Journal articles: 'Motivational theory'

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Bahari, Akbar. "Nonlinear Dynamic Motivation-oriented Taxonomy of L2 Strategies based on Complex Dynamics Systems Theory." Journal of Language and Literature 19, no. 1 (April 1, 2019): 9–29. http://dx.doi.org/10.24071/joll.v19i1.1805.

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The need for a revisited framework of strategies in keeping with the nonlinear dynamic nature of motivational factors in L2 teaching led to the introduction of a taxonomy of nonlinear dynamic motivation-based strategies (NDMSs). This psycho-socio-cultural template suggests discovering dynamic motivational factors at individual level and integrating them into multiple parallel groups within a learner group instead of creating them which is a traditionally established function of motivational strategies to impose superficial cohesion on a learner group without catering for chaotic, emergent and dynamic individual motivational factors. Given the heterogeneity, dynamicity, and nonlinearity of the motivational factors at individual level, the first implication of the study is that NDMSs have the potential to activate identified motivational factors toward an adaptive and autonomous L2 motivation state regardless of their homogeneity or heterogeneity. Secondly, NDMSs have the potential to enable teachers to recruit the learning energy (i.e. motivation) from every member of the group via a dynamic and nonlinear set of motivational strategies instead of imposing a preset set of motivational strategies to all members of the group to elicit/facilitate/encourage equal performance from a motivationally heterogeneous learner group under the pretext of generating a cohesive learner group. Keywords: L2 motivation, nonlinear dynamic motivation-based strategies (NDMSs), complex dynamics systems theory (CDST)

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MacIntyre, Peter D., Ben Schnare, and Jessica Ross. "Self-determination theory and motivation for music." Psychology of Music 46, no. 5 (August 18, 2017): 699–715. http://dx.doi.org/10.1177/0305735617721637.

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Learning the skills to be a musician requires an enormous amount of effort and dedication, a long-term process that requires sustained motivation. Motivation for music is complex, blending relatively intrinsic and extrinsic motives. The purpose of this study is to investigate the motivation of musicians by considering how different aspects of motivational features interact. An international sample of 188 musicians was obtained through the use of an online survey. Four scales drawn from Self-Determination Theory (intrinsic, identified, introjected, and extrinsic regulation) were utilized along with other motivational constructs, including motivational intensity, desire to learn, willingness to play, perceived competence, and musical self-esteem. To integrate the variables into a proposed model, a path analysis was conducted among the motivation variables. Results showed that the intrinsic motives are playing the major role in the maintenance of the motivational system, while extrinsic motives are less influential. Support was found for a feedback loop, whereby desire to learn feeds into increased effort at learning (i.e., motivational intensity), leading to the development of perceived competence, which is then reflected back into increasing desire to learn. Increases in these variables help to create a virtuous cycle of motivation for music learning and performance.

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Park, JiHyeon, and JaeYoon Chang. "Exploration of work motivation structure and profiles based on self-determination theory among Korean employees." Korean Journal of Industrial and Organizational Psychology 29, no. 1 (February 28, 2016): 27–60. http://dx.doi.org/10.24230/kjiop.v29i1.27-60.

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The Self-determination theory (SDT) posits the existence of distinct taxonomy of motivation (i.e., amotivation, external, introjected, identified, integrated, and intrinsic motivation). The purpose of this study was to explore whether SDT’s work motivation structure can be applied to the understanding that of Korean employees, and to identify the motivational profiles for Korean employees together with their relationships with a variety of organizational outcomes. Data was collected from two separate samples of Korean employees(Study 1: 509 employees; Study 2: 153 employees). The results showed that unlike SDT taxonomy, autonomous motivations were not classified into three distinctive categories(identified, integrated, and intrinsic motivation). The results also revealed that there were three distinct motivational profiles(i.e., autonomous motivated, controlled motivated, and amotivated), and the largest proportion of Korean employees was covered by controlled motivated cluster. The autonomous motivated cluster had the most favorable levels of adaptive organizational outcomes(i.e., organizational commitment, job satisfaction), whereas the amotivated cluster was strongly related to non-adoptive organizational outcomes(i.e., turnover, emotional exhaustion). Based on these results, discussion was made regarding the distinct features of work motivation structure and motivational profiles in Korean work setting, and also future research directions were suggested.

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Rummel, Amy, and Richard Feinberg. "RE-EVALUATION OR REINFORCEMENT?: A NEW LOOK AT COGNITIVE EVALUATION THEORY." Social Behavior and Personality: an international journal 18, no. 1 (January 1, 1990): 65–79. http://dx.doi.org/10.2224/sbp.1990.18.1.65.

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Cognitive Evaluation Theory was developed to explain the detrimental effects of extrinsic rewards on intrinsic motivation, a phenomenon contrary to Reinforcement Theory prediction. However, it was suggested that if a person's intrinsic or extrinsic motivational orientation was taken into account, Reinforcement Theory might be able to explain this phenomenon. A 2 (extrinsic x intrinsic motivational orientation) by 2 (competence feedback x controlling feedback) was employed to examine the effect of motivational orientation on intrinsic motivation. Use of the Jonckheere Test of Order suggested that the detrimental effect of extrinsic rewards on intrinsic motivation might be explained within the reinforcement paradigm.

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Vallerand, Robert J., Brian P. O'Connor, and Marc Hamel. "Motivation in Later Life: Theory and Assessment." International Journal of Aging and Human Development 41, no. 3 (October 1995): 221–38. http://dx.doi.org/10.2190/ylfm-dgue-hrl2-vwlg.

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A framework that has been found useful in research on young adults, Deci and Ryan's self-determination theory [1, 2], is suggested as a promising direction for research on motivation in later life. The theory proposes the existence of four types of motivation (intrinsic, self-determined extrinsic, nonself-determined extrinsic, and amotivation) which are assumed to have varying consequences for adaptation and well-being. A previously published French measure of motivational styles which is known to be reliable and valid was translated into English and was tested on seventy-seven nursing home residents (aged 60 to 98 years). It was found that the four motivational styles can be reliably measured; that the intercorrelations between the motivational styles are consistent with theoretical predictions; and that the four types of motivation are related to other important aspects of the lives of elderly people in a theoretically meaningful manner. Suggestions are made for further research using self-determination theory and the present scales.

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Fosshage, James L. "An expansion of motivational theory: Lichtenberg's motivational systems model." Psychoanalytic Inquiry 15, no. 4 (January 1995): 421–36. http://dx.doi.org/10.1080/07351699509534050.

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Abel, Simeon. "The STTELLS Theory: A Motivational Process Theory." International Journal of Advances in Scientific Research and Engineering 07, no. 12 (2021): 23–25. http://dx.doi.org/10.31695/ijasre.2021.34119.

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Leeming, Paul, and Justin Harris. "Self-Determination theory and tasks." TASK / Journal on Task-Based Language Teaching and Learning 2, no. 2 (December 31, 2022): 164–83. http://dx.doi.org/10.1075/task.21024.lee.

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Abstract Researchers investigating TBLT have used psycholinguistic and sociolinguistic theories in support of the approach, but there has been limited discussion of motivational frameworks. A framework for motivation within TBLT would enhance our understanding of learner motivation, and could be utilised in future studies. This paper argues that Self-Determination Theory is an appropriate framework. After briefly describing the key tenets of TBLT and SDT, the paper shows how SDT helps us understand the motivational benefits of tasks. It outlines the six mini-theories of SDT, and aligns them with existing studies to highlight how results may be explained by these theories. Some suggestions are then provided as to how these theories can be used for conducting future classroom-based research.

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Bohlin, Roy M., William D. Milheim, and Karen J. Viechnicki. "The Development of a Model for the Design of Motivational Adult Instruction in Higher Education." Journal of Educational Technology Systems 22, no. 1 (September 1993): 3–17. http://dx.doi.org/10.2190/gk2v-e5u5-jgra-7nr4.

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This article provides educators and instructional designers with a prescriptive model for the instructional motivation of adults. Adult learning theory has been integrated with John Keller's instructional motivation model to develop two motivational needs-assessment instruments. Results of research eliciting adults' perceptions of their motivational needs were analyzed. These results show that specific instructional strategies are perceived to be important for the motivation of adult learners. A prescriptive model for the instructional motivation of adult learners is presented. This model provides an important step in the integration of adult learning theory into the design of motivational instruction for adult learners.

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Marwan, Hesty Ferdalina. "From Theory to Practice: The Pedagogic Application of Major L2 Motivation Theories in an IB School." Journal of English and Education (JEE) 8, no. 2 (November 30, 2022): 87–96. http://dx.doi.org/10.20885/jee.v8i2.25703.

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Motivation is believed to play a vital role in successful second language (L2) learning. Over the past five decades, L2 motivation theory has evolved significantly from static to more dynamic perspectives. This article reviews the four major second language (L2) motivation research phases (i.e., the social psychological period, the cognitive-situated period, the process-oriented period and the current socio-dynamic period); and contemplates the application of some motivational models that are relevant to a specific pedagogical context in an International Baccalaureate (IB), bilingual school in Indonesia, such as such as the instrumental motivation, the process-oriented model, the L2 Motivational Self System, and motivational teaching practices.

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Raposo, Frederico Zarazaga, David Sánchez-Oliva, Eliana Veiga Carraça, António Labisa Palmeira, and Marlene Nunes Silva. "The Dark Side of Motivational Practices in Exercise Professionals: Mediators of Controlling Strategies." International Journal of Environmental Research and Public Health 17, no. 15 (July 26, 2020): 5377. http://dx.doi.org/10.3390/ijerph17155377.

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According to the Self-Determination Theory, perceived job pressures can coerce professionals to develop more controlled motivations towards their work, and consequently increase the probability of using controlling motivational strategies. This study sought to analyze work-related motivations as mediators between two types of perceived job pressures: organizational constraints and perceptions of clients’ controlled motivation and the use of controlling motivational strategies by exercise professionals. Using a cross-sectional design, involving 366 exercise professionals (172 women), mediation paths were assessed following Preacher and Hayes statistical procedures. Models were adjusted for gender, work experience (years), and the internal tendency to feel events as pressuring. Organizational constraints were associated with lower autonomous motivation for work and the use of controlling strategies. Perceptions of clients’ controlled motivation were associated with work-related amotivation and the use of controlling strategies. Amotivation mediated the association between organizational constraints and controlling strategies. Overall, results support theoretical predictions and previous research, extending it to the exercise domain, highlighting the interplay between job pressures, work-related motivations, and the use of controlling strategies. The understanding of what influences exercise professionals’ motivation, and consequently the motivational strategies they use, is of paramount importance for exercise promotion and the benefit of those who seek their expert guidance.

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Hammersley, Richard. "Constraint theory: A cognitive, motivational theory of dependence." Addiction Research & Theory 22, no. 1 (April 9, 2013): 1–14. http://dx.doi.org/10.3109/16066359.2013.779678.

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Kaczmarek, Łukasz D., Piotr Haładziński, Lech Kaczmarek, Błażej Bączkowski, Michał Ziarko, and Stephan U. Dombrowski. "Validation of the voluntary participation in online surveys scale." Polish Psychological Bulletin 43, no. 3 (November 9, 2012): 210–14. http://dx.doi.org/10.2478/v10059-012-0023-4.

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A comprehensive understanding of participants’ motives to complete web-based surveys has the potential to improve dataquality. In this study we tested the construct validity of a scale developed to measure motivation to participate in webbasedsurveys. We expected that 7 different motivations observed in our previous study will form a 3-factor structure, aspredicted by Self-Determination Theory. This web-based questionnaire study comprised 257 participants completing theVoluntary Participation in Online Studies Scale. Their responses to 21 items underwent a principal component analysisand confi rmatory factor analysis. As we expected, three factors were identifi ed: intrinsic motivation, extrinsic motivationand amotivation. In line with Self-Determination Theory there are three distinct groups of motives among web-surveysparticipants with amotivation as an understudied motivational state. We discuss the results suggesting which types ofmotivation might lead to higher quality of data with an emphasis on possible negative effects of amotivation.

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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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Xu, Wei, and Yi Zhang. "A Study on Motivation Orientations of English Learners in Management Major." International Journal of Languages, Literature and Linguistics 7, no. 2 (June 2021): 59–66. http://dx.doi.org/10.18178/ijlll.2021.7.2.288.

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Based on the motivation theory, this study aims to investigate the motivational orientations of the English learners from Management majors. 32 graduate students participated in the questionnaire and accomplished the interview in this research. Based on the statistics processed by SPSS, it is found that (1) instrumental orientation is significantly stronger than the integrative type; (2) among all the motivation items, the most three significant motivations are preparing for a future career, desiring to be a knowledgeable person and passing exams. Besides, based on the analysis of interview, a model of major-oriented, international and nested systems of instrumental motivation was constructed, indicating the interrelationship between motivational factors: globalization, social expectation, university policy, major needs and learner factors. It is expected that this study can provide some implications to English teaching to management students with the investigation of the systematic structure of their motivations.

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Djordjic, Visnja, and Tatjana Tubic. "Self-determination theory and understanding of student motivation in physical education instruction." Zbornik Instituta za pedagoska istrazivanja 42, no. 1 (2010): 128–49. http://dx.doi.org/10.2298/zipi1001128d.

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Physical education is considered to be a favorable context for accomplishment of important educational outcomes and promotion of physical activity in children and youth. The real scope of physical education instruction largely depends on student motivation. Self-determination theory, as a specific macrotheory of motivation, offers a rewarding framework for understanding student motivation in physical education instruction. The paper presents the basic tenets of self-determination theory, the most important studies in the domain of physical education and didactic and methodical implications. Two mini-theories within the self-determination theory are analyzed in more detail, the cognitive evaluation theory and the organismic integration theory. Empirical verification of the theoretical tenets indicates the existence of typical motivational profiles of students in physical education instruction, the basic psychological needs as mediators of influence of social and interpersonal factors on student motivation, followed by the importance of motivational climate, students' goal orientations and teaching style for self-determination of students' behavior in physical education instruction. Didactic and methodical implications refer to the need for developing a more flexible curriculum of physical education, encouraging a motivational climate, task-focused goal orientations, and, especially, encouraging the perceived moving competence of the student.

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Karimi, Kianoosh, and Javad Nickpayam. "Gamification from the Viewpoint of Motivational Theory." Emerging Science Journal 1, no. 1 (July 8, 2017): 34. http://dx.doi.org/10.28991/esj-2017-01114.

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Gamification is defined as the use of game elements and game design techniques in non-game contexts. It is expected that global gamification market will grow to USD $5.5 Billion by 2018. This tremendous market growth relies on basic human instinct to get enticed by both extrinsic and intrinsic motivations. This study aims to provide insights into gamification approach from motivation perspective. For this purpose, conceptual foundations of gamification described, including the structure and Benefits of Gamification, and then related motivation theories reviewed.

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Kokkonen, Juha, Arto Gråstén, John Quay, and Marja Kokkonen. "Contribution of Motivational Climates and Social Competence in Physical Education on Overall Physical Activity: A Self-Determination Theory Approach with a Creative Physical Education Twist." International Journal of Environmental Research and Public Health 17, no. 16 (August 13, 2020): 5885. http://dx.doi.org/10.3390/ijerph17165885.

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Using a cross-sectional study design, we tested a structural equation model of hypothesized relationships among a group of variables: motivational climate in physical education (PE), students’ social competence in PE, out of-school physical activity (PA) motivation, PA intention and their moderate-to-vigorous PA (MVPA). Based on the self-reports of 363 fourth to sixth grade elementary school students (172 girls, 191 boys), the model revealed that the task-involving motivational climate in PE was linked to higher MVPA via cooperation in PE, and also via extrinsic motivation and PA intention. Ego-involving motivational climate was related to higher extrinsic motivation and amotivation, further to higher PA intention and, finally, to higher MVPA. Task-involving motivational climate was positively linked to students’ social competence markers of cooperation and empathy, and negatively to disruptiveness. Ego-involving motivational climate was positively related to disruptiveness and impulsivity, the markers of low social competence. The study showed that the motivational climate and co-operational aspect of social competence both played significant roles in students’ PA motivation, PA intention and MVPA. A pedagogical model that brings the learning of social competence relevant skills to the fore is creative physical education (CPE). Analysis of CPE is provided which highlights teaching behaviors which contribute to the students’ MVPA through motivational climates, co-operation, PA motivation and PA intention.

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Liu, W. C., C. K. John Wang, Johnmarshall Reeve, Ying Hwa Kee, and Lit Khoon Chian. "What Determines Teachers’ Use of Motivational Strategies in the Classrooms? A Self-Determination Theory Perspective." Journal of Education 200, no. 3 (October 15, 2019): 185–95. http://dx.doi.org/10.1177/0022057419881171.

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This study examined the antecedents of teachers’ use of motivational strategies in the classroom using self-determination theory. It was found that teachers’ autonomous causality orientation, perceived job pressure, and perception of student self-determined motivation influenced their need satisfaction. In turn, their need satisfaction had a positive direct impact on autonomous motivation. In addition, teachers’ perception of their students’ self-determined motivation directly predicted teachers’ use of three motivational strategies in the classroom. Finally, their autonomous motivation positively predicted providing instrumental help and support and meaningful rationale, whereas controlled motivation negatively predicted providing instrumental help and support.

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Vidaver-Cohen, Deborah. "Motivational Appeal in Normative Theories of Enterprise." Business Ethics Quarterly 8, no. 3 (July 1998): 385–407. http://dx.doi.org/10.2307/3857428.

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Abstract:This essay examines how normative theories of enterprise can be strengthened by incorporating the empirical study of motivation into the theory-development process. The link between moral conduct and motivation in the literature is reviewed, the framework for Motivational Appeal Analysis introduced and applied, and implications for theory and research are discussed.

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Miller, William R., and Gary S. Rose. "Toward a theory of motivational interviewing." American Psychologist 64, no. 6 (2009): 527–37. http://dx.doi.org/10.1037/a0016830.

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Hyland, Michael E. "Motivational control theory: An integrative framework." Journal of Personality and Social Psychology 55, no. 4 (1988): 642–51. http://dx.doi.org/10.1037/0022-3514.55.4.642.

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Markland, David, Richard M. Ryan, Vannessa Jayne Tobin, and Stephen Rollnick. "Motivational Interviewing and Self–Determination Theory." Journal of Social and Clinical Psychology 24, no. 6 (September 2005): 811–31. http://dx.doi.org/10.1521/jscp.2005.24.6.811.

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Takahashi, Chika, and Seongah Im. "Comparing self-determination theory and the L2 motivational self system and their relationships to L2 proficiency." Studies in Second Language Learning and Teaching 10, no. 4 (December 18, 2020): 673–96. http://dx.doi.org/10.14746/ssllt.2020.10.4.2.

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This study empirically compares two often-utilized motivation theories in L2 studies: self-determination theory and the L2 motivational self system. It also examines the relationships among their motivational constructs, learners’ intended L2 learning effort, and L2 proficiency. While a number of studies have utilized these models in order to examine second language learners’ motivation, there has not been a thorough comparison of the two. Furthermore, while many studies have demonstrated the structural relationships between the motivational constructs of the two theories and the learner’s self-reported amount of effort, fewer studies have examined their L2 achievement. The results of this study indicated that the constituents in the two theories are correlated as predicted. Furthermore, while internalized types of motivation in self-determination theory predicted intended learning effort, which then led to L2 proficiency, the strength of the ideal L2 self was much weaker than the L2 learning experience, unlike what is argued in the theory.

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Willem, Annick, and Michiel Coopman. "Motivational paradigms for the integration of a Belgian hospital network and merger presented in the printed press." International Journal of Organizational Analysis 24, no. 5 (November 7, 2016): 811–34. http://dx.doi.org/10.1108/ijoa-04-2013-0656.

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Purpose Legitimizing health-care networks over time is crucial to the survival of the networks, but studies providing insight into the motivational paradigms used to legitimize networks and mergers are missing. This study aims to contribute by analyzing which motivational paradigms, namely, transaction costs economics, resource dependency, stakeholder theory, organizational learning and institutional theory, are used over time to motivate the formation, integration and eventually merger of a health-care network. Design/methodology/approach The theoretical paradigms from the literature are matched with the motivational arguments that were found in the communication around the formation and evolution of a specific health-care network. Secondary data in the printed press were analyzed in three ways to obtain triangulation in method. Findings Five theoretical paradigms matched the communication during significant parts of the time-scope of the study, but not always equally strong. It, therefore, confirms the usefulness of an integrated and evolutionary perspective on the paradigms, not only during the formation but also during the life-span of the organization. Originality/value Insight into the motivational paradigms that dominate in the press during an integration and merger process allows for health-care managers and policy makers to manage the process of legitimizing. This might prevent network failure because of lack of legitimacy, misperceptions of the motivations, overemphasizing one motivation or inability to move to a next layer of motivation when the integration process evolves.

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Zeitlhofer, Ines, Joerg Zumbach, and Verena Aigner. "Effects of Pedagogical Agents on Learners’ Knowledge Acquisition and Motivation in Digital Learning Environments." Knowledge 3, no. 1 (January 13, 2023): 53–67. http://dx.doi.org/10.3390/knowledge3010004.

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We assume that learners generate self-reference to a topic dealt with in class through motivational prompts of a pedagogical agent (PA). This assumption is based on self-determination theory and organismic integration theory. Consequently, learners are more motivated and achieve better learning results. We examined the influence of motivational prompts on learning success and motivation in a digital learning environment. Therefore, we implemented a PA within a web-based learning environment in order to scaffold learners’ autonomous motivation. In an experimental pre-post design (n = 60), learning success and motivation were analyzed comparing learning environments with and without PA/prompting. Results suggest that learners with a PA reach a higher level of knowledge than learners without a PA. There was no significant influence of motivational prompts on motivation itself. The limitations and conclusions of this study are discussed.

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Malerstein, A. J. "Comparison of Attachment Theory and Cognitive-Motivational Structure Theory." American Journal of Psychotherapy 59, no. 4 (October 2005): 307–17. http://dx.doi.org/10.1176/appi.psychotherapy.2005.59.4.307.

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Chris Zhao, Yuxiang, and Qinghua Zhu. "Effects of extrinsic and intrinsic motivation on participation in crowdsourcing contest." Online Information Review 38, no. 7 (November 4, 2014): 896–917. http://dx.doi.org/10.1108/oir-08-2014-0188.

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Purpose – The rapid development of Web 2.0 and social media enables the rise of crowdsourcing. Crowdsourcing contest is a typical case of crowdsourcing and has been adopted by many organisations for business solution and decision making. From a participant's perspective, it is interesting to explore what motivates people to participate in crowdsourcing contest. The purpose of this paper is to investigate the category of motivation based on self-determination theory and synthesises various motivation factors in crowdsourcing contest. Meanwhile, perceived motivational affordances and task granularity are also examined as the moderate constructs. Design/methodology/approach – The paper builds a conceptual model to illustrate the relationships between various motivations (extrinsic and intrinsic) and participation effort under the moderating of perceived motivational affordances and task granularity. An empirical study is conducted to test the research model by surveying the Chinese participants of crowdsourcing contest. Findings – The results show that various motivations might play different roles in relating to participation effort expended in the crowdsourcing contest. Moreover, task granularity may positively moderate the relationship between external motivation and participation effort. The results also show that supporting of a participant's perceived motivational affordances might strengthen the relationship between the individual's motivation with an internal focus (intrinsic, integrated, identified and introjected motivation) and participation effort. Originality/value – Overall, the research has some conceptual and theoretical implications to the literature. This study synthesises various motivation factors identified by previous studies in crowdsourcing projects or communities as a form of motivation spectrum, namely external, introjected, identified, integrated and intrinsic motivation, which contributes to the motivation literatures. Meanwhile, the findings indicate that various motivations might play different roles in relating to participation effort expended in the crowdsourcing contest. Also, the study theoretically extends the crowdsourcing participation research to incorporate the effects of perceived motivational affordances in crowdsourcing contest. In addition, the study may yield some practical implications for sponsors, managers and designers in crowdsourcing contest.

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Rochat, Shékina. "Examining motivational interviewing in career counselling from a motivational system theory perspective." British Journal of Guidance & Counselling 46, no. 5 (June 19, 2018): 632–43. http://dx.doi.org/10.1080/03069885.2018.1483005.

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Wei, Mengxuan, and Yaping Chen. "Motivational Practices in Foreign Language Teaching: From the Perspective of Self-Determination Theory." Chinese Journal of Applied Linguistics 45, no. 3 (August 1, 2022): 401–15. http://dx.doi.org/10.1515/cjal-2022-0307.

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Abstract This quantitative-oriented study investigates junior middle school EFL teachers’ beliefs about motivational practices in the language teaching process. Grounded in self-determination theory, the study examined teachers’ beliefs in three basic psychological needs (relatedness, competence and autonomy) and the effect of their teaching experience on these beliefs. Data were obtained from 84 Chinese junior middle school English teachers through a questionnaire. Results suggested that teachers recognized motivational practices for relatedness and competence satisfaction while showing relatively low recognition of a few motivating practices for autonomy satisfaction. Teaching experience was found to have no influence on teachers’ conception of needs-related motivational practices. Findings reveal that traditional activities like collective lesson preparations may have a negative influence on teachers’ beliefs about motivational practices. They also present the necessity for adjustments on educational regulations, and for modern professional training to help teachers understand students’ basic psychological needs, and to encourage new ideas to bolster students’ intrinsic motivation for language learning.

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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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Sikorski, Eric, Shawn Mulvey, and Eva Wiese. "Effect of Anthropomorphic Design on the Effectiveness of Motivational Messages." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 63, no. 1 (November 2019): 1888–92. http://dx.doi.org/10.1177/1071181319631349.

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The potential for social robots to provide assistance to those in need continues to increase though optimal design for user acceptance and engagement continues to be elusive. The design of social robots for user motivation specifically has not been well researched yet evidence does indicate that virtual agents can be motivational. Theory of mind and social facilitation research points to the motivational potential of social robots. This study examines the effect of human-like appearance (i.e. anthropomorphism) on the effectiveness of motivational messages. Results indicate that images of humans paired with motivational messages were perceived as significantly more motivating than anthropomorphic images and zoomorphic images paired with motivational messages. There were no differences in motivation between anthropomorphic and zoomorphic images. Data indicates that participants tended to prefer human images to anthropomorphic and zoomorphic images for motivational purposes.

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Shin, Sung-Man, and Myung-Jun Park. "The Biopsychological Perspective on Understanding of Behavioral Addiction: Consolidating Polyvagal Theory and Motivational Balancing Theory." KOREAN JOURNAL OF PSYCHOLOGY : GENERAL 37, no. 4 (December 25, 2018): 503–30. http://dx.doi.org/10.22257/kjp.2018.12.37.4.503.

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Markman, Arthur B., Serge Blok, John Dennis, Micah Goldwater, Kyungil Kim, Jeff Laux, Lisa Narvaez, and Jon Rein. "Money and motivational activation." Behavioral and Brain Sciences 29, no. 2 (April 2006): 190. http://dx.doi.org/10.1017/s0140525x06389042.

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Different aspects of people's interactions with money are best conceptualized using the drug and tool theories. The key question is when these models of money are most likely to guide behavior. We suggest that the Drug Theory characterizes motivationally active uses of money and that the Tool Theory characterizes behavior in motivationally cool situations.

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Jones, Denise, Paul Feigenbaum, and Dennis F. Jones. "Motivation (Constructs) Made Simpler: Adapting Self-Determination Theory for Community-Based Youth Development Programs." Journal of Youth Development 16, no. 1 (March 30, 2021): 7–28. http://dx.doi.org/10.5195/jyd.2021.1001.

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Motivation is a key factor for enhancing psychological engagement among underserved youth. However, the abundance of motivational constructs complicates the translation of theory into practice by community-based youth development programs. This paper simplifies the translation process, presenting an actionable motivation model derived from Ryan and Deci’s (2000) self-determination theory (SDT) and its sub-construct, organismic integration theory (OIT). This model was developed by Youth Enrichment Services (YES), a Pittsburgh-based nonprofit that cultivates long-term relationships, academic and professional success, and community engagement among low-income, adolescent students of color. Although intrinsic motivation to learn is more positively associated with psychological engagement than extrinsic motivation, contemporary institutions are built around extrinsic incentives. Therefore, guided by OIT, this model cultivates the gradual internalization of motivational regulation by supporting youth’s psychological needs of relatedness, competences, and autonomy. As a practical application of self-determination theory, this model holds promise for adoption by other youth development programs.

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Ferrand, Claude, Sandra Nasarre, Christophe Hautier, and Marc Bonnefoy. "Aging and Well-Being in French Older Adults Regularly Practicing Physical Activity: A Self-Determination Perspective." Journal of Aging and Physical Activity 20, no. 2 (April 2012): 215–30. http://dx.doi.org/10.1123/japa.20.2.215.

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The purpose of this study was to identify the motivational profiles of physically active older adults and to achieve a better understanding of their perceived motives to explain their regular physical activity behavior in relation to self-determination theory (SDT). To address these aims, this study used quantitative and qualitative approaches. Older adults (n = 92; M = 74.95, SD = 4.6) completed the French version of the Sport Motivational Scale. A cluster analysis showed two motivational profiles with differential motivational patterns. The first was named the high combined profile, with high scores on intrinsic motivation and introjected regulation and low levels of external regulation. The second profile was the low to moderate motivational profile, with low scores on intrinsic motivation and moderate scores on introjected regulation. The qualitative study’s results demonstrate the usefulness of SDT in explaining the relationship between these motivational profiles and the intertwining of the three basic psychological needs.

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Nientied, Peter, and Merita Toska. "Motivation of Knowledge Workers – the Case of Albania." Organizacija 52, no. 1 (February 1, 2019): 33–44. http://dx.doi.org/10.2478/orga-2019-0004.

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Abstract Background and Purpose: Very little is known about motivation of knowledge workers in the Western Balkans. There is a widespread belief that money and career opportunities are the most critical motivational factors, but from a pre-study more intrinsic motivational factors also appeared to be important. To develop a better understanding of work motivation, a study was conducted among knowledge workers in Albania, with a special interest in the themes of extrinsic / extrinsic motivation and organizational commitment. Methodology: After a pre-study and a review of theory, two motivation theories (self-determination theory and organizational commitment) and corresponding instruments (Work Extrinsic and Intrinsic Motivation Scale, respectively Organizational Commitment Questionnaire) were selected. A survey based on purposive homogeneous sampling was applied, resulting in 252 valid questionnaires. The internal consistency of the survey data was tested and resulted in acceptable to good levels. Results: The findings show that, when knowledge workers are asked about their motivation, they give answers showing that intrinsic motivational factors are more important than extrinsic motivational factors. The study shows that affective commitment - the core factor of organizational commitment - of the respondents is quite high. Correlation analysis of the data shows that across age, gender and number of years of employment, knowledge workers report intrinsic and introjected motivation and affective organizational commitment. Respondents’ work positions – professional or leadership – also do not significantly correlate with motivation and organizational commitment. Conclusion: Given the results on motivational factors and organizational commitment, organizations need to pay attention to the relationship between enhanced motivation and enhanced productivity. Current transactional leadership styles do stimulate employees on the basis of their intrinsic motivation to enhance their productivity, and should be considered too.

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Bexheti, Luljeta, and Agron Bexheti. "The Impact of Herzberg's Two Factor Theory and Efficiency at Work." European Journal of Multidisciplinary Studies 1, no. 2 (April 30, 2016): 378. http://dx.doi.org/10.26417/ejms.v1i2.p378-385.

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This study aims to find out whether there is connectivity relation between motivation and productivity at work in the retail industry. The basic theory of this research is the Herzberg’s two factor theory, concretely motivational and hygienic factors. Another goal is to see which of the two factors of Herzberg theory have more impact in raising the productivity of the employees in the retail industry. The study sample included employees at the company JYSK, Skopje City Mall in Macedonia. The main techniques used for collecting the data for the study is the primarily designed questionnaire used to measure these indicators. Regarding the first objective of the study, the results show a high correlation between motivational-hygiene factors and increasing productivity. The results of the second goal of this study show that hygienic factors dominate more on raising of the productivity than motivational factors, which means that for employees the most important is the monthly salary, relationships with others, being secured etc. One of the key recommendations is that the executive management of the organization to maintain the right attitude in relation to hygiene factors, because for the employees at any organization it is very important the management also to approve and implement other methods for promoting motivational factors.

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Putra, Eka Diraksa, Seonghee Cho, and Juan Liu. "Extrinsic and intrinsic motivation on work engagement in the hospitality industry: Test of motivation crowding theory." Tourism and Hospitality Research 17, no. 2 (August 1, 2016): 228–41. http://dx.doi.org/10.1177/1467358415613393.

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The aim of this study was to examine extrinsic and intrinsic motivations as the antecedents of work engagement and to empirically test the motivation crowding theory using hospitality employees. The findings showed that intrinsic motivation played an important role in improving employees’ work engagement. The study also found that there was no indication that employees’ intrinsic motivation diminished when extrinsic motivation entered. It is also suggested that employers need to understand that creating a comfortable workplace environment and making jobs more interesting and meaningful will increase employees’ intrinsic motivation, which will help employees to engage more at work. Motivational antecedents of work engagement have been rarely studied and no studies have been conducted to research impacts of extrinsic and intrinsic motivators on employees’ work engagement in the hospitality industry, particularly in small restaurant businesses. In addition, empirical studies on motivation crowding theory are needed due to the inconclusive results.

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Gehtmane-Hofmane, Ilona. "MOTIVATIONAL COMPONENTS OF ADULT LEARNING WITHIN THE INFORMAL EDUCATIONAL SETTINGS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 19, 2022): 744–52. http://dx.doi.org/10.17770/sie2022vol1.6857.

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This study investigated the motivational components of adult learning within informal educational settings using Constructivist grounded theory methodology. The research question - what are the motivational components of adult informal learning viewed in the Equine Assisted Learning practice framework as a learning space, where primarily learning takes place. Three dominant motivational components of adult learning were identified from the study and offered for discussion. Equine-Assisted Learning as an informal learning environment incorporates motivational components that appear intrinsic over extrinsic motivation, performance over achievement, and immediate satisfaction over long-term benefit. These motivational components are detailed further through three surfaced subcategories: interest-driven learning, immediate satisfaction, and desire for the challenge.

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Rönnedal, Daniel. "The Ideal Observer Theory and Motivational Internalism." KRITERION – Journal of Philosophy 29, no. 1 (January 1, 2015): 79–98. http://dx.doi.org/10.1515/krt-2015-290106.

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Abstract In this paper I show that one version of motivational internalism follows from the so-called ideal observer theory. Let us call the version of the ideal observer theory used in this essay (IOT). According to (IOT), it is necessarily the case that it ought to be that A if and only if every ideal observer wants it to be the case that A. We shall call the version of motivational internalism that follows from (IOT) (moral) conditional belief motivational internalism (CBMI). According to (CBMI), it is necessarily the case that, for every x: if x were an ideal observer, it would be the case that x believes that it ought to be that A only if x wants it to be the case that A. Given that it is necessarily true that no ideal observer has any false beliefs, (IOT) entails (CBMI). Or, so I shall argue

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Heckhausen, Jutta, Carsten Wrosch, and Richard Schulz. "A motivational theory of life-span development." Psychological Review 117, no. 1 (2010): 32–60. http://dx.doi.org/10.1037/a0017668.

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Iancu, Dumitru, and Dorel Badea. "Perspectives On Using Theory Porter-Lawler Student Motivation Military." International conference KNOWLEDGE-BASED ORGANIZATION 21, no. 1 (June 1, 2015): 208–13. http://dx.doi.org/10.1515/kbo-2015-0034.

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Abstract Motivational component of learning is particularly important in the military because of the accruals during undergraduate studies, will depend both on their professional future career military and results in activities to individual objectives and structure that will lead. The complexity of the current context, the military domain and society requires a detailed approach to building motives underlying motivation for military students, and using Porter-Lawler model to maximize their motivation can be very effective.

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Van Dam, Ynte K., and Hans CM Van Trijp. "Interventions to encourage sustainable consumption." Applied Studies in Agribusiness and Commerce 10, no. 2-3 (August 1, 2016): 51–58. http://dx.doi.org/10.19041/apstract/2016/2-3/6.

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Sustainable consumption is hampered by a discrepancy between consumers’ attitudes and their actual behaviour in the market place. Psychological construal level theory provides an explanation for the attitude to behaviour gap as a motivational conflict between high and low level of mental construal. Based on self-determination theory it is argued that this motivational conflict presupposes extrinsic motivation for sustainable behaviour. Based on self-regulatory styles, the present paper identifies and illustrates four types of intervention strategies that can cater for extrinsic motivation for sustainable development among light users. The underlying mechanisms of these interventions suggest that the transition from external to internal regulation is catalysed by social feedback.

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O'Rourke, Daniel J., Ronald E. Smith, Frank L. Smoll, and Sean P. Cumming. "Parent-Initiated Motivational Climate, Self-Esteem, and Autonomous Motivation in Young Athletes: Testing Propositions from Achievement Goal and Self-Determination Theories." Child Development Research 2012 (September 13, 2012): 1–9. http://dx.doi.org/10.1155/2012/393914.

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Interactions with parents are known to have a significant impact on children's self-esteem. In this study, designed to test propositions derived from Achievement Goal Theory and Self-Determination Theory, we assessed the influence of perceived parent-initiated mastery and ego motivational climates on self-esteem and self-esteem change in competitive youth swimmers over the course of a 32-week sport season. At each of three measurement points (early, mid, and late season), mastery climate scores on the Parent-Initiated Motivational Climate Questionnaire-2 scale were positively related to global self-esteem scores and to a measure of relative motivational autonomy that reflects the intrinsic-extrinsic motivation continuum, whereas ego climate scores were negatively related to self-esteem and autonomy. Longitudinal analyses revealed that early-season mastery climate predicted positive changes in self-esteem over the course of the season, whereas ego climate predicted decreased self-esteem. Consistent with predictions derived from Self-Determination Theory, a meditational analysis revealed that these self-esteem changes were mediated by changes in autonomous motivation.

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Yu, Liying, Hongda Liu, Ardjouman Diabate, Yuyao Qian, Hagan Sibiri, and Bing Yan. "Assessing Influence Mechanism of Green Utilization of Agricultural Wastes in Five Provinces of China through Farmers’ Motivation-Cognition-Behavior." International Journal of Environmental Research and Public Health 17, no. 10 (May 12, 2020): 3381. http://dx.doi.org/10.3390/ijerph17103381.

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Using the theory of motivation, and the theory of planned behavior, this study establishes the “motivation-cognition-behavior” model of green utilization of agricultural waste from the perspective of farmers. In the motivational dimension, eight motivational factors were determined in three sub-dimensions of extrinsic motivation. In the cognitive dimension, three sub-dimensions of subjective norms, behavioral attitude, and perceived behavioral control are also determined. In the behavioral dimension, two sub-dimensions of utilization intention and utilization behavior are specified. Methodologically, a questionnaire on the green utilization of agricultural waste of 704 peasant households in five provinces of Jiangsu, Anhui, Shaanxi, Gansu, and Sichuan was administered. With the help of the structural equation model, the influence path and the internal mechanism was then analyzed. It is shown that: (1) in relation to the “motivational dimension → cognitive dimension,” extrinsic motivation significantly promotes the cultivation of farmers’ subjective norms, in which positive broken windows theory has a positive effect. In contrast, negative broken windows theory has a negative one. In intrinsic motivation, the behavior attitude of farmers is negative. In the response analysis, farmers can realize that their ability, self-efficacy, response efficacy, and response cost all have a positive impact on farmers’ perceived behavioral control. (2) In relation of the “cognitive dimension → behavioral dimension,” behavioral attitude slightly hinders utilization intention, while subjective norms and perceived behavioral control all contribute to a stronger utilization intention; the utilization intention maintains a positive correlation with the utilization behavior.

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Alzugaray, Francisco Javier Zarza. "Relación Entre Los Niveles Motivacionales Y La Autoeficacia En Estudiantes De Instrumentos De Cuerda Frotada De Nivel Superior." European Scientific Journal, ESJ 14, no. 8 (March 31, 2018): 85. http://dx.doi.org/10.19044/esj.2018.v14n8p85.

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Motivation is one of the most important aspects in the development of a career of learning, even more so if one fits in a musical studies in which motivational levels must be sustained for many years. In this sense, the study of the motivation of musical achievement from the motivational theory of Weiner (2000) and its possible relation with the general self-efficacy described by Bandura (1986) is key to understanding both the formative process of the students and the possible ones pedagogical improvements to include in the Spanish educational system. Significant relationships have been found between the different motivational factors and self-efficacy. In the same way, the motivational factors related to the specific areas present a good explanatory capacity of self-perceived self-efficacy by the students. It is necessary to expand to other psychological constructs for a better understanding of the motivational event in higher musical studies.

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Riyono, Bagus, Fathul Himam, and Subandi. "In Search for Anchors The Fundamental Motivational Force in Compensating for Human Vulnerability." Gadjah Mada International Journal of Business 14, no. 3 (September 12, 2012): 229. http://dx.doi.org/10.22146/gamaijb.5475.

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The purpose of this study is to develop a new integrative theory of motivation drawn from the existing theories and data. The method used is a combination of meta-ethnography and grounded theory. The second phase of the study employed a thought experiment to test the newly developed theoretical propositions of motivational force. The first phase of the study revealed a central phenomenon for the occurrence of motivational force, i.e. “In Search for Anchors,” which is a result of the paradox between freedom to choose and human vulnerability. “Freedom to choose” is the central factor of a motivational model that includes “urge,” “challenge,” “incentive,” and “meaning.” These five factors are motivational sources, which have holistic-dynamic-integrative interaction. Human vulnerability is the other side of the motivational model that comprises risk, uncertainty, and hope that ignite motivational force. The dynamic interaction of risk, uncertainty, and hope is represented in a mathematical formula that produces the strength of the force, (R – H)2 x U, which can be potrayed in a “twin-peak” curve. The thought experiment was conducted to test the hypothetical formula. The result shows that the “twin-peak” hypothesis is supported but the shape of the curve is found to be not symmetrical. The data show that hope is the strongest motivational force, therefore the formula is modified into = (R – U)2 x H. The implication of the study and the utility of the new theory are discussed.

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Ko, Eun Jung, and Sang Soo Kim. "Intention to use flexible work arrangements." Journal of Organizational Change Management 31, no. 7 (November 12, 2018): 1438–60. http://dx.doi.org/10.1108/jocm-01-2018-0001.

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Purpose The purpose of this paper is to investigate gender differences in motivations to use flexible work arrangements (FWAs) in Korea. Design/methodology/approach Based on a literature review on theory of planned behaviour (TPB), this study considers four motivational factors that influence the intention to use FWA: motivation for personal life, motivation for productivity, peer behaviour and concerns about career disadvantages. Survey response data drawn from 92 male and 105 female Korean workers were used to analyse differences by gender. Findings As for the male respondents, all four motivational factors have a significant effect on the intention to use FWA. However, in the female respondents, the effects of concerns about career disadvantages on the intention to use FWA are not significant. The results of gender differences analysis show that significant difference was not found in the effect of motivation for personal life on the intention to use FWA while the other three motivational factors have significant differences by gender. Research limitations/implications In this research, basing its conceptual background on TPB, a novel approach is taken by introducing motivational factors as the antecedents of intention to use FWA. This is a more systematic view on individuals’ behavioural mechanism relating to the intention to choose FWA. It is also meaningful in that this study looks at the intention to use FWA from a broader perspective by suggesting gender differences as critical analysis criteria given the uniqueness of Korean labour market. Practical implications For an effective operation of FWA, it is important not only to launch a flexible working programme itself, but also to ensure that the users are properly understood and fairly evaluated. Originality/value Considering the motivations of utilising FWA from various angles will contribute to coming up with various measures to raise the use and effectiveness of FWA.

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Kappel, Klemens. "Against Hegemonism in Moral Theory." Utilitas 14, no. 2 (July 2002): 219–39. http://dx.doi.org/10.1017/s0953820800003526.

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What I call hegemonism holds that a satisfactory moral theory must in a fairly direct way guide action. This, the hegemonist believes, provides a constraint on moral theorizing. We should not accept moral theories which cannot in the proper sense guide us. There are two alternatives to hegemonism. One is motivational indirection, which is the idea that while agents remain motivated by a moral theory, they may be only indirectly motivated. The other is non-hegemonism, which holds that a correct moral theory need not in any direct or indirect sense guide or motivate actions. In the main part of the paper I discuss widely endorsed objections to motivational indirection and nonhegemonism, and I argue that these objections all fail. Hence, motivational indirection and non-hegemonism remain viable conceptions of moral theory.

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Journal articles on the topic 'Motivational theory'

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