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Добірка наукової літератури з теми "Motivation"

Автор: Grafiati

Опубліковано: 4 червня 2021

Оновлено: 23 листопада 2024

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Статті в журналах з теми "Motivation"

Phuong, Nguyen Ho Quy, Pham Xuan Giang, Vo Huu Khanh, Tran Hoa Phuc Chan, Nguyen Ngoc Thuc, and Ngo Ngoc Minh. "Motivations for Employee Creativity: The Mixed Moderating Role of Prosocial Motivation." International Journal of Religion 5, no. 11 (July 30, 2024): 4967–78. http://dx.doi.org/10.61707/r41jkz47.

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This study investigates the indirect relationship between job autonomy and creativity through creative self-efficacy and intrinsic motivation, and is based on the motivational theory of creativity. It suggests that intrinsic motivation and creative self-efficacy positively influence creativity. Additionally, prosocial motivation’s mixed moderating role is tested in this study. The results demonstrate that job autonomy directly promotes intrinsic motivation and creative self-efficacy and indirectly influences employee creativity through intrinsic motivation and creative self-efficacy, based on survey data from 323 employees in the information technology industry. In decreasing order, creative self-efficacy, intrinsic motivation, and prosocial motivation-the three main motivations-all have a favorable impact on creativity. Furthermore, the impact of creative self-efficacy on creativity is reinforced by prosocial drive. Prosocial drive, however, has no moderating effect on the connection between intrinsic motivation and employee creativity.

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Cai, Guodong. "CLASSROOM TRANSFORMATIONAL LEADERSHIP PRACTICES ON VOCATIONAL STUDENTS' ACADEMIC MOTIVATION." Pacific International Journal 7, no. 1 (February 15, 2024): 44–51. http://dx.doi.org/10.55014/pij.v7i1.508.

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With the strategic expansion of vocational education in China, enhancing student motivation is imperative yet challenging. This mixed methods study investigates how vocational college administrators’ leadership styles correlate to student motivation. Surveying 370 students across 7 colleges in Shandong Province revealed moderate transformational leadership positively predicted intrinsic motivation and negatively predicted amotivation, while showing negligible association with controlled extrinsic motivations. Interviews with 15 students and 7 administrators offered qualitative insights into leadership’s motivational impact. Although moderately transformational overall, administrators lacking strategic vision and overemphasizing skills dampened engagement. Students desired more inspiration, participation, and individualized support. Findings suggest extending transformational leadership development in vocational colleges to foster internalized motivation. This study provides empirical evidence and guidance to enhance leadership strategies for motivating China’s emerging generation of vocationally-trained talent.

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Cao, Xuanming, Jiayi Tian, Keyi Wang, and Lan Wang. "Exploring Foreign Language Learning Motivation." Communications in Humanities Research 3, no. 1 (May 17, 2023): 972–77. http://dx.doi.org/10.54254/2753-7064/3/2022746.

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Motivation is crucial for second language (SL) learners. Motivation is an important factor in second foreign language learning. It alludes to a psychological propensity for learning foreign languages. The motivation of second language learners is examined in this work by categorizing motivation, outlining the motivational variables in L2 learning, and concentrating on the various motivational types. This paper divided second language motivation (SLM) into four parts: Internal and external motivation; Integrative and instrumental motivation; General motivation and specific motivation and other motivations. Finally, the paper draws on some recent ideas about the nature of the concept.

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Malchrowicz-Mośko, Ewa, Patrycjusz Zarębski, and Grzegorz Kwiatkowski. "What Triggers Us to Be Involved in Martial Arts? Relationships between Motivations and Gender, Age and Training Experience." Sustainability 12, no. 16 (August 13, 2020): 6567. http://dx.doi.org/10.3390/su12166567.

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The study aims to recognize the motivations to engage in judo depending on gender, age and level of sports experience among nonelite judokas from the Greater Poland region because previous studies mostly concerned the motivations of top athletes. We supposed that there was a relationship between age, gender, level of sports experience and motivations in judo. During the diagnostic survey, judokas completed the Polish version of the Sport Motivation Scale. In order to determine the motivational profiles of judokas, cluster analysis was performed using the k-means method. The highest values were obtained for motivations related to the intrinsic motivation to experience stimulation and the intrinsic motivation to accomplish, while the lowest values were obtained for motivations related to amotivation and external regulation. The research results showed a relationship between experience in judo training and the motivations of judokas; however, the motivations of the judokas were not differentiated based on their gender or age. In our study, the intrinsic motivation to experience stimulation turned out to be more important for judokas participating in competitions, while recreational athletes more often indicated experiencing amotivation. The intrinsic motivation to accomplish and intrinsic motivation to know turned out to be more important for athletes in training for more than 10 years, while amotivation was more often indicated to be experienced by judokas practicing judo for less than 10 years. Respondents who reported high internal motivation values and had a motivational structure they shaped themselves had been training for longer—for more than 10 years. In our study, the three motivational groups of judokas were identified, and we found that judo experience differentiated belonging to groups. It is recommended to check other martial arts and check more variables in the future, e.g., marital status, which is a potentially important factor in the field of sport motivation.

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Nachshoni, Amizur. "The Impact of Principal on Teacher Motivation in Secondary Schools." Journal of Artificial Intelligence General science (JAIGS) ISSN:3006-4023 4, no. 1 (April 23, 2024): 27–44. http://dx.doi.org/10.60087/jaigs.vol4.issue1.p44.

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This research investigates the influence of school principals' motivation on teachers, recognizing motivation as a complex process driving human behavior towards goals. Motivation's significance lies in its role in energizing individuals towards their aspirations. The study highlights two key motivations: the critical role of motivated teachers in education and the principal's leadership impact on teacher motivation. Literature underscores motivation's multifaceted nature and its link to organizational climate, rewards, and management practices. Challenges include establishing causality between principal actions and teacher motivation amid diverse educational contexts. Despite hurdles, insights gleaned shed light on the principal's influence and teacher motivation levels.

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Mateos-Moreno, Daniel. "What is attractive about becoming a music teacher? Exploring the motivations of pre-service music teachers towards the profession." British Journal of Music Education 40, no. 3 (November 2023): 311–24. http://dx.doi.org/10.1017/s0265051723000335.

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AbstractUncovering the motivations towards a profession may contribute to a better understanding of how the profession is chosen and will be pursued. However, the research on the attractiveness of the music teaching profession is rather limited and predominantly focused on identity development, thereby overlooking other aspects that may play a role. In pursuing a case study, my aim is to contribute to this field of research by investigating the views of pre-service music teachers enrolled at the University of Karlstad in Sweden. The results depict a unique motivational profile compared to their counterparts in other subjects. These differential aspects are threefold, indicating a high prevalence of ‘extrinsic motivations’ driving their choice of profession, that ‘altruistic reasons’ have lower significance as a motivating factor, and that there is a poor perceived relevance of these individuals’ future profession. In addition, this study provides evidence of the prevalence of ‘musician identities’ over ‘teaching identities’ and foresees the dependence between the participants’ motivation and their future students’ progression. Moreover, I hypothesise that career changes and Pygmalion effects are to be expected if intrinsic motivation towards the profession is not fostered or if this population’s motivation is linked to the progress of their students rather than the challenge of motivating them in the first place.

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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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Cho, Joonyoung, Ruth Dunkle, and Garrett Pace. "Motivations To Join And Stay A Member Of A Village For Older Adults." Innovation in Aging 5, Supplement_1 (December 1, 2021): 620–21. http://dx.doi.org/10.1093/geroni/igab046.2369.

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Abstract People join a customer-driven organization with motivations that may not be static over time, an important issue for long-term organizational viability. In this study, we examined motivations among members of ShareCare, the first Village for older adults in the U.S. Using qualitative data from a random sample of 91 members, we compared motivations for becoming a member and for continuing membership. Motivations to join and continue membership are not necessarily the same. Motivations were categorized as: instrumental, social, and altruistic motivation. We categorized length of membership as short-term: 8-years or less (51.63%) and long-term: 9-years and more (49.37%). While 36% of members joined only for instrumental motivation, 59% continued membership only for instrumental motivation. While about 52% joined with multiple motivations, only 35% of members mentioned multiple motivations when continuing their membership. Finally, 18% of short-term members mentioned altruistic motivation when continuing their membership, while 28% of long-term members mentioned altruistic motivation when continuing their membership. While people’s motivation might change over time, altruistic motivation may be the greatest motivating factor for long-term memberships. Long-term members may identify themselves as supporters rather than users of the organization and cultivate stronger connections with other members over time. Our findings inform how to recruit and retain members in Villages, and customer-driven organizations for older adults more broadly.

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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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Більше джерел

Дисертації з теми "Motivation"

Cheng, Wing-yu, and 鄭穎瑜. "Motivating language learners: effects of motivational strategies on student motivation in Chinese foreignlanguage classroom." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B48365701.

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The objective of this study is to investigate the effects of teacher motivational strategies on student motivational behavior in Chinese Foreign Language classroom. Specifically, the study attempted to explore the relationship between motivational strategies and student actual classroom behavior and students preference on motivational strategies in enhancing student motivational behavior. The participants were three Chinese foreign language teachers and their Year 8 classes (78 pupils) of the two lowest levels class of Chinese in the school. The study was conducted during the second and third term of the 2010-2011 academic year in an international school in Hong Kong. Using a MOLT observation scheme, a check list of motivated practices, five classes of each teacher were observed to gather data on their motivated behaviors in their classroom. Post lesson interview was also conducted with the students after the observed lessons. It is revealed that teacher motivated practice is associated with student motivational behavior and that Activity-Design-related practices are more prominent factors. On the other hand, it is also discovered that effective motivated practice are varied according to teachers i.e. how teachers employ the strategies in class and the learning environment they provided for students. In short, the findings of the study might provide teacher insights on effective practices that enhance student motivated behavior and implications on classroom practice other that motivational strategies.
published_or_final_version
Education
Master
Master of Education

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Guilloteaux, Marie-Jose. "Motivating language learners : a classroom-orientated investigation of teachers' motivational practices and students' motivation." Thesis, University of Nottingham, 2007. http://eprints.nottingham.ac.uk/10271/.

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The teachers' use of motivational strategies is generally believed to enhance student motivation, yet there is scant empirical evidence to support this claim. This classroom-oriented investigation focused on how the motivational practices of EFL teachers in South Korea related to students' L2 motivation and motivated classroom behavior. In a first phase, the motivation of over 1,300 students was measured by a self-report questionnaire, and the use of motivational strategies by 27 teachers in 20 different schools was examined with a classroom observation instrument specifically developed for this investigation, the Motivation Orientation of Language Teaching (MOLT). The MOLT scheme, along with a post hoc rating scale completed by the observer, was used to assess the teachers' use of motivational strategies. The MOLT follows the real-time coding principle of Spada and Frohlich's (1995) Communication Orientation of Language Teaching (COLT) scheme but uses categories of observable teacher behaviors derived from Dornyei's (2001) motivational strategies framework for foreign language classrooms. The results indicate that the language teachers' motivational practice is directly linked to increased levels of the learners' motivated learning behavior and their motivational state. In a second phase, three high- and three low-motivation learner groups (selected from the initial sample) were compared in order to uncover the students' interpretations and understandings of the quality of their L2 instructional contexts in relation to their motivation and motivated classroom behavior. Results based on quantitative and qualitative data (which were obtained using three new instruments specifically designed for this study) indicated that the motivational practices coexisting with different levels of motivation were woven into the contents and processes of L2 instruction and instruction in general. These contents and processes seemed to stem from teachers' and students' beliefs about what counts as learning in the L2 classroom and what is the best way to learn an L2.

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Ingnäs, Gustav, and Kasper Heikkilä. "Motivating Millennials : A study on generation Y motivation." Thesis, Uppsala universitet, Företagsekonomiska institutionen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-243213.

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This thesis explores generation Y motivators. They are a growing group of young people among the general workforce, and they have different behavior and motivators at work. This paper explores effective motivating factors for this group of employees by studying a company, LinkedIn, which successfully motivates generation Y employees. Data is gathered through several interviews done with LinkedIn employees working at their Dublin office. The data is analyzed with the help of a motivational theory called self-determination theory and its main concepts autonomy, relatedness and competence. Other insights from earlier studies done on generation Y motivation are used to support the analysis as well. The results and analysis are consistent with theory and earlier studies, and can even show some interesting factors generation Y employees value, such as high value for manager flexibility and sharing similar values with the company they work for.

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Allison, Pamela. "Mystery Shopper Motivations and the Presence of Motivation Crowding." Doctoral diss., University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4064.

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Mystery shopping is used in a variety of service industries to measure service performance, as a training tool for employees, and to ensure the safety and security of the product offered. The persons performing this activity, mystery shoppers, experience various motivations, some of which are similar to employees and/or volunteers. These motivations can be intrinsic, where the performance of the activity is a reward itself, or extrinsic, meaning performance of the activity is a method for attaining a reward. The dominance of intrinsic or extrinsic motivation can shift within the individual, which is termed motivation crowding. Individuals can crowd in when intrinsic motivations are supplemented and supported by extrinsic motivations, or crowd out if extrinsic motivations become the dominant factor, devaluing the activity and reducing intrinsic motivation. This study examines the motivations of mystery shoppers and examines whether the tenets of motivation crowding are supported using a mixed methods research design. The objectives for the study were to identify, classify, and measure mystery shopping motivations using motivational theory to test for the presence of motivation crowding, as reflected in the initial two hypotheses: H1: There are salient dimensions of motivation influencing individual participation in mystery shopping activities. H2: Mystery shoppers experience motivation "crowding in" after initial performance of mystery shopping activities, with intrinsic motivations increasing. To address the first hypothesis, the study began with a qualitative research approach utilizing semi-structured interviews with current mystery shoppers. Through qualitative analysis, 14 constructs of mystery shopper motivations were identified. The constructs were then utilized to develop the Mystery Shopper Motivation Scale, following the eight-step scale development process defined by DeVellis (2003). The scale was then refined through pre-testing and pilot testing, and was used in a survey administration to 323 current mystery shoppers. Through factor analysis, the motivations identified were quantitatively supported, and then dependent t-tests indicated the presence of motivation crowding affecting mystery shoppers. However, unanticipated increases in extrinsic motivations prompted further analysis of motivations based on mystery shopping experience levels, resulting in the addition of a third hypothesis: H3: The direction of motivation crowding is dependent on the mystery shopper's level of experience. H3a: Mystery shoppers who have performed less than 10 mystery shops will crowd in, with an increase in intrinsic motivations and a decrease in extrinsic motivations. H3b: Mystery shoppers who have performed between 10-24 mystery shops will crowd in, with an increase in both intrinsic and extrinsic motivations, and intrinsic motivations remaining the dominant factor. H3c: Mystery shoppers who have performed 25 or more mystery shops will crowd in, with an increase in both intrinsic and extrinsic motivations, but extrinsic motivations becoming the dominant factor. Results supported motivation crowding as dependent on the experience level of the mystery shopper, prompting the categorization of three distinct mystery shopping phases of activity: the novelty phase, the exploratory phase, and the career phase. Empirical results of the survey were then compared to a subsequent round of qualitative analysis of mystery shopper online forums. Recommendations for future research include longitudinal studies of novelty phase mystery shoppers, examination of the effects motivation crowding may have on mystery shopper behavioral intentions, and incorporation of the perceived costs associated with mystery shopping.
Ph.D.
Department of Educational Research, Technology and Leadership
Education
Education PhD

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Thayne, Shelby Werner. "Facilitating Language Learner Motivation: Teacher Motivational Practice and Teacher Motivational Training." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/4026.

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This study investigated the connection between teacher use of motivational strategies and observable learner motivated behavior in an adult Intensive English Program (IEP) in the United States. The question of whether teachers would find value in being specifically trained in the use of motivational strategies as part of teacher educations programs was examined. Eight teachers and 117 students were observed over the course of 24 classes using a classroom observation instrument, the motivation orientation of language teaching (MOLT), originally developed by Guilloteaux and Dörnyei (2008) and modified by the current researchers. The MOLT observation scheme allowed for real-time coding of observable learner motivated behaviors and teacher motivational behaviors based on Dörnyei's (2001) motivational strategy framework for foreign language classrooms. Postlesson teacher evaluations completed by both the observer and the teacher formed part of the measure of teacher motivational practice. Additionally, teachers attended up to two training sessions, responded to postlesson interview questions and completed a feedback survey. The results validate the previous findings that teacher motivational practice is strongly related to learner motivated behavior. Additionally, results show that teachers find value in motivational strategy training.

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Ekervärn, Sigrid, and Maria Nilsson. "Motivation : Lärares uppfattningar om elevers motivation." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-176262.

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Syftet med vår studie var att undersöka lärares uppfattningar om elevers motivation i skolan och lärarnas strategier för att stärka elevmotivationen. Studiens frågeställningar var hur uppfattar lärare begreppet motivation? Vilka faktorer påverkar enligt lärarna elevers motivation? Hur arbetar lärarna för att motivera eleverna? Metoden som tillämpades var en kvalitativ intervju med nio stycken lärare, som var strukturerad efter tre stycken teman: motivation, lärares roll för elevernas motivation och motivationsarbete. Utifrån frågeställningarna sammanfattas studien med att motivation är ett svårdefinierat begrepp, som anses stå i relation till andra begrepp så som vilja, drivkraft, intresse och glädje. Motivation är viktig för elever, eftersom det driver dem framåt i deras utveckling och stimulerar deras lärande. Faktorer som enligt lärarna påverkar elevers motivation är lärares bemötande och förhållningssätt gentemot eleverna, samt förväntningar, elevens trygghet och säkerhet, sociala omgivning och självkänsla och självförtroende.

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Fred, Erik, and Pontus Qvant. "Motivation In ESL Studies : Context as a motivational device." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-43237.

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The purpose of this study was to investigate why some students are more or less engaged in their ESL studies. Through a socio-psychological lens we investigate how attitudes toward ESL studies are affected and vary between different cultural structures and locations. The study originates in the L2 field explaining whether personality traits and an intrinsic motivation is dominant, or if extrinsic motivational devices can be utilized for progression. Should the variable of context be seen as one of its own or is it, in fact, a key device to create a firmer platform in L2 acquisition. The study shows that specific cultural and social contexts may create conditions in which students are encouraged to build a higher degree of self-determination and willingness to engage in their own development.

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Reichel, Mikael, and Mattias Rehnholm. "Motivation." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28284.

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E, Roberts Ellen, and Josefine Kvarfordh. "Motivation via belöningssystem : Påverkar belöningssystem personalens motivation?" Thesis, Högskolan i Gävle, Avdelningen för ekonomi, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-21265.

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Syfte: Empowerment handlar om att stärka personalens motivation och arbetstillfredsställelse genom att bland annat delegera ansvar och att dela information inom företaget. Detta kan ske med hjälp av olika verktyg varav belöningssystem är ett av de mest effektivaste verktygen inom empowerment. Denna studie söker efter att belysa hur belöningssystem kan påverka personalens motivation i arbetet. Metod: Studien har ett hermeneutiskt och socialkonstruktivistiskt perspektiv. Vi har använt oss utav en kvalitativ forskningsstrategi med semistrukturerade intervjuer för att samla empirisk data. Den teoretiska referensramen består av sekundär data från tidigare forskning. Vår forskningsprocess utgår ifrån den teoretiska referensramen, vi söker efter logiska paralleller mellan teori och empirisk data. Resultat & slutsats: Vårt resultat visar både likheter och motsägelser mellan befintlig teori och vår empiriska undersökning. Vårt empiriska resultat har stärkt antagandet om att belöningssystem stärker personalens motivation. Vårt resultat avviker dock från befintlig teori angående att icke-finansiella belöningssystem bäst främjar personalens motivation. Förslag till fortsatt forskning: Vi rekommenderar att undersöka hur företag kan använda sig av icke-finansiella belöningssystem för att bibehålla sin personal motiverad. Uppsatsens bidrag: Vi bedömning är att andra studenter kan finna vårt resultat intressant för framtida studier med tanke på att vårt empiriska resultat har avvikit från befintlig teori. Vi anser även att resultatet kan vara intressant för en företagsledning.
Aim: Empowerment deals with increasing employee motivation and job satisfaction by delegating responsibility and sharing information within the organization. This can be done through various tools including reward systems, which is one of the most effective tools within empowerment. This study is searching for understanding around how reward systems can influence employee motivation. Method: The study takes a hermeneutic and social constructionist perspective. We conducted a qualitative research strategy using semi-structured interviews to collect the empirical data. The theoretical framework consists of secondary data from researchers who have previously touched the subject. We sought logical parallels between the theory and the empirical data. Result & Conclusions: Our study has found both similarities and differences between existing theory and our interpretation of the empirical data. Our empirical results have strengthened the assumption that reward systems reinforce staff motivation. However, our results differ from existing theory which discuss which reward systems best encourages increased motivation. According to the prevailing theory, should non-financial rewards motivate more than financial rewards. Suggestions for future research: We recommend examining how companies can use non-financial reward systems and still keep their staff motivated. Contribution of the thesis: we believe that other students may find this interesting for future studies as our empirical results differed from the existing theory. We also believe that the results can be interesting for an enterprise. Key words: Empowerment, reward systems, motivation, total reward and decentralization.

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Hansson, Olausson Yasmine, and Felicia Edenhammar. "Motivation att leda : En studie om till vilken utsträckning en ledares motivation att leda påverkar motivationen hos dess följare." Thesis, Högskolan i Halmstad, Akademin för företagande, innovation och hållbarhet, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-45182.

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Title: Motivation to lead: A study that research to what extent a leader’s motivation to lead affect the motivation among its followers Authors: Felicia Edenhammar and Yasmine Hansson Olaussson Keywords: Motivation to lead (MTL), motivation, leadership, job satisfaction, leader, follower Background: Motivation is an important resource for organizations if they wish to achieve a higher effectivity and productivity. Leadership is important to be able to reach this motivation. Even though leadership is important, it is a very difficult word which is dependent on relationships between leaders and followers. These relationships have great importance for job satisfaction. There are many studies about how the followers' motivation affects the company, but very rarely it is studied how leaders' motivation affect themselves and furthermore their followers. Research question: To what extent does leader’s MTL affect their followers' motivation? Purpose: The purpose of this study is to explain to what extent leaders MTL affect its followers' motivation. Method: This study uses both a qualitative and quantitative approach where an abduction isused. Empirical data has been gathered by holding eight interviews with leaders as well as surveys with their followers. The empirical data is analyzed by in case analysis and cross case analysis. Theoretical framework: This study begins by connecting motivation and different theories. Among these are the two-factor theory, intrinsic and extrinsic motivation, the self-determination theory and the cognitive evaluation theory. After this we define leadership basedon Rost (1993) definition to continue into the similarity attraction theory, the social learning theory and leader-member exchange theory. Lastly, we present the motivation to lead theory which this study builds upon. Findings: The findings are that a leader's MTL influences the follower’s motivation. It was shown that SN-MTL has the greatest effect on followers' motivation. While the amount of AFFMTL and NC-MTL did not really matter, it was found that the existence of these MTL were important.

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Книги з теми "Motivation"

1943-, O'Neil Harold F., and Drillings Michael, eds. Motivation: Theory and research. Hillsdale, N.J: L. Erlbaum Associates, 1994.

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Weiner, Bernard. Human motivation. New York: Springer-Verlag, 1985.

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Schmidt, Dirk. Motivation. Wiesbaden: Gabler, 2011. http://dx.doi.org/10.1007/978-3-8349-6476-2.

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Unit, Great Britain Work Research. Motivation. London: Work Research Unit, 1990.

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Unit, Great Britain Work Research. Motivation. London: Work Research Unit, 1985.

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Simpson, William A. Motivation. 2nd ed. London: Industrial Society, 1989.

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Board, Construction Industry Training, ed. Motivation. King's Lynn: Construction Industry Training Board, 1996.

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Heider, Fritz. Motivation. München-Weinheim: Psychologie Verlags Union, 1988.

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Kirchler, Erich. Motivation. Wien, Österreich: Facultas.wuv, 2010.

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Stroebe, Rainer W. Motivation. 8th ed. Heidelberg: I.H. Sauer-Verlag, 1999.

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Частини книг з теми "Motivation"

Broom, Donald M. "Motivation." In Broom and Fraser’s domestic animal behaviour and welfare, 59–75. 6th ed. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781789249835.0005.

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Abstract This chapter discusses the fundamentals of motivation in animals such its causal factors, state of being motivated, history of motivational ideas, monitoring motivation, motivational control systems, feelings, emotions, mood, needs, emotions, and judgement bias.

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Carlsson, Andreas. "Motivation and Motivational Climate." In Becoming a Better Sports Coach, 63–94. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003195153-3.

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Schmidt, Dirk. "Alles eine Frage der eigenen Motivation." In Motivation, 13–15. Wiesbaden: Gabler, 2011. http://dx.doi.org/10.1007/978-3-8349-6476-2_1.

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Schmidt, Dirk. "Wie halte ich meine Motivation auf Dauer hoch?" In Motivation, 42–43. Wiesbaden: Gabler, 2011. http://dx.doi.org/10.1007/978-3-8349-6476-2_10.

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Schmidt, Dirk. "Der Tiger „Paul“ in mir." In Motivation, 44–46. Wiesbaden: Gabler, 2011. http://dx.doi.org/10.1007/978-3-8349-6476-2_11.

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Schmidt, Dirk. "Kann-Dinge in Muss-Dinge umwandeln." In Motivation, 47–50. Wiesbaden: Gabler, 2011. http://dx.doi.org/10.1007/978-3-8349-6476-2_12.

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Schmidt, Dirk. "Die Kraft der Musik." In Motivation, 51–52. Wiesbaden: Gabler, 2011. http://dx.doi.org/10.1007/978-3-8349-6476-2_13.

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Schmidt, Dirk. "Die Macht der Bilder." In Motivation, 53–55. Wiesbaden: Gabler, 2011. http://dx.doi.org/10.1007/978-3-8349-6476-2_14.

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Schmidt, Dirk. "Unsere Emotionen sind der Turbo auf dem Weg zu Höchstleistungen." In Motivation, 56–57. Wiesbaden: Gabler, 2011. http://dx.doi.org/10.1007/978-3-8349-6476-2_15.

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Schmidt, Dirk. "Ziele sind der Treibstoff der Selbstmotivation." In Motivation, 58–60. Wiesbaden: Gabler, 2011. http://dx.doi.org/10.1007/978-3-8349-6476-2_16.

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Тези доповідей конференцій з теми "Motivation"

Baieșu, Marina, and Angela Boguș. "Effective Employee Motivation Strategies." In 27th International Scientific Conference “Competitiveness and Innovation in the Knowledge Economy”. Academy of Economic Studies of Moldova, 2024. http://dx.doi.org/10.53486/cike2023.35.

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In a constantly changing business world, motivating employees within a company and attracting new human resources become strategic priorities for companies. In order to achieve these objectives, it is crucial to implement effective motivational strategies, which lead to the retention of employees and the attraction of new valuable candidates. An effective motivational strategy not only attracts valuable candidates, but also determines the existing employees to make their maximum contribution to the success of the organization. Managers are increasingly concerned with assuming an important responsibility, namely that of motivating their employees to achieve performance. More and more companies realize the need to awaken the interest of employees to participate to a large extent in the company's success. Companies that maintain a focus on employee motivation will always have an advantage because a motivated employee is a productive employee. This will positively influence the results of the companies. That is why the motivational process is an important one, and managers should juggle motivational strategies to drive performance and help the company thrive. In this article, we will explore various forms of motivation, the causes for lack of motivation and what are the benefits that motivational strategies bring. Therefore, investing in effective strategies regarding the motivation of staff and candidates not only increases the attractiveness of the company on the labor market, but also strengthens the solid basis for the long-term success of the organization.

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Baermann, Maren. "Motivating Creativity - Creating Motivation." In 14th European Conference on Creativity in Innovation. AIJR Publisher, 2023. http://dx.doi.org/10.21467/proceedings.154.14.

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We live in challenging times. And to flourish in these times and work towards a sustainable future, I believe creativity is the best instrument we have. I see creativity as the magic ingredient for complexity competence, that is, the ability to navigate complex contexts. Thus, my goal is to enable people, teams, and organizations to be more creative. When we create truly agile work settings, these three levers are addressed astonishingly well. When they are mishandled, however, they can turn highly creative and well-motivated teams into mobs of zombies who are merely doing their jobs by the book, failing to think and find solutions for themselves.

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Kirila, Kitija, Dace Kaufmane, and Rita Skobejeva. "OPPORTUNITIES AND LIMITATIONS OF THE STAFF MOTIVATION SYSTEM OF COMPANY." In 11th SWS International Scientific Conferences on ART and HUMANITIES - ISCAH 2024. SGEM WORLD SCIENCE, 2024. http://dx.doi.org/10.35603/sws.iscah.2024/fs01.07.

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The problem of lack of motivation is considered one of the most urgent problems for organizations because not only an increase in the social and creative activity of employees but also the success of the organization depends on the creation and application of a successful motivation system. There are several methods of motivating employees, but in each specific situation, the most proper methods of motivating employees should be applied so that the employees work efficiently. Human motivation is primarily based on needs. Personal motivation in an organization involves both material and non-material incentives that inspire employees to work more efficiently, and it is also a way to attract and retain qualified specialists in the organization. The authors examined the opportunities of the motivation system and the limitations of the system implemented in a metalworking company because nowadays it is important to hire and retain qualified specialists, which is becoming increasingly difficult. Developing a motivational system in organizations is a significant challenge because the managers' understandings of the need for and essence of a motivational system are different. To establish an effective management system, it is important to know how motives responsible for the employee's actions arise and work, how motives become actions and how motivation is implemented. The research aims to analyse the motivation system of an international metalworking company and its opportunities and limitations.

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Urichianu, Adrian Ion, and Bogdan Urichianu. "Studiul aspectelor motivaţionale ale aderării tinerilor la activitatea sportivă de performanţă." In Congresul Ştiinţific Internaţional "Sport. Olimpism. Sănătate". State University of Physical Education and Sport, Republic of Moldova, 2022. http://dx.doi.org/10.52449/soh22.51.

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In motor learning, as in any activity, motivation influences both the dynamics of the learning process and the result that is reached. The particularities of the motivational structure are not the same in the physical education lesson or in sports training. New reasons for action constantly appear and the hierarchy of reasons is restructured. In motor learning, the motivation of the subjects is largely dependent on the training and pedagogic qualities of the teacher or trainer. The dynamics of motivation in athletes presents its following four stages: the stage of generalization - the child, the adolescent is motivated by the need for movement and success; the stage of differentiation, in which the choice of the sport takes place; the stage of specialized preferences, in which the athlete has obtained performances in the chosen branch, traversing various motivational routes; the stage of motivational involution, in which the athlete falls back under the influence of primary or secondary motivations.

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Borowski, Andrzej. "Motivating Emloyees in Public Administration." In 5th International Scientific Conference 2021. University of Maribor Press, 2021. http://dx.doi.org/10.18690/978-961-286-464-4.10.

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The purpose of the publication is to present the specifics of motivating in public administration. There is no doubt that employees should be motivated regardless of the workplace. The publication presents the definition of motivation and its theory. It contains tips on what should be particularly considered in creating an incentive system in public administration. Particular attention was devoted to creating the foundations of a motivational system that has roots in motivation theories. The most common motivational theories and their importance in shaping the incentive system were presented.

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Siddique, Zahed, and Patricia L. Hardré. "Structuring Engineering Design Courses to Motivate Students." In ASME 2013 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/detc2013-12392.

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The purpose of this study was to determine the effects of motivation in engineering design courses. In this study we present a structured approach to identify motivational gaps and instructional design to explicitly address motivational needs in a current course in mechanical engineering design. The SUCCESS framework (Hardré, 2009) has been proposed to assess the existing motivational components of the course, examine gaps in the course relative to its goals, and then propose motivating strategies to address those gaps. This paper presents the model and course description, along with the process and products of the analysis of the course to improve motivation for engagement and innovation.

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Domuschieva-Rogleva, Galina, Viktorija Doneva, and Mariya Yancheva. "MOTIVATION AND LEADERSHIP STYLE OF ATHLETES." In INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES”. Scientific Publishing House NSA Press, 2022. http://dx.doi.org/10.37393/icass2022/65.

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ABSTRACT Long-term motivation, perceived motivational climate, and leadership style are factors related to the endurance of load, resistance to stress and sports results. The aim of this study was to reveal the relationships between leadership style, motivational climate, and long-term motivation of athletes differentiated by sex, kind of sport, and sports results. The research was done among 101 athletes practicing team sports (70 men, 31 women) with mean age 20.3 years (±5.4). We used the following questionnaires: Leadership Scale for Sport (LSS), Perceived Motivational Climate in Sport Questionnaire-2 (PMCSQ - 2), and the Test for the study of long-term motivation assessing the long-term goals and prospects. The mastery of motivational climate is strengthened by applying democratic behavior (β=.229*) and structuring of team actions through training and instruction (β=.435**). The performance motivational climate is strengthened by using autocratic behavior (β=.426***) and avoiding: democratic behavior (β=-.459**), and giving positive feedback (β=-.236*). Long-term motivation increases with the dominance of the mastery motivational climate (β=.310**) and decreases with the performance motivational climate (β=-.202*). The obtained results give grounds to assume that the coach’s leadership style plays a significant role in shaping the perceived motivational climate, which determines the level of athletes’ long-term motivation.

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Hiemstra, Djoerd, and Anne Carine Zagt. "Developing Communication Competencies Through E-Learning: The Motivating Potential of Adaptive Video Role Play." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5264.

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Abstract To develop competence through e-learning tools, students must be motivated to use these tools. Hence, we conducted two empirical studies to explore the motivating potential of an adaptive video role playing game (AVR) for training communication competencies. In Study 1 (N = 54), we used a within-person design to examine students’ motivation in three learning conditions: in the classroom, when playing the AVR, and when doing homework. The results showed that, relative to the homework condition, in the AVR condition students were higher in perceived competence, relatedness, intrinsic motivation, and flow. No difference between the classroom condition and the AVR condition were found. In Study 2 (N = 150), we used a randomized experimental design to examine the motivational consequences of using videos (AVR) rather than photos (APR) in the adaptive role playing game. We found that, relative to students in the APR condition, students in the AVR condition were higher in relatedness and flow. No differences in perceived competence, autonomy, and intrinsic motivation were observed. We conclude that an AVR may have considerable motivational benefits relative to common homework assignments, and some motivational benefits relative to an APR. Keywords: e-learning, video role play, games, motivation, flow

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Lasić, Marija, Mirela Mabić, and Lidija Lesko Bošnjak. "Motivation Techniques and Strategic Approach to Motivation in FBIH Companies." In 27th International Scientific Conference Strategic Management and Decision Support Systems in Strategic Management. University of Novi Sad, Faculty of Economics in Subotica, 2022. http://dx.doi.org/10.46541/978-86-7233-406-7_245.

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The success of a company depends on the employees, so the challenge for managers is to monitor their needs continuously and find ways to encourage them to work and achieve goals. By using a combination of compatible material and non-material techniques within motivation strategies, managers link long-term company goals and rewarding employees for work and achievements. The aim of this paper is to get insight into the used motivation techniques and strategic approach to motivation in companies in the Federation of BiH (FBiH). The survey was conducted in early 2019 and covered 63 companies. The most commonly used material motivation techniques are salaries, bonuses, and paid leave, and the most commonly used nonmaterial techniques are appropriate working hours, information on work results and the possibility of advancement. Almost half of the managers state that there are established rules for motivating employees in their companies, slightly more than ¼ point out that there is an established plan for motivating employees that is continuously implemented. Only a part of the surveyed companies, have a continuous, systematic way of monitoring employee motivation. Assessing motivation and taking corrective action is most often carried out by top management, two or more times a year. The results indicate that some companies in the FBiH have not yet realized that the human factor is a key factor in achieving better business results. In order for motivation to be truly effective, it must be approached in a planned and continuous manner.

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Curea, Roxana Nicoleta. "Motivational Structure and the Risk of Professional Dropout in Pre-school Teachers." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/10.

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This empirical study identifies a hierarchy of motivations for choosing a teaching career (in order of intrinsic motivation, motivation by identification, motivation by introjection and extrinsic motivation), investigates the reasons responsible for professional dropout among teachers and their expectations of the education system. In addition, a set of management measures is proposed to increase teachers' motivation.

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Звіти організацій з теми "Motivation"

Davis, Kristin E., Suresh Chandra Babu, and Catherine Ragasa. Introduction and motivation. Washington, DC: International Food Policy Research Institute, 2020. http://dx.doi.org/10.2499/9780896293755_01.

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Landy, Frank J., and Wendy S. Becker. Adaptive Motivation Theory. Fort Belvoir, VA: Defense Technical Information Center, June 1985. http://dx.doi.org/10.21236/ada157440.

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Burleigh, S., M. Ramadas, and S. Farrell. Licklider Transmission Protocol - Motivation. RFC Editor, September 2008. http://dx.doi.org/10.17487/rfc5325.

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Maddocks, Sally C. Music and Combat Motivation. Fort Belvoir, VA: Defense Technical Information Center, April 2015. http://dx.doi.org/10.21236/ada635065.

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Ritter, Joseph, and Lowell J. Taylor. Economic Models of Employee Motivation. Federal Reserve Bank of St. Louis, 1997. http://dx.doi.org/10.20955/wp.1997.006.

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Revelle, William, and Kristen J. Anderson. Personality, Motivation and Cognitive Performance. Fort Belvoir, VA: Defense Technical Information Center, February 1999. http://dx.doi.org/10.21236/ada359851.

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Carlson, Scott M. Defeat: A Motivation for Organizational Change? Fort Belvoir, VA: Defense Technical Information Center, March 2007. http://dx.doi.org/10.21236/ada468391.

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McMahon, Michael F. Employability, Transferable Skills and Student Motivation. Bristol, UK: The Economics Network, November 2007. http://dx.doi.org/10.53593/n190a.

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Lanier, Nicholas Edward. La Cumbre Update: Motivation, Objectives, and Progress. Office of Scientific and Technical Information (OSTI), August 2017. http://dx.doi.org/10.2172/1378914.

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Kanfer, Ruth, and Phillip L. Ackerman. Ability/Motivation Interactions in Complex Skill Acquisition. Fort Belvoir, VA: Defense Technical Information Center, April 1988. http://dx.doi.org/10.21236/ada196450.

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