improve employee motivations.
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Duman, İbrahim, Mehmet Barış Horzum, and Christoph Randler. "Adaptation of the intrinsic motivation inventory to Turkish." International Journal of Psychology and Educational Studies 7, no. 3 (September 12, 2020): 26–33. http://dx.doi.org/10.17220/ijpes.2020.03.003.
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Al Mamun, Molla Muhammad Abdullah, Kazi Khairul Alam, Humayun Kabir Talukder, Sharmin Jahan, Nazifa Islam, and Mahfuza Chowdhury. "Medical students’ motivational factors and academic performance – undergraduate level of Bangladesh." Bangladesh Journal of Medical Education 15, no. 1 (January 12, 2024): 67–74. http://dx.doi.org/10.3329/bjme.v15i1.70951.
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Background: Motivation is the most essential influencing factor in academic performance. It plays an important role in academics, through its persistence and involvement which correlates with different academic dimensions and achievements. Motivational processes influence an individual’s acquisition, transfer, and use of knowledge and skills. Educationally relevant concept of motivation is yet to be revealed. High intrinsic and extrinsic motivation scores are associated with higher academic achievement; whereas low intrinsic and extrinsic motivations are associated with low academic achievement. Aim: To determine students’ academic motivational factors and its relationship with professional result. Method: A descriptive cross-sectional quantitative study conducted from January 2022 to December 2022 over 540 students; among the students 209, 119, 101 and 111 were from first, second, third and fourth phases of MBBS course respectively. A self-administered semi structured questionnaire was used for quantitative data collection. For statistical analysis chi squared tests were applied. Result: Important motivational factor for the learning was to become a good doctor (80.00%) and then to pass in the examination (65.40%). Most of the students were motivated by combined intrinsic and extrinsic mode of motivation; but these findings had no association with the performance of professional examinations. Conclusion: This study has found that academic motivation of medical students could be influence by different factors. The existence of correlations between academic motivation and professional performance is still questionable and nonconclusive. BJME, Volume-15, Issue-01, January 2024: 67-74
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Gottfried, Adele Eskeles, George A. Marcoulides, Allen W. Gottfried, Pamella H. Oliver, and Diana Wright Guerin. "Multivariate latent change modeling of developmental decline in academic intrinsic math motivation and achievement: Childhood through adolescence." International Journal of Behavioral Development 31, no. 4 (July 2007): 317–27. http://dx.doi.org/10.1177/0165025407077752.
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Research has established that academic intrinsic motivation, enjoyment of school learning without receipt of external rewards, significantly declines across childhood through adolescence. Math intrinsic motivation evidences the most severe decline compared with other subject areas. This study addresses this developmental decline in math intrinsic motivation, and also serves as a resource for applied researchers by providing exemplary illustrations of approaches to longitudinal modeling. Using a multivariate latent change model, the longitudinal relationship between academic intrinsic math motivation and math achievement among participants ( n = 114) aged 9—17 years was examined to explain this motivational decline. On average, both math motivation and achievement decreased over time. This study reveals that math achievement is a significant contributor to the developmental decline in intrinsic math motivation from childhood through adolescence. In addition, academic intrinsic math motivation was found to be related to initial and later levels of mathematics achievement. These findings enhance understanding of developmental processes whereby early motivation and achievement are related to subsequent declines in mathematics.
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Thoma, Brent, Emily M. Hayden, Nelson Wong, Jason L. Sanders, Greg Malin, and James A. Gordon. "Intrinsic motivation of preclinical medical students participating in high-fidelity mannequin simulation." BMJ Simulation and Technology Enhanced Learning 1, no. 1 (April 22, 2015): 19–23. http://dx.doi.org/10.1136/bmjstel-2015-000019.
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IntroductionWhile medical schools strive to foster students’ lifelong learning, motivational theories have not played an explicit role in curricular design. Self-determination Theory is a prominent motivational theory. It posits that perceived autonomy, competence and relatedness foster intrinsic motivation. This study explores the effects of autonomy on intrinsic motivation in medical students participating in high-fidelity mannequin simulation.MethodsA non-randomised crossover trial compared first-year medical students participating in (1) required simulation sessions with predetermined learning objectives and (2) extracurricular simulation sessions with student-directed learning objectives. An adapted Intrinsic Motivation Inventory (IMI) was used to assess intrinsic motivation, perceived autonomy, competence and relatedness. Each participant completed the IMI survey after each type of session. Variables were compared with signed-rank tests.ResultsAll 22 participants completed the IMI after both types of session. Perceived autonomy was significantly higher during extracurricular simulation (p<0.001), but intrinsic motivation, competence and relatedness were not. Intrinsic motivation correlated with autonomy (RS=0.57 and extracurricular simulation, ES=0.52), competence (RS=0.46 and ES=0.15) and relatedness (RS=0.51 and ES=0.64). The IMI subscales had good internal consistency (Cronbach's α=0.84, 0.90, 0.90 and 0.76 for intrinsic motivation, autonomy, competence and relatedness, respectively).ConclusionsExtracurricular sessions increased students’ perceived autonomy, but they were highly intrinsically motivated in both settings. Further study is needed to understand the relationship between perceived autonomy and intrinsic motivation in medical education learning activities. The IMI shows promise as a measurement tool for this work.
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Xu, Wenqiong, Yakun Zhang, Minghui Yan, Jianbo Zhang, and Xinru Fan. "How empowering leadership promotes millennial employees’ voice behavior." Social Behavior and Personality: an international journal 51, no. 11 (November 1, 2023): 1–13. http://dx.doi.org/10.2224/sbp.12525.
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Based on social exchange theory, the aim in this paper was to provide theoretical guidance and empirical evidence on how to optimize a motivational voice mechanism for millennial employees. Data from 141 millennial employees in China offer considerable support for our hypothesized moderated mediation model. Results revealed that (a) empowering leadership is positively related to millennial employees’ voice; (b) millennial employees’ intrinsic motivation partly mediates the relationship between empowering leadership and the employees’ voice; (c) autonomous job design moderates the direct relationship between empowering leadership and millennial employees’ intrinsic motivation; and (d) autonomous job design moderates the indirect relationship between empowering leadership and employee voice behavior via the employees’ intrinsic motivation, such that the relationship is stronger when job design is highly autonomous rather than less autonomous. Our findings not only elucidate the motivating factors and intrinsic mechanisms of millennials’ voice, but also hold the means to motivate millennials in practical contexts.
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Marwan, Marwan, Adnan Radjak, and Taufik Taufik. "Analisis Pengaruh Faktor Motivasi Terhadap Kinerja Dengan Knowledge Sharing Sebagai Intervening Variabel." JEMMA (Journal of Economic, Management and Accounting) 4, no. 1 (March 2, 2021): 10. http://dx.doi.org/10.35914/jemma.v4i1.496.
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ABSTRAKPenelitian ini bertujuan untuk menganalisis pengaruh motivasi intrinsik dan motivasi ekstrinsik terhadap kinerja pegawai Dinas Perhubungan Kota Tidore Kepulauan dengan knowledge sharing sebagai variabel intervening. Penelitian ini menggunakan pendekatan verifikatif deskriptif. Penelitian dilakukan di Dinas Perhubungan dan 3 UPTD di bawah Dinas Perhubungan. Jumlah populasi sebanyak 120 karyawan dan penentuan jumlah sampel menggunakan metode purposive sampling sehingga diperoleh sampel sebanyak 79 responden. Alat analisis yang digunakan adalah Partial Least Square-Structural Equation Modeling (PLS-SEM). Hasil pengujian hipotesis menunjukkan bahwa motivasi intrinsik berpengaruh signifikan terhadap kinerja karyawan, motivasi ekstrinsik tidak berpengaruh signifikan terhadap kinerja karyawan, motivasi intrinsik tidak berpengaruh signifikan terhadap berbagi pengetahuan, motivasi ekstrinsik berpengaruh signifikan terhadap berbagi pengetahuan, berbagi pengetahuan berpengaruh signifikan terhadap berbagi pengetahuan, dan juga berpengaruh signifikan terhadap kinerja karyawan. Uji mediasi menunjukkan bahwa knowledge sharing tidak memediasi pengaruh motivasi intrinsik terhadap kinerja karyawan, dan sebaliknya knowledge sharing memediasi pengaruh motivasi ekstrinsik terhadap kinerja karyawan.Kata Kunci: Motivasi Intrinsik, Motivasi Ekstrinsik, Knowledge Sharing, Kinerja KaryawanABSTRACTThis study aims to analyze the effect of intrinsic motivation and extrinsic motivation on employee performance at the Tidore Islands City Transportation Department with knowledge sharing as an intervening variable. This research uses a descriptive-verification approach. The study was conducted at the Transportation Office and 3 UPTDs under the Transportation Office. The total population is 120 employees and the determination of the number of samples using a purposive sampling method to obtain a sample of 79 respondents. The analysis tool used is the Partial Least Square-Structural Equation Modeling (PLS-SEM). The results of hypothesis testing indicate that intrinsic motivation has a significant effect on employee performance, extrinsic motivation has no significant effect on employee performance, intrinsic motivation has no significant effect on knowledge sharing, extrinsic motivation has a significant effect on knowledge sharing, knowledge sharing has a significant effect on employee performance. The mediation test shows that knowledge sharing does not mediate the effect of intrinsic motivation on employee performance, and on the other hand, knowledge sharing mediates the effect of extrinsic motivation on employee performance.Keywords: Intrinsic Motivation, Extrinsic Motivation, Knowledge Sharing, Employee Performance.
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Marwan, Marwan, Adnan Radjak, and Taufik Taufik. "Analisis Pengaruh Faktor Motivasi Terhadap Kinerja Dengan Knowledge Sharing Sebagai Intervening Variabel." JEMMA (Journal of Economic, Management and Accounting) 4, no. 1 (March 2, 2021): 10. http://dx.doi.org/10.35914/jemma.v4i1.496.
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ABSTRAKPenelitian ini bertujuan untuk menganalisis pengaruh motivasi intrinsik dan motivasi ekstrinsik terhadap kinerja pegawai Dinas Perhubungan Kota Tidore Kepulauan dengan knowledge sharing sebagai variabel intervening. Penelitian ini menggunakan pendekatan verifikatif deskriptif. Penelitian dilakukan di Dinas Perhubungan dan 3 UPTD di bawah Dinas Perhubungan. Jumlah populasi sebanyak 120 karyawan dan penentuan jumlah sampel menggunakan metode purposive sampling sehingga diperoleh sampel sebanyak 79 responden. Alat analisis yang digunakan adalah Partial Least Square-Structural Equation Modeling (PLS-SEM). Hasil pengujian hipotesis menunjukkan bahwa motivasi intrinsik berpengaruh signifikan terhadap kinerja karyawan, motivasi ekstrinsik tidak berpengaruh signifikan terhadap kinerja karyawan, motivasi intrinsik tidak berpengaruh signifikan terhadap berbagi pengetahuan, motivasi ekstrinsik berpengaruh signifikan terhadap berbagi pengetahuan, berbagi pengetahuan berpengaruh signifikan terhadap berbagi pengetahuan, dan juga berpengaruh signifikan terhadap kinerja karyawan. Uji mediasi menunjukkan bahwa knowledge sharing tidak memediasi pengaruh motivasi intrinsik terhadap kinerja karyawan, dan sebaliknya knowledge sharing memediasi pengaruh motivasi ekstrinsik terhadap kinerja karyawan.Kata Kunci: Motivasi Intrinsik, Motivasi Ekstrinsik, Knowledge Sharing, Kinerja KaryawanABSTRACTThis study aims to analyze the effect of intrinsic motivation and extrinsic motivation on employee performance at the Tidore Islands City Transportation Department with knowledge sharing as an intervening variable. This research uses a descriptive-verification approach. The study was conducted at the Transportation Office and 3 UPTDs under the Transportation Office. The total population is 120 employees and the determination of the number of samples using a purposive sampling method to obtain a sample of 79 respondents. The analysis tool used is the Partial Least Square-Structural Equation Modeling (PLS-SEM). The results of hypothesis testing indicate that intrinsic motivation has a significant effect on employee performance, extrinsic motivation has no significant effect on employee performance, intrinsic motivation has no significant effect on knowledge sharing, extrinsic motivation has a significant effect on knowledge sharing, knowledge sharing has a significant effect on employee performance. The mediation test shows that knowledge sharing does not mediate the effect of intrinsic motivation on employee performance, and on the other hand, knowledge sharing mediates the effect of extrinsic motivation on employee performance.Keywords: Intrinsic Motivation, Extrinsic Motivation, Knowledge Sharing, Employee Performance.