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Dissertations / Theses on the topic 'Motivation (psychology)'

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Published: 4 June 2021
Last updated: 30 July 2024

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1

Chow, Thomas Ru-wen. "Pauline motivations a comprehensive study of the motivational characteristics in the Pauline epistles /." Theological Research Exchange Network (TREN), 1998. http://www.tren.com.

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2

Bull, James. "Biblical motivation a study of the Petrine epistles regarding motivation toward godliness /." Theological Research Exchange Network (TREN), 2009. http://www.tren.com/search.cfm?p002-0847.

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3

Ringoen, Jennifer. "The Psychology of Giving: Factors of Philanthropic Behavior." Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/cmc_theses/317.

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The market for philanthropic donations in America has been thriving since the 1950s. 89 percent of U.S. households make annual monetary donations to charitable organizations, contributing to 20 percent of all revenues in the nonprofit sector. Majority of the factors contributing to this growth in donations can be divided into three general categories: intrinsic motivation, extrinsic motivation, and marketing influence tactics. My thesis examines a plethora of past research to develop a comprehensive guide on the current theories of human behaviors as they pertain to charitable giving.
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4

Davis, Kelly. "Relationships Between Student Motivation Training & Motivation, Achievement, Attendance & Classroom Behavior." TopSCHOLAR®, 1993. https://digitalcommons.wku.edu/theses/2239.

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The purpose of the present study was to replicate a student motivation training program (Hughes, 1990) and extend the investigation by including the relationships between student motivation training and achievement, attendance, and classroom behavior. Participants were all 4th- and 5th -grade students from two elementary schools. A separate -sample, pretest-posttest control group design was used. The study addressed eight questions regarding the effects of student motivation training. Results indicated that student motivation, teacher perceptions of student motivation, and the number of motivational idea units on two of three writing samples were enhanced as a result of the training program. No significant differences were found for math and reading grades, attendance data, number of discipline slips received, and the third writing sample. Implications for further research and interventions are discussed.
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5

Lapham, Sharon Louise. "Volunteer motivation and attitudes : field and laboratory studies of intrinsic motivation." Thesis, University of Exeter, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.255982.

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6

Tholin, Maria. "Motivation hos den som motiverar : Ledarens upplevda inre motivation genom självbestämmandeteorin." Thesis, Mittuniversitetet, Institutionen för psykologi och socialt arbete, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-41496.

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7

Schiefele, Ulrich. "Interest, learning, and motivation." Universität Potsdam, 1991. http://opus.kobv.de/ubp/volltexte/2009/3353/.

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Recent research related to the concept of interest is reviewed. It is argued that current constructs of motivation fail to include crucial aspects of the meaning of interest emphasized by classical American and German educational theorists. In contrast with many contemporary concepts (e.g., intrinsic learning orientation), interest is defined as a content-specific motivational characteristic composed of intrinsic feeling-related and value-related valences. Results from a number of studies are presented that indicate the importance of interest for the depth of text comprehension, the use of learning strategies, and the quality of the emotional experience while learning. The implications of these results and possible directions for future research are discussed.
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8

Bruner, Yolanda Kaye. "Racial Differences in Female Achievement Motivation and Motivation to Work." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc279022/.

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In the present project racial differences in female achievement motivation and motivation to work were examined, and related this information to the theory that African American females, when compared to White females, are less likely to marry someone equal to themselves in the areas of education, employment, and earning potential because of an assumed shortage of suitable African-American males. It was hypothesized that African-American females would score higher on assessments of achievement motivation and motivation to work, and rate lower the likelihood of meeting and marrying a partner equal in education level, employment level, and earning potential than would White females. Data analysis supported all hypotheses. The results were discussed in the context of the female achievement motivation literature as well as the literature concerning female motivation to work.
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9

Rheinberg, Falko. "Intrinsische Motivation und Flow-Erleben." Universität Potsdam, 2006. http://opus.kobv.de/ubp/volltexte/2008/1955/.

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Auszug: "Man kann Motivation definieren als die „aktivierende Ausrichtung des momentanen Lebensvollzugs auf einen positiv bewerteten Zielzustand“ (Rheinberg, 2002b, S. 17). Definitionen dieser Art sollen den Kern des interessierenden Gegenstandes möglichst knapp und hoch verdichtet fassen. Besonderheiten bleiben deshalb zunächst unerwähnt und müssen dann zusätzlich erläutert werden. Im jetzigen Fall sind mindestens zwei Zusatzerläuterungen erforderlich. (1) Der „positiv bewertete Zielzustand“ kann gelegentlich in der Vermeidung oder der Abwehr unerwünschter Ereignisse bestehen. Eine solche Meiden-Motivation kann andere Qualitäten haben als eine reine Aufsuchungsmotivation. Dieser Punkt wird uns in diesem Kapitel nicht beschäftigen. Er wird in den Kapiteln xx behandelt. (2) Der zweite Punkt ist diffiziler und ist Gegenstand dieses Kapitels. Wenn man, wie hier, den Zielzustand zum Ausgangspunkt der Motivationsdefinition macht, so könnte man daraus vorschnell eine Aussage über die Lokalisierung von Anreizen ablesen: Der Zielzustand ist das, was Anreiz besitzt und die zielführende Aktivität ist lediglich das Instrument, das diesen Zielzustand herbeiführt. Danach würde eine Aktivität ihre Attraktivität aus dem Anreiz der Ergebnisse beziehen, auf die sie abzielt. Eine solche Auffassung findet sich z. B. bei Heckhausen (1977) oder Vroom (1964).
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10

Surawy, C. J. "Individual differences in smoking motivation." Thesis, University of Cambridge, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.372288.

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11

Linton, Micah A. "The transcendent function of creative expression| Intrinsic motivation." Thesis, Institute of Transpersonal Psychology, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1599161.

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This paper is an integral inquiry that serves as an introduction into motivation and creativity from a transpersonal perspective. By focusing on intrinsic motivation, which can be defined as the enjoyment of and interest in an activity for its own sake, this paper posits that engaging in creative expression can act as a transcendent function that facilitates individualization and a progressive unfolding towards self-actualization. Supporting evidence shows that fully intrinsic-motivated immersion into non-objective tasks, such as engaging in creative expression, can result in a peak or flow experience. In turn, this experience can be a transcendent function that facilitates the processes involved with individualization and self- actualization.

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12

Lassiter, Candace S. "Motivation and Alliance| Implications for Couple Therapy." Thesis, Regent University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3643465.

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Factors that affect alliance and outcome in couple therapy are crucial to the therapeutic process, yet currently research on this is scarce. The current study sought to expand the knowledge of alliance and outcome in couple therapy by analyzing the effect motivation has on alliance and outcome. Results of this study found that there was a significant correlation between motivation and alliance and that baseline motivation has a significant effect on outcomes. Other variables such as level of client distress were also explored and found to be related to motivation, alliance and outcome. Altogether, the findings of this study indicate that partners' levels of motivation have important implications for the therapeutic alliance and outcome in couple therapy.

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13

Livitz, Irina E. "Using a Web-Based Motivational Interview to Enhance Donor Motivation, Intention, andBehavior." Ohio University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1525860038297404.

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14

Tibbetts, Erica. "Understanding Incarcerated Women's Motivation to Exercise." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/327641.

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Kinesiology
Ph.D.
Women make up only 7% of the incarcerated population (Guerino, Harrison, & Sabol, 2012). However, this number is rising exponentially. The female prison population has increased eight-fold since 1980 (Carson & Gionelli, 2013). Up to 70% of women who are incarcerated will recidivate (Mallik-Kane & Vischer, 2008). A major contributor to this rapid increase and high rate of recidivism is that women's physical and mental health needs are not met while they are incarcerated. Creating gender sensitive programming that addresses women's physical and mental health needs while they are incarcerated and that can influence their lives after they leave could help decrease recidivism and increase the quality of life of thousands (Bloom, Owen, & Covington, 2003). While structured exercise programs are being offered with more frequency in women's prisons to help address these mental and physical health problems, attendance has been low and program staff struggle to retain participants. This research examined women's motivation to exercise, what they felt were benefits of engaging in physical activity, and what they perceived the barriers to physical activity are while incarcerated. The study was conducted in conjunction with an indoor cycling class being offered at the Philadelphia County Women's prison. Twenty-four women enrolled in the study and completed pre-program interviews and pencil and paper measures. Twelve women completed a follow up test; six graduated from the cycling program; six dropped out. Results show that women who build connections (relatedness) with instructors and peers are more likely to adhere to a structured exercise program, and that the basic psychological needs laid out by Self-Determination Theory are related to adherence. Additionally, women can internalize a range of reasons for and benefits of exercise that can help them overcome a range of institutional, individual, and environment barriers evident in a correctional setting.
Temple University--Theses
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15

Ngaosuvan, Leonard. "Motivation and episodic memory performance." Doctoral thesis, Umeå : Dept. of Psychology, Univ, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-304.

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16

Glouner, Madeleine. "Psychology & Consumer Desire: Music's Influence on Consumer Motivation and Well Being." Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/scripps_theses/979.

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Abstract The purpose of this study is to further explore the psychological influence that music has on emotional well-being and elicited behavioral response in consumers. Thus, this study asks if music in advertisements affects consumer well-being and behavior, and if certain music elicits a more positive emotional and motivational behavioral response. It also aims to answer if a certain type of music can elicit a more positive behavioral response based on the type of product. This study consisted of two waves of participant research. The first wave will evaluate basic participant demographics as well as ask participants what product (car brand) they prefer in order to develop a neutral baseline of participant groups and eliminate potential product brand bias for the second wave of research. The following week (wave 2) participants were asked to view one of six ad conditions consisting of various music (upbeat vs. classical vs. none) and car brands (Mercedes vs. Jeep). After viewing the advertisement participants were to and complete a series of scales including the Music Semantic Differential Scale (Kellaris & Kent 1993), The Affect Grid (Russell & Mendelsohn, 1989), and the Measures of Motivational Preference Scale test to assess emotional and behavioral response. [Prev. sentence much too long and difficult to follow.] Upbeat music is expected to elicit the most positive emotional response as compared to no music or classical music pairings. Upbeat music is also expected to elicit the greatest motivational behavioral response toward product ads than classical or no music. However, classical music may provide the greatest motivational behavioral response only when paired with the higher-end car brand. These results would signify how important music is in developing a psychological emotional and behavioral response towards certain brand advertisements.
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17

Carlsson, Andreas. "Ledarskap och motivation : Baskettränares ageranden och ungdomsspelares motivation." Thesis, Stockholm University, Department of Psychology, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-40869.

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Relativt få studier har undersökt tränarens betydelse för motivationen hos idrottsutövarna trots att många är överens om att tränaren är en viktig person inom idrott (Frederick & Ryan, 1995). Syftet var därför att studera tränarens beteende och hur detta förhåller sig till idrottarnas motivation. Föreliggande studie är en enkätundersökning (N = 104) utförd bland kvinnliga ungdomsbasketlag.  Hierarkisk multipel regressionsanalys användes för att undersöka sambandet mellan ledarskap från tränaren och motivation hos spelarna. I likhet med tidigare studier visade resultaten att framförallt tränarens fokusering på utveckling av idrottsliga färdigheter var betydelsefull för spelarnas inre motivation.  Mindre självbestämd motivation var däremot förknippad med låg tillfredsställelse med sin egen prestation. Studien visade också att amotivation var högre ju äldre spelaren var, vilket är viktigt för tränare att känna till och försöka motverka för att kunna behålla fler unga flickor inom idrotten.

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18

Richard, Jacques F. "A typology of children's friendship motivation." Thesis, University of Ottawa (Canada), 2002. http://hdl.handle.net/10393/6233.

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In this study, correlates of children's motivation to form friendships are examined using the Friendship Motivation Scale for Children (FMSC), a new scale designed to assess the motivational dimensions that contribute to children's desire for friendships. Specifically, the FMSC consists of four subscales that measure intrinsic motivation, two forms of regulation for extrinsic motivation (identified and external), and amotivation. The results, obtained with a sample of 490 fifth-, sixth-, and seventh-grade boys and girls, confirmed the factor structure of the scale for both genders and revealed adequate reliability (i.e., internal consistency and test-retest stability). Construct validity of the scale was demonstrated by (a) correlations among the four subscales displaying a simplex pattern, and thus supporting the underlying theoretical model (i.e., self-determination continuum), (b) positive correlations between subscales situated at the high end of the self-determination continuum (i.e., intrinsic motivation and identified regulation) and a relationship-maintaining goal, positive correlations between subscales situated at the low end of the self-determination continuum (i.e., external regulation and amotivation) and a revenge goal, and a positive correlation between external regulation and a control goal, (c) positive correlations between self-determined friendship motivation and items assessing the global importance of friendships, and (d) positive correlations between self-determination scores from members of friendship dyads. Furthermore, analyses revealed the existence of several correlates of children's friendship motivation. Children who were more self-determined in their motivation to form friendships were preferred by their peers, and they reported greater perceived social competence, a more internal locus of control of social experience, greater social support from family members, best friend and teacher, and fewer feelings of loneliness and social dissatisfaction. Moreover, loneliness was partially predicted by the discrepancy between children's friendship motivation and presence or absence of a best friend. Finally, girls reported greater self-determined friendship motivation than boys, and gender differences were observed in the relationships between friendship motivation and some of its correlates (i.e., one item stating that friendship is more important than popularity, peer preference, number of reciprocated friends, and having a mutual best friend).
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19

Xenikou, Athena. "Attributional theory, organisational culture and motivation." Thesis, University College London (University of London), 1995. http://discovery.ucl.ac.uk/1317967/.

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This thesis concerns the effect of attributions for failing in a creativity task and organisational culture (OC) on motivation to engage in similar tasks. In chapter one the relationship between situational attributions, attributional style (AS), and motivation is reviewed. A reformulation of Amabile's model of the social psychology of creativity is suggested on the grounds of recent developments in attributional theory. An extension of Amabile's theory is also proposed by investigating various social facilitators of creativity. In order for the proposed extension of Amabile's theory to be further elaborated within the organisational setting, the effect of organisational culture on creativity and innovation is reviewed in chapter two. Five studies were conducted to test a series of hypotheses derived from the above research. In study one, the moderating role of situational attributions in the relationship between failure and subsequent motivation was empirically shown in terms of the refined attributional theory of Weiner. Since the literature in AS has questioned the psychometric properties of the various measures of the concept, study two concerns the development of a more reliable and valid measure of AS. Results showed that a generalised expectancy for negative events is a predictor of low confidence and pessimism. In study three the new measure of AS was used to test for the hypothesised influence of AS on after-failure motivation through its effect on situational attributions. The suggested extension of Amabile's social psychology of creativity was also tested by examining whether pro-creativity social norms facilitate creative behaviour. The findings demonstrate that the globality facet of AS and the perceived social norms for creativity determine the perception of situational attributions, which in turn predicts the level of after-failure motivation. In order to examine the effect of social norms on motivation to be creative in the organisational setting, organisational norms as a manifestation of OC had to be measured. The fourth study was a psychometric assessment of four questionnaire measures of OC which showed the more reliable and valid measure to use. In addition, study four provided some evidence that the organisational norms of creativity, internal co-operation, and achievement constitute the cultural dimension of openness to change, while the norms of centralisation of power and competition are associated with resistance to change. The fmal study investigated the effect of OC on employees motivation to be creative through the mediating effect of situational attributions for failure and expectancy of future success. The hypotheses of this study were partly supported. The final chapter discusses the findings and the limitations of this thesis, drawing out possible implications for future research.
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Marsh, Kerry Lynn. "Control motivation : attributions, actions, and performance consequences /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487694702785007.

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21

Grehn, Sandra, and Carolina Bard. "Relationen : en väg till motivation." Thesis, University of Skövde, School of Technology and Society, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-2989.

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Denna uppsats syftar till att undersöka sambandet mellan rättvisa och motivation bland skolelever, då det tidigare saknats specifik forskning inom området. Enkäter delades ut till högstadieelever för att mäta deras upplevelse av distributiv, procedural, informativ respektive interpersonell rättvisa i relationen till läraren samt deras motivation i skolarbetet. Totalt ingick 227 respondenter i studien. Resultatet visade på ett signifikant positivt samband mellan samtliga former av rättvisa och motivation i skolarbetet. Graden av informativ respektive interpersonell rättvisa visade sig även förutsäga graden av motivation i skolarbetet. Vi fann könsskillnader i graden av motivation i skolarbetet, där tjejer uppvisade en högre grad av motivation än killar. Däremot fann vi inga signifikanta könsskillnader i upplevelsen av rättvisa. Studien visar på betydelsen av en rättvist upplevd relation och ett nytt sätt att närma sig motivation.

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22

Hamamura, Takeshi. "Approach-avoidance motivation across cultures." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/1012.

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People everywhere strive for an ideal view of the self, but the conception of “ideal” differs importantly across cultures. In Western societies, the ideal self entails the possession of high self-esteem, whereas in East Asian cultures the ideal self entails maintenance of “face,” or successful performance of social roles and obligations. Within each cultural context, aspirations for an ideal self are facilitated by a network of psychological processes. One such psychological process is approach and avoidance motivations: approach motivation is useful for Westerners’ pursuit of high self-esteem whereas avoidance motivation is useful for East Asians’ concerns for face maintenance. Review of prior research renders support to this theorizing. Because approach and avoidance motivations are fundamental psychological processes, cross-cultural research on this topic is a great venue for investigating the ways in which culture shapes psychological processes. This dissertation examines the implication of cultural differences in approach and avoidance motivations in two domains. Studies 1 and 2 investigated the motivational consequences of a fit between culturally encouraged motivation and focus of self-regulation that a task at hand calls for. In comparisons of Canadians and Japanese, these studies found that individuals’ motivation for a task is enhanced when culturally encouraged motivation matched with focus of self-regulation required for the task. The second set of studies (Study 3 and 4) examined cognitive consequences of approach-avoidance motivation cultural difference. These studies found that a type of information that people are attuned to differs as a function of cultural differences in approach-avoidance motivations. Implications of the findings and future directions are discussed.
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23

Hennefer, Mindi. "Intrinsic Classroom Teacher Motivation." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5473.

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In the public education accountability movement, politicians and corporate reformers claim that student performance on standardized tests is an appropriate and reliable measure of a teacher's ability to educate. Given the process of holding K-12 classroom teachers directly accountable for individual student achievement based on standardized testing results, the teachers at XYZ Elementary School are currently motivated to change only through externally controlled factors or extrinsic motivation. The purpose of this research was to explore processes other than extrinsic motivation that motivate teachers to engage in strategies and methods that indirectly influence students to learn over the long term. The purpose of the mixed transformative emancipatory design focused on change orientation and the social injustice inflicted upon professional educators (Creswell & Plano Clark, 2011). The study took place at a single-site elementary location with 19 volunteer teachers. The qualitative and quantitative data included 2 assessments, 1 experiment, 1 activity, and individual interviews. Data analysis of this transformative, mixed-methods, emancipatory design revealed the participants of XYZ Elementary School were ready and willing to change, felt low levels of autonomy in the workplace, experienced levels of flow (intrinsic motivation) in the classroom, and experienced low levels of support or appreciation from political leaders and the business community. The implication for local social change is the reexamining of current extrinsic motivation and management techniques to help educators become more effective. Broader social implications of this study are that teachers who experience higher degrees of autonomy and sense of purpose also feel a greater amount of intrinsic motivation to teach and learn.
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Heilman, Mark A. "Relationship Between Autonomous Motivation and Ego-Depletion." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2213.

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Previous research has shown that exerting self-control on a demanding task can impair performance on a subsequent demanding self-control task. This phenomenon is known as ego-depletion; however, its underlying mechanisms are not well understood. Notable gaps in the literature exist regarding whether participants’ motivation levels can attenuate the depletion effect, and whether trait self-control is related. Drawing from the process model of depletion and the self-determination theory, the goal of the study was to examine whether motivational incentives in the form of autonomy can impact performance on tasks in an ego-depleted state, and the potential relationship of trait self-control. Amazon Mechanical Turk was utilized to conduct this experimental quantitative study with a 2 (ego-depletion: yes or no) x 2 (autonomous reward motivation: incentivized or nonincentivized) between-subjects factorial design. The effects of an autonomous motivational incentive were compared with the effects of no incentive on a convenience sample of online participants (N = 211), half of whom performed a task designed to be depleting of self-control resources, and half of whom performed a non-depleting task instead. Multivariate ANCOVAs showed no significant differences for performance on a subsequent self-control task for any of the experimental groups, and no co-variance of trait self-control was found (as measured by the Brief Self-Control Scale). This study will contribute to social change by increasing understanding of the factors contributing to self-control. This knowledge will be useful to anyone intending to strengthen their own willpower and achieve their goals, and may enable practitioners to better assist clients struggling with addictions and other maladaptive behaviors.
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Kachanoff, Frank. "A collective approach to studying human motivation." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=119582.

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ABSTRACTFor the most part, human motivation has been studied through a lens that has been focused primarily on the individual, and the immediate environmental context that might affect the individual. Applying an individually focused approach to studying human motivation is logical and appropriate: to explain and account for an individual's behaviour, the unit of analysis should include the individual. However, recent research and theorizing by Taylor (2002) and Oyserman (2007, 2009) proposes that social groups, and their associated collective (social) identities, influence individual group members' personal motivation and individual capacity to self-regulate their behaviour. Expanding on this research, we propose that in order to fully understand an individual's personal motivational state, we must also consider the collective factors that are characteristic of an individual's social group and that affect an individual's social group. In the present thesis we propose and formalize a collective approach to studying individual motivation. The research we present demonstrates how a collective approach to studying individual motivation may be applied in order to expand on current, influential, yet individually focused theories of motivation. In Manuscript 1, we present an hourly diary study that investigates the role that social groups have for providing individual group members with a template of clearly prescribed personal goals, and a clear understanding of the processes necessary for achieving these goals. With a group of first year university students living in residence, it was found that perceiving a shared sense of collective clarity concerning academic goals in the students' residence hall was related to the students' personal commitment to their academic goals. Importantly, this relationship was mediated by students' personal goal clarity and process clarity. This research demonstrates how a collective approach to studying individual motivation can expand on Goal Setting Theory (Locke & Lathame, 1990) and research stemming from the domain of industrial and organizational psychology. In Manuscript 2, we apply our collective approach to studying individual motivation in order to expand upon the influential framework of Self-Determination Theory (Deci & Ryan, 1985, 2000). With a large and culturally diverse sample, we demonstrate that individual group members' perception of their social group's collective autonomy in an intergroup context relates directly to their own personal autonomous need satisfaction. Furthermore, group members' perception of collective autonomy was indirectly related to their personal wellbeing, to having an internalized (autonomous) motivational style to follow their group's customs, and to their self reported engagement and participation in their group's culture. To conclude this thesis, we discuss the theoretical and practical implications of the present findings, and propose a general theoretical model that can be applied when adopting a collective approach to studying individual motivation.
RÉSUMÉLa plupart du temps, le domaine de motivation humaine est étudié du point de vu de l'individu, en prenant en compte seulement le contexte immédiat qui l'influence. Certes, cette approche est approprié : pour expliquer le comportement d'un individu, l'individu devrait être l'unité d'analyse. Par contre, de la recherche récente faite part Taylor (2002) et Oyserman (2007, 2009) suggère que les groupes sociaux, et les identités collectives auxquelles ils sont associés, influence la motivation personnelle et la capacité de s'autoréguler des membres individuels. Pour continuer cette recherche, nous proposons que pour comprendre l'état d'une personne individuelle, nous devons aussi prendre compte des facteurs collectifs qui caractérisent le groupe social de l'individu et qui influence son groupe. Dans cette thèse, nous proposons et formulons une approche collective pour comprendre la motivation de l'individu. La recherche que nous présentons démontre comment une approche collective pour comprendre la motivation individuelle peut être appliquée pour élargir les théories de motivation qui sont courantes et influentes, mais qui sont concentré sur l'individu. Dans notre premier manuscrit, nous présentons une étude de journaux de bord horaires qui investigue le rôle que les groupes sociaux jouent pour fournir aux membres individuels un guide de buts individuels qui sont prescrits d'une façon claire, et une compréhension des processus nécessaires pour accomplir ces buts. Avec un groupe d'étudiants de première année habitant dans des résidences universitaires, nous avons trouvé que la perception d'un sens de clarté collective aux niveaux des buts académiques dans leur résidence était reliée à l'engagement de chaque individu dans leurs buts académiques. D'importance, cette relation était médiée par la clarté individuelle de buts académiques et du processus pour les atteindre. Cette recherche montre comment une approche collective pour étudier la motivation individuelle peut élargir la théorie de la façon optimale de fixer des buts (Locke & Lathame, 1990) et la recherche qui sort du domaine de psychologie industrielle et organisationnelle. Dans notre deuxième manuscrit, nous appliquons notre approche collective pour étudier la motivation individuelle, pour élargir le cadre de la théorie de détermination de sois (Deci & Ryan, 1985, 2000). Avec un échantillon large et culturellement divers, nous montrons que la perception qu'ont les membres individuels d'un groupe de l'autonomie collective de leur group sociale dans un contexte intergroupe est relie directement à leur propre satisfaction de leur besoin d'autonomie individuelle. De plus, la perception d'autonomie collective des membres du groupe était indirectement reliée à leur bien-être personnel, à leur style de motivation internalisé (et autonome) pour suivre les coutumes de leur groupe, et à leur niveau reporté d'engagement et de participation dans la culture de leur groupe. Pour conclure cette thèse, nous expliquons les implications théoriques et pratiques de nos résultats présents et nous proposons un model théorique général qui peut être appliqué pour adopter une approche collective à l'étude de la motivation individuelle.
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26

Zerbe, Wilfred Joachim. "Mood, motivation, and task me." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/29224.

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Theorists in organizational behavior have generally ignored emotional determinants of behavior. A task of this dissertation was to extend the use of emotions for understanding organizational behavior in general and work motivation in particular. Two theories, expectancy theory and network theory, are used to make predictions about the relationship between mood and perceptions of the relationship between effort and performance. According to expectancy theory, the effort that people choose to expend at tasks is a function of their belief about the degree to which effort and performance covary. Network theory predicts that memories are connected by a network of associations. The accessibility for recall of a memory is a function of the activation of these associations. In this way positive events are more accessible for recall when individuals are in a positive mood state because of associations based on the affective valence of memories. Such accessibility of events for recall has been shown to be a determinant of probability judgements. On this basis it was predicted that mood would bias individuals' judgements of the probability that specific levels of effort lead to specific levels of performance. In other words, that mood affects expectancy. Specifically, it was predicted that individuals in an elated mood would report higher expectancy than individuals in a depressed mood. Mood was defined as a self-evaluative feeling state. Two other hypotheses were formed: that mood would influence how cause for behavior is attributed, and that individual differences in self esteem would moderate the relationship between mood and expectancy. Three studies were performed to provide a foundation for the testing of these hypotheses. In a fourth study they were tested. Study One assessed the psychometric properties of measures of mood states, individual differences, and task perceptions. Study Two concerned the experimental induction of mood. Mood manipulations used in the experimental literature were reviewed and one, a musical procedure, was chosen. The validity of this manipulation was then tested by having participants listen to the music of an elated, neutral, or depressed mood induction procedure. The results of Study Two provided strong evidence for the validity of the manipulation. Both self-report measures of mood and an unobtrusive behavioral measure were significantly affected. The results of Study Two also showed the utility of a conceptualization of mood as comprising two components: arousal and pleasure. It was shown that depression is characterized by low arousal and displeasure, and elation by high arousal and pleasure. Study Three reviewed the conceptualization and measurement of expectancy. It was argued that expectancy is properly conceptualized as the perceived covariation between effort and performance. This requires measurement of the relationship between multiple levels of effort and multiple levels of performance and calculation from these measures of an index of perceived effort -- performance covariation. Most prior measurement has only considered the relationship between high effort and high performance. Further, it was argued that such appropriate measurement allows predictions to be made about expectancy across individuals, in contrast to the argument that expectancy theory is a within-subjects theory. Previous authors have used such an approach to measure expectancy but have not demonstrated its validity. Study Three undertook such validation. Participants completed one of two experimental tasks: one with high objective expectancy, the other with low objective expectancy. As predicted, scores on the perceived covariation measure of expectancy were significantly higher in the high objective expectancy task. Measures of related constructs were influenced in a manner consistent with this finding. It was concluded that strong support for the expectancy measure existed. On the foundation of Studies One, Two, and Three, Study Four undertook to test the formal hypotheses of the dissertation. In each of three experimental sessions, participants completed a business decision-making task, underwent either an elation, neutral mood, or depression induction procedure, and then completed measures of their mood state, expectancy, and other task perceptions. The results of Study Four indicated that significant differences in mood resulted from the manipulation. However, none of the experimental hypotheses were supported. Mood did not influence expectancy or task attributions. A number of alternate explanations for this finding were considered, including failure of the mood manipulation, measurement error, and lack of statistical power. Of these, it was concluded that while Study Four lacked power to detect a large effect, this did not fully explain the failure to support the experimental hypotheses. Also compelling was the argument that the mood manipulation was not sufficiently powerful.
Business, Sauder School of
Graduate
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27

Tataru, Elena. "Motivation - Distansundervisningens största utmaning?" Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-43745.

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Denna studie ger en bild av elevernas motivation i samband med distansundervisning inom vuxenutbildningen. Studien visar även olika metoder och strategier som läraren kan använda sig av för att motivera eleverna att vilja lära sig. Syftet med studien är att lyfta fram distansundervisningens betydelse ur vuxna elevers perspektiv och erfarenheter samt att undersöka om den rådande distansundervisningen påverkas av elevers motivation och engagemang. Enligt olika motivationsteorier visar denna studie att för att öka elevernas yttre motivation ska läraren bemöta dem med respekt och vara lyhörd. För att stärka elevernas självkänsla ska läraren hjälpa eleverna att sätta upp realistiska mål som de kan uppnå samt ta vara på elevernas starka sidor. Elevernas psykiska hälsa spelar också stor roll. I detta syfte har jag genomfört en digital enkätstudie i Google Forms med 35 elever. Resultaten visade att motivation och engagemang är jätteviktiga inom distansundervisningen. Studien ger en bra inblick i hur lärare kan motivera och engagera eleverna i att lära sig effektivt. Undervisningen blir attraktivare när den innefattar prestation och erkännande samt när det ges utrymme för eget tänkande, självinsikt och självkänsla. Studien belyser också det faktum att lärarens anpassningar är viktiga för att göra undervisningen mer motiverande.
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Lake, J. "Positive Psychology and Second Language Motivation: Empirically Validating a Model of Positive L2 Self." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/357658.

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Teaching & Learning
Ph.D.
Positive psychology is rapidly developing as a field in psychology. Many constructs associated with positive psychology have been developed but relationships have not been demonstrated to second language (L2) learning or L2 learning motivation. The main purpose of this study was to explore empirically some core constructs of positive psychology and L2 learning motivation by testing a structural model of the causal relationships among levels of self-concept, and L2 proficiency. In order to do that, it was first necessary to validate measurable components of each of the levels. The self-concept constructs were: a global positive self-concept, a domain-specific positive L2 self, and L2 skill specific self-efficacy. The various self-constructs were organized into finer levels of specificity, from the global to L2 domain to L2 domain skills. A structural model was created from three latent variables that were in turn created from measured variables at each level of specificity. For the latent positive self-concept the measured variables consisted of flourishing, hope, and curiosity. For the latent variable of positive L2 self the measured variables consisted of an interested-in-L2 self, passion-for-L2-learning self, and L2 mastery goal orientation. For the latent motivational variable of L2 self-efficacy the measured variables were L2 speaking self-efficacy, L2 listening self-efficacy, and L2 reading self-efficacy. The measured variables were based on adapted or newly created self-reports. To demonstrate that the model holds beyond self-reports, objective L2 proficiency measures were also modeled with the latent variables of positive self-concept and positive L2 self. To demonstrate the generalizability of the self-model with L2 proficiency, a cross-validation study was done with two different objective measures of L2 proficiency, TOEIC and TOEIC Bridge. The results for the study were all positive for the creation of composite variables and fit to causal models. Latent variables were created for a composite positive self-concept, a composite positive L2 self, and a composite L2 motivation variable. The positive self-concept and positive L2 self also fit a model that included an objective measure of L2 proficiency. Finally, structural equation modeling confirmed causal relationships among positive self-concept, positive L2 self with both L2 motivation and with L2 proficiency. This study showed how constructs from the rapidly expanding field of positive psychology can be integrated with second language motivation. This study showed one way positive psychology can be applied to second language learning and suggests that positive psychology might invigorate future L2 motivation studies.
Temple University--Theses
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Jennings, Jay. "Religious Motivation and the Democratic Citizen." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/317436.

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Political Science
Ph.D.
There has been both praise and vilification of religion's role in shaping democratic citizens. By focusing on individual differences, religious motivations can help explain the complex relationship between religion and good citizenship, especially concerning the important topics of political engagement and prejudice. This dissertation will demonstrate that in order to understand the connection between religion and democratic citizenship, we must consider people's religious motivations. We must go beyond traditional approaches that only consider people's beliefs and behaviors. Religious motivation is a powerful measurement tool providing a richer framework than traditional measures of religiosity when answering a variety of questions regarding democratic citizenship. It is also a unique measure of individual difference with independent effects going beyond measures of personality, open-mindedness, ideology, and religiosity. The goal of this dissertation is twofold. First, it will establish religious motivation as an important measure that can greatly aid our understanding of the relationship between religion and democratic citizenship. Second, this dissertation will demonstrate how religious motivation can clarify religion's relationship with two specific measures of democratic citizenship: prejudice and political engagement. To meet these goals, this dissertation employs nationally representative surveys including a unique survey-experiment to provide evidence of religious motivations' important explanatory power. The findings suggest it is not what religious service you attend, or even how often you attend, but the motivation for being religious that best explains the level of political engagement and prejudice.
Temple University--Theses
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Palm, Hanna, and Michaela Nilsson. "Relationen mellan behovsfrustration, motivation och träningsberoende." Thesis, Högskolan i Halmstad, Akademin för hälsa och välfärd, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-39273.

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Frazer, Paul. "Predicting Multi-Trait Motivation from Multi-Trait Personality in HR Professionals." Thesis, Capella University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10977294.

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The research investigates the intersection of personality and motivation, and specifically, the predictive relationship between factors of the five-factor model of personality and the categories of the Assessment of Individual Motives-Questionnaire motivation model. Although significant research into multi-trait personality models exists, there is significantly less research into multi-trait motivation models and little research into how multi-trait models in these two fields intersect. No research exists within this field for human resource professionals. A canonical correlation analysis was chosen to properly represent all potential between-factor effects of the two variable sets. The resulting data met all assumptions and showed statistical significance. The results showed significance for the overall canonical correlation between the predictor and the outcome variables and showed that there were three statistically significant canonical functions between the two sets of variables. Four personality variables and three motivation variables met the statistical cutoff showing contribution to the canonical correlation. These results showed that the personality factors of Agreeableness and Conscientiousness negatively predicted the motivation category of Competitive. The personality factor of Extraversion predicted the motivation category of Cooperative, and the personality factor of Openness predicted the motivation category of Integrity of Self. These results suggest an opportunity for further investigation into the relationships between Openness and Integrity of Self, and between Conscientiousness and Competitive. Also, more canonical correlation research into this field may help understanding these complex relationships. Finally, extending this research to the public could provide a better understanding of personality and motivation outside the workplace.

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Isaksen, Sanna, and Kajsa Rudengård. "Att finna motivation i en hopplös situation." Thesis, Mälardalens högskola, Akademin för hälsa, vård och välfärd, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-43273.

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Att ge upp ett personligt viktigt mål är en situation alla kan ställas inför. Vad är det som avgör beslutet att ge upp eller att försöka igen? Syftet var att ta reda på vad det är som gör att en individ lyckas fortsätta framåt och försöka igen trots att denne gett upp målet. Erfarenheterna från 44 respondenter där de kämpat för att nå ett viktigt mål undersöktes angående skillnaden mellan att ge upp eller att försöka igen. Data analyserades genom tematisk innehållsanalys och belyste avgörande faktorer som avgjort om en individ lyckats ompröva sitt beslut att ge upp, vilket resulterade i yttre och inre orsaker, vilka sammanfattades i fyra åtgärder som kan motivera en individ i hopplösa situationer: tid, miljö, självinsikt/driv och struktur. Framtida forskning föreslår att använda denna studie som underlag i forskning kring motivationsskapande för individer som gett upp.Keywords: failure, give up, motivation, personal goals, try again
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Meilahn, Angie. "Teacher praise for student effort, achievement, and ability." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007meilahna.pdf.

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Braatz, Sara J. "An examination of college students' motivation toward physical activity." Virtual Press, 2007. http://liblink.bsu.edu/uhtbin/catkey/1371685.

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Engaging in physical activity is an important aspect of living a healthy lifestyle. Approximately 60% of adults do not participate in regular physical activity (U.S. Department of Health and Human Services [U.S. DHHS],1996), and rates of physical activity are declining (Brownson, Boehmer, & Luke, 2005). An understanding of motivation toward physical activity may aid in improving participation rates of physical activity. The purpose of the present study was to determine if there were differences in motivation toward physical activity among Physical Education majors and Non-Physical Education majors. Participants were 150 undergraduate students enrolled in a Physical Education: Fitness/Wellness (PEFWL) course and/or Physical Education: Professional (PEP) 161 — Foundations and Principles of Physical Education (PEP 161). Participants completed the Motivation for Physical Activities Measure-Revised (MPAM-R) and a series of Fitness Profile Tests. Results revealed there were no significant differences for motivation on any factor of the MPAM-R between Physical Education majors and Non-Physical Education majors. In addition, no significant differences were determined for Gender.
School of Physical Education, Sport, and Exercise Science
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Oh, Sei-Yi. "Flow in golf motivation, goal orientation, and challenge determinant /." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=1802.

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Thesis (Ph. D.)--West Virginia University, 2001.
Title from document title page. Document formatted into pages; contains viii, 131 p. : ill. Includes abstract. Includes bibliographical references (p. 104-121).
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Edeh, Jude Ndubuisi [Verfasser], and Michael [Akademischer Betreuer] Kühler. "Moral objectivity and the psychology of motivation / Jude Ndubuisi Edeh ; Betreuer: Michael Kühler." Münster : Universitäts- und Landesbibliothek Münster, 2019. http://d-nb.info/1195045700/34.

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Krejčová, Petra. "Motivation of Employees in Health Care." Master's thesis, Vysoká škola ekonomická v Praze, 2010. http://www.nusl.cz/ntk/nusl-81874.

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The main aim of this thesis is to analyse and discuss selected aspects of Czech healthcare environment and their influence on motivation and job satisfaction of doctors. The hypotheses and assumptions based on the analyses in the theoretical part were tested in the form of detailed employee satisfaction questionnaire research conducted in Hospital Prachatice, a small healthcare facility in South Bohemia. Even though the overall situation in Czech healthcare is rather escalated and bitter, the results of the research were better than expected and showed that the new hospital management is working hard on improving the relationships, communication with medical personnel, as well as overall situation in Hospital Prachatice. Even though there is still a long way ahead of them, they seem to be moving in the right direction.
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38

Banack, Hailey. "Coaching behaviours and the motivation of Paralympic athletes." Thesis, McGill University, 2009. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=40843.

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There are approximately 4.4 million Canadians (14%) with a physical disability, yet less than 1% of these individuals participate in organized sport programs (Sport Canada, 2006; Statistics Canada, 2007). Using Self-Determination Theory (SDT) as a framework, the purpose of the current study was to examine the relationship between Paralympic athletes’ perceptions of coach behaviour, psychological needs satisfaction, and motivation. The participants in this study were 113 Canadian Paralympic athletes. Participants completed an online survey comprised of the Sport Climate Questionnaire (Deci & Ryan, 2006), measures of perceived autonomy (Hollembeak & Amorose, 2005), competence (Hollembeak & Amorose, 2005), relatedness (Richer & Vallerand, 1998) and the Sport Motivation Scale (Pelletier et al., 1995). Confirmatory factor analysis was used to test the measurement model. Path modeling was used to test the relationships among perceptions of coach behaviour, the basic psychological needs of competence, autonomy, and relatedness, and motivation. Findings from the path model partially supported the tenets of SDT. There was a significant relationship between perceptions of coach behaviour and perceived autonomy and relatedness. Autonomy and competence were significant correlates of motivation. Results revealed the presence of a relationship between perceptions of autonomy supportive coaching strategies, the three psychological needs, and athletes’ intrinsic motivation towards sport. These findings hold theoretical and practical significance as they underscore the importance of using autonomy supportive coaching strategies to promote motivation in Paralympic athletes.
Environ 4.4 millions de canadiens souffrent d’un handicap physique, par contre moins de 1% de ces individus prennent part à des programmes de sport organisé (Statistiques Canada, 2007). En utilisant le Self-Determination Theory (SDT) en tant que cadre, l'objectif de la présente étude était d'examiner la relation entre la perception du comportement de l'entraîneur par les athlètes paralympiques, la satisfaction des besoins psychologiques, et la motivation. Les participants sont 113 athlètes Paralympiques Canadiens. Ils ont complété un questionnaire en ligne, composé de Sport Climate Questionnaire (Deci & Ryan, 2006), une mesure de la perception de l’autonomie (Hollembeak & Amorose, 2005), des compétences (Hollembeak & Amorose, 2005) et du sentiment d’appartenance (Richer & Vallerand, 1998) ainsi que le Sport Motivation Scale (Pelletier et al, 1995). La confirmation de l'analyse factorielle a été utilisée pour tester la validité factorielle de l'échelle. Le sentier de modélisation a été utilisé pour tester les relations entre la perception du comportement des entraineurs, les besoins psychologiques de base de la compétence, l'autonomie et la parenté, la motivation et le sport. L’appréciation de la voie modèle appuie les principes du traitement spécial et différencié et a confirmé la présence d'une relation entre l'autonomie de soutien, le comportement, la satisfaction des besoins, et la motivation. Il existe une relation significative entre le comportement des entraîneurs et deux des besoins (autonomie et appartenance). En autre, l'autonomie et la compétence sont en corrélation significative avec la motivation. Ces résultats ont des implications théoriques et pratiques puisqu’ils soulignent l’importance de l’autonomie et de l’utilisation de stratégies d’entraînements pour promouvoir la motivation chez les athlètes Paralympiques.
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39

Goudas, Marios. "Intrinsic motivation and goal orientations in physical education." Thesis, University of Exeter, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.384950.

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40

Suzukawa-Tseng, Sophia. "Contributing Factors to Academic Motivation in Female Undergraduate Students." Scholarship @ Claremont, 2014. http://scholarship.claremont.edu/scripps_theses/494.

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The present study examined whether type of college (i.e., women’s colleges with cross-gender enrollment with other colleges or co-educational colleges) influences academic self-efficacy, general self-efficacy, and academic motivation, and whether or not academic self-efficacy and general self-efficacy are directly related to academic motivation. The sample consisted of 144 female college students who attend colleges or universities in the U.S. Social networking cites (i.e., Facebook and LinkedIn) were employed to recruit participants. The study showed general self-efficacy and academic motivation, as well as academic self-efficacy and academic motivation to be directly related. Type of college was not found to predict differences in academic self-efficacy, general self-efficacy, or academic motivation. Students of both school types were comparable in terms of academic self-efficacy, general self-efficacy, and academic motivation. The findings may help female high school students in their college selection process. Overall these findings add to the growing literature on the importance of self-efficacy for academic motivation.
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Parker, Joshua C. "Gender differences in the motivation to learn." Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Parker_J%20MITthesis%202007.pdf.

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42

Cheung, Lin-sang. "Teachers' strategies for motivating students' learning in Hong Kong secondary schools : perspectives of teachers and students /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2118480X.

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43

Sjökvist, Fredrika, and Rebecca Malm. "Motivation i arbetslivet : Hur påverkar olika löneformer motivation till arbete inom försäljningsbranschen?" Thesis, Högskolan i Gävle, Avdelningen för socialt arbete och psykologi, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-23810.

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Valet av ämne till studien baserades på det nuvarande fokus som läggs på lönens storlek och löneformen på arbetsplatsen, vilket betraktas som betydande faktorer för många arbetstagare. För att sedan undersöka huruvida lönens storlek och löneformen påverkar motivationen till arbete på arbetsplatsen genomfördes därmed denna studie. Tidigare forskning inom ämnet visar på att motivationen till arbete ökar då arbetstagarna känner sig nöjda med sin lön. Vidare har det framkommit att de medarbetare som inte känner sig nöjd med sin lön statistiskt sett tenderar frivilligt att säga upp sig och har högre frånvaro jämfört med de som är nöjda (Chiu, 1999). Bolster (2007) menar att lönen är de belöningssystem som motiverar flest människor. Syftet med studien är att undersöka ifall motivationen till arbetet påverkas av lönestorleken och löneformen. Med fokus på hur olika löneformer påverkar de anställdas motivation till arbete inom försäljningsbranschen. Vid genomförandet av studien användes en kvantitativ ansats. Studien utfördes med en webbenkät som baserades på två tidigare genomförda studier inom ämnet. Webbenkäten innehöll frågor som behandlade löneform, lönestorlek samt motivationen till arbete. Enkäten sändes viamejl till anställda inom försäljningsbranschen. De analyser som gjordes visade på att det inte existerade något samband mellan de anställdas löneform och motivation till arbete. Dock infann sig ett signifikant samband mellan lönens storlek och motivationen till arbete. Där framgick att högavlönade var mest motiverade till arbete, r(77) =.23, p = .043.
The choice of topic for the study was based on the current focus is placed on the rate of wages and the wage form in the workplace, which are regarded as significant factors for many workers. Then, to investigate whether the rate of wages and the wage form affects the motivation towork in the workplace took place is this study. Previous research on the subject shows that the motivation to work increases when workers feel more satisfied with their salary. Furthermore, it emerged that employees who do not feel satisfied with their salary statistically tend to voluntarily resign and have higher absenteeism compared with those who are satisfied (Chiu, 1999). Bolster (2007) argues that wages are the reward systems that motivate most people. The purpose of the study is to examine whether motivation to work is influenced by the size of the wage and the wage form. With a focus on how different forms of remuneration affects the motivation to work in the sales industry. In the implementation of the study used a quantitative approach. The studywas conducted with a web survey was based on two previous studies on the subject. The online survey contained questions that dealt with payroll form, payroll size and motivation to work. The questionnaire was sent via e-mail to employees in the sales industry. The analyzes conducted showed that there existed no relationship between the employees' wage form and motivation to work. However, appeared a significant correlation between rate of wages and the motivation to work. There appeared to highly paid weremost motivated to work, r(77) = .23, p = .043.
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Ljung, Susanne. "Finns det könsskillnader i motivation?" Thesis, Stockholm University, Department of Psychology, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-8482.

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Motivation är av stor vikt för att kunna lägga mycket tid och energi på sitt arbete. Syftet med den här studien var att se om de faktorer som leder till motivation för kvinnor och män är olika, och om det kan vara anledningen till att det finns fler män än kvinnor på högre positioner. Ämnet har undersökts med en kvalitativ ansats genom att en tio kvinnor och män intervjuats. Resultatet har analyserats genom en tematisk analys och visar att det finns skillnader mellan de faktorer som kvinnor och män upplever vara motiverande. Traditionella föreställningar om kön verkar leva kvar, och även upprätthållas av organisationer.

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45

Haderlie, Derek Christian. "Moral Motivation and the Devil." Thesis, Virginia Tech, 2014. http://hdl.handle.net/10919/63998.

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In this paper, I call into question the thesis known as judgment internalism about moral motivation. Broadly construed, this thesis holds that there is a non-contingent relation between moral judgment and moral motivation. The difficulty for judgment internalism arises because of amoral agents: when an agent both knows the right and yet fails to be motivated to act on this knowledge. Specifically, I cite John Milton's Satan from Paradise Lost. This is a problem because it calls into question the non-contingent relation between moral judgment and moral motivation. I argue that in order for judgment internalism to be viable in reconciling judgment internalism and amoralism, it must provide plausible accounts of both (a) the relationship between judging and motivation, and (b) the conditions for defeasibility. While crude versions of the thesis fail to do this, I provide a revised thesis which I call Narrative Internalism, which assumes a narrative theory of the self. This thesis has the dual strength that it can account for both why one would typically be motivated to Φ upon judging that it is right to Φ and also the conditions that might obtain such that one would fail to be motivated. This account of moral psychology explains both (a) the relationship between judging and motivation, and (b) the conditions for defeasibility by giving an account of plausible defeasibility conditions. I conclude that unless there are more plausible accounts of judgment internalism in the offing, which doesn't seem apparent to me, we should adopt Narrative Internalism.
Master of Arts
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46

Widjaja, Emmeline. "Motivation Behind Volunteerism." Scholarship @ Claremont, 2010. http://scholarship.claremont.edu/cmc_theses/4.

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Volunteer service accounts for a substantial percentage of America’s workforce and GDP. Numerous organizations such as Habitat for Humanity and the American Red Cross have come to rely heavily on volunteer service. Due to the recent economic downturn and resulting budgetary cuts in the government sector, non-profit organizations have had to assume greater responsibility for providing services such as health care and education. Considering the importance of volunteer service to society, this literature review seeks to identify the key functional motives for volunteers. With a particular focus on the functional motivation theory and the six most prominent motives – values, enhancement, understanding, career, social, and protective – this paper explores the general trends, gender difference, and age differences in volunteer motivation. In addition, it discusses the practical implications of knowledge about volunteer motivation on recruiting and retaining volunteers.
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47

Ginley, Meredith K. "Motivational Interviewing." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etsu-works/8883.

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48

Karlsson, Pauline. "Personlighetsdrag som förklaring för motivation på arbetet : En kvantitativ studie om sambandet mellan extraversion och upplevelsen av inre motivation på arbetet." Thesis, Södertörns högskola, Institutionen för samhällsvetenskaper, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-37968.

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Den ständiga uppkomsten av nya teorier inom både personlighet och motivation intresserar många och används flitigt av organisationer i sitt personalarbete. Tidigare forskning har visat att det finns en tydlig koppling mellan olika personlighetsdrag och motivation, vilket ger möjligheten till att skräddarsy arbetetsuppgifterna utefter vilka personlighetsdrag medarbetaren visar höga nivåer av. Syftet med den aktuella studien är att undersöka om extroverta, jämfört med introverta upplever mer inre motivation på sitt arbetei enlighet med Organismic Integration Theory, som är en teori inom Self Determination Theory. Syftet var även att se hur extraversion ställde sig i relation till både yttre motivation och amotivation. För att undersöka detta genomfördes en enkätstudie, som besvarades av 108 deltagare. Resultatet visade att det fanns ett samband mellan extraversion och inre motivation. Det fanns även ett samband mellan extraversion och med två av underkategorierna till yttre motivation. Förslag på vidare forskning skulle vara att kartlägga vilka arbetsuppgifter extroverta och introverta har, samt specifikt rikta in på bransch eller en yrkesgrupp där för att se om det föreligger en inre motivation hos dessa medarbetare.
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Dennis, Matthew Gordon. "Adapting feedback to learner personality to increase motivation." Thesis, University of Aberdeen, 2014. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=215571.

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Motivation is important for learners. As the provision of education moves increasingly towards online delivery, keeping motivation high is a key challenge. The lack of personalized approaches traditionally delivered by human tutors increases drop out rates. This thesis investigates how a conversational agent, taking the role of a virtual tutor, could deliver personalised feedback on performance to learners. It also investigates the most effective emotional support to incorporate in this feedback in order to maintain learner motivation. How learners respond to feedback depends on many factors. We focus on learner personality as our adaptation criterion, in particular Generalized Self Efficacy (GSE) and the Five Factor model (FFM). First, based on the literature, the thesis establishes how the core concepts of motivation, affective state, feedback and personality relate to one another, and discusses other research into learner motivation and feedback. Our main methodology is the User-as-Wizard method where we model how people adapt to personality in the real world when giving feedback to learners. An algorithm is then developed to encapsulate these adaptations, and is then evaluated. To achieve this, we required a way to express different learner personalities in a controlled way. Personality can be described by many models, but one of the most popular and reliably validated is the Five-Factor Model. In this model, the personality of an individual is described by a score for each of the five dimensions or 'traits'. There are numerous self-report questionnaires for these traits, indicated by a measure of agreement with certain adjectives on a scale. To express the traits at polarized levels, we produced and validated ten stories, two for each of the traits, expressing only that trait at high and low level. These stories were based on the adjectives used in the IPIP-NEO questionnaire. We also created two polarized stories for Generalized Self Efficacy. Subsequently, we investigated how people use different slants (or bias) in performance feedback, depending on learner personality. We designed two experiments, in which participants took the role of a teacher. Participants were shown the learner's personality (through the personality story) and a set of test scores on a range of topics. We provided different ways of describing the learner's performance which could result in positive, neutral or negative slants (e.g. “you are slightly below my expectations” on a score of 10% is positive, and “you are substantially below my expectations” is neutral). The type of slant was established by a focus group of experts prior to the experiments. We found some evidence that slanting was used for very low test scores for students with low GSE, and positive slanting for conscientious students who had only just failed a test. Next, we investigated supplementing slant with emotional support. A set of emotional support statements was generated and categorized. A series of five experiments was run where participants gave feedback to students with differing personality traits (using the FFM stories) and test scores. Participants could provide the same performance feedback (with associated slant) from the previous experiments, and could choose to supplement this with the validated emotional support statements. The type of emotional support given did indeed vary between different personalities (e.g. neurotic individuals with poor grades received more emotional reflection), and an algorithm was created to describe these adaptations. Finally, we ran a qualitative study with teachers and students to investigate the algorithm's effectiveness. During the course of the thesis we also developed a methodology for generating, validating and investigating the use of Emotional Support for other domains. This has already been applied in research to persuade older adults to participate in social interactions and to support Community First Responders and carers when experiencing various stressors.
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Smith, Jennifer R. "Attachment style and motivation to volunteer among emerging adult college students." Thesis, Mississippi State University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1596100.

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Viewing motivation to volunteer through an attachment theory perspective may enhance understanding of volunteering motivations. A questionnaire was administered to (N=155) emerging adult college students using a Lykert-type scale (1 - 7) to assess attachment (Bartholomew & Horowitz, 1991) and motivation to volunteer (Omoto & Snyder, 1994). Five forward linear regression analyses were conducted to identify significant predictors of attachment style on motivation to volunteer. For each analysis, one of the five motivations to volunteer variables (values, understanding, esteem enhancement, personal development, community concern) was regressed on the combination of four attachment style variables (secure, avoidant, anxious ambivalent, dismissing avoidant). Findings indicate that Secure significantly predicted Values, Understanding, and Community Concern; Anxious Ambivalent predicted Understanding, Personal Development, Community Concern, and Esteem Enhancement; and Dismissing Avoidant predicted Understanding. These findings partially support the hypothesized notion that securely individuals would likely report selfless motivations; whereas, insecure individuals would likely report self-serving motivations.

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