Journal articles: 'Motivation (psychology)'

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Grabiec, Olimpia, and Joanna Jędraszczyk-Kałwak. "Motivating factors applied in small and medium enterprises." Zeszyty Naukowe Wyższej Szkoły Humanitas Zarządzanie 18, no. 3 (September 29, 2017): 37–49. http://dx.doi.org/10.5604/01.3001.0010.6384.

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This article presents a discussion of issues connected with motivating employees to work. It contains theoretical principles of psychology of motivation, as well as a self-study connected with the presented topic. The theoretical part of this article presents a detailed definition of motivation, the scope of interest of motivational psychology as well as different types of motivation drivers applied by managers. On the other hand, the empirical part presents results of the research related to motivational systems applied in Silesian enterprises. This article aimed at showing different ways of motivating employees of small and medium enterprises to work, as well as defining, which factors are, in their opinions, the most encouraging to intensive work, which can contribute to the development of motivational systems in enterprises.

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Chintalapti, Neelima Rani. "Impact of employee motivation on work performance." ANUSANDHAN – NDIM's Journal of Business and Management Research 3, no. 2 (August 31, 2021): 24–33. http://dx.doi.org/10.56411/anusandhan.2021.v3i2.24-33.

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This paper endeavors to understand how an employee work performance could be influenced by the motivation ,as the employee work performance excel or fail depends upon the motivation .The research aims to define and understand the role of motivation on employees performance. To determine the motivation's root cause in employee's efficiency various theories of motivations are studied and their correlation with employee performance are detailed. The findings justified the influence on employees psychology and its high influence on employee work efficiency and effectiveness. The research will prove beneficial for researchers to understand the concept of motivation in organization behavior.

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Poltorak, Anastasiia. "Позитивна психологія як інструмент мотивації персоналу підприємств." Modern Economics 38, no. 1 (April 20, 2023): 132–38. http://dx.doi.org/10.31521/modecon.v38(2023)-20.

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Abstract. Introduction. In the conditions of martial law in Ukraine, the problem of effective application of positive psychology as a tool for motivating the personnel of enterprises is relevant and important. The general state of stress from the existence of a constant threat to the national security and territorial integrity of Ukraine affects the psychological state of enterprise personnel, in particular, the motivation to work. The use of positive psychology as a tool for motivating staff can contribute to raising the morale of employees, strengthen their faith in their own strength and the positive result of their work, and reduce the risk of burnout at work in this difficult period for the country. In these conditions, the problem of effective application of positive psychology as a tool for motivating the personnel of enterprises is important and meets the current needs of society. Purpose. The purpose of the article is to substantiate the theoretical and methodological principles and practical approaches to the application of positive psychology as a tool for motivating the personnel of enterprises. Results. The main principles of applying positive psychology as a tool for motivating the personnel of enterprises are systematized. The global experience of the effective application of positive psychology as a tool for motivating the personnel of enterprises has been studied, namely: the «Googliness» program and the principle of «20% time on one's own project» of the Google company; positive psychology programs to increase staff motivation and Zappos' «responsible leisure» practices; Marriott International's «Positive Workplace» program aimed at improving the working environment and increasing staff satisfaction; Adobe Systems' Check-In program. The main techniques of positive thinking and optimism, which can be useful for increasing staff motivation, are summarized. Conclusions. It is concluded that the application of elements of positive psychology in the personnel policy of the enterprise can help to increase the motivation of employees, improve productivity and ensure job satisfaction.

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Grubi, T., and A. Strelchenko. "Psychology of university students' motivation." Fundamental and applied researches in practice of leading scientific schools 33, no. 3 (June 30, 2019): 25–29. http://dx.doi.org/10.33531/farplss.2019.3.06.

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The article considers the main aspects of student’s motivation, the authors compare the main motives of university students with the main motives of 11th grade students for attending university. The levels of need for approval between university students and 11th grade students were compared. In the article, an author’s questionnaire is presented. The practical recommendations were presented based on questionnaire results.

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KOTOV, Svyatoslav Vasilyevich. "POSITIVE MOTIVATION DETERMINANTS IN PSYCHOLOGY." Historical and social-educational ideas 6, no. 6_1 (February 1, 2015): 196. http://dx.doi.org/10.17748/2075-9908-2014-6-6_1-196-199.

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Frost, Robin M. "Terrorist psychology, motivation and strategy." Adelphi Papers 45, no. 378 (December 2005): 41–62. http://dx.doi.org/10.1080/05679320500519039.

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Basińska, Beata A. "Work Motivation Profiles and Work Performance in a Group of Corporate Employees: A Two-Step Cluster Analysis." Roczniki Psychologiczne 23, no. 3 (February 16, 2021): 227–45. http://dx.doi.org/10.18290/rpsych20233-3.

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Few studies have applied a person-centered approach to work motivation using cluster or profile analyses. Thus, little is known about which configurations of work motivations characterize professionals. The aim of this study is to establish the structure of work motivation profiles under the framework of self-determination theory and to examine the relationship between work motivation and subjective work performance. The study involved 147 corporate employees who completed the Multidimensional Work Motivation Scale and self-rated their work performance. The two-step cluster analysis was applied, followed by a one-way ANOVA and a post-hoc Bonferroni test. The findings revealed differences between the five profiles for all forms of motivational regulation on the self-determination continuum (large effect sizes). Further examination revealed that the employees’ current work performances differed across motivational profiles (medium effect size). Strongly and poorly motivated as well as autonomously motivated employees reported better subjective work performance compared to unmotivated individuals. In line with self-determination theory, the quantity and shape of motivation can be simultaneously considered in terms of both theoretical and practical implementation.

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Kispál-Vitai, Zsuzsanna. "Comparative analysis of motivation theories." International Journal of Engineering and Management Sciences 1, no. 1 (June 20, 2016): 1–13. http://dx.doi.org/10.21791/ijems.2016.1.25.

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The aim of the article is to compare motivation theories from the view of general psychology and work psychology. The research was done by using secondary sources and by analyzing motivation from both views. The difference between the two lines lies in outcome orientation. Psychology is more descriptive work psychology tends to focus on the results of the motivation process. In comparison, both have their values. The relevance of the research is to provide a theoretical basis for improving the development of more relevant motivation theories.

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Liu, Xin, and Ni Jia. "How Is Motivation Generated? Exploring The Truth About Motivation Generation from A Psychological Perspective." International Journal of Education and Humanities 12, no. 1 (January 15, 2024): 216–19. http://dx.doi.org/10.54097/s3ds1b15.

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"As long as there is motivation, nothing is difficult." "There is no motivation today." - In life, we often hear the word "motivation." With motivation, we can start every day's activity. However, although motivation is important, it often makes people feel frustrated because it is not something that can happen casually. How can people make themselves full of motivation? Under what circumstances will one lose motivation? Let's take a look at what experts in motivational psychology say.

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Islamy, Athoillah. "DIALECTIC MOTIVATION, BEHAVIOR AND SPIRITUAL PEAK EXPERIENCE IN THE PERSPECTIVE OF ISLAMIC PSYCHOLOGY." Alfuad: Jurnal Sosial Keagamaan 3, no. 2 (December 6, 2019): 35. http://dx.doi.org/10.31958/jsk.v3i2.1759.

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This study aims to find the correlation of motivation, behavior and spiritual peak experience in the view of Islamic psychology. This type of research, namely qualitative research in the form of literature study. The primary data source of this research, namely the theory of hierarchy of human basic needs from Abraham Maslow. Meanwhile, secondary research data sources, namely various other relevant western motivational theories. The theory is used as a knife of analysis, namely the theory of motivation of the human soul from al-Ghazali which includes dimensions of heart, reason and lust. This study concludes that in the perspective of Islamic psychology there is a strong relationship between motivation and the behavior of every human being in the process of achieving spiritual peak experiences. The relationship of motivation and human behavior in the perspective of Islamic psychology that is more likely to emphasize religious motives (spiritual), both in psychological and physiological conditions of humans. motivation and behavior in Islam are very closely related to various stages in the process towards the ultimate spiritual human experience.

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Altunina, Inna R. "MOTIVATION PROBLEMS IN FOREIGN PERSONALITY THEORIES." RSUH/RGGU Bulletin. Series Psychology. Pedagogics. Education, no. 4 (2020): 12–28. http://dx.doi.org/10.28995/2073-6398-2020-4-12-28.

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Foreign author’s psychological theories of personality from the point of view of formulating and solving issues related to the field of motivation of human behavior are examined in the article. The theories are mainly presented, which are usually considered both in monographs devoted to theoretical issues of personality psychology, and in books, the purpose of which is to illuminate motivational issues. The provisions of these theories related to the topic of motivation are revealed and discussed. Particular attention is paid to the lack of clear scientific criteria for classifying a particular theory as a personal or motivational problem, although in fact motivation is only a particular aspect of personality psychology. In conclusion, the point is made that in modern theories of personality, the issues of motivation of human behavior are disclosed quite fully and versatile, however, there is still no unified, holistic psychological theory of motivation and a clear division of the theory into personal and motivational. The same is stated with regard to psychological theories of personality, which differ significantly from each other in terms of terminology, problems considered in them and scientific solutions offered to them.

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Dr. Syed Shujaat Ali, Mr. Salman Nasir, Dr Mansoor Ali,. "Focusing on English Learners' Concerns: Investigating De-Motivational Sources of ESL Learners in Classroom Setting of a Public Sector University of Pakistan." Psychology and Education Journal 58, no. 1 (January 15, 2021): 5782–94. http://dx.doi.org/10.17762/pae.v58i1.1987.

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L2 de-motivation has considerable role in diminishing or slowing down the second/L2 (English) learning outcomes. However, L2 de-motivation in general and the context of Pakistan in particular is under-researched. So, the main purpose of the study is to identify various L2 de-motivational factors of the BS Undergraduate L2 learners of the Department of English of a remote and under-researched Kohat University of Science and Technology, Khyber Pakhtunhwa, Pakistan. Drawing upon the questionnaires of the well referenced L2 de-motivation experts and also adding some items related to gender and anxiety oriented L2 de-motivation, a modified closed ended questionnaire of 40 items was developed. The data was obtained from 400 (250 Male and 150 Females) L2 learners was analysed by applying the rarely used but much recommended exploratory factor analysis. Total 08 L2 de-motivational factors emerged: Teacher, syllabus, non communicative methods, L2 anxiety, lack of classroom resources, unfavourable classroom environment and rarely noted gender related L2 de-motivational factors. Moreover, in this study in contrast to earlier studies in Pakistan, we are able to not only identify the various L2 de-motivational factors in well defined forms but also construct and validate the modified questionnaire with the help of applying factor analysis. Thus the questionnaire can be exploited for future research in field of L2 de-motivation in general and particularly in Pakistan. Similarly, unlike the earlier studies, learners' negative attitudes towards English and learning its culture did not emerge as a L2 de-motivational factor. Moreover, new but equally contesting gender related L2 de-motivational factor also emerged. This study highlights that L2 teachers should adopt motivating teaching methods, interesting teaching materials and develop interesting syllabus. Moreover, L2 learners' needs analysis be given more importance for addressing their L2 de-motivation and thus enhancing their language proficiency in the Higher Education in Pakistan.

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Elliott, Julian, Neil Hufton, Eric Anderman, and Leonid Illushin. "The psychology of motivation and its relevance to educational practice." Educational and Child Psychology 17, no. 3 (2000): 122–38. http://dx.doi.org/10.53841/bpsecp.2000.17.3.122.

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This paper briefly outlines a number of key theories in the psychology of motivation (reinforcement, attribution, self-efficacy, expectancy and goal orientation theories) and considers their relevance to educational practice. It then considers the impact of pedagogy upon motivation with particular reference to practice in Russia. In the light of this discussion, it is argued that much work in motivational theory has neglected to consider to a sufficient degree important cultural and pedagogical factors. The paper concludes by considering implications for professional educational psychology practice.

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King, Ronnel B., and Dennis M. McInerney. "Culturalizing motivation research in educational psychology." British Journal of Educational Psychology 86, no. 1 (February 9, 2016): 1–7. http://dx.doi.org/10.1111/bjep.12106.

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Freeman, Stephanie. "The Material and Social Dynamics of Motivation." Science & Technology Studies 20, no. 2 (January 1, 2007): 55–77. http://dx.doi.org/10.23987/sts.55212.

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Volunteer motivation has been a central theme in Free/Libre/Open Source Software (FLOSS) literature. This research has been largely dominated by economists who rely in their surveys on the distinction between intrinsic and extrinsic motivations and the ‘hacker ethic’ – for profi t juxtaposition. The paper argues that survey-based analytical frameworks and research designs have led to a focus on some motivational attributions at the expense of others. It then presents a case study that explores dynamic, non-individualistic and content-sensitive aspects of motivations. The approach is based on socio-cultural psychology and the author’s observations of a hybrid fi rm-community FLOSS project, OpenOffi ce.org. Instead of separating intrinsic motivations from extrinsic ones, it is argued that complex and changing patterns of motivations are tied to changing objects and personal histories prior to and during participation. The boundary between work and hobby in an individual’s participation path is blurred and shifting.

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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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Dolgaya, A. A. "Motivational Delegation in Intellectual Production: a Model and its Validation." Economics and Management 26, no. 3 (May 12, 2020): 284–90. http://dx.doi.org/10.35854/1998-1627-2020-3-284-290.

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The study presents a motivational delegation model and provides its validation with allowance for the results of recent studies in educational psychology, neurobiology, and pedagogy. In this model, delegation is a communication process serving to transform the intrinsic motivation of employees to align it with business goals and objectives.Aim. This study aims to validate and verify a model of motivational delegation based on studies in neurobiology, psychology, and pedagogy.Tasks. The authors analyze studies on the subject of motivation in neurobiology, social psychology, and pedagogy, identify factors that explain a motivation model based on internal self-determination, and substantiates an algorithm of communication between the manager and the subordinate during the delegation of business tasks.Methods. The scientific methodology of the study includes empirical modeling based on the author’s experiments, analyzing and synthesizing information about intrinsic motivation from available sources, evaluating relevance to the tasks, identifying factors affecting motivation, abstracting and modeling a mechanism and algorithm of motivational delegation.Results. To simplify the understanding of the neurofunctionality of human motivation and modeling of motivation during delegation, the authors introduce the concepts of “want” motivation and “need” motivation. Deep motivational attitudes embedded into the functioning of the amygdala in the form of value orientations can be briefly defined as the “unconscious want”. A positive or negative encoded signal generated by the amygdala that enters different parts of the brain depending on its nature can be referred to as the “conscious want”. The positive “conscious want” activates the prefrontal cortex, i.e. the cognitive and communicative function, while the “conscious don’t want” activates spatial orientation and avoidance motivation. For extrinsic motivation stimuli, the authors introduce the definition of “need”, assuming that the origin of these stimuli is completely extraneous and appears in the prefrontal cortex upon assignment of the delegated task. There are many tools for collaborative goal-setting and team project planning that can activate the “conscious want”. However, if there is a gap between the conscious and the unconscious “want”, there will be no real engagement in the task.Conclusions. Motivational delegation makes it possible to reliably activate both the emotional part of the employee’s brain, which provides energy for performing the task, and the prefrontal complex, which is responsible for the reasoning, creativity, and logic behind the result and execution of the task. Delegation becomes more complex and can be used efficiently in highly intellectual activities for solving creative and logical tasks.

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Upmane, Anda, Anda Gaitniece-Putāne, and Agita Šmitiņa. "PSYCHOLOGY STUDENTS PERSONALITY TRAITS AND MOTIVATION TO CHOOSE STUDIES." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 26, 2016): 540. http://dx.doi.org/10.17770/sie2016vol1.1525.

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The sample consisted of 83 first course academic and professional psychology program students aged 18-43 years. Research instruments: 1) Demographic survey; 2) BFI (Big Five Inventory, Benet – Martinez & John, 1998), adapted version in Latvian (Austers, 2007); 3) The assessment of psychology studies motivation. Key findings: The most important motivating factors for psychology studies in this sample are interest in psychology and the desire to help. Personality traits are related to the choice of profession motives: Agreeableness and Conscientiousness are positively correlated with the desire to help, Extroversion with a sense of capability for the profession, Neuroticism - with a uncertainity about the right profession choice.

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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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Wang, Yake, and He Yang. "Language Learning Motivations among Turkish Learners of Chinese as a Foreign Language: A Survey of Five Universities in Turkey." Behavioral Sciences 13, no. 10 (September 29, 2023): 808. http://dx.doi.org/10.3390/bs13100808.

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Research on language learning motivations has been extensive. However, research on learners’ motivations for learning Chinese has been underexplored compared to that for learning English. The current study aimed to investigate the motivations among 256 Turkish learners of Chinese as foreign language (CFL) who studied at five universities in Turkey. Participants completed an adapted questionnaire based on Gardner’s Attitude/Motivation Test Battery (AMTB). A series of statistical analysis revealed three major findings. First, integrativeness, attitudes towards learning situation and attitudes towards learning Chinese were identified as the three most important motivational variables, followed by instrumentality, and parental encouragement. Language anxiety and passive motivation seemed to play a weaker role in Turkish CFL learners’ motivations for learning Chinese at the tertiary level. Second, the results also show that females exhibited higher motivation to learn the target language compared to their male peers. Third, the choice of major among CFL learners appeared to influence their language learning motivations, with a notable distinction between Chinese majors and non-Chinese majors in five motivational variables: integrativeness attitudes towards the learning situation, language anxiety, parental encouragement, and passive motivation.

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Huang, Hsin-Chou. "Motivational Changes in an English Foreign Language Online Reading Context." Social Behavior and Personality: an international journal 41, no. 5 (June 1, 2013): 715–20. http://dx.doi.org/10.2224/sbp.2013.41.5.715.

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This study investigated how reading online affects English foreign language (EFL) learners' motivation to read all-English texts. Two classes of intermediate Taiwanese EFL learners in a college reading course participated. Each student read one online story every week during the semester-long experiment. A pre- and postreading motivation questionnaire, adapted from Mori's study, was administered to ascertain students' motivational changes. Results from a t test showed that reading using an e-book had a positive effect on students' motivations for reading in terms of several dimensions: reading efficacy, challenge, curiosity, involvement, reading for grades, and integrative orientation. Analysis of variance results showed that female students in the low-proficiency group were significantly more positive about the motivational effects of online reading than were low-proficiency male students.

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Lampusova, V. B., L. Yu Orekhova, and L. I. Shalamay. "Educational motivation of the senior students of Dental faculty." Scientific Notes of the Pavlov University 26, no. 4 (March 21, 2020): 34–39. http://dx.doi.org/10.24884/1607-4181-2019-26-4-34-39.

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Introduction. The question of learning motivation turns out to be the leading one in psychology of study. The content and structure of motivation form a certain motivational level of a student as well as the degree of his educational activity. During the years of study at the university, the correlation of motives changes, influencing the academic progress of the students.The objective of our study was to investigate the motivation peculiarities of educational activity in 4th year-students of the Faculty of Dentistry.Methods and materials. Forty-eight 4th year – students of the Faculty of Dentistry were analyzed for the structure of their motivation to study. The techniques and methods used in the study were «Studying the motives of students` learning activities» by A. A. Rean and V. A. Yakunin, «Motivation for university education» by T. I. Ilyina, «Motivation for success» and «Motivation to avoid failures» by T. Ehlers.Results. The learning activity of dental students is supported by many motives. The strongest leading motives are professional, educational, and cognitive motives as well as motivation for obtaining a diploma. The motivational sphere of students embraces both external and internal motives that do not depend on external stimuli. The students are equally aimed at gaining knowledge and mastering the profession. In the sphere of motivation, the students have both motivations for achieving success, and the motives for avoiding failures. The methods of forming positive learning motivation in the classes of 4-year dentistry students are given.Conclusion. The educational activity of dental students is supported by professional, educational, cognitive, and pragmatic motives. The structure of motivation includes both external and internal motives that give it stability. Students are satisfied with their chosen profession, and their educational activities are not compelled. The dental students have motivations for archiving success and the motives for avoiding failures, expressed to a greater extend. It must be taken into account in motivational support.Authors declare no conflict of interest.The authors confirm that they respect the rights of the people participated in the study, including obtaining informed consent when it is necessary, and the rules of treatment of animals when they are used in the study. Author Guidelines contains the detailed information.

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Dolgaya, A. A. "MOTIVATING DELEGATION MODEL AND ITS RATIONALE." Vestnik Universiteta, no. 5 (July 16, 2020): 5–11. http://dx.doi.org/10.26425/1816-4277-2020-5-5-11.

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The model of motivating delegation has been proposed and its justification by the results of recent studies in educational psychology, neurobiology and pedagogy has been presented. The actualization of the employee’s personal effectiveness lies in his internal, inherent and characteristic motivational model only for him. To build the model, the theory of self-motivation and the phenomenon of self-determination, recent discoveries in neurobiology have been used, a sequence of communication interactions between the director and the employee, which makes it possible to include the motivation of aspiration in the employee’s own motivational model, has been formulated. The main elements of the model are unconscious and conscious desires, and regulatory motives of both the leader and subordinate. Their hierarchy and interaction provide effective employee`s self-motivation in terms of setting the task, developing criteria for assessing the performance of the task. Motivating delegation allows you guaranteed to activate both the emotional part of the performer’s brain, which provides energy for the execution of the task, and the prefrontal complex, which is responsible for the thoughtfulness, creativity and consistency of the result and the process of the performance of the task.

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Ikulayo, Philomena B., and Johnson A. Semidara. "Culturally Informed Sport Psychology Practice: Nigeria in Perspective." Journal of Clinical Sport Psychology 5, no. 4 (December 2011): 339–49. http://dx.doi.org/10.1123/jcsp.5.4.339.

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This article discusses unorthodox sport psychology practices typical with Nigerian athletes, which differ from Western mainstream practice models. These practices are specific Nigerian cultural approaches to sport psychology and are based on two broad types of motivation: intrinsic and extrinsic motivation. The intrinsic aspects include prayers, chanting of songs, verbalization of incantations, psyching verses, and juju and spirits in motivational processes. The extrinsic strategies include praise singing, audience verbalization, drumming effects, persistent silent audiences’ effects, and presence of important persons as spectators or part of the audience. The article concludes with the hope that some of these unique practice strategies will be further researched and will be viable for adoption by athletes in other nations of the world who believe in their power so that multicultural practices can help advance the field of sport psychology.

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Marie Magnifico, Alecia. "“Well, I Have to Write That:” A Cross-Case Qualitative Analysis of Young Writers’ Motivations to Write." International Journal of Educational Psychology 2, no. 1 (February 24, 2013): 19–55. http://dx.doi.org/10.4471/ijep.2013.17.

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Hickey (2003), taking a “stridently sociocultural” position on motivation, notes that conceptualizations of motivation must shift to successfully study “motivation-in-context” (p. 401). This study represents an attempt to navigate such a shift. Rather than taking established understandings of achievement goals and motivation orientations as given, this interview-based, qualitative analysis examines three creative writing environmentsâ€”a secondary classroom, an extracurricular arts program, and an online game communityâ€”and analyzes adolescent participants’ understandings of their writing goals and motivations to write in particular settings. While such an approach relies on self-report and thus cannot capture implicit cognitions, its goal is to shed light on relationships among writers, contexts, and cognitionsâ€”and how traditional motivational paradigms may need to be amended to engage with such questions.

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Huang, Jen-Hung, and Yi-Chun Yang. "The Relationship Between Personality Traits and Online Shopping Motivations." Social Behavior and Personality: an international journal 38, no. 5 (May 1, 2010): 673–79. http://dx.doi.org/10.2224/sbp.2010.38.5.673.

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In this study we investigated the relationship between personality traits and online shopping motivations by comparing Big Five model of personality (McCrae & Costa, 1987) and motivations for Internet shopping. Data were collected from 216 participants using a questionnaire. Regression analysis results indicated that openness was positively associated with adventure and idea motivation, and conscientiousness was positively associated with convenience motivation. Furthermore, extraversion was positively associated with sociality motivation, and neuroticism was positively related to lack of sociality motivation. Implications and further research directions are then discussed.

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Sturman, Ted S. "Achievement Motivation and Type A Behavior as Motivational Orientations." Journal of Research in Personality 33, no. 2 (June 1999): 189–207. http://dx.doi.org/10.1006/jrpe.1999.2242.

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Tripathi, Ritu, Daniel Cervone, and Krishna Savani. "Are the Motivational Effects of Autonomy-Supportive Conditions Universal? Contrasting Results Among Indians and Americans." Personality and Social Psychology Bulletin 44, no. 9 (April 16, 2018): 1287–301. http://dx.doi.org/10.1177/0146167218764663.

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In Western theories of motivation, autonomy is conceived as a universal motivator of human action; enhancing autonomy is expected to increase motivation panculturally. Using a novel online experimental paradigm that afforded a behavioral measure of motivation, we found that, contrary to this prevailing view, autonomy cues affect motivation differently among American and Indian corporate professionals. Autonomy-supportive instructions increased motivation among Americans but decreased motivation among Indians. The motivational Cue × Culture interaction was extraordinarily large; the populations exhibited little statistical overlap. A second study suggested that this interaction reflects culturally specific norms that are widely understood by members of the given culture. When evaluating messages to motivate workers, Indians, far more than Americans, preferred a message invoking obligations to one invoking autonomous personal choice norms. Results cast doubt on the claim, made regularly in both basic and applied psychology, that enhancing autonomy is a universally preferred method for boosting motivation.

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Stansbury, Jessica A., and David R. Earnest. "Meaningful Gamification in an Industrial/Organizational Psychology Course." Teaching of Psychology 44, no. 1 (November 15, 2016): 38–45. http://dx.doi.org/10.1177/0098628316677645.

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Motivation and game research continue to demonstrate that the implementation of game design characteristics in the classroom can be engaging and intrinsically motivating. The present study assessed the extent to which an industrial organizational psychology course designed learning environment created with meaningful gamification elements can improve student perceptions of learning, course experience, and learning outcomes compared to a traditional course. A mixed analysis of covariance revealed that those in the gamified condition showed significantly higher perceptions of learning, engagement, and motivation than those in the traditional course. This research suggests that students can learn just as effectively as traditional courses but have more favorable and positive experiences in the course through more, novel, interactive teaching methods. Future research implications are discussed.

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Tikhomirova, Tatiana N., Kirilka S. Tagareva, Yulia V. Kuzmina, and Sergey B. Malykh. "Adaptation of the Russian-Language Version of the Questionnaire “Intrinsic Motivation and Ability of Self-Perception”." Sibirskiy Psikhologicheskiy Zhurnal, no. 84 (2022): 27–47. http://dx.doi.org/10.17223/17267080/84/2.

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Introduction. Motivation is one of the most reliable predictors of success in school, confirmed by the results of meta-analyses controls for intelligence and previous academic achievements. Goals and objectives. This article gives the results of the adaptation of the Russian version of the self-reported questionnaire, “Intrinsic motivation and Ability of self-perception”. It was aimed at measuring two aspects of a student's motivational sphere: their desire to study certain academic disciplines and self-assessment of their educational achievements in certain subjects at school. The age range analyzed was primary and secondary school children. Materials and methods. The questionnaire “Intrinsic motivation and Ability of selfperception” is aimed at measuring the motivation to study such school subjects as the Russian language, mathematics, natural sciences and physical education. The study involved 936 students aged 8 to 16.9 years, 396 primary school children (grades 2-4, 52.3% boys) and 540 adolescents (grades 5-9, 50.9% boys). Confirmatory factor analysis (CFI) and Student's t test were used. Results. According to the analyses of the original model, intrinsic motivation and selfperceptions of achievements factors for each school discipline had very high intercorrelations, which pointed towards a common latent construct underlying both intrinsic motivation and self-assessment of educational achievements. The study reveals differences in learning motivation between primary schoolchildren and adolescents in all analyzed school disciplines. Additionally observed was the tendency towards weakening of interrelationships between scores for learning motivations of various school disciplines in the period from primary to basic school education. Conclusion. Thus, the results of the adaptation of the Russian-language version of the “Intrinsic motivation and Ability of self-perception” questionnaire confirmed the four-factor structure, according to which there is a single indicator of academic motivation for each of the four school disciplines - the Russian language, mathematics, natural sciences and physical education.

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Bakhtiar, Aishah, and Allyson F. Hadwin. "Motivation From a Self-Regulated Learning Perspective: Application to School Psychology." Canadian Journal of School Psychology 37, no. 1 (October 27, 2021): 93–116. http://dx.doi.org/10.1177/08295735211054699.

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Self-regulation of learning involves developing metacognitive awareness (planning, monitoring, and evaluating) of (a) cognition—motivational beliefs, (b) behaviors—persistence, effort, engagement, and (c) affect—enjoyment, interest, and other emotions. Metacognitive awareness creates opportunities to exert metacognitive control as needed, which may involve sustaining or manipulating motivational cognition, behavior, and affect. By adopting a self-regulation perspective, this paper discusses the ways motivation develops within and across academic tasks and situations, as well as the ways learners can be supported to take control of their motivation in those contexts. Applying self-regulation principles in the practice of School Psychology means to consider the role of situation, context, and learners’ socio-historical experiences while empowering learners to focus attention on things they can control.

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Beymer, Patrick N., and Kristy A. Robinson. "Motivating by measuring motivation? Examining reactivity in a diary study on student motivation." Contemporary Educational Psychology 70 (July 2022): 102072. http://dx.doi.org/10.1016/j.cedpsych.2022.102072.

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Petrosyan, Laura. "THE INTERRELATION OF MAGISTRACY LEARNING MOTIVES AND STUDENTS’ PERSONAL FEATURES." International Journal of Research -GRANTHAALAYAH 6, no. 4 (April 30, 2018): 274–80. http://dx.doi.org/10.29121/granthaalayah.v6.i4.2018.1651.

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Psychologic features of learning activities’ motives have paramount importance for the process of mastering a profession and they’re a guarantee of professional’s personal development. The problem of learning motivation is analyzed and is actively researched by specialists in the educational psychology, pedagogical psychology and professional activity’s psychology. The goal of our research was to find out interrelation of motives of taking a master’s degree and personal features of students. The study was conducted with the 1st and 2nd year students of master’s program of Public Administration Academy of Republic Armenia. During the research we used the method of testing. We used Cattell personality inventory and method of studying the student’s motivation. 30 students of master’s programs, whose personal qualities were studied in 2014 (at the beginning of their studying for master’s degree) by the Cattell’s test, took part in the study. The motivation of training activity was researched with the method of studying student’s motivation during the tuition in 2015, by the time, when first year of master’s program was ending. We’ve provided correlational analysis, because the goal of our research was to find out relations of motivation of training activity and personal features. The generalization of theoretical and experimental information shows that motivation of training activity of a person is provided by personal factors. Accounting of personal factors will give a chance to increase motivation of learning activity in the process of realization of educational programs. Accordingly it’ll help to prepare qualified professionals, who will fit the needs of modern society.

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Nguyen Phuc, Loc, and Thu Tran Thi Le. "LEARNERS' ACADEMIC MOTIVATION IN PSYCHOLOGY: A SYSTEMATIC REVIEW." Journal of Science Educational Science 65, no. 12 (December 2020): 75–84. http://dx.doi.org/10.18173/2354-1075.2020-0112.

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A systematic review was conducted to evaluate the learning motivation of pupils and students in psychology field. The databases in Vietnamese and English were systematically searched for review from the inception in 1981. The result of 36 studies indicated six research categories in analysing academic motivation as follows (1) Academic motivation and academic achievement, (2) Learning motivation by educational levels, (3) Impacting factors on academic motivation such as basic psychological needs, teachersstudents relationship, class climate, student mindset, self-efficacy and personality traits, (4) Learning motivation assessment and measurement instruments, (5) Academic motivation development and (6) Prevention and intervention of learning amotivation cases. Further discussion about pupils and students’ academic motivation in Vietnam and suggestion for future researches shall be mentioned.

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Gabriel, Rami. "The motivational role of affect in an ecological model." Theory & Psychology 31, no. 4 (February 23, 2021): 552–72. http://dx.doi.org/10.1177/0959354321992869.

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Drawing from empirical literature on ecological psychology, affective neuroscience, and philosophy of mind, this article describes a model of affect-as-motivation in the intentional bond between organism and environment. An epistemological justification for the motivating role of emotions is provided through articulating the perceptual context of emotions as embodied, situated, and functional, and positing perceptual salience as a biasing signal in an affordance competition model. The motivational role of affect is pragmatically integrated into discussions of action selection in the neurosciences.

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Bozorbrevna, Mahmudova Darmonjon. "Motivation of psychology of students’ educational activity." ACADEMICIA: An International Multidisciplinary Research Journal 12, no. 4 (2022): 135–41. http://dx.doi.org/10.5958/2249-7137.2022.00256.7.

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Pajares, Frank. "Toward a Positive Psychology of Academic Motivation." Journal of Educational Research 95, no. 1 (September 2001): 27–35. http://dx.doi.org/10.1080/00220670109598780.

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Bruno, Bruna. "Reconciling economics and psychology on intrinsic motivation." Journal of Neuroscience, Psychology, and Economics 6, no. 2 (2013): 136–49. http://dx.doi.org/10.1037/npe0000006.

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Chu, Qian, and Jing Zhang. "The Psychology of Inequity: Motivation and Beliefs." Journal of Psychology in Africa 33, no. 4 (July 4, 2023): 424–25. http://dx.doi.org/10.1080/14330237.2023.2233206.

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Dweck, Carol S. "Personal perspectives on mindsets, motivation, and psychology." Motivation Science 10, no. 1 (March 2024): 1–8. http://dx.doi.org/10.1037/mot0000304.

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Findley, Michael R. "The Relationship between Student Learning Styles and Motivation during Educational Video Game Play." International Journal of Online Pedagogy and Course Design 1, no. 3 (July 2011): 63–73. http://dx.doi.org/10.4018/ijopcd.2011070105.

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Educational video games allow for a level of intrinsic motivation and engagement that is not found in other forms of learning. This study determines if students found educational video game play to be a motivating experience and if a relationship existed between student learning styles and levels of motivation. High school psychology students played two short online educational video games and, upon completion of the activity, their intrinsic motivation levels were determined using an evaluation questionnaire. The data, as determined by the evaluation questionnaire, revealed that students found playing educational video games to be intrinsically motivating. Further examination revealed no statistically significant differences between the student learning styles and the motivation experienced during educational video game play.

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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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Hurst, Robert, and Jerome Carson. "Be honest – why did YOU decide to study Psychology? A recent graduate and a professor reflect." Psychology Teaching Review 27, no. 2 (2021): 22–35. http://dx.doi.org/10.53841/bpsptr.2021.27.2.22.

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Understanding student motivation is key to unlocking higher student satisfaction and allowing teachers to meet the expectations of their students. Psychology students have their own unique motivations. Using autoethnographic methods, a recent graduate and a professor of psychology come together to recall our own experiences from the classroom. From these, we arrive at definitions for two psychology student motivations that have stood out to us. We suggest how understanding motivations such as these can be beneficial for students and teachers alike. We discuss the benefits and limitations of using autoethnography to give our first-hand accounts, demonstrating the potential of this lesser-known methodology as a valid way to bring educational experiences into journals.

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Ecker, Yael, Michael Gilead, and Roland Imhoff. "An Examination of the Motivations to Maintain, Approach, and Avoid by Proximity to the Ideal State." Social Cognition 41, no. 1 (February 2023): 88–102. http://dx.doi.org/10.1521/soco.2023.41.1.88.

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The current research examined the motivations to maintain, approach, and avoid at different distances from one's ideal state. Although keeping things as they are (maintenance) is often equated with avoiding changes, we predicted pronounced differences between these goals’ motivation gradients. We reasoned that maintenance goals are energized by positive current states, leading motivation to increase with proximity to the ideal. Avoidance, in contrast, is energized by threat, and therefore decreases with proximity to the ideal, which implicates reduced threat. Three studies (N = 599) found a robust pattern wherein the motivation gradient of maintenance is distinct from both approach and avoidance. Participants reported motivation in hypothetical scenarios in the domains of financial gain and weight loss. The motivation to maintain increased with proximity to the ideal state, while both motivations to approach and avoid decreased. Our results support a ternary goal distinction and may inspire future research in that direction.

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Li, Sisi, and Chin-Ming Hui. "The Roles of Communal Motivation in Daily Prosocial Behaviors: A Dyadic Experience-Sampling Study." Social Psychological and Personality Science 10, no. 8 (February 13, 2019): 1036–45. http://dx.doi.org/10.1177/1948550619829058.

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Close relationship partners are communally motivated to engage in prosocial behaviors that can promote each other’s well-being. It remains largely unexplored how both members’ communal motivations jointly shape the daily enactment of prosocial behaviors. This dyadic experience-sampling study aimed to partially fill this gap by studying whether both members’ communal motivations predict (a) the base rate of the actor’s prosocial behaviors, (b) the actor’s reciprocity to the partner’s earlier prosocial behaviors, and (c) the consistency of the actor’s enactment of prosocial behaviors, within a day. Actor–partner interdependence analyses showed that the base rate of prosocial behaviors was positively associated with both members’ communal motivations. Consistency was only associated with the actor’s communal motivation, while reciprocity was not related to either member’s communal motivation. We also explored participants’ rationale for the enacted behaviors. Implications regarding the roles of communal motivation in daily relational functions were discussed.

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Gordyeyeva, Anzhela. "TEACHING PSYCHOLOGY STUDENTS PROFESSIONALLY ORIENTED READING." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 13(81) (May 26, 2022): 212–15. http://dx.doi.org/10.25264/2519-2558-2022-13(81)-212-215.

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The article deals with the problem of teaching psychology students reading professionally oriented English texts. It highlights the importance of the development of reading skills in English speaking class and investigates the component skills that are critical to reading comprehension development when teaching English for specific purposes. In this research we try to analyze main curricular principles proposed by scientists to guide reading instructions which can be successfully used when teaching professionally oriented reading to psychology students. In this article we explore goals for reading instructions and try to translate them into practice in various ways in our ESP classroom. Among the component skills that are critical to reading ESP comprehension development we distinguish word-recognition efficiency, vocabulary building, main-idea comprehension practice, discourse-structure awareness, reading strategies for professional goals, reading fluency, extensive reading and students’ motivations. We pay special attention to reading fluency, extensive reading and psychology students’ reading motivation which are also considered very important component skills for reading comprehension development. We tried to understand how to prepare our psychology students for their reading demands that that they will almost certainly encounter in their professional life.

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van der Kooij, Katinka, Lars in ‘t Veld, and Thomas Hennink. "Motivation as a function of success frequency." Motivation and Emotion 45, no. 6 (September 30, 2021): 759–68. http://dx.doi.org/10.1007/s11031-021-09904-3.

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AbstractIt is well-established that intermediate challenge is optimally motivating. We tested whether this can be quantified into an inverted-U relationship between motivation and success frequency. Participants played a game in which they navigated a scene to catch targets. In Experiment 1 (N = 101), play duration was free and the motivating value of success frequency was measured from the probability that a player would continue at that frequency. In Experiment 2 (N = 70), play duration was fixed, and motivation was measured using repeated self-reports. In Experiment 1, the probability to continue increased linearly with the success frequency whereas play duration did show the inverted-U relationship with success frequency. In Experiment 2, self-reported motivation showed the inverted-U relationship with success frequency. Together, this shows that motivation depends on success frequency. In addition, we provide tentative evidence that the concept of intermediate challenge being most motivating can be quantified into an inverted-U relationship between motivation and success frequency.

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Ryan, James C. "Development of a Measure of Work Motivation for a Meta-Theory of Motivation." Psychological Reports 108, no. 3 (June 2011): 743–55. http://dx.doi.org/10.2466/01.14.20.pr0.108.3.743-755.

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This study presents a measure of work motivation designed to assess the motivational concepts of the meta-theory of motivation. These concepts include intrinsic process motivation, goal internalization motivation, instrumental motivation, external self-concept motivation, and internal self-concept motivation. Following a process of statement development and identification, six statements for each concept were presented to a sample of working professionals ( N = 330) via a paper-and-pencil questionnaire. Parallel analysis supported a 5-factor solution, with a varimax rotation identifying 5 factors accounting for 48.9% of total variance. All 5 scales had Cronbach alpha coefficients above .70. Limitations of the newly proposed questionnaire and suggestions for its further development and use are discussed.

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Koestner, Richard, Nancy Otis, Theodore A. Powers, Luc Pelletier, and Hugo Gagnon. "Autonomous Motivation, Controlled Motivation, and Goal Progress." Journal of Personality 76, no. 5 (October 2008): 1201–30. http://dx.doi.org/10.1111/j.1467-6494.2008.00519.x.

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Preuß, Anna Katharina. "The Impact of Personality and Motivation on Immersion in Simulation Games." International Journal of Game-Based Learning 10, no. 2 (April 2020): 1–20. http://dx.doi.org/10.4018/ijgbl.2020040101.

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The cognitive-motivational process model of learning describes how personality traits in a specific situation influence current learner motivation and through certain mediators, the learning outcome. This study investigates the influence of personality traits and current motivation on these mediators. For 86 high school students playing a simulation game, the Big Five, the need for cognition, current motivations, immersion, and joy of learning were measured. A hierarchical regression analysis showed that need for cognition, interest, and challenge significantly and positively impacts the experienced immersion. Also, the joy of learning correlates positively with immersion. The adapted model was partly supported: Results of this study can explain to some extent the interaction of personality traits and current motivation as well as their combined impact on immersion in live-action social science simulation games.

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Journal articles on the topic 'Motivation (psychology)'

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