Intrinsic Motivation.

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Deci, Edward L.

The paper draws together a wide variety of research which relates to the topic of intrinsic motivation; intrinsically motivated activities are defined as those which a person does for no apparent reward except the activity itself or the feelings which result from the activity. Most of this research was not originally reported within the framework…

INTRINSIC AND EXTRINSIC MOTIVATION - AN INVESTIGATION OF PERFORMANCE CORRELATION

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Abrudan Maria-Madela

2011-07-01

Full Text Available A series of research untaken in the last decade have revealed some interesting aspects regarding the effects of different types of motivation on performance. Among the researchers who have shown interest in this field we can number: Richard Ryan, Edward Deci, Sam Glucksberg, Dan Ariely, Robert Eisenhower, Linda Shanock, analysts from London School of Economics, and others. Their findings suggest that extrinsic incentives may have a negative impact on overall performance, but a general agreement in this respect has not been reached. In this paper we intend to shed some light upon the relationship between intrinsic and extrinsic motivation and performance. Experts define intrinsic motivation as being the execution of a task or activity because of the inherent satisfaction arising from it rather than due to some separate outcome. In contrast with intrinsic motivation, we speak of extrinsic motivation whenever an activity is done in order to attain some separable outcome. With the purpose of contributing to the clarification of the links between concepts, we initiated and conducted an explanatory research. The research is based on the analysis of the relations between the results obtained by third year students and their predominant type of motivation. For this, we formulated and tested four work hypotheses using a combination of quantitative methods (investigation and qualitative methods (focus group. After the validation of the questionnaires, the respondents were divided into four categories: intrinsically motivated, extrinsically motivated, both intrinsically and extrinsically motivated and unmotivated. To analyze the collected data, we made use of Excel and SPSS. Some of the primary conclusions of the research are as follows: as the average increases, the percent of individuals having both extrinsic and intrinsic motivation is decreasing; the highest percentage of unmotivated students is concentrated in the highest average category; Female

The power of competence support: The impact of coaches and athlete leaders on intrinsic motivation and performance.

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Fransen, K; Boen, F; Vansteenkiste, M; Mertens, N; Vande Broek, G

2018-02-01

Grounded in the Cognitive Evaluation Theory, a mini-theory of Self-Determination Theory, this experimental field study sought to examine the impact of competence support of both coaches and athlete leaders on athletes' competence satisfaction, intrinsic motivation, and subjective as well as objective performance. Male basketball players (N = 120) were allocated to groups of 5 players. These groups were then randomly assigned to a control group or to 1 of 3 experimental conditions. In these experimental conditions, either the coach, the athlete leader, or both provided motivational feedback to their team. The provision of motivational feedback by either the coach or the athlete leader was sufficient to increase athletes' competence satisfaction, intrinsic motivation, and objective performance (i.e., enhanced execution time without a decrease in scoring percentage) relative to the control group. Interestingly, when both the coach and the athlete leader provided competence support, a surplus effect was observed on objective performance compared with when only the coach provided competence support. Furthermore, structural equation modeling revealed that players' competence satisfaction mediated the relationship between the provided competence support and players' intrinsic motivation, while a direct effect was observed on objective performance. In conclusion, the study findings indicate that also athlete leaders can adopt a motivating role, and that by doing so, their impact is as strong as the impact of the coach. Both coaches and athlete leaders can thus boost athletes' objective performance and foster competence satisfaction, with the latter resulting in increased intrinsic motivation. © 2017 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Organizational commitment and intrinsic motivation of regular and contractual primary health care providers.

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Kumar, Pawan; Mehra, Anu; Inder, Deep; Sharma, Nandini

2016-01-01

Motivated and committed employees deliver better health care, which results in better outcomes and higher patient satisfaction. To assess the Organizational Commitment and Intrinsic Motivation of Primary Health Care Providers (HCPs) in New Delhi, India. Study was conducted in 2013 on a sample of 333 HCPs who were selected using multistage stage random sampling technique. The sample includes medical officers, auxiliary nurses and midwives, and pharmacists and laboratory technicians/assistants among regular and contractual staff. Data were collected using the pretested structured questionnaire for organization commitment (OC), job satisfiers, and intrinsic job motivation. Analysis was done by using SPSS version 18 and appropriate statistical tests were applied. The mean score for OC for entire regular staff is 1.6 ± 0.39 and contractual staff is 1.3 ± 0.45 which has statistically significant difference (t = 5.57; P = 0.00). In both regular and contractual staff, none of them show high emotional attachment with the organization and does not feel part of the family in the organization. Contractual staff does not feel proud to work in a present organization for rest of their career. Intrinsic motivation is high in both regular and contractual groups but intergroup difference is significant (t = 2.38; P Organizational commitment and intrinsic motivation of contractual staff are lesser than the permanent staff. Appropriate changes are required in the predictors of organizational commitment and factors responsible for satisfaction in the organization to keep the contractual human resource motivated and committed to the organization.

Motivating crowding theory - opening the black box of intrinsic motivation

DEFF Research Database (Denmark)

Jacobsen, Christian Bøtcher

2010-01-01

Public employees work for many other reasons than because they are paid for it. In other words, intrinsic motivation is an important determinant for their performance. Nonetheless, public sector organizations increasingly rely on extrinsic motivation factors such as monetary incentives to motivate...... employees. Motivation crowding theory claims that this may be at the expense of intrinsic motivation, if the extrinsic motivation factor is perceived to be controlling. On the other hand, intrinsic motivation will be enhanced (crowded in), if the extrinsic motivation factor is perceived to be supportive......, monetary incentives are found to cause different crowding effects for these different types of intrinsic motivation. The results call for more theoretical work on the drivers of motivation crowding effects and for practitioners to pay more attention to what type of intrinsic motivation is at stake, when...

Intrinsic motivation and extrinsic incentives jointly predict performance: a 40-year meta-analysis.

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Cerasoli, Christopher P; Nicklin, Jessica M; Ford, Michael T

2014-07-01

More than 4 decades of research and 9 meta-analyses have focused on the undermining effect: namely, the debate over whether the provision of extrinsic incentives erodes intrinsic motivation. This review and meta-analysis builds on such previous reviews by focusing on the interrelationship among intrinsic motivation, extrinsic incentives, and performance, with reference to 2 moderators: performance type (quality vs. quantity) and incentive contingency (directly performance-salient vs. indirectly performance-salient), which have not been systematically reviewed to date. Based on random-effects meta-analytic methods, findings from school, work, and physical domains (k = 183, N = 212,468) indicate that intrinsic motivation is a medium to strong predictor of performance (ρ = .21-45). The importance of intrinsic motivation to performance remained in place whether incentives were presented. In addition, incentive salience influenced the predictive validity of intrinsic motivation for performance: In a "crowding out" fashion, intrinsic motivation was less important to performance when incentives were directly tied to performance and was more important when incentives were indirectly tied to performance. Considered simultaneously through meta-analytic regression, intrinsic motivation predicted more unique variance in quality of performance, whereas incentives were a better predictor of quantity of performance. With respect to performance, incentives and intrinsic motivation are not necessarily antagonistic and are best considered simultaneously. Future research should consider using nonperformance criteria (e.g., well-being, job satisfaction) as well as applying the percent-of-maximum-possible (POMP) method in meta-analyses. PsycINFO Database Record (c) 2014 APA, all rights reserved.

Live as we choose: The role of autonomy support in facilitating intrinsic motivation.

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Meng, Liang; Ma, Qingguo

2015-12-01

According to Self-determination Theory (SDT), autonomy is a basic psychological need, satisfaction of which may lead to enhanced intrinsic motivation and related beneficial outcomes. By manipulating the opportunity to choose between tasks of equal difficulty, throughout the motivational process, the effect of autonomy support was examined both behaviorally and electrophysiologically. More negative stimulus-preceding negativity (SPN) and an enlarged FRN loss-win difference wave (d-FRN) indicated an enhanced expectation toward the positive outcome (during the anticipation stage) as well as intensified intrinsic motivation toward the task (during the outcome appraisal stage) when choice was available. Taken together, results of the present study suggest d-FRN upon feedback as a real-time electrophysiological indicator of intrinsic/autonomous motivation and illustrate the important role of autonomy-supportive job design in the workplace. Copyright © 2015 Elsevier B.V. All rights reserved.

Organizational commitment and intrinsic motivation of regular and contractual primary health care providers

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Pawan Kumar

2016-01-01

Full Text Available Background: Motivated and committed employees deliver better health care, which results in better outcomes and higher patient satisfaction. Objective: To assess the Organizational Commitment and Intrinsic Motivation of Primary Health Care Providers (HCPs in New Delhi, India. Materials and Methods: Study was conducted in 2013 on a sample of 333 HCPs who were selected using multistage stage random sampling technique. The sample includes medical officers, auxiliary nurses and midwives, and pharmacists and laboratory technicians/assistants among regular and contractual staff. Data were collected using the pretested structured questionnaire for organization commitment (OC, job satisfiers, and intrinsic job motivation. Analysis was done by using SPSS version 18 and appropriate statistical tests were applied. Results: The mean score for OC for entire regular staff is 1.6 ± 0.39 and contractual staff is 1.3 ± 0.45 which has statistically significant difference (t = 5.57; P = 0.00. In both regular and contractual staff, none of them show high emotional attachment with the organization and does not feel part of the family in the organization. Contractual staff does not feel proud to work in a present organization for rest of their career. Intrinsic motivation is high in both regular and contractual groups but intergroup difference is significant (t = 2.38; P < 0.05. Contractual staff has more dissatisfier than regular, and the difference is significant (P < 0.01. Conclusion: Organizational commitment and intrinsic motivation of contractual staff are lesser than the permanent staff. Appropriate changes are required in the predictors of organizational commitment and factors responsible for satisfaction in the organization to keep the contractual human resource motivated and committed to the organization.

Effect of intrinsic rewards on task performance of employees: Mediating role of motivation

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Rizwan Qaiser Danish

2015-02-01

Full Text Available The basic purpose of this study was to examine the effect of reward management system, especially intrinsic rewards on task performance with the mediating role of extrinsic and intrinsic motivation of employees working in the banks in the capital of Punjab, Lahore, Pakistan. The secondary purpose of this study was to explore what level of performance these employees demonstrate towards their organizations when they are rewarded intrinsically and when they are motivated due to these reward management system accordingly. In this study, we collected data through self-administered questionnaires applying correlational explanatory research design. We distributed 300 questionnaires among which 290 were returned resulting in a response rate of 96%. The analysis of the data revealed that intrinsic rewards have positive impact on task performance of employees working in banks and motivation and its dimensions, i.e., intrinsic motivation, extrinsic motivation, and job satisfaction mediated this relationship. Considering the importance of appreciations received by bankers in the form of rewards and their effect on extra role performance and sophisticated management, policy makers should take necessary steps for improving the reward management system which will increase the task performance of employees because they will be motivated by these performance appraisal techniques.

Show them the money? The role of pay, managerial need support, and justice in a self-determination theory model of intrinsic work motivation.

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Olafsen, Anja H; Halvari, Hallgeir; Forest, Jacques; Deci, Edward L

2015-08-01

The link between money and motivation has been a debated topic for decades, especially in work organizations. However, field studies investigating the amount of pay in relation to employee motivation is lacking and there have been calls for empirical studies addressing compensation systems and motivation in the work domain. The purpose of this study was to examine outcomes associated with the amount of pay, and perceived distributive and procedural justice regarding pay in relation to those for perceived managerial need support. Participants were 166 bank employees who also reported on their basic psychological need satisfaction and intrinsic work motivation. SEM-analyses tested a self-determination theory (SDT) model, with satisfaction of the competence and autonomy needs as an intervening variable. The primary findings were that amount of pay and employees' perceived distributive justice regarding their pay were unrelated to employees' need satisfaction and intrinsic work motivation, but procedural justice regarding pay did affect these variables. However, managerial need support was the most important factor for promoting need satisfaction and intrinsic work motivation both directly, indirectly, and as a moderator in the model. Hence, the results of the present organizational field study support earlier laboratory experiments within the SDT framework showing that monetary rewards did not enhance intrinsic motivation. This seems to have profound implications for organizations concerned about motivating their employees. © 2015 Scandinavian Psychological Associations and John Wiley & Sons Ltd.

Intrinsic motivation: how can it play a pivotal role in changing clinician behaviour?

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Nantha, Yogarabindranath Swarna

2013-01-01

In the light of an increasing healthcare burden, this paper seeks to offer insight about how intrinsic motivation could play a pivotal role in improving the pre-existing healthcare service delivery systems by altering clinician behaviour. The paper argues the case for four salient dimensions worth exploring through the lens of intrinsic motivation--non-financial incentives, positive affective states, organizational culture and prescribing quality. This article reviews literature from both social sciences and health management practices to provide rationale on how intrinsic motivational approaches could optimize healthcare service delivery systems. The scrutiny of the body of evidence leads to the assertion that there is neglect in the initiatives to reinforce intrinsic motivation as a method to address the ailing morale of doctors. This seems to have exacerbated negative outcomes that include job dissatisfaction, compromise in the quality of care and poor patient-doctor relationships. Diminution in positive affective states amongst doctors, largely controlled by intrinsic motivation, led to strained doctor-patient communication and poor quality of care. Barriers in a healthcare organizational culture that restricts autonomy and empowerment seem to directly undermine job satisfaction. The article argues that it is crucial to shift away from the conventional tendencies promoting tangible rewards. A more holistic approach should be adopted by conducting formal research into intrinsic motivation and how it could aid the formulation of policies tailored to meet the current demands of the healthcare system.

Professionalism, Demographics, and Motivation: Predictors of Job Satisfaction Among Nigerian Teachers

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NWACHUKWU PRINCE OLOLUBE

2007-08-01

Full Text Available This research article examines the intensity of satisfaction in the teaching career amongst the secondary school teaching workforce and identifies some work-related factors associated with job satisfaction. The main focus of this study is to probe the impact of the hygiene and motivation factors as a predictor of job satisfaction and see how they align with other existing studies. For the purpose of this study, hygiene factors are factors that cause dissatisfaction and motivation factors are factors that cause employees to be satisfied with their job. A questionnaire was used for data gathering, and multiple statistical procedures were employed in the analysis. The findings revealed that both the extrinsic (hygiene and the intrinsic (motivation factors are predictors of job satisfaction. In particular, this research work is written for educational administrators, policymakers and planners that are interested in empirical information methods that might help them improve secondary schooling in Nigeria and elsewhere.

Intrinsic job satisfaction, overall satisfaction, and intention to leave the job among nursing assistants in nursing homes.

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Decker, Frederic H; Harris-Kojetin, Lauren D; Bercovitz, Anita

2009-10-01

We examined predictors of intrinsic job satisfaction, overall satisfaction, and intention to leave the job among nursing assistants (NAs). The study focused on NAs who worked 30 or more hours per week in a nursing home. Data on 2,146 NAs meeting this criterion came from the 2004 National Nursing Assistant Survey, the first telephone interview survey of NAs nationwide. Regression equations were calculated in which intrinsic satisfaction, overall satisfaction, and intention to leave were dependent variables. NA attributes (e.g., job tenure and education) and extrinsic job factors (e.g., assessment of supervisor behavior, pay satisfaction, and benefits) were exogenous variables. A positive assessment of the supervisor's behavior had the strongest association with intrinsic satisfaction. Pay satisfaction had the second strongest association with intrinsic satisfaction. Predictors with the strongest associations with intention to leave were overall and intrinsic satisfaction. Assessment of the supervisor was not associated directly with intention to leave. Assessments of the supervisor and pay may affect overall satisfaction and intention to leave in part through their direct effects on intrinsic satisfaction. Some facility and NA attributes were related to intrinsic satisfaction but not to overall satisfaction, suggesting that intrinsic satisfaction may be an intervening variable in the impact of these attributes on overall satisfaction. Intrinsic satisfaction and extrinsic job factors amenable to change appear central to NAs' overall satisfaction and intention to leave. A facility may be able to improve extrinsic job factors that improve NAs' job-related affects, including intrinsic satisfaction.

Perceptions of the activity, the social climate, and the self during group exercise classes regulate intrinsic satisfaction.

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Maher, Jaclyn P; Gottschall, Jinger S; Conroy, David E

2015-01-01

Engaging in regular physical activity is a challenging task for many adults. Intrinsic satisfaction with exercise classes is thought to promote adherence to physical activity. This study examined the characteristics of exercise classes that impact within-person changes in intrinsic satisfaction over the course of an extended group exercise program. A 30-week physical activity trial was conducted with assessments at the end of each class. Community-living adults (n = 29) were instructed to complete at least six group exercise classes each week and, following each exercise class, complete a questionnaire asking about the characteristics of the class and the participant's evaluation of the class. Intrinsic satisfaction was high, on average, but varied as much within-person from class-to-class as it did between exercisers. Participants reported the greatest intrinsic satisfaction when classes placed greater emphasis on exercisers' involvement with the group task, feelings of competence, and encouragement from the instructor. For the most part, exercise classes that were more intense than usual were perceived by exercisers as less intrinsically satisfying. Some overall characteristics of the exercise classes were also associated with intrinsic satisfaction. The social and motivational characteristics of group exercise classes contribute to exercisers' intrinsic satisfaction with classes and attention to those dynamics, as well as the intensity of the exercise, may improve adherence for exercise regimens.

Catch It If You Can: How Contagious Motivation Improves Group Projects and Course Satisfaction

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Krishen, Anjala S.

2013-01-01

This article proposes a theory-based contagious motivation model focusing on enhancing student perceptions of group projects and ultimately course satisfaction. Moreover, drawing from both pedagogical and organizational behavior literatures, a model is presented that ties together intrinsic motivation theory with social contagion and…

Perceived Motivational Climate as a Predictor of Intrinsic Motivation in Medical Students

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Saiideh Norouzi

2016-06-01

Full Text Available Introduction: Motivational climate is the situational structure of goals through which success or failure is judged in the social environment. This study aimed at examining the relationship between perceived motivational climate and intrinsic motivation of medical students. It was hypothesized that perceived mastery climate predicted medical students’ intrinsic motivation positively and perceived performance climate predicted it negatively. Methods: The design was a cross-sectional study. The Iranian version of two instruments for measuring intrinsic motivation and perceived motivational climate were completed by 232 medical students. In order to identify the predictability relationship between the research variables, structure equation modeling was adopted. Results: Investigations revealed that perceived mastery climate positively and meaningfully predicted medical students’ intrinsic motivation (0/85. Perceived performance climate negatively predicted medical students’ intrinsic motivation (-0/47. Conclusion: Building mastery climate in a learning environment promotes medicine students’ intrinsic motivation.

Incentives and intrinsic motivation in healthcare.

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Berdud, Mikel; Cabasés, Juan M; Nieto, Jorge

It has been established in the literature that workers within public organisations are intrinsically motivated. This paper is an empirical study of the healthcare sector using methods of qualitative analysis research, which aims to answer the following hypotheses: 1) doctors are intrinsically motivated; 2) economic incentives and control policies may undermine doctors' intrinsic motivation; and 3) well-designed incentives may encourage doctors' intrinsic motivation. We conducted semi-structured interviews à-la-Bewley with 16 doctors from Navarre's Healthcare Service (Servicio Navarro de Salud-Osasunbidea), Spain. The questions were based on current theories of intrinsic motivation and incentives to test the hypotheses. Interviewees were allowed to respond openly without time constraints. Relevant information was selected, quantified and analysed by using the qualitative concepts of saturation and codification. The results seem to confirm the hypotheses. Evidence supporting hypotheses 1 and 2 was gathered from all interviewees, as well as indications of the validity of hypothesis 3 based on interviewees' proposals of incentives. The conclusions could act as a guide to support the optimal design of incentive policies and schemes within health organisations when healthcare professionals are intrinsically motivated. Copyright © 2016 SESPAS. Publicado por Elsevier España, S.L.U. All rights reserved.

The Neuroscience of Growth Mindset and Intrinsic Motivation.

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Ng, Betsy

2018-01-26

Our actions can be triggered by intentions, incentives or intrinsic values. Recent neuroscientific research has yielded some results about the growth mindset and intrinsic motivation. With the advances in neuroscience and motivational studies, there is a global need to utilize this information to inform educational practice and research. Yet, little is known about the neuroscientific interplay between growth mindset and intrinsic motivation. This paper attempts to draw on the theories of growth mindset and intrinsic motivation, together with contemporary ideas in neuroscience, outline the potential for neuroscientific research in education. It aims to shed light on the relationship between growth mindset and intrinsic motivation in terms of supporting a growth mindset to facilitate intrinsic motivation through neural responses. Recent empirical research from the educational neuroscience perspective that provides insights into the interplay between growth mindset and intrinsic motivation will also be discussed.

Satisfaction, motivation, and future of community preceptors: what are the current trends?

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Latessa, Robyn; Colvin, Gaye; Beaty, Norma; Steiner, Beat D; Pathman, Donald E

2013-08-01

To measure overall satisfaction of community-based preceptors, their anticipated likelihood of continuing to teach, professional satisfaction, influence of having students, motivation for teaching, satisfaction with professional practice, and satisfaction with and value of incentives, and to compare results with those of a similar 2005 statewide survey. In 2011, the authors distributed a 25-item survey to all 2,359 community-based primary care preceptors (physicians, pharmacists, advanced practice nurses, physician assistants) served by the North Carolina Area Health Education Centers system's Offices of Regional Primary Care Education. The survey targeted the same items and pool of eligible respondents as did the North Carolina Area Health Education Center 2005 Preceptor Survey. Of 2,359 preceptors contacted, 1,278 (54.2%) completed questionnaires. The data from 2011 did not differ significantly from the 2005 data. In 2011, respondents were satisfied with precepting (91.7%), anticipated continuing to precept for the next five years (88.7%), and were satisfied overall with their professional life (93.7%). Intrinsic reasons (e.g., enjoyment of teaching) remained an important motivation for teaching students. Physicians reported significantly lower overall satisfaction with extrinsic incentives (e.g., monetary compensation) and felt more negativity about the influence of students on their practices. This study found that preceptors continue to be satisfied with teaching students. Intrinsic reasons remain an important motivation to precept, but monetary compensation may have increasing importance. Physicians responded more negatively than other health provider groups to several questions, suggesting that their needs might be better met by redesigned teaching models.

The Neuroscience of Growth Mindset and Intrinsic Motivation

Directory of Open Access Journals (Sweden)

Betsy Ng

2018-01-01

Full Text Available Our actions can be triggered by intentions, incentives or intrinsic values. Recent neuroscientific research has yielded some results about the growth mindset and intrinsic motivation. With the advances in neuroscience and motivational studies, there is a global need to utilize this information to inform educational practice and research. Yet, little is known about the neuroscientific interplay between growth mindset and intrinsic motivation. This paper attempts to draw on the theories of growth mindset and intrinsic motivation, together with contemporary ideas in neuroscience, outline the potential for neuroscientific research in education. It aims to shed light on the relationship between growth mindset and intrinsic motivation in terms of supporting a growth mindset to facilitate intrinsic motivation through neural responses. Recent empirical research from the educational neuroscience perspective that provides insights into the interplay between growth mindset and intrinsic motivation will also be discussed.

Associations of students' self-reports of their teachers' verbal aggression, intrinsic motivation, and perceptions of reasons for discipline in Greek physical education classes.

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Bekiari, Alexandra; Kokaridas, Dimitrios; Sakellariou, Kimon

2006-04-01

In this study were examined associations among physical education teachers' verbal aggressiveness as perceived by students and students' intrinsic motivation and reasons for discipline. The sample consisted of 265 Greek adolescent students who completed four questionnaires, the Verbal Aggressiveness Scale, the Lesson Satisfaction Scale, the Reasons for Discipline Scale, and the Intrinsic Motivation Inventory during physical education classes. Analysis indicated significant positive correlations among students' perceptions of teachers' verbal aggressiveness with pressure/ tension, external reasons, introjected reasons, no reasons, and self-responsibility. Significant negative correlations were noted for students' perceptions of teachers' verbal aggression with lesson satisfaction, enjoyment/interest, competence, effort/importance, intrinsic reasons, and caring. Differences between the two sexes were observed in their perceptions of teachers' verbal aggressiveness, intrinsic motivation, and reasons for discipline. Findings and implications for teachers' type of communication were also discussed and suggestions for research made.

Intrinsic-extrinsic factors in sport motivation.

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Pedersen, Darhl M

2002-10-01

Participants were 83 students (36 men and 47 women). 10 intrinsic-extrinsic factors involved in sport motivation were obtained. The factors were generated from items obtained from the participants rather than items from the experimenter. This was done to avoid the possible influence of preconceptions on the part of the experimenter regarding what the final dimensions may be. Obtained motivational factors were Social Reinforcement, Fringe Benefits, Fame and Fortune, External Forces, Proving Oneself, Social Benefits, Mental Enrichment, Expression of Self, Sense of Accomplishment, and Self-enhancement. Each factor was referred to an intrinsic-extrinsic dimension to describe its relative position on that dimension. The order of the factors as listed indicates increasing intrinsic motivation. i.e., the first four factors were rated in the extrinsic range, whereas the remaining six were rated to be in the intrinsic range. Next, the participants rated the extent to which each of the various factors was involved in their decision to participate in sport activities. The pattern of use of the motivational factors was the same for both sexes except that men indicated greater use of the Fringe Benefits factor. Overall, the more intrinsic a sport motivation factor was rated, the more likely it was to be rated as a factor in actual sport participation.

Predicting the effect of extrinsic and intrinsic job satisfaction factors on recruitment and retention of rehabilitation professionals.

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Randolph, Diane Smith

2005-01-01

The purpose of this study was to ascertain which extrinsic and intrinsic job satisfaction areas are most predictive of rehabilitation professionals' career satisfaction and desire to stay on the job. This article discusses the results of a survey conducted on practicing occupational therapists, physical therapists, and speech-language pathologists regarding factors that contribute to career satisfaction and desire to stay on the job. Five hundred surveys were mailed to each profession; 463 were returned, of which 328 were able to be analyzed. Results from regression analysis showed that intrinsic factors such as professional growth and having a work environment in line with personal values are more significant in predicting career satisfaction than are extrinsic factors such as pay and continuing education. These same intrinsic factors are also significant in predicting the rehabilitation professional's desire to stay on the job. These findings are significant to healthcare managers desiring to recruit and retain qualified occupational therapists, physical therapists, and speech-language pathologists. In addition to extrinsic benefits such as pay, healthcare managers need to focus on provision of intrinsic factors such as opportunities for professional growth, recognition of accomplishments, and opportunities for departmental input to motivate rehabilitation professionals.

Experiences matter: Positive emotions facilitate intrinsic motivation

OpenAIRE

Løvoll, Helga Synnevåg; Røysamb, Espen; Vittersø, Joar

2017-01-01

This paper has two major aims. First, to investigate how positive emotions and intrinsic motivation affect each other over time. Second, to test the effect of positive emotions and intrinsic motivation on subsequent educational choices. Through two ordinary study semesters, 64 sport students in Norway reported on their intrinsic motivation for outdoor activities (twice) as well as positive emotions after two three-day outdoor events (four times). Next autumn, students study choice was collect...

Experiences matter: Positive emotions facilitate intrinsic motivation

OpenAIRE

Løvoll, Helga Synnevåg; Røysamb, Espen; Vittersø, Joar

2017-01-01

https://doi.org/10.1080/23311908.2017.1340083 This paper has two major aims. First, to investigate how positive emotions and intrinsic motivation affect each other over time. Second, to test the effect of positive emotions and intrinsic motivation on subsequent educational choices. Through two ordinary study semesters, 64 sport students in Norway reported on their intrinsic motivation for outdoor activities (twice) as well as positive emotions after two three-day outdoor e...

Intrinsic Motivation: An Overlooked Component for Student Success

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Augustyniak, Robert A.; Ables, Adrienne Z.; Guilford, Philip; Lujan, Heidi L.; Cortright, Ronald N.; DiCarlo, Stephen E.

2016-01-01

Intrinsic motivation to learn involves engaging in learning opportunities because they are seen as enjoyable, interesting, or relevant to meeting one's core psychological needs. As a result, intrinsic motivation is associated with high levels of effort and task performance. Students with greater levels of intrinsic motivation demonstrate strong…

Crowding out intrinsic motivation in the public sector

OpenAIRE

Georgellis, Y; Iossa, E; Tabvuma, V

2011-01-01

Employing intrinsically motivated individuals has been proposed as a means of improving public sector performance. In this article, we investigate whether intrinsic motivation affects the sorting of employees between the private and the public sectors, paying particular attention to whether extrinsic rewards crowd out intrinsic motivation. Using British longitudinal data, we find that individuals are attracted to the public sector by the intrinsic rather than the extrinsic rewards that the se...

The Motivational Climate and Intrinsic Motivation in the Rehabilitation Setting.

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Brinkman-Majewski, Rachel E; Weiss, Windee M

2018-02-06

The motivational climate created by the athletic trainer in rehabilitation may be critical in influencing athletes' intrinsic motivation and other psychosocial outcomes in the rehabilitation and the recovery process. The purpose of this study was to examine intercollegiate athletes' perceptions of the motivational climate in the rehabilitation setting. Specifically, examining if perceptions of the motivational climate can predict athletes' levels of intrinsic motivation with rehabilitation as well as the relationship between perceptions of the motivational climate and athlete demographics (gender, starter status, athletic trainer gender, etc). Cross-sectional, descriptive research. College sport team and athletic training center. NCAA Division II intercollegiate athletes from one institution (n = 187; 125 male, 62 female). Paper-based survey measuring: mastery and performance perceptions of the motivational climate in rehabilitation, athletes' goal orientation in sport, athletes' levels of motivation in rehabilitation. Perceptions of a performance climate was positively related to intrinsic motivation effort-improvement (effect size=25.34%). Perceptions of a mastery climate were positively related to interest-enjoyment and perceived competence and negatively related to tension-pressure (effect size=39.03%). In general, female athletes, as well as athletes with a female athletic trainer, had significantly higher perceptions of mastery motivational climate effort-improvement compared to male athletes and athletes with male athletic trainers. While male athletes and athletes with male athletic trainers had higher perceptions of intra-team member rivalry in rehabilitation. The athlete's gender and goal orientation, as well as the gender of the athletic trainer creating the motivational climate, can influence whether the environment is perceived as more mastery or performance. The recovering athletes' perceptions of the climate in rehabilitation can, in turn, affect

Course-Specific Intrinsic Motivation: Effects of Instructor Support and Global Academic Motivation

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Zook, J. M.; Herman, A. P.

2011-01-01

This study examined the effects of instructor support and students' global academic motivation on students' course-specific intrinsic motivation. The authors hypothesized, based on self-determination theory (Ryan & Deci, 2000), that instructor support for students' psychological needs would enhance intrinsic motivation. Students reported their…

Intrinsic motivation and sportsmanship: mediating role of interpersonal relationships.

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Núñez, Juan L; Martín-Albo, José; Navarro, José G; Sánchez, Juana M; González-Cutre, David

2009-06-01

This study analyzed the mediating role of interpersonal relations between intrinsic motivation and sportsmanship. Athletes (98 men, 97 women), ages 11 to 43 years, completed measures of intrinsic motivation toward sports, self-concept of social and family relations, and sportsmanship orientation. A structural equation model indicated that self-concept of interpersonal relations mediated the relation between intrinsic motivation and sportsmanship. Also, intrinsic motivation was directly and positively associated with self-concept of interpersonal relations, which, in turn, was positively and significantly related to sportsmanship. Variances explained by self-concept of interpersonal relations and by sportsmanship were 32 and 56%, respectively. The motivational interaction between the context of interpersonal relations and the sports context proposed in the hierarchical model of intrinsic and extrinsic motivation was discussed.

Leadership style and employees' intrinsic job satisfaction in the ...

African Journals Online (AJOL)

This study investigates the impact of leadership style on employees' intrinsic job satisfaction in the Cross River State Newspaper Corporation, Calabar, Nigeria. The study examined the problem of dissatisfaction in the work place as far as intrinsic factors of job satisfaction are concerned. Structured questionnaire was used ...

Changes in need satisfaction and motivation orientation as predictors of psychological and behavioural outcomes in exercise referral.

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Rahman, Rachel Jane; Thogersen-Ntoumani, Cecilie; Thatcher, Joanne; Doust, Jonathan

2011-11-01

Employing Self-Determination Theory (Deci & Ryan, 1985) as a theoretical framework, this study examined psychological need satisfaction and motivational regulations as predictors of psychological and behavioural outcomes in exercise referral (ER). ER patients (N = 293; mean age 54.49) completed the measures of motivational regulations, psychological need satisfaction, health-related quality of life, life satisfaction, anxiety, depression and physical activity at entry, exit and 6 months following the end of a supervised exercise programme. Change in (Δ) intrinsic motivation during the scheme significantly predicted adherence and Δ habitual physical activity. Δ psychological need satisfaction from entry to exit significantly predicted Δ habitual physical activity from exit to 6-month follow-up. Δ psychological need satisfaction significantly predicted Δ motivational regulation and Δ psychological outcomes. Contrary to expectations, Δ self-determined regulation did not significantly predict Δ psychological outcomes during the structured part of the scheme, however, it did significantly predict Δ in psychological outcomes from exit to 6-month follow-up. These findings expand on cross-sectional research to demonstrate that psychological need satisfaction during supervised ER longitudinally predicts motivational regulation and psychological outcomes up to 6 months after a structured programme.

Exploring the link between intrinsic motivation and quality

Science.gov (United States)

Christy, Steven M.

1992-12-01

This thesis proposes that it is workers' intrinsic motivation that leads them to produce quality work. It reviews two different types of evidence- expert opinion and empirical studies--to attempt to evaluate a link between intrinsic motivation and work quality. The thesis reviews the works of Total Quality writers and behavioral scientists for any connection they might have made between intrinsic motivation and quality. The thesis then looks at the works of Deming and his followers in an attempt to establish a match between Deming's motivational assumptions and the four task rewards in the Thomas/Tymon model of intrinsic motivation: choice, competence, meaningfulness, and progress. Based upon this analysis, it is proposed that the four Thomas/Tymon task rewards are a promising theoretical foundation for explaining the motivational basis of quality for workers in Total Quality organizations.

Elements of the Competitive Situation That Affect Intrinsic Motivation.

Science.gov (United States)

Reeve, Johnmarshall; Deci, Edward L.

1996-01-01

Explores the effects of three elements of the competitive situation (competitive set, competitive outcome, and interpersonal context) on intrinsic motivation in a sample of college students (n=100). Competitive outcome and interpersonal context affected intrinsic motivation: winning increased intrinsic motivation, while pressured interpersonal…

The satisfaction, motivation, and future of community preceptors: the North Carolina experience.

Science.gov (United States)

Latessa, Robyn; Beaty, Norma; Landis, Suzanne; Colvin, Gaye; Janes, Cynthia

2007-07-01

To measure satisfaction and motivation of community-based preceptors, and to examine differences between degree groups of physicians, pharmacists, advanced-practice nurses (nurse practitioners and certified nurse midwives), and physician assistants. In spring 2005, the authors mailed a four-page, 24-item survey to all 2,061 community-based primary care preceptors served by the North Carolina Area Health Education Centers system. The survey measured preceptor satisfaction, likelihood of continuing as a preceptor, influence of having students, motivation for teaching, satisfaction in professional practice, satisfaction with incentives, and value of incentives. Response rate was 69.3%, or 1,428 preceptors. Most preceptors (93.0%) reported high satisfaction with their precepting experience, and 90.9% indicated high likelihood of continuing to precept for the next five years. Almost all preceptors (93.7%) reported they were satisfied with their professional life. Many community preceptors (57.2%) were satisfied with incentives. They placed greater value on the intrinsic reasons for precepting (i.e., enjoyment of teaching) rather than extrinsic rewards (such as no-cost online library resources). Degree groups placed differing values on intrinsic and extrinsic rewards. Physicians reported more negativity about the influence of students and regarding aspects of their professional lives. Tailoring support to better meet individual degree groups' preferences can maximize resources and may encourage preceptor retention. Special attention to physicians' needs may be warranted to avoid decreased preceptor numbers in this at-risk group. Future studies are needed to determine whether these findings are unique to North Carolina, which has a strong infrastructure to support preceptors.

ANALYSIS OF MOTIVATION, EXPECTATIONS ATTAINMENT AND SATISFACTION OF GRADUATE STUDENTS OF THE DEPARTMENT OF BIOCHEMISTRY, UNIVERSITY OF SÃO PAULO

Directory of Open Access Journals (Sweden)

Gabriel Santos Arini

2016-11-01

Full Text Available INTRODUCTION: Aspects such as motivation, attainment of the expectations and satisfaction of students have been the target of studies aimed at improving teaching. Investigate the perception of graduate students and their experiences, as they progress in educational programs, provides data that can help improve these programs and support services. OBJECTIVES: This study aimed at analyzing the motivation, attainment of the expectations and satisfaction of graduate students in the Department of Biochemistry at the University of São Paulo regarding their own training as scientists and/or teachers. MATERIALS AND METHODS: Data were collected on October and November 2015, through the application of a questionnaire composed of three major categories: motivation, attainment of the expectations and satisfaction, and twelve subcategories: extrinsic, intrinsic and influenced by the environment motivation; attainment of expectations; satisfaction with the project; courses; scholarship; supervision; work environment; workload; deadlines; formation. The results were validated through Cronbach's Alpha (greater than 0,7 and the item-total correlation index, larger than 0.2 in all items of the questionnaire. DISCUSSION AND RESULTS: Extrinsic motivation of students is strongly influenced by the perspective of progress in career (more than 65%. Intrinsic motivation is influenced by the aspiration to become scientists (85.4%, learn more about their work (94.3% and contribute to the construction of Science (83.1%. The motivation influenced by the environment affects these students for the high productivity of the program (69.7%, the solid education it offers (84.3% and its reputation (74.1%. The program has met the students’ expectations (72%; they are satisfied with their project (77.6%, with the courses (62.5%, and the supervision received (76.4%, with the work environment (83.2% intralaboratory; 64.1% extralaboratory, with the deadlines (over 61% and formation

Individualistic vs. Competitive Participation: The Effect on Intrinsic Motivation.

Science.gov (United States)

Jones, Brent M.; And Others

Studies investigating intrinsic motivation and competition have supported the view that competition decreases intrinsic motivation. More recent studies suggest that the specific outcome of a competition (a win or a loss) differentially affects intrinsic motivation by highlighting the informational rather than the controlling aspect of the reward…

Motivation and job satisfaction of health workers in a specialized health institution in Serbia

Directory of Open Access Journals (Sweden)

Đorđević Dragan

2015-01-01

Full Text Available Background/Aim. Health care system is specific for each country, and therefore involves different motivation and job satisfaction factors. The aim of this study was to confirm the validity and applicability of the General Nordic Questionnaire translated into Serbian for analyzing motivation and job satisfaction, as well as to analyze the motivation factors and job satisfaction of health workers at the Institute for Treatment and Rehabilitation "Niška Banja". Methods. The General Nordic Questionnaire was translated into Serbian. It included 73 questions (5 answers by the Likert scale, which formed 24 scales. In May, 2012, 196 (82.3% health workers filled in the questionnaire. Results. A correlation of Ceronbach’s alpha values between the Scandinavian study results and the results of Serbian study was statistically significant (r = 0.424; p < 0.05. The lowest Cronbach’ alfa coefficient was for the scale “learning demand in job demands” (alpha 0.28. The other scale with no satisfactory reliability was “control of work pacing” (alpha 0.46. Intrinsic motivation positively correlated with all the scales of organizational module, apart from inequality. Within this module, the degree of extrinsic motivation correlated with the support from the superior and coworkers, with fair leadership and human resources primacy. A negative correlation appeared with inequality. Conclusion. The general Nordic Questionnaire can be applied to a great extent to the conditions in our country. Our study shows a low consistency of the scales learning job demands, control of decision, control of work pacing, so the questions in them should be adjusted to the conditions in our country. Extrinsic motivation resulted in higher values than the values of intrinsic motivation in our workers, which is opposite to the results of the original questionnaire.

Intrinsic and extrinsic motivation for smoking cessation.

Science.gov (United States)

Curry, S; Wagner, E H; Grothaus, L C

1990-06-01

An intrinsic-extrinsic model of motivation for smoking cessation was evaluated with 2 samples (ns = 1.217 and 151) of smokers who requested self-help materials for smoking cessation. Exploratory and confirmatory principal components analysis on a 36-item Reasons for Quitting (RFQ) scale supported the intrinsic-extrinsic motivation distinction. A 4-factor model, with 2 intrinsic dimensions (concerns about health and desire for self-control) and 2 extrinsic dimensions (immediate reinforcement and social influence), was defined by 20 of the 36 RFQ items. The 20-item measure demonstrated moderate to high levels of internal consistency and convergent and discriminant validity. Logistic regression analyses indicated that smokers with higher levels of intrinsic relative to extrinsic motivation were more likely to achieve abstinence from smoking.

The relationship between motivational structure, sense of control, intrinsic motivation and university students' alcohol consumption.

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Shamloo, Zohreh Sepehri; Cox, W Miles

2010-02-01

The aim of this study was to determine how sense of control and intrinsic motivation are related to university students' motivational structure and alcohol consumption. Participants were 94 university students who completed the Personal Concerns Inventory, Shapiro Control Inventory, Helplessness Questionnaire, Intrinsic-Extrinsic Aspirations Scale, and Alcohol Use Questionnaire. Results showed that sense of control and intrinsic motivation were positively correlated with adaptive motivation and negatively correlated with alcohol consumption. Mediational analyses indicated that adaptive motivation fully mediated the relationship between sense of control/intrinsic motivation and alcohol consumption.

Predicting Intrinsic Motivation

Science.gov (United States)

Martens, Rob; Kirschner, Paul A.

2004-01-01

Intrinsic motivation can be predicted from participants' perceptions of the social environment and the task environment (Ryan & Deci, 2000)in terms of control, relatedness and competence. To determine the degree of independence of these factors 251 students in higher vocational education (physiotherapy and hotel management) indicated the…

Motivation and satisfaction among community health workers in Morogoro Region, Tanzania: nuanced needs and varied ambitions.

Science.gov (United States)

Mpembeni, Rose N M; Bhatnagar, Aarushi; LeFevre, Amnesty; Chitama, Dereck; Urassa, David P; Kilewo, Charles; Mdee, Rebecca M; Semu, Helen; Winch, Peter J; Killewo, Japhet; Baqui, Abdullah H; George, Asha

2015-06-05

In 2012, the Ministry of Health and Social Welfare (MOHSW), Tanzania, approved national guidelines and training materials for community health workers (CHWs) in integrated maternal, newborn and child health (Integrated MNCH), with CHWs trained and deployed across five districts of Morogoro Region soon after. To inform future scale up, this study assessed motivation and satisfaction among these CHWs. A survey of all CHWs trained by the Integrated MNCH Programme was conducted in the last quarter of 2013. Motivation and satisfaction were assessed using a five-point Likert scale with 29 and 27 items based on a literature review and discussions with CHW programme stakeholders. Exploratory factor analysis was conducted to identify motivation and satisfaction determinants. Out of 238 eligible CHWs, 96 % were included in the study. Findings showed that respondents were motivated to become CHWs due to altruism (work on MNCH, desire to serve God, work hard) and intrinsic needs (help community, improve health, pride) than due to external stimuli (monetary incentives, skill utilization, community respect or hope for employment). CHWs were satisfied by relationships with health workers and communities, job aids and the capacity to provide services. CHWs were dissatisfied with the lack of transportation, communication devices and financial incentives for carrying out their tasks. Factors influencing motivation and satisfaction did not differ across CHW socio-demographic characteristics. Nonetheless, older and less educated CHWs were more likely to be motivated by altruism, intrinsic needs and skill utilization, community respect and hope for employment. Less educated CHWs were more satisfied with service and quality factors and more wealthy CHWs satisfied with job aids. A combination of financial and non-financial incentives is required to support motivation and satisfaction among CHWs. Although CHWs joined mainly due to their altruistic nature, they became discontented with

Self-Determination Theory: Intrinsic Motivation and Behavioral Change.

Science.gov (United States)

Flannery, Marie

2017-03-01

Motivation is a central concept in behavioral change. This article reviews the self-determination theory with an emphasis on "intrinsic motivation," which is facilitated when three basic psychological needs (autonomy, competence, and relatedness) are met. Intrinsic motivation is associated with improved well-being and sustained behavioral change.

Motivation and job satisfaction among medical and nursing staff in a Cyprus public general hospital.

Science.gov (United States)

Lambrou, Persefoni; Kontodimopoulos, Nick; Niakas, Dimitris

2010-11-16

The objective of this study was to investigate how medical and nursing staff of the Nicosia General Hospital is affected by specific motivation factors, and the association between job satisfaction and motivation. Furthermore, to determine the motivational drive of socio-demographic and job related factors in terms of improving work performance. A previously developed and validated instrument addressing four work-related motivators (job attributes, remuneration, co-workers and achievements) was used. Two categories of health care professionals, medical doctors and dentists (N = 67) and nurses (N = 219) participated and motivation and job satisfaction was compared across socio-demographic and occupational variables. The survey revealed that achievements was ranked first among the four main motivators, followed by remuneration, co-workers and job attributes. The factor remuneration revealed statistically significant differences according to gender, and hospital sector, with female doctors and nurses and accident and emergency (A+E) outpatient doctors reporting greater mean scores (p job satisfaction compared to the nursing staff. Surgical sector nurses and those >55 years of age reported higher job satisfaction when compared to the other groups. The results are in agreement with the literature which focuses attention to management approaches employing both monetary and non-monetary incentives to motivate health care professionals. Health care professionals tend to be motivated more by intrinsic factors, implying that this should be a target for effective employee motivation. Strategies based on the survey's results to enhance employee motivation are suggested.

It's about time: Earlier rewards increase intrinsic motivation.

Science.gov (United States)

Woolley, Kaitlin; Fishbach, Ayelet

2018-06-01

Can immediate (vs. delayed) rewards increase intrinsic motivation? Prior research compared the presence versus absence of rewards. By contrast, this research compared immediate versus delayed rewards, predicting that more immediate rewards increase intrinsic motivation by creating a perceptual fusion between the activity and its goal (i.e., the reward). In support of the hypothesis, framing a reward from watching a news program as more immediate (vs. delayed) increased intrinsic motivation to watch the program (Study 1), and receiving more immediate bonus (vs. delayed, Study 2; and vs. delayed and no bonus, Study 3) increased intrinsic motivation in an experimental task. The effect of reward timing was mediated by the strength of the association between an activity and a reward, and was specific to intrinsic (vs. extrinsic) motivation-immediacy influenced the positive experience of an activity, but not perceived outcome importance (Study 4). In addition, the effect of the timing of rewards was independent of the effect of the magnitude of the rewards (Study 5). (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Management Control, Intrinsic Motivation and Creativity

DEFF Research Database (Denmark)

Godt Gregersen, Mikkel

This thesis consists of a cape and three papers. The overall research question is: How can intrinsic motivation and management control coexist in a creative environment and how can coordination be possible in such a context? The cape ties together the research done in the three papers....... It is divided into six sections. The first section introduces the concepts of intrinsic motivation, creativity and management control. This is followed by a section on management control in a creative context. These two sections frame the thesis and introduce the setting in which the research has been done...... of the conclusion is that intrinsic motivation and management control can coexist under the conditions that all three basic needs, i.e. autonomy, competence and relatedness, are supported. This can happen when control takes point of departure in the individual employee. The second part of the conclusion...

Personality traits associated with intrinsic academic motivation in medical students.

Science.gov (United States)

Tanaka, Masaaki; Mizuno, Kei; Fukuda, Sanae; Tajima, Seiki; Watanabe, Yasuyoshi

2009-04-01

Motivation is one of the most important psychological concepts in education and is related to academic outcomes in medical students. In this study, the relationships between personality traits and intrinsic academic motivation were examined in medical students. The study group consisted of 119 Year 2 medical students at Osaka City University Graduate School of Medicine. They completed questionnaires dealing with intrinsic academic motivation (the Intrinsic Motivation Scale toward Learning) and personality (the Temperament and Character Inventory [TCI]). On simple regression analyses, the TCI dimensions of persistence, self-directedness, co-operativeness and self-transcendence were positively associated with intrinsic academic motivation. On multiple regression analysis adjusted for age and gender, the TCI dimensions of persistence, self-directedness and self-transcendence were positively associated with intrinsic academic motivation. The temperament dimension of persistence and the character dimensions of self-directedness and self-transcendence are associated with intrinsic academic motivation in medical students.

Work-family and family-work conflict: does intrinsic-extrinsic satisfaction mediate the prediction of general job satisfaction?

Science.gov (United States)

Calvo-Salguero, Antonia; Martínez-De-Lecea, José-María Salinas; Carrasco-González, Ana-María

2011-01-01

The objective of this study is to analyze the mediating role of intrinsic and extrinsic job satisfaction in the relationship between the 2 dimensions of work-family conflict-family interfering with work (FIW) and work interfering with family (WIF)-and general job satisfaction. Step-by-step hierarchical regression analyses were carried out on a sample of 151 men and women from a Spanish public organization. The results confirmed the mediating role of intrinsic job satisfaction in the case of FIW. This highlights the importance of taking into account the level of satisfaction with the intrinsic facets of one's job as a measure for understanding why FIW has a negative impact on general job satisfaction.

Intrinsic Motivation in Physical Education

Science.gov (United States)

Davies, Benjamin; Nambiar, Nathan; Hemphill, Caroline; Devietti, Elizabeth; Massengale, Alexandra; McCredie, Patrick

2015-01-01

This article describes ways in which educators can use Harter's perceived competence motivation theory, the achievement goal theory, and self-determination theory to develop students' intrinsic motivation to maintain physical fitness, as demonstrated by the Sound Body Sound Mind curriculum and proven effective by the 2013 University of…

Management Control, Intrinsic Motivation and Creativity

OpenAIRE

Gregersen, Mikkel Godt

2017-01-01

This thesis consists of a cape and three papers. The overall research question is: How can intrinsic motivation and management control coexist in a creative environment and how can coordination be possible in such a context? The cape ties together the research done in the three papers. It is divided into six sections. The first section introduces the concepts of intrinsic motivation, creativity and management control. This is followed by a section on management control in a ...

Intrinsic and extrinsic motivation for stereotypic and repetitive behavior.

Science.gov (United States)

Joosten, Annette V; Bundy, Anita C; Einfeld, Stewart L

2009-03-01

This study provides evidence for intrinsic and extrinsic motivators for stereotypical and repetitive behavior in children with autism and intellectual disability and children with intellectual disability alone. We modified the Motivation Assessment Scale (MAS) (1988b); dividing it into intrinsic and extrinsic measures and adding items to assess anxiety as an intrinsic motivator. Rasch analysis of data from 279 MASs (74 children) revealed that the items formed two unidimensional scales. Anxiety was a more likely intrinsic motivator than sensory seeking for children with dual diagnoses; the reverse was true for children with intellectual disability only. Escape and gaining a tangible object were the most common extrinsic motivators for those with dual diagnoses and attention and escape for children with intellectual disability.

Explorations in achievement motivation

Science.gov (United States)

Helmreich, Robert L.

1982-01-01

Recent research on the nature of achievement motivation is reviewed. A three-factor model of intrinsic motives is presented and related to various criteria of performance, job satisfaction and leisure activities. The relationships between intrinsic and extrinsic motives are discussed. Needed areas for future research are described.

Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions.

Science.gov (United States)

Ryan; Deci

2000-01-01

Intrinsic and extrinsic types of motivation have been widely studied, and the distinction between them has shed important light on both developmental and educational practices. In this review we revisit the classic definitions of intrinsic and extrinsic motivation in light of contemporary research and theory. Intrinsic motivation remains an important construct, reflecting the natural human propensity to learn and assimilate. However, extrinsic motivation is argued to vary considerably in its relative autonomy and thus can either reflect external control or true self-regulation. The relations of both classes of motives to basic human needs for autonomy, competence and relatedness are discussed. Copyright 2000 Academic Press.

Informationally administered reward enhances intrinsic motivation in schizophrenia.

Science.gov (United States)

Lee, Hyeon-Seung; Jang, Seon-Kyeong; Lee, Ga-Young; Park, Seon-Cheol; Medalia, Alice; Choi, Kee-Hong

2017-10-01

Even when individuals with schizophrenia have an intact ability to enjoy rewarding moments, the means to assist them to translate rewarding experiences into goal-directed behaviors is unclear. The present study sought to determine whether informationally administered rewards enhance intrinsic motivation to foster goal-directed behaviors in individuals with schizophrenia (SZ) and healthy controls (HCs). Eighty-four participants (SZ=43, HCs=41) were randomly assigned to conditions involving either a performance-contingent reward with an informationally administered reward or a task-contingent reward with no feedback. Participants were asked to play two cognitive games of equalized difficulty. Accuracy, self-reported intrinsic motivation, free-choice intrinsic motivation (i.e., game play during a free-choice observation period), and perceived competency were measured. Intrinsic motivation and perceived competency in the cognitive games were similar between the two participant groups. The informationally administered reward significantly enhanced self-reported intrinsic motivation and perceived competency in both the groups. The likelihood that individuals with schizophrenia would play the game during the free-choice observation period was four times greater in the informationally administered reward condition than that in the no-feedback condition. Our findings suggest that, in the context of cognitive remediation, individuals with schizophrenia would benefit from informationally administered rewards. Copyright © 2017 Elsevier B.V. All rights reserved.

Ethnic Stigma, Academic Anxiety, and Intrinsic Motivation in Middle Childhood

Science.gov (United States)

Gillen-O’Neel, Cari; Ruble, Diane N.; Fuligni, Andrew J.

2011-01-01

Previous research addressing the dynamics of stigma and academics has focused on African-American adolescents and adults. The present study examined stigma awareness, academic anxiety, and intrinsic motivation among 451 young (ages 6–11) and diverse (African-American, Chinese, Dominican, Russian, and European-American) students. Results indicated that ethnic-minority children reported higher stigma awareness than European-American children. For all children, stigma awareness was associated with higher academic anxiety and lower intrinsic motivation. Despite these associations, ethnic-minority children reported higher levels of intrinsic motivation than their European-American peers. A significant portion of the higher intrinsic motivation among Dominican students was associated with their higher levels of school belonging, suggesting that supportive school environments may be important sources of intrinsic motivation among some ethnic-minority children. PMID:21883152

Intrinsic motivation, extrinsic motivation, and learning English as a foreign language.

Science.gov (United States)

Shaikholeslami, Razieh; Khayyer, Mohammad

2006-12-01

The objective of this study was to examine the relationships of amotivation, extrinsic motivation, and intrinsic motivation with learning the English language. The 230 Iranian students at Shiraz University were tested using the Language Learning Orientations Scales to measure Amotivation, Extrinsic Motivation, and Intrinsic Motivation as explanatory variables. Grade point average in English exams was selected as a measure of English learning Achievement. Multiple regression analysis revealed that learning Achievement scores were predicted by scores on the Amotivation subscale, Introjected Regulation subscale, Knowledge subscale, and Stimulation subscale, whereas, the External and Identified Regulation and Accomplishment subscales did not have a significant relationship with Achievement. The results are discussed in terms of differences in Iranian context and culture.

Personalizing Sample Databases with Facebook Information to Increase Intrinsic Motivation

Science.gov (United States)

Marzo, Asier; Ardaiz, Oscar; Sanz de Acedo, María Teresa; Sanz de Acedo, María Luisa

2017-01-01

Motivation is fundamental for students to achieve successful and complete learning. Motivation can be extrinsic, i.e., driven by external rewards, or intrinsic, i.e., driven by internal factors. Intrinsic motivation is the most effective and must be inspired by the task at hand. Here, a novel strategy is presented to increase intrinsic motivation…

Changes in Intrinsic Motivation as a Function of Negative Feedback and Threats.

Science.gov (United States)

Deci, Edward L.; Cascio, Wayne F.

Recent studies have demonstrated that external rewards can affect intrinsic motivation to perform an activity. Money tends to decrease intrinsic motivation, whereas positive verbal reinforcements tend to increase intrinsic motivation. This paper presents evidence that negative feedback and threats of punishment also decrease intrinsic motivation.…

How does performance-based financing affect health workers' intrinsic motivation? A Self-Determination Theory-based mixed-methods study in Malawi.

Science.gov (United States)

Lohmann, Julia; Muula, Adamson S; Houlfort, Nathalie; De Allegri, Manuela

2018-07-01

"Intrinsic motivation crowding out", the erosion of high-quality, sustainable motivation through the introduction of financial incentives, is one of the most frequently discussed but yet little researched potential unfavorable consequence of Performance-based Financing (PBF). We used the opportunity of the introduction of PBF in Malawi to investigate whether and how PBF affected intrinsic motivation, using a mixed-methods research design theoretically grounded in Self-Determination Theory (SDT). The quantitative component served to estimate the impact of PBF on intrinsic motivation, relying on a controlled pre- and post-test design, with data collected from health workers in 23 intervention and 10 comparison facilities before (March/April 2013; n = 70) and approximately two years after (June/July 2015; n = 71) the start of the intervention. The qualitative component, relying on in-depth interviews with health workers in selected intervention facilities one (April 2014; n = 21) and two (September 2015; n = 20) years after the start of PBF, served to understand how PBF did or did not bring about change in intrinsic motivation. Specifically, it allowed us to examine how the various motivation-relevant elements and consequences of PBF impacted health workers' basic psychological needs for autonomy, competence, and relatedness, which SDT postulates as central to intrinsic motivation. Our results suggest that PBF did not affect health workers' overall intrinsic motivation levels, with the intervention having had both positive and negative effects on psychological needs satisfaction. To maximize positive PBF effects on intrinsic motivation, our results underline the potential value of explicit strategies to mitigate unintended negative impact of unavoidable design, implementation, and contextual challenges, for instance by building autonomy support activities into PBF designs. Copyright © 2018 Elsevier Ltd. All rights reserved.

Motivation and job satisfaction among medical and nursing staff in a Cyprus public general hospital

Directory of Open Access Journals (Sweden)

Kontodimopoulos Nick

2010-11-01

Full Text Available Abstract Background The objective of this study was to investigate how medical and nursing staff of the Nicosia General Hospital is affected by specific motivation factors, and the association between job satisfaction and motivation. Furthermore, to determine the motivational drive of socio-demographic and job related factors in terms of improving work performance. Methods A previously developed and validated instrument addressing four work-related motivators (job attributes, remuneration, co-workers and achievements was used. Two categories of health care professionals, medical doctors and dentists (N = 67 and nurses (N = 219 participated and motivation and job satisfaction was compared across socio-demographic and occupational variables. Results The survey revealed that achievements was ranked first among the four main motivators, followed by remuneration, co-workers and job attributes. The factor remuneration revealed statistically significant differences according to gender, and hospital sector, with female doctors and nurses and accident and emergency (A+E outpatient doctors reporting greater mean scores (p 55 years of age reported higher job satisfaction when compared to the other groups. Conclusions The results are in agreement with the literature which focuses attention to management approaches employing both monetary and non-monetary incentives to motivate health care professionals. Health care professionals tend to be motivated more by intrinsic factors, implying that this should be a target for effective employee motivation. Strategies based on the survey's results to enhance employee motivation are suggested.

Intrinsic motivation and amotivation in first episode and prolonged psychosis.

Science.gov (United States)

Luther, Lauren; Lysaker, Paul H; Firmin, Ruth L; Breier, Alan; Vohs, Jenifer L

2015-12-01

The deleterious functional implications of motivation deficits in psychosis have generated interest in examining dimensions of the construct. However, there remains a paucity of data regarding whether dimensions of motivation differ over the course of psychosis. Therefore, this study examined two motivation dimensions, trait-like intrinsic motivation, and the negative symptom of amotivation, and tested the impact of illness phase on the 1) levels of these dimensions and 2) relationship between these dimensions. Participants with first episode psychosis (FEP; n=40) and prolonged psychosis (n=66) completed clinician-rated measures of intrinsic motivation and amotivation. Analyses revealed that when controlling for group differences in gender and education, the FEP group had significantly more intrinsic motivation and lower amotivation than the prolonged psychosis group. Moreover, intrinsic motivation was negatively correlated with amotivation in both FEP and prolonged psychosis, but the magnitude of the relationship did not statistically differ between groups. These findings suggest that motivation deficits are more severe later in the course of psychosis and that low intrinsic motivation may be partially independent of amotivation in both first episode and prolonged psychosis. Clinically, these results highlight the importance of targeting motivation in early intervention services. Copyright © 2015 Elsevier B.V. All rights reserved.

Enhancing the intrinsic work motivation of community nutrition educators: how supportive supervision and job design foster autonomy.

Science.gov (United States)

Dickin, Katherine L; Dollahite, Jamie S; Habicht, Jean-Pierre

2011-01-01

Mixed-methods research investigated the work motivation of paraprofessional community nutrition educators (CNEs) delivering a long-running public health nutrition program. In interviews, CNEs (n = 9) emphasized "freedom," supportive supervision, and "making a difference" as key sources of motivation. Community nutrition educator surveys (n = 115) confirmed high levels of autonomy, which was associated with supervisors' delegation and support, CNE decision-making on scheduling and curricula, and job satisfaction. Supervisors (n = 32) rated CNEs' job design as having inherently motivating characteristics comparable to professional jobs. Supervisory strategies can complement job design to create structured, supportive contexts that maintain fidelity, while granting autonomy to paraprofessionals to enhance intrinsic work motivation.

Exploring the Teaching Motivations, Satisfaction, and Challenges of Veterinary Preceptors: A Qualitative Study.

Science.gov (United States)

Hashizume, Cary T; Myhre, Douglas L; Hecker, Kent G; Bailey, Jeremy V; Lockyer, Jocelyn M

2016-01-01

Optimization of clinical veterinary education requires an understanding of what compels veterinary preceptors in their role as clinical educators, what satisfaction they receive from the teaching experience, and what struggles they encounter while supervising students in private practice. We explored veterinary preceptors' teaching motivations, enjoyment, and challenges by undertaking a thematic content analysis of 97 questionnaires and 17 semi-structured telephone interviews. Preceptor motivations included intrinsic factors (obligation to the profession, maintenance of competence, satisfaction) and extrinsic factors (promotion of the veterinary field, recruitment). Veterinarians enjoyed observing the learner (motivation and enthusiasm, skill development) and engaging with the learner (sharing their passion for the profession, developing professional relationships). Challenges for veterinary preceptors included variability in learner interest and engagement, time management, and lack of guidance from the veterinary medicine program. We found dynamic interactions among the teaching motivations, enjoyment, and challenges for preceptors. Our findings suggest that in order to sustain the veterinary preceptor, there is a need to recognize the interplay between the incentives and disincentives for teaching, to foster the motivations and enjoyment for teaching, and to mitigate the challenges of teaching in community private practice.

Motivation and job satisfaction of health workers in a specialized health institution in Serbia.

Science.gov (United States)

Djordjević, Dragan; Petrović, Dejan; Vuković, Dejana; Mihailović, Dobrivoje; Dimić, Aleksandar

2015-08-01

Health care system is specific for each country, and therefore involves different motivation and job satisfaction factors. The aim of this study was to confirm the validity and applicability of the General Nordic Questionnaire translated into Serbian for analyzing motivation and job satisfaction, as well as to analyze the motivation factors and job satisfaction of health workers at the Institute for Treatment and Rehabilitation "Niska Banja". The General Nordic Questionnaire was translated into Serbian. It included 73 questions (5 answers by the Likert scale), which formed 24 scales. In May, 2012, 196 (82.3%) health workers filled in the questionnaire. A correlation of Ceronbach's alpha values between the Scandinavian study results and the results of Serbian study was statistically significant (r = 0.424; p motivation positively correlated with all the scales of organizational module, apart from inequality. Within this module, the degree of extrinsic motivation correlated with the support from the superior and coworkers, with fair leadership and human resources primacy. A negative correlation appeared with inequality. The general Nordic Questionnaire can be applied to a great extent to the conditions in our country. Our study shows a low consistency of the scales learning job demands, control of decision, control of work pacing, so the questions in them should be adjusted to the conditions in our country. Extrinsic motivation resulted in higher values than the values of intrinsic motivation in our workers, which is opposite to the results of the original questionnaire.

Motivators of teacher job satisfaction

OpenAIRE

Juozaitienė, Agnė; Simonaitienė, Berita

2011-01-01

Article is seeking to answer these questions: what factors function as motivators and enhance teacher job satisfaction and which of the motivators are manifested at school? These questions are significant from a theoretical as well as practical point of view. The research problem addressed in the article encompasses three fields and is revealed in three parts of the article. The first part analyzes the notion of teacher job satisfaction and influencing factors. The second part is dedicated to...

Intrinsic and extrinsic motivation among adolescent ten-pin bowlers in kuala lumpur, malaysia.

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Teo, Eng-Wah; Khoo, Selina; Wong, Rebecca; Wee, Eng-Hoe; Lim, Boon-Hooi; Rengasamy, Shabesan Sit

2015-03-29

Motivation has long been associated with sports engagement. However, to date no research has been performed to understand the domain of motivation among ten-pin bowlers. The purpose of this study was to investigate different types of motivation (i.e., intrinsic vs. extrinsic) based on self-determination theory from the perspective of gender and the bowler type (competitive vs. casual). A total of 240 bowlers (104 male, 136 female; 152 competitive, 88 casual) with a mean age of 16.61 ± 0.78 years were recruited in Kuala Lumpur. The Sport Motivation Scale, a 28-item self-report questionnaire measuring seven subscales (i.e., intrinsic motivation to know, intrinsic motivation to accomplish, intrinsic motivation to experience stimulation, extrinsic motivation to identify regulation, extrinsic motivation for introjection regulation, extrinsic motivation to external regulation, and amotivation) was administered. Results showed significant differences (t=10.43, df=239, p=0.01) between total scores of intrinsic and extrinsic motivation among ten-pin bowlers. There were significant gender differences with respect to intrinsic motivation to know, intrinsic motivation to accomplish, intrinsic motivation to experience stimulation, and extrinsic motivation to identify regulation. However, no significant bowler type differences were found for either the intrinsic (t=-1.15, df=238, p=0.25) or extrinsic (t=-0.51, df=238, p=0.61) motivation dimensions. In conclusion, our study demonstrated substantial intrinsic motivation for gender effects, but no bowler type effects among adolescent ten-pin bowlers.

Intrinsic and Extrinsic Motivation Among Adolescent Ten-Pin Bowlers in Kuala Lumpur, Malaysia

Directory of Open Access Journals (Sweden)

Teo Eng-Wah

2015-03-01

Full Text Available Motivation has long been associated with sports engagement. However, to date no research has been performed to understand the domain of motivation among ten-pin bowlers. The purpose of this study was to investigate different types of motivation (i.e., intrinsic vs. extrinsic based on self-determination theory from the perspective of gender and the bowler type (competitive vs. casual. A total of 240 bowlers (104 male, 136 female; 152 competitive, 88 casual with a mean age of 16.61 ± 0.78 years were recruited in Kuala Lumpur. The Sport Motivation Scale, a 28-item self-report questionnaire measuring seven subscales (i.e., intrinsic motivation to know, intrinsic motivation to accomplish, intrinsic motivation to experience stimulation, extrinsic motivation to identify regulation, extrinsic motivation for introjection regulation, extrinsic motivation to external regulation, and amotivation was administered. Results showed significant differences (t=10.43, df=239, p=0.01 between total scores of intrinsic and extrinsic motivation among tenpin bowlers. There were significant gender differences with respect to intrinsic motivation to know, intrinsic motivation to accomplish, intrinsic motivation to experience stimulation, and extrinsic motivation to identify regulation. However, no significant bowler type differences were found for either the intrinsic (t=-1.15, df=238, p=0.25 or extrinsic (t=-0.51, df=238, p=0.61 motivation dimensions. In conclusion, our study demonstrated substantial intrinsic motivation for gender effects, but no bowler type effects among adolescent ten-pin bowlers.

Intrinsic and Extrinsic Motivation Among Adolescent Ten-Pin Bowlers in Kuala Lumpur, Malaysia

Science.gov (United States)

Teo, Eng-Wah; Khoo, Selina; Wong, Rebecca; Wee, Eng-Hoe; Lim, Boon-Hooi; Rengasamy, Shabesan Sit

2015-01-01

Motivation has long been associated with sports engagement. However, to date no research has been performed to understand the domain of motivation among ten-pin bowlers. The purpose of this study was to investigate different types of motivation (i.e., intrinsic vs. extrinsic) based on self-determination theory from the perspective of gender and the bowler type (competitive vs. casual). A total of 240 bowlers (104 male, 136 female; 152 competitive, 88 casual) with a mean age of 16.61 ± 0.78 years were recruited in Kuala Lumpur. The Sport Motivation Scale, a 28-item self-report questionnaire measuring seven subscales (i.e., intrinsic motivation to know, intrinsic motivation to accomplish, intrinsic motivation to experience stimulation, extrinsic motivation to identify regulation, extrinsic motivation for introjection regulation, extrinsic motivation to external regulation, and amotivation) was administered. Results showed significant differences (t=10.43, df=239, p=0.01) between total scores of intrinsic and extrinsic motivation among ten-pin bowlers. There were significant gender differences with respect to intrinsic motivation to know, intrinsic motivation to accomplish, intrinsic motivation to experience stimulation, and extrinsic motivation to identify regulation. However, no significant bowler type differences were found for either the intrinsic (t=−1.15, df=238, p=0.25) or extrinsic (t=−0.51, df=238, p=0.61) motivation dimensions. In conclusion, our study demonstrated substantial intrinsic motivation for gender effects, but no bowler type effects among adolescent ten-pin bowlers. PMID:25964827

Do intrinsic and extrinsic motivation relate differently to employee outcomes?

OpenAIRE

Kuvaas, Bard; Buch, Robert; Weibel, Antoinette; Dysvik, Anders; Nerstad, Christina

2017-01-01

In most theories that address how individual financial incentives affect work performance, researchers have assumed that two types of motivation—intrinsic and extrinsic—mediate the relationship between incentives and performance. Empirically, however, extrinsic motivation is rarely investigated. To explore the predictive validity of these theories of intrinsic and extrinsic motivation in work settings, we tested how both intrinsic and extrinsic motivation affected supervisor-ra...

Factors influencing job satisfaction and organizational commitment.

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Watson, Liana M

2008-01-01

To assess the relationship between intrinsic and extrinsic motivational factors influencing job satisfaction and the perspective of frontline medical imaging staff in acute care health care facilities in the United States. The sample consisted of 359 registered radiologic technologists who were working as staff technologists in acute care health care facilities in the United States. The results of the study suggest that satisfaction with intrinsic and extrinsic motivators influences overall satisfaction with the work environment and job and commitment to the employer.

Organisational Learning and Employees' Intrinsic Motivation

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Remedios, Richard; Boreham, Nick

2004-01-01

This study examined the effects of organisational learning initiatives on employee motivation. Four initiatives consistent with theories of organisational learning were a priori ranked in terms of concepts that underpin intrinsic-motivation theory. Eighteen employees in a UK petrochemical company were interviewed to ascertain their experiences of…

The Emerging Neuroscience of Intrinsic Motivation: A New Frontier in Self-Determination Research

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Di Domenico, Stefano I.; Ryan, Richard M.

2017-01-01

Intrinsic motivation refers to people’s spontaneous tendencies to be curious and interested, to seek out challenges and to exercise and develop their skills and knowledge, even in the absence of operationally separable rewards. Over the past four decades, experimental and field research guided by self-determination theory (SDT; Ryan and Deci, 2017) has found intrinsic motivation to predict enhanced learning, performance, creativity, optimal development and psychological wellness. Only recently, however, have studies begun to examine the neurobiological substrates of intrinsic motivation. In the present article, we trace the history of intrinsic motivation research, compare and contrast intrinsic motivation to closely related topics (flow, curiosity, trait plasticity), link intrinsic motivation to key findings in the comparative affective neurosciences, and review burgeoning neuroscience research on intrinsic motivation. We review converging evidence suggesting that intrinsically motivated exploratory and mastery behaviors are phylogenetically ancient tendencies that are subserved by dopaminergic systems. Studies also suggest that intrinsic motivation is associated with patterns of activity across large-scale neural networks, namely, those that support salience detection, attentional control and self-referential cognition. We suggest novel research directions and offer recommendations for the application of neuroscience methods in the study of intrinsic motivation. PMID:28392765

The Emerging Neuroscience of Intrinsic Motivation: A New Frontier in Self-Determination Research.

Science.gov (United States)

Di Domenico, Stefano I; Ryan, Richard M

2017-01-01

Intrinsic motivation refers to people's spontaneous tendencies to be curious and interested, to seek out challenges and to exercise and develop their skills and knowledge, even in the absence of operationally separable rewards. Over the past four decades, experimental and field research guided by self-determination theory (SDT; Ryan and Deci, 2017) has found intrinsic motivation to predict enhanced learning, performance, creativity, optimal development and psychological wellness. Only recently, however, have studies begun to examine the neurobiological substrates of intrinsic motivation. In the present article, we trace the history of intrinsic motivation research, compare and contrast intrinsic motivation to closely related topics (flow, curiosity, trait plasticity), link intrinsic motivation to key findings in the comparative affective neurosciences, and review burgeoning neuroscience research on intrinsic motivation. We review converging evidence suggesting that intrinsically motivated exploratory and mastery behaviors are phylogenetically ancient tendencies that are subserved by dopaminergic systems. Studies also suggest that intrinsic motivation is associated with patterns of activity across large-scale neural networks, namely, those that support salience detection, attentional control and self-referential cognition. We suggest novel research directions and offer recommendations for the application of neuroscience methods in the study of intrinsic motivation.

Investigating demographic, work-related and job satisfaction variables as predictors of motivation in Greek nurses.

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Gaki, Eleni; Kontodimopoulos, Nick; Niakas, Dimitris

2013-04-01

To investigate whether demographic variables and work-related factors predict work motivation in Greek nurses. Nurses' motivation is crucial for an effective health-care system. Herzberg's and Maslow's motivation theories constitute the framework of this study. The sample consisted of 200 nurses from every sector and registration level in a University Hospital in Greece. The response rate was 76%. A previously developed and validated questionnaire addressing four work-related motivators (job attributes, remuneration, co-workers and achievements) on a five-point Likert scale. Most participants were women, married, between 36 years and 45 years old and higher education graduates. The highest mean score was recorded for 'achievements' (mean 4.07, SD 0.72), which emerged as the most important motivator. Job satisfaction, work sector and age were statistically significantly related to motivational factors. Nurses placed emphasis on motivators not strictly relating to economic rewards, but which can be seen as intrinsic and could lead to self-actualization. The constantly changing health sector requires that human resources and job context be a priority for health administrators. By promoting nurses' satisfaction and efficacy, an improvement in service quality is expected. © 2012 Blackwell Publishing Ltd.

Intrinsic and extrinsic motivation and intention to breast-feed.

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Wells, Kristen J; Thompson, Nancy J; Kloeblen-Tarver, Amy S

2002-01-01

To examine the feasibility of using the cognitive evaluation theory to examine pregnant women's intention to breast-feed. A questionnaire designed to measure intrinsic and extrinsic motivation was administered to 228 pregnant women. Results provide evidence for reliability and validity of the revised instrument in this population. A factor analysis suggests the instrument measures 2 types of intrinsic motivation, one type of extrinsic motivation, and motivation related to the baby. The instrument distinguished differences in motivation between women who intend to breast-feed and those who intend to formula feed. This study helps elucidate motivational factors involved in infant-feeding decisions.

Intrinsic motivation and learning in a schizophrenia spectrum sample.

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Choi, Jimmy; Medalia, Alice

2010-05-01

A motivation is a telling hallmark of negative symptomatology in schizophrenia, and it impacts nearly every facet of behavior, including inclination to attempt the difficult cognitive tasks involved in cognitive remediation therapy. Experiences of external reward, reinforcement, and hedonic anticipatory enjoyment are diminished in psychosis, so therapeutics which instead target intrinsic motivation for cognitive tasks may enhance task engagement, and subsequently, remediation outcome. We examined whether outpatients could attain benefits from an intrinsically motivating instructional approach which (a) presents learning materials in a meaningful game-like context, (b) personalizes elements of the learning materials into themes of high interest value, and (c) offers choices so patients can increase their control over the learning process. We directly compared one learning method that incorporated the motivational paradigm into an arithmetic learning program against another method that carefully manipulated out the motivational variables in the same learning program. Fifty-seven subjects with schizophrenia or schizoaffective disorder were randomly assigned to one of the two learning programs for 10 thirty-minute sessions while an intent-to-treat convenience subsample (n=15) was used to account for practice effect. Outcome measures were arithmetic learning, attention, motivation, self competency, and symptom severity. Results showed the motivational group (a) acquired more arithmetic skill, (b) possessed greater intrinsic motivation for the task, (c) reported greater feelings of self competency post-treatment, and (d) demonstrated better post-test attention. Interestingly, baseline perception of self competency was a significant predictor of post-test arithmetic scores. Results demonstrated that incorporating intrinsically motivating instructional techniques into a difficult cognitive task promoted greater learning of the material, higher levels of intrinsic

A comparison of South African and German extrinsic and intrinsic motivation

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Robin Snelgar

2017-04-01

Aim: The main objective of this study was to investigate similarities and differences concerning extrinsic and intrinsic motivation in the workplace between German and South African cultures by examining individuals with working experience and tertiary education specifically. In addition, the research investigated differences in the motivation of respondents with regard to demographics such as gender, age and income. Setting: The setting took place in South Africa and Germany. Methods: In the study, exploratory factor analysis was utilised to prove validity of Cinar, Bektas and Aslan’s two-dimensional measure of extrinsic and intrinsic motivation. Moreover, analysis of variance and t-tests were used to show differences among demographic variables. Descriptive statistics such as means, central tendency and Cronbach’s alpha were also utilised. Results: The results revealed preferences for intrinsic motivational factors for the whole sample with higher levels of intrinsic motivation for the South African respondents compared to German respondents. Demographic characteristics played a minor role in determining levels of intrinsic motivation within individuals. Culture, however, played the biggest role in determining one’s levels of intrinsic or extrinsic motivation. Conclusion: These findings play an important role in explaining differences in motivation between the two countries Germany and South Africa. It highlights the important role that cultural differences play in shaping one’s form of motivation.

LEADERSHIP STYLE AND EMPLOYEES' INTRINSIC JOB ...

African Journals Online (AJOL)

This study investigates the impact of leadership style on employees' intrinsic ... of many factors including motivation, leadership, job satisfaction, workers' alienation and ... Factors associated with job satisfaction include incentive to work, reward of ... advancement/promotion, recognition and self-actualization cannot be met ...

Intrinsic motivation as a predictor of work outcome after vocational rehabilitation in schizophrenia.

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Saperstein, Alice M; Fiszdon, Joanna M; Bell, Morris D

2011-09-01

Intrinsic motivation is a construct commonly used in explaining goal-directed behavior. In people with schizophrenia, intrinsic motivation is usually subsumed as a feature of negative symptoms or underlying neurocognitive dysfunction. A growing literature reflects an interest in defining and measuring motivational impairment in schizophrenia and in delineating the specific role of intrinsic motivation as both an independent predictor and a mediator of psychosocial functioning. This cross-sectional study examined intrinsic motivation as a predictor of vocational outcomes for 145 individuals with schizophrenia and schizoaffective disorder participating in a 6-month work rehabilitation trial. Correlation and mediation analyses examined baseline intrinsic motivation and negative symptoms in relation to work hours and work performance. Data support a significant relationship between intrinsic motivation and negative symptoms and significant correlations with outcome variables, such that lower negative symptoms and greater intrinsic motivation were associated with better work functioning. Moreover, in this sample, intrinsic motivation fully mediated the relationships between negative symptoms, work productivity, and work performance. These results have significant implications on the design of work rehabilitation interventions for people with schizophrenia and support a role for targeting intrinsic motivation directly to influence vocational functioning. Future directions for research and intervention are discussed.

The effects of extrinsic rewards on children's intrinsic motivation

OpenAIRE

大槻, 千秋

1981-01-01

An experiment was conducted with preschool children to test whether a person's intrinsic motivation in an activity may be decreased by extrinsic salient rewards in Japan like in America. Children solved some jigsaw puzzles and received assorted candies, then they were observed how long they did other jigsaw puzzles. The results showed that the effects of extrinsic rewards on intrinsic motivation in an activity varied with the subject's social background. In uptown children's intrinsic motivat...

Intrinsic and Extrinsic Motivation for Stereotypic and Repetitive Behavior

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Joosten, Annette V.; Bundy, Anita C.; Einfeld, Stewart L.

2009-01-01

This study provides evidence for intrinsic and extrinsic motivators for stereotypical and repetitive behavior in children with autism and intellectual disability and children with intellectual disability alone. We modified the Motivation Assessment Scale (MAS) (1988b); dividing it into intrinsic and extrinsic measures and adding items to assess…

The Role of Intrinsic Motivations in Attention Allocation and Shifting

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Dario edi Nocera

2014-04-01

Full Text Available The concepts of attention and intrinsic motivations are of great interest within adaptive robotic systems, and can be exploited in order to guide, activate, and coordinate multiple concurrent behaviors. Attention allocation strategies represent key capabilities of human beings, which are strictly connected with action selection and execution mechanisms, while intrinsic motivations directly affect the allocation of attentional resources. In this paper we propose a model of Reinforcement Learning (RL, where both these capabilities are involved. RL is deployed to learn how to allocate attentional resources in a behavior-based robotic system, while action selection is obtained as a side effect of the resulting motivated attentional behaviors. Moreover, the influence of intrinsic motivations in attention orientation is obtained by introducing rewards associated with curiosity drives. In this way, the learning process is affected not only by goal-specific rewards, but also by intrinsic motivations.

Intrinsic motivation, neurocognition and psychosocial functioning in schizophrenia: testing mediator and moderator effects.

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Nakagami, Eri; Xie, Bin; Hoe, Maanse; Brekke, John S

2008-10-01

This study examined the nature of the relationships among neurocognition, intrinsic motivation, and psychosocial functioning for persons with schizophrenia. Hypotheses concerning both mediator and moderator mechanisms were tested. 120 individuals diagnosed with schizophrenia were recruited as they entered outpatient psychosocial rehabilitation programs. Measures of psychosocial functioning and intrinsic motivation were administered at baseline. Measures of neurocognition were administered at baseline by testers blind to scores on other study variables. Data were analyzed using latent construct modeling to test for mediator and moderator effects. There were strong bivariate relationships between neurocognition, intrinsic motivation, and psychosocial functioning. The results demonstrated that intrinsic motivation strongly mediated the relationship between neurocognition and psychosocial functioning. This mediation was evidenced by: (i) the direct path from neurocognition to functional outcome no longer being statistically significant after the introduction of motivation into the model, (ii) the statistical significance of the indirect path from neurocognition through motivation to functional outcome. There was no support for the two moderation hypotheses: the level of neurocognition did not influence the relationship between intrinsic motivation and psychosocial functioning, nor did the level of intrinsic motivation influence the relationship between neurocognition and psychosocial functioning. Neurocognition influences psychosocial functioning through its relationship with intrinsic motivation. Intrinsic motivation is a critical mechanism for explaining the relationship between neurocognition and psychosocial functioning. Implications for the theoretical understanding and psychosocial treatment of intrinsic motivation in schizophrenia are discussed.

Review of research on teacher's work motivation and job satisfaction

OpenAIRE

山下, 顕史; Yamashita, Kenji

2010-01-01

In this text, the theory was arranged concerning the teacher's job satisfaction and work motivation. The job satisfaction and the work motivation are especially receiving a big influence from the organizational culture. Moreover, when the organization was managed, there are necessities of the payment of special attention to job satisfaction and work motivation. The teacher's job satisfaction and work motivation of are influenced from not only the factor in the school organization but also the...

Managing employee motivation: Exploring the connections between managers' enforcement actions, employee perceptions, and employee intrinsic motivation

DEFF Research Database (Denmark)

Mikkelsen, Maria Falk; Jacobsen, Christian Bøtcher; Andersen, Lotte Bøgh

2017-01-01

analyze whether local managers—the primary enforcers of external interventions—affect how employees perceive a command system and thereby affect employee intrinsic motivation. Using a multilevel dataset of 1,190 teachers and 32 school principals, we test whether principals’ use of “hard”, “mixed” or “soft......” enforcement of a command system (obligatory teacher-produced student plans) is associated with teacher intrinsic motivation. Results show that teachers experiencing a “hard” enforcement have lower intrinsic motivation than teachers experiencing a “soft” enforcement. As expected by motivation crowding theory......A number of studies show that the use of external interventions, such as command systems and economic incentives, can decrease employee intrinsic motivation. Our knowledge of why the size of “the hidden cost of rewards” differs between organizations is, however, still sparse. In this paper, we...

Incentives and intrinsic motivation in healthcare

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Mikel Berdud

2016-11-01

Conclusions: The conclusions could act as a guide to support the optimal design of incentive policies and schemes within health organisations when healthcare professionals are intrinsically motivated.

The effect of homework choices on achievement and intrinsic motivation

Science.gov (United States)

Christensen, Emily Fast

The purpose of this research was to test an intervention of choices in homework on the achievement and intrinsic motivation of seventh-grade science students at a middle school. The intervention was based on concepts from the cognitive evaluation theory of Edward L. Deci and Richard M. Ryan (1985). The subjects were sixteen heterogeneous classes of seventh-grade students, who were divided among four teachers. Two randomly chosen classes from each teacher received choices in their homework and the remaining two classes of each teacher received similar homework assignments without choices. Two hypotheses were developed for this study: (1) Seventh-grade science students given choices in their homework would show an increase in intrinsic motivation as measured on a motivation orientation measure, compared to students not given choices in their homework, and (2) Seventh-grade science students given choices in their homework would show an increase in achievement on an achievement measure, compared to students not given choices in their homework. Having choices in homework did not increase intrinsic motivation or achievement. However, students who did their homework did significantly better on the posttest, and students who were more intrinsically motivated did significantly better on the posttest. Just doing the homework was important for achievement, and intrinsic motivation was linked to achievement.

The relationship between extrinsic motivation, job satisfaction and life satisfaction amongst employees in a public organisation

OpenAIRE

Mafini, Chengedzai; Dlodlo, Nobukhosi

2014-01-01

Orientation: There is much research on extrinsic motivation, job satisfaction and life satisfaction in organisations. However, empirical evidence on how such factors affect employees in public organisations in developing countries is lacking. Research purpose: To examine the relationships between extrinsic motivation, job satisfaction and life satisfaction amongst employees in a public organisation. Motivation for the study: Labour strife is an endemic phenomenon in South Africa’s publ...

Neural Basis of Intrinsic Motivation: Evidence from Event-Related Potentials.

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Jin, Jia; Yu, Liping; Ma, Qingguo

2015-01-01

Human intrinsic motivation is of great importance in human behavior. However, although researchers have focused on this topic for decades, its neural basis was still unclear. The current study employed event-related potentials to investigate the neural disparity between an interesting stop-watch (SW) task and a boring watch-stop task (WS) to understand the neural mechanisms of intrinsic motivation. Our data showed that, in the cue priming stage, the cue of the SW task elicited smaller N2 amplitude than that of the WS task. Furthermore, in the outcome feedback stage, the outcome of the SW task induced smaller FRN amplitude and larger P300 amplitude than that of the WS task. These results suggested that human intrinsic motivation did exist and that it can be detected at the neural level. Furthermore, intrinsic motivation could be quantitatively indexed by the amplitude of ERP components, such as N2, FRN, and P300, in the cue priming stage or feedback stage. Quantitative measurements would also be convenient for intrinsic motivation to be added as a candidate social factor in the construction of a machine learning model.

Job characteristic perception and intrinsic motivation in medical record department staff.

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Isfahani, Sakineh Saghaeiannejad; Bahrami, Soosan; Torki, Sedighe

2013-01-01

Human resources are key factors in service organizations like hospitals. Therefore, motivating human recourses to achieve the objectives of an organization is important. Job enrichment is a strategy used to increase job motivation in staffs. The goal of the current study is to determine the relationship between job characteristics and intrinsic motivation in medical record staff in hospitals related to Medical Science University in Isfahan in 2011-2012 academic year. The type of the study is descriptive and corelational of multi variables. The population of the study includes all the medical record staffs of medical record department working in Medical Science hospitals of Isfahan. One hundred twentyseven subjects were selected by conducting a census. In the present study, data collected by using two questionnaires of job characteristics devised by Hackman and Oldeham, and of intrinsic motivation. Content validity was confirmed by experts and its reliability was calculated through coefficient of Cronbach's alpha (r1 = 0.84- r2 = 0.94). The questionnaires completed were entered into SPSS(18) software; furthermore, statistical analysis done descriptively (frequency percent, mean, standard deviation, Pierson correlation coefficient,...) and inferentially (multiple regression, MANOVA, LSD). A significant relationship between job characteristics as well as its elements (skill variety, task identity, task significance, autonomy and feedback) and intrinsic motivation was noticed. (p intrinsic motivation was significant and job feedback had the most impact upon the intrinsic motivation. No significant difference was noticed among the mean amounts of job characteristic perception according to age, gender, level of education, and the kind of educational degree in hospitals. However, there was a significant difference among the mean amounts of job characteristic perception according to the unit of service and the years of servicein hospitals. The findings show that all job

Need satisfaction, motivational regulations and exercise: moderation and mediation effects.

Science.gov (United States)

Weman-Josefsson, Karin; Lindwall, Magnus; Ivarsson, Andreas

2015-05-20

Based on the Self-determination theory process model, this study aimed to explore relationships between the latent constructs of psychological need satisfaction, autonomous motivation and exercise behaviour; the mediational role of autonomous motivation in the association of psychological need satisfaction with exercise behaviour; as well as gender and age differences in the aforementioned associations. Adult active members of an Internet-based exercise program (n = 1091) between 18 and 78 years of age completed a test battery on motivational aspects based on Self-determination theory. The Basic Psychological Needs in Exercise Scale and the Behavioural Regulation in Exercise Questionnaire-2 were used to measure need satisfaction and type of motivation and the Leisure Time Exercise Questionnaire to measure self-reported exercise. Need satisfaction predicted autonomous motivation, which in turn predicted exercise, especially for women. Autonomous motivation was found to mediate the association between need satisfaction and exercise. Age and gender moderated several of the paths in the model linking need satisfaction with motivation and exercise. The results demonstrated gender and age differences in the proposed sequential mechanisms between autonomous motivation and exercise in the process model. This study thus highlights a potential value in considering moderating factors and the need to further examine the underlying mechanisms between needs, autonomous motivation, and exercise behaviour.

Intrinsic and Extrinsic Motivation among Collegiate Instrumentalists

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Diaz, Frank M.

2010-01-01

The purpose of this study was to gather and compare information on measures of intrinsic and extrinsic motivation among instrumentalists enrolled in collegiate ensembles. A survey instrument was developed to gather information concerning demographic data and responses to questions on motivational preference. Participants were undergraduate and…

The relation between self-determination and retirement satisfaction among active retired individuals.

Science.gov (United States)

Stephan, Yannick; Fouquereau, Evelyne; Fernandez, Anne

2008-01-01

Little is known about the motivational forces leading retired individuals to engage in post-retirement activities and how they could be related to satisfaction with retirement. Using the self-determination framework, the purpose of the present exploratory study was to examine the nature of active retirees' motivation and its impact on satisfaction with life in retirement. The Global Motivation Scale and measures of satisfaction with retirement were administered to 150 active retired individuals engaged in organized post-retirement activities in a University-based organization. Results revealed that these individuals were mainly characterized by higher levels of intrinsic motivation for knowledge, stimulation and accomplishment, rather than extrinsic dimensions. Regression analysis further demonstrated that intrinsic motivation for both accomplishment and stimulation were positively related to satisfaction with retirement, over and above the significant contribution of time since retirement, anticipated satisfaction with retirement, and subjective health. This exploratory study highlights the motivational mechanisms through which post-retirement behaviors could positively influence satisfaction with life in retirement among active retirees.

Extrinsic and intrinsic motivation at 30: Unresolved scientific issues.

Science.gov (United States)

Reiss, Steven

2005-01-01

The undermining effect of extrinsic reward on intrinsic motivation remains unproven. The key unresolved issues are construct invalidity (all four definitions are unproved and two are illogical); measurement unreliability (the free-choice measure requires unreliable, subjective judgments to infer intrinsic motivation); inadequate experimental controls (negative affect and novelty, not cognitive evaluation, may explain "undermining" effects); and biased metareviews (studies with possible floor effects excluded, but those with possible ceiling effects included). Perhaps the greatest error with the undermining theory, however, is that it does not adequately recognize the multifaceted nature of intrinsic motivation (Reiss, 2004a). Advice to limit the use of applied behavior analysis based on "hidden" undermining effects is ideologically inspired and is unsupported by credible scientific evidence.

Essays on Intrinsic Motivation of Students and Workers

NARCIS (Netherlands)

M. van Lent (Max)

2017-01-01

markdownabstractThis thesis focuses on intrinsic motivation. In the first part of the thesis I examine the effects of motivating university students to set goals on study performance. In particular I study whether encouraging students to set a grade goal and further motivating them to set a more

Relationships between golf range users’ participation motivation, satisfaction, and exercise adherence intention

Directory of Open Access Journals (Sweden)

Kyoung-Ran Shim

2017-05-01

Full Text Available Purpose - This paper aims to identify the relationship between participation motivation, satisfaction and exercise adherence intention of golf range users on the basis of self-determination theory. Design/methodology/approach - For this purpose, the authors proposed research questions and a conceptual research model as well. Then, the authors surveyed users of golf ranges located in Seoul Metropolitan City and Gyeonggi-do province. Findings - By applying convenience sampling, the authors received a total of 313 questionnaires. Results were as follows. First, among the participation motivation sub-factors, health-oriented motivation, achievement motivation, pleasure-oriented motivation and self-displayed motivation had a significant effect on emotional satisfaction, while achievement motivation and pleasure-orientation motivation had a significant effect on performance satisfaction. Second, the following participation motivation factors had a significant effect on exercise adherence intention: health-orientation motivation, achievement motivation and pleasure-orientation motivation. Third, among the satisfaction factors, emotional satisfaction and performance satisfaction both had a significant effect on exercise adherence intention. Originality/value - This is one of the first papers to examine the relationships that exist between golf range users’ participation motivation, satisfaction and exercise adherence intention.

The Relations of Mothers' Controlling Vocalizations to Children's Intrinsic Motivation.

Science.gov (United States)

Deci, Edward L.; And Others

1993-01-01

Coded maternal vocalizations during videotaped play sessions of mothers and their six- or seven-year-old children. Children's intrinsic motivation was assessed by observing children's play when they were alone in a room. Found a negative relationship between maternal controlling vocalizations and children's intrinsic motivation. (MM)

The level satisfaction of teachers and motivational factors

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Renata Červ

2012-02-01

Full Text Available RQ: Employee satisfaction is an area that is relevant in every organization and for this reason management has to pay special attention to this area. A satisfied worker brings better results and invests all their knowledge and abilities into their work. Otherwise they will invest only what is required of them that will not bring success to the organization in achieving their goals. Work satisfaction reflects an individual’s emotional experiences in theenvironment that they are working in. Many times management starts paying attention when it is too late. For this reason, measuring employee satisfaction should occur in each organization. This way appropriate actions and decisions can be made to improve current conditions.Purpose: To investigate employee satisfaction, determine the level of satisfaction or dissatisfaction and identify motivational factors. Furthermore, to examine how personal goals of individuals influence their work and to which degree money is a motivator for work.Methods: A descriptive approach was used to examine the the oretical content, interview. An interview was conducted with which data was obtained on employee satisfaction.Results: Employees are satisfied with their work and it gives them a personal challenge, offers satisfaction, a source of income and pleasure. They are motivated by pay, student satisfaction, and successful transference of knowledge to students. Possible dissatisfaction of employees would not influence their effectiveness and work results. They believe that fulfilling their personal goals can influence their satisfaction.Organization: The obtained data will be used by management for improvement. The obtained results will lead management in decision making to increase employee satisfaction.Society: Refresh knowledge from the area of creating employee satisfaction and motivational factors that influences people at work.Originality: The limited number of interview participants and personal acquaintance

Incremental Learning of Skill Collections based on Intrinsic Motivation

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Jan Hendrik Metzen

2013-07-01

Full Text Available Life-long learning of reusable, versatile skills is a key prerequisite forembodied agents that act in a complex, dynamic environment and are faced withdifferent tasks over their lifetime. We address the question of how an agentcan learn useful skills efficiently during a developmental period,i.e., when no task is imposed on him and no external reward signal is provided.Learning of skills in a developmental period needs to be incremental andself-motivated. We propose a new incremental, task-independent skill discoveryapproach that is suited for continuous domains. Furthermore, the agent learnsspecific skills based on intrinsic motivation mechanisms thatdetermine on which skills learning is focused at a given point in time. Weevaluate the approach in a reinforcement learning setup in two continuousdomains with complex dynamics. We show that an intrinsically motivated, skilllearning agent outperforms an agent which learns task solutions from scratch.Furthermore, we compare different intrinsic motivation mechanisms and howefficiently they make use of the agent's developmental period.

Pervasive negative effects of rewards on intrinsic motivation: The myth continues.

Science.gov (United States)

Cameron, J; Banko, K M; Pierce, W D

2001-01-01

A major concern in psychology and education is that rewards decrease intrinsic motivation to perform activities. Over the past 30 years, more than 100 experimental studies have been conducted on this topic. In 1994, Cameron and Pierce conducted a meta-analysis of this literature and concluded that negative effects of reward were limited and could be easily prevented in applied settings. A more recent meta-analysis of the literature by Deci, Koestner, and Ryan (1999) shows pervasive negative effects of reward. The purpose of the present article is to resolve differences in previous meta-analytic findings and to provide a meta-analysis of rewards and intrinsic motivation that permits tests of competing theoretical explanations. Our results suggest that in general, rewards are not harmful to motivation to perform a task. Rewards given for low-interest tasks enhance free-choice intrinsic motivation. On high-interest tasks, verbal rewards produce positive effects on free-choice motivation and self-reported task interest. Negative effects are found on high-interest tasks when the rewards are tangible, expected (offered beforehand), and loosely tied to level of performance. When rewards are linked to level of performance, measures of intrinsic motivation increase or do not differ from a nonrewarded control group. Overall, the pattern of results indicates that reward contingencies do not have pervasive negative effects on intrinsic motivation. Theoretical and practical implications of the findings are addressed.

Goal-orientation, epistemological beliefs towards intrinsic motivation among engineering students: A review

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Benlahcene, Abderrahim; Lashari, Sana Anwar; Lashari, Tahira Anwar

2017-08-01

An aspect that has been exhaustively researched in the motivation of the higher education discipline is the engineering students’ process of goal-orientation, epistemological beliefs towards intrinsic motivation. However, the focus of those researchers as commonly the influence of goal orientations and epistemological beliefs on intrinsic motivation; they have not combined the two factors and examined relationships among goal orientation, epistemological beliefs, and intrinsic motivation. Therefore, although there is a plethora of research on the matter in related disciplines, the researchers commonly do not have consensus on a term that could be used to discuss how engineering students are motivation. This paper identifies literature whose characteristics have focused on the concept of motivation. Attempts were made to retrieve related lietarure empirically examined motivation, extrinsic motivation, Goal orientation, Epistemological beliefs, and intrinsic motivation to gain insight information. It is believed that the present study may help educators in organizing content, preparing curriculum, and evaluate student tasks, so that students can begin to develop more mature and effective epistemological beliefs and design their proper goals for their learning process.

Motivation and job satisfaction as a key element of successful business management.

OpenAIRE

Kazachok, Alina

2011-01-01

The subject of this thesis is motivation and job satisfaction of employees. The theoretical part deals with basic terms in the field of motivation and job satisfaction, motivation principles, factors that influence motivation and job satisfaction. Also the theoretical part gives consideration to the methods of measuring job satisfaction, manager's role in the sphere of motivation and job satisfaction. The part contains the description of the major motivational theories. The second part is dev...

Values, Norms, and Intrinsic Motivation to Act Proenvironmentally

NARCIS (Netherlands)

Steg, Linda

2016-01-01

Environmental problems can be reduced if people more consistently engage in proenvironmental actions. In this article, I discuss factors that motivate or inhibit individuals to act proenvironmentally. Many people are intrinsically motivated to engage in proenvironmental actions, because protecting

Nurses Returning to School: Motivators, Inhibitors and Job Satisfaction.

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Harris, Patrick W; Burman, Mary E

2016-01-01

Health care employers and national nursing organizations are placing increased emphasis on nurses earning a baccalaureate degree or higher. This study examines the impact of motivators (professional and personal motivation), inhibitors (time constraints and employer discouragement), and job satisfaction on intent to return to school. Approximately half of the employed nurses in Wyoming were surveyed using a mailed questionnaire in the summer of 2013. Perceived employer discouragement and time constraints continued to play a direct role on intent to return to school regardless of nurse motivation or job satisfaction. However, motivation and job satisfaction also contributed to a nurse's intent to return to school. These results suggest that motivation and job satisfaction are significant regarding intent to return to school but can be limited by both perceived discouragement of one's employer and perceived time constraints. In order to meet the increasing demands of a better-educated nursing workforce, a shift in workplace dynamics may be warranted. Copyright © 2016 Elsevier Inc. All rights reserved.

Satisfaction and motivation of general physicians toward their career.

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Barikani, Ameneh; Javadi, Maryam; Mohammad, Aagil; Firooze, Barikani; Shahnazi, Mojtaba

2012-11-18

Human resource in health system especially in developing countries has main role in health promotion. Therefore their satisfaction and motivation are the key points in developing health system. To determine the motivation and satisfaction of general physicians (GP) towards their career. Using random sampling, 150 physicians were selected from comprehension commercial database list. Data were collected using a self-administered questionnaire that consisted of three sections; first demographic data, second work satisfaction and third questions toward biologic, dependent and growth motivation. Data were analyzed by SPSS version 16 with P<0.05. From participants 64.7% of physicians were in age between 30-40 years and 27.3% were men. Only 5.3% of physicians who were employed for over 10 years were satisfied from their career. Satisfaction of career among female and male physicians was 8% and 24% respectively. The item of job safety sensation in biologic motivation had maximum scale (4.1±0.89). In dependent and growth motivations, value success sensation in job (4+-0.88) and make new skills and knowledge (4+-0.67) had maximum scale of mean. Relation of growth motivators with age (P<0.01), postgraduate duration (P<0.005) was significant. Dependent motivators had significant relation with age (P<0.04), postgraduate duration (P<0.01) and employment duration (P<0.002). Biological motivators had significant relation with sex (P<0.4) and satisfaction of work hours (P<0.007). Correlation of biological (r=0.44, P<0.001) and growth (r=0.7, P<0.001) motivators was significant. Growth motivators score had higher ranking than other motivators. However, biological motivators especially job security and finance were also important and must be noticed from decision makers.

Diminished neural responses predict enhanced intrinsic motivation and sensitivity to external incentive.

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Marsden, Karen E; Ma, Wei Ji; Deci, Edward L; Ryan, Richard M; Chiu, Pearl H

2015-06-01

The duration and quality of human performance depend on both intrinsic motivation and external incentives. However, little is known about the neuroscientific basis of this interplay between internal and external motivators. Here, we used functional magnetic resonance imaging to examine the neural substrates of intrinsic motivation, operationalized as the free-choice time spent on a task when this was not required, and tested the neural and behavioral effects of external reward on intrinsic motivation. We found that increased duration of free-choice time was predicted by generally diminished neural responses in regions associated with cognitive and affective regulation. By comparison, the possibility of additional reward improved task accuracy, and specifically increased neural and behavioral responses following errors. Those individuals with the smallest neural responses associated with intrinsic motivation exhibited the greatest error-related neural enhancement under the external contingency of possible reward. Together, these data suggest that human performance is guided by a "tonic" and "phasic" relationship between the neural substrates of intrinsic motivation (tonic) and the impact of external incentives (phasic).

Job satisfaction and motivation: how do we inspire employees?

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Alshallah, Sahar

2004-01-01

Productivity is defined as the efficient and effective use of resources with minimum waste and effort to achieve outcome. We live in a world that has limited resources. The health care industry faces this limitation more than any other industry. With these challenges facing health care administrators, the concept of productivity, job satisfaction and motivation become very important. Employee satisfaction and retention have always been an important issue for physicians, medical centers and businesses in general. Conventional human resources theories, developed some 50 years ago by Maslow and Herzberg, suggest that satisfied employees tend to be more productive, creative and committed to their employers. People are essential to productivity. The success of productivity improvement strategy is dependent on employee commitment, job satisfaction, skills, and motivation. Maslow's theory consists of a 5-level pyramid: physiologic or basic survival; physical and mental safety; sense of belonging; accomplishment, creativity, and growth; and self-actualization. Herzberg's theory suggests there are 2 groups of factors: hygiene (which satisfy) and motivation. The terms "job satisfaction" and "motivation" have, in my experience, become used interchangeably. There is a difference. Job satisfaction is an individual's emotional response to his or her current job condition, while motivation is the driving force to pursue and satisfy one's needs. Maslow and Herzberg's theories can be easily applied to the workplace. Managers can help employees achieve overall job satisfaction, which, with the employee's internal motivation drive, increase performance on the job.

A Latent Curve Model of Parental Motivational Practices and Developmental Decline in Math and Science Academic Intrinsic Motivation

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Gottfried, Adele Eskeles; Marcoulides, George A.; Gottfried, Allen W.; Oliver, Pamella H.

2009-01-01

A longitudinal approach was used to examine the effects of parental task-intrinsic and task-extrinsic motivational practices on academic intrinsic motivation in the subject areas of math and science. Parental task-intrinsic practices comprise encouragement of children's pleasure and engagement in the learning process, whereas task-extrinsic…

A Review of the Relationship between Novelty, Intrinsic Motivation and Reinforcement Learning

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Siddique Nazmul

2017-11-01

Full Text Available This paper presents a review on the tri-partite relationship between novelty, intrinsic motivation and reinforcement learning. The paper first presents a literature survey on novelty and the different computational models of novelty detection, with a specific focus on the features of stimuli that trigger a Hedonic value for generating a novelty signal. It then presents an overview of intrinsic motivation and investigations into different models with the aim of exploring deeper co-relationships between specific features of a novelty signal and its effect on intrinsic motivation in producing a reward function. Finally, it presents survey results on reinforcement learning, different models and their functional relationship with intrinsic motivation.

DEVELOPMENT AND SHAPING OF STUDENTS’ INTRINSIC MOTIVATION IN PHYSICAL EDUCATION

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Dragan Krivokapić

2010-09-01

Full Text Available The results of the recent studies concerning the impact of psychological factors on the school success show that, in average, only 50% of the success rate could be ascribed to developmental level of intelligence, while the remainder of the variable is saturated with factors of non-intellectual nature. Among the factors unconditioned by intellectual characteristics, the special role in motivation for effective studying is played by motivation for learning - especially the intrinsic one. It is understood that, when it comes to physical education, the intrinsic motivation sources are in fact primary sources, especially if we are striving to maintain motivation at the necessary level for a longer period. The process of development and maintenance of intrinsic motivation is of vital importance, particularly due to the fact that absenteeism or inactivity in physical education classes is becoming increasingly pronounced among students in higher grades of elementary and high schools. It should be borne in mind that the number of children spending most of their time in sitting position in front of their computers or TV sets is increasing on a daily basis. Consequently, we have higher incidence of postural deformities in elementary school-age children. Development and shaping of intrinsic motivation in terms of increasing willingness to do physical exercise systematically and continuously could be a means of diminishing the above-mentioned problems.

Intrinsic Motivation and Flow Condition on the Music Teacher's Performance

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Torres Delgado, Gabriela

2017-01-01

The aim of these research is to identify if music teachers and teachers from other areas are intrinsically or extrinsically motivated, to identify the dimensions of the flow state, and to identify if there is a relationship between intrinsic motivation and flow state in these teachers. The sample was made up of 738 active teachers. The presence of…

Incremental learning of skill collections based on intrinsic motivation

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Metzen, Jan H.; Kirchner, Frank

2013-01-01

Life-long learning of reusable, versatile skills is a key prerequisite for embodied agents that act in a complex, dynamic environment and are faced with different tasks over their lifetime. We address the question of how an agent can learn useful skills efficiently during a developmental period, i.e., when no task is imposed on him and no external reward signal is provided. Learning of skills in a developmental period needs to be incremental and self-motivated. We propose a new incremental, task-independent skill discovery approach that is suited for continuous domains. Furthermore, the agent learns specific skills based on intrinsic motivation mechanisms that determine on which skills learning is focused at a given point in time. We evaluate the approach in a reinforcement learning setup in two continuous domains with complex dynamics. We show that an intrinsically motivated, skill learning agent outperforms an agent which learns task solutions from scratch. Furthermore, we compare different intrinsic motivation mechanisms and how efficiently they make use of the agent's developmental period. PMID:23898265

Profiles of Intrinsic and Extrinsic Motivations in Elementary School: A Longitudinal Analysis

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Corpus, Jennifer Henderlong; Wormington, Stephanie V.

2014-01-01

The authors used a person-centered, longitudinal approach to identify and evaluate naturally occurring combinations of intrinsic and extrinsic motivations among 490 third- through fifth-grade students. Cluster analysis revealed 3 groups, characterized by high levels of both motivations ("high quantity"): high intrinsic motivation but low…

Where intrinsic job satisfaction fails to work : National moderators of intrinsic motivation

NARCIS (Netherlands)

Huang, X; Van de Vliert, E

This study sought for national characteristics that moderate the individual-level relationship between job characteristics and job satisfaction. Data from two distinct questionnaire surveys administered to 107,292 employees in 49 countries was analyzed by employing multilevel modeling. Results

Motivation: The Value of Developing Intrinsic Motivation in Elementary School Students in Grades Four through Six

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Gerstner, Gary M.

2017-01-01

This study sought to fill the gap in the literature concerning intrinsic motivation in elementary students in Grades 4-6 by examining 155 elementary school students and in-depth interviews with three elementary grade teachers. This study used data collected from the self-report survey called the Children's Academic Intrinsic Motivation Inventory…

Assessing Individual-Level Factors Supporting Student Intrinsic Motivation in Online Discussions: A Qualitative Study

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Shroff, Ronnie H.; Vogel, Douglas R.; Coombes, John

2008-01-01

Research has established that intrinsic motivation has a positive effect on learning and academic achievement. However, little is known about the impact of different technology-supported learning activities on student intrinsic motivation or whether such learning activities significantly enhance student intrinsic motivation compared to traditional…

Intensifying the intrinsic motivation by differentiating the teaching strategies in higher education

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Tulbure, C.

2011-01-01

Full Text Available Learning motivation represents one of the most importantpredictors of academic achievement in higher education. In this empirical study, we have implemented a formative program to improve the university students’ academic achievement and their intrinsic learning motivation. To fully use their intellectual potential, students were treated according to their learning style, throughout one academic year. When we considered the within subject design, both intrinsic motivation and academic achievement significantly increased at the end of the study. Only intrinsic motivation proved to be significantly higher for the between subject comparison. Because our formative program proved to have a significant impact on students’ learning motivation, we recommend the differentiated teaching strategies to improve the academic achievement in higher education.

Do monetary rewards crowd out intrinsic motivations of volunteers? Some empirical evidence for Italian volunteers

OpenAIRE

Damiano Fiorillo

2009-01-01

The paper studies the determinants of regular volunteering departing from previous literature on extrinsic and intrinsic motivations. It contributes to the literature investigating the role of monetary rewards to influence intrinsic motivation. Using a simple framework that allows me to study the effect of monetary rewards on intrinsic motivation, the paper shows, controlling for endogenous bias, that monetary rewards crowd-out intrinsic motivation.

The relationship between extrinsic motivation, job satisfaction and life satisfaction amongst employees in a public organisation

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Chengedzai Mafini

2014-04-01

Research purpose: To examine the relationships between extrinsic motivation, job satisfaction and life satisfaction amongst employees in a public organisation. Motivation for the study: Labour strife is an endemic phenomenon in South Africa’s public sector as evidenced by the high incidences of industrial action and labour turnover. This study contributes to this subject by identifying the extrinsic factors that could be optimised with a view to enhancing job and life satisfaction amongst government employees. Research approach, design and method: The study used the quantitative research survey approach: a questionnaire was administered to 246 employees in a South African public organisation. Extrinsic motivation factors were identified using principal components analysis. Mean score ranking was used to compare the relative importance of all factors. The conceptual framework was tested using Spearman’s rank correlation analysis and linear regression analysis. Main findings: Statistically significant relationships were observed between job satisfaction and four extrinsic motivation factors: remuneration, quality of work life, supervision and teamwork. The relationship with promotion was insignificant, but a statistically significant relationship was established with life satisfaction. Practical/managerial implications: The findings may be used to implement strategies for enhancing employee performance and industrial relations within public organisations. Contribution/value-add: The study provides evidence of the interplay between extrinsic motivation, job satisfaction and life satisfaction for public servants in developing countries.

See you at the match: Motivation for sport consumption and intrinsic psychological reward of premier football league spectators in South Africa

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Frederick W. Stander

2016-04-01

Full Text Available Orientation: Local football contributes significantly to the social- and economic welfare of South Africa through its spectators. Understanding the motives and experiences of football spectators could provide opportunities for capitalising on football as revenue stream feeding the South African economy. Research purpose: To investigate how motives for sport consumption predict intrinsic psychological reward of South African premier league football spectators. Motivation for the study: Sport - particularly football - is an untapped resource for stimulating economic development and growth through its consumers. Spectators, who often experience their investment in the sport as deeply rewarding and meaningful, should participate more frequently in purchasing products or services associated with the sport. Through understanding the motives for sport consumption of South African premier league football spectators and the impact of these motives on intrinsic psychological reward experiences, football clubs are able to provide a targeted experience or service to spectators in order to further stimulate economic growth. Research design, approach and method: A census sample of 806 football spectators attending various matches at a football stadium in Soweto was drawn. A cross-sectional research design was implemented. This research was exploratory and descriptive. Structural equation modelling was implemented to assess the factor structures of the constructs, to confirm composite reliability of the measures and to assess the structural paths between the variables. Main findings: A predictive model for intrinsic psychological rewards (life satisfaction and meaning through the motivation for sport consumption (individual – and game related factors was confirmed. It was further established that motivation for sport consumption is significantly positively a related to and b associated with the experience of intrinsic psychological reward by South African

How to encourage intrinsic motivation in the clinical teaching environment?: a systematic review from the self-determination theory.

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Orsini, Cesar; Evans, Phillip; Jerez, Oscar

2015-01-01

Internalization of students' motivation towards an intrinsic form is associated with increased interest, commitment, learning, and satisfaction with education. Self-Determination theory postulates that intrinsic motivation and autonomous forms of self-regulation are the desired type of motivation; as they have been associated with deep learning, better performance and well-being. It claims three basic psychological needs have to be satisfied in order to achieve intrinsic motivation. These are the needs for autonomy, competence and relatedness. This study aims to provide a review on how these basic psychological needs are encouraged in undergraduate students so they can be transferred to the clinical teaching environment. Electronic searches were performed across four databases (Medline, Embase, PsycINFO, and ERIC), relevant journals, and retrieved bibliography of selected articles. In total, searches produced 4,869 references, from which 16 studies met the inclusion criteria. Main themes were coded in three categories: The support of autonomy, competence and relatedness. The research-based evidence appears to be of reasonable quality, and indicates that teachers should work to satisfy students' basic psychological needs to foster internalization of self-regulation. Our findings suggest that teachers should interact with students in a more 'human centred' teaching style, as these actions predict motivational internalization. Several themes emerged from different contexts and further investigation should expand them. This review identified actions that clinical teachers could implement in their daily work to support students' self-determination. Autonomy supportive teaching in health professions educations would benefit students and may actually result in more effective health care delivery.

How to encourage intrinsic motivation in the clinical teaching environment?: a systematic review from the self-determination theory

Science.gov (United States)

2015-01-01

Purpose: Internalization of students’ motivation towards an intrinsic form is associated with increased interest, commitment, learning, and satisfaction with education. Self-Determination theory postulates that intrinsic motivation and autonomous forms of self-regulation are the desired type of motivation; as they have been associated with deep learning, better performance and well-being. It claims three basic psychological needs have to be satisfied in order to achieve intrinsic motivation. These are the needs for autonomy, competence and relatedness. This study aims to provide a review on how these basic psychological needs are encouraged in undergraduate students so they can be transferred to the clinical teaching environment. Methods: Electronic searches were performed across four databases (Medline, Embase, PsycINFO, and ERIC), relevant journals, and retrieved bibliography of selected articles. In total, searches produced 4,869 references, from which 16 studies met the inclusion criteria. Results: Main themes were coded in three categories: The support of autonomy, competence and relatedness. The research-based evidence appears to be of reasonable quality, and indicates that teachers should work to satisfy students’ basic psychological needs to foster internalization of self-regulation. Our findings suggest that teachers should interact with students in a more ‘human centred’ teaching style, as these actions predict motivational internalization. Several themes emerged from different contexts and further investigation should expand them. Conclusion: This review identified actions that clinical teachers could implement in their daily work to support students’ self-determination. Autonomy supportive teaching in health professions educations would benefit students and may actually result in more effective health care delivery. PMID:25855386

How to encourage intrinsic motivation in the clinical teaching environment?: a systematic review from the self-determination theory

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Cesar Orsini

2015-04-01

Full Text Available Purpose: Internalization of students’ motivation towards an intrinsic form is associated with increased interest, commitment, learning, and satisfaction with education. Self-Determination theory postulates that intrinsic motivation and autonomous forms of self-regulation are the desired type of motivation; as they have been associated with deep learning, better performance and well-being. It claims three basic psychological needs have to be satisfied in order to achieve intrinsic motivation. These are the needs for autonomy, competence and relatedness. This study aims to provide a review on how these basic psychological needs are encouraged in undergraduate students so they can be transferred to the clinical teaching environment. Methods: Electronic searches were performed across four databases (Medline, Embase, PsycINFO, and ERIC, relevant journals, and retrieved bibliography of selected articles. In total, searches produced 4,869 references, from which 16 studies met the inclusion criteria. Results: Main themes were coded in three categories: The support of autonomy, competence and relatedness. The research-based evidence appears to be of reasonable quality, and indicates that teachers should work to satisfy students’ basic psychological needs to foster internalization of self-regulation. Our findings suggest that teachers should interact with students in a more ‘human centred’ teaching style, as these actions predict motivational internalization. Several themes emerged from different contexts and further investigation should expand them. Conclusion: This review identified actions that clinical teachers could implement in their daily work to support students’ self-determination. Autonomy supportive teaching in health professions educations would benefit students and may actually result in more effective health care delivery.

The effect of professional culture on intrinsic motivation among physicians in an academic medical center.

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Janus, Katharina

2014-01-01

Today, most healthcare organizations aim to manage professionals' motivation through monetary incentives, such as pay for performance. However, addressing motivation extrinsically can involve negative effects, such as disturbed teamwork, gaming the system, and crowd-out of intrinsic motivation. To offset these side effects, it is crucial to support professionals' intrinsic motivation actively, which is largely determined by enjoyment- and obligation-based social norms that derive from professionals' culture. For this study, a professional culture questionnaire was designed and validated, the results of which uncovered three factors: relationship to work, relationship to colleagues, and relationship to organization. These factors served as independent variables for regression analyses. Second, Amabile's validated work preference inventory was used to measure intrinsic motivation as a dependent variable. The regression analysis was controlled for sex, age, and experience. The study revealed that relationship to work had the strongest (and a positive) impact on intrinsic motivation in general and on Amabile's intrinsic subscales, enjoyment and challenge. Relationship to organization had a negative impact on intrinsic motivation and both subscales, and relationship to colleagues showed a low positive significance for the intrinsic scale only. Healthcare organizations have mostly focused on targeting professionals' extrinsic motivation. However, managing dimensions of professional culture can help support professionals' intrinsic motivation without incurring the side effects of monetary incentives.

Neural Correlates for Intrinsic Motivational Deficits of Schizophrenia; Implications for Therapeutics of Cognitive Impairment

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Takeda, Kazuyoshi; Sumiyoshi, Tomiki; Matsumoto, Madoka; Murayama, Kou; Ikezawa, Satoru; Matsumoto, Kenji; Nakagome, Kazuyuki

2018-01-01

The ultimate goal of the treatment of schizophrenia is recovery, a notion related to improvement of cognitive and social functioning. Cognitive remediation therapies (CRT), one of the most effective cognition enhancing methods, have been shown to moderately improve social functioning. For this purpose, intrinsic motivation, related to internal values such as interest and enjoyment, has been shown to play a key role. Although the impairment of intrinsic motivation is one of the characteristics of schizophrenia, its neural mechanisms remain unclear. This is related to the lack of feasible measures of intrinsic motivation, and its response to treatment. According to the self-determination theory (SDT), not only intrinsic motivation, but extrinsic motivation has been reported to enhance learning and memory in healthy subjects to some extent. This finding suggests the contribution of different types of motivation to potentiate the ability of the CRT to treat cognitive impairment of schizophrenia. In this paper, we provide a review of psychological characteristics, assessment methods, and neural correlates of intrinsic motivation in healthy subjects and patients with schizophrenia. Particularly, we focus on neuroimaging studies of intrinsic motivation, including our own. These considerations are relevant to enhancement of functional outcomes of schizophrenia. PMID:29922185

Neural Correlates for Intrinsic Motivational Deficits of Schizophrenia; Implications for Therapeutics of Cognitive Impairment

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Kazuyoshi Takeda

2018-06-01

Full Text Available The ultimate goal of the treatment of schizophrenia is recovery, a notion related to improvement of cognitive and social functioning. Cognitive remediation therapies (CRT, one of the most effective cognition enhancing methods, have been shown to moderately improve social functioning. For this purpose, intrinsic motivation, related to internal values such as interest and enjoyment, has been shown to play a key role. Although the impairment of intrinsic motivation is one of the characteristics of schizophrenia, its neural mechanisms remain unclear. This is related to the lack of feasible measures of intrinsic motivation, and its response to treatment. According to the self-determination theory (SDT, not only intrinsic motivation, but extrinsic motivation has been reported to enhance learning and memory in healthy subjects to some extent. This finding suggests the contribution of different types of motivation to potentiate the ability of the CRT to treat cognitive impairment of schizophrenia. In this paper, we provide a review of psychological characteristics, assessment methods, and neural correlates of intrinsic motivation in healthy subjects and patients with schizophrenia. Particularly, we focus on neuroimaging studies of intrinsic motivation, including our own. These considerations are relevant to enhancement of functional outcomes of schizophrenia.

Intrinsic Motivation to Learn: The Nexus between Psychological Health and Academic Success

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Froiland, John Mark; Oros, Emily; Smith, Liana; Hirchert, Tyrell

2012-01-01

Intrinsic motivation (IM) to learn, if cultivated, can lead to many academic and social/emotional improvements among K-12 students. This article discusses intrinsic motivation to learn as it relates to Self Determination Theory and the trouble with relying solely on extrinsic motivators. The academic benefits of IM in the specific subject areas of…

Job Satisfaction and Motivational Strategies among Library Directors.

Science.gov (United States)

Pors, Niels Ole; Johannsen, Carl Gustav

2002-01-01

Discusses a survey of Danish library directors and highlights findings associated with job satisfaction and motivational strategies. Highlights include leadership; the relation between leadership position and job satisfaction; relationship between selected variables and job satisfaction; management tools used; and time spent on leadership tasks.…

The Relational-Behavior Model: The Relationship between Intrinsic Motivational Instruction and Extrinsic Motivation in Psychologically Based Instruction

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Chandler, Donald S., Jr.

2008-01-01

This pilot study examined the relational-behavior model (RBM) as a method of intrinsic motivational instruction in psychology courses. Among a sample of 33 college students enrolled in two undergraduate psychology courses, a Spearman rho analysis revealed a significant relationship between the intrinsic motivational factors (e.g. student/class…

A Game Theoretic Framework for Incentive-Based Models of Intrinsic Motivation in Artificial Systems

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Kathryn Elizabeth Merrick

2013-10-01

Full Text Available An emerging body of research is focusing on understanding and building artificial systems that can achieve open-ended development influenced by intrinsic motivations. In particular, research in robotics and machine learning is yielding systems and algorithms with increasing capacity for self-directed learning and autonomy. Traditional software architectures and algorithms are being augmented with intrinsic motivations to drive cumulative acquisition of knowledge and skills. Intrinsic motivations have recently been considered in reinforcement learning, active learning and supervised learning settings among others. This paper considers game theory as a novel setting for intrinsic motivation. A game theoretic framework for intrinsic motivation is formulated by introducing the concept of optimally motivating incentive as a lens through which players perceive a game. Transformations of four well-known mixed-motive games are presented to demonstrate the perceived games when players’ optimally motivating incentive falls in three cases corresponding to strong power, affiliation and achievement motivation. We use agent-based simulations to demonstrate that players with different optimally motivating incentive act differently as a result of their altered perception of the game. We discuss the implications of these results both for modeling human behavior and for designing artificial agents or robots.

A game theoretic framework for incentive-based models of intrinsic motivation in artificial systems.

Science.gov (United States)

Merrick, Kathryn E; Shafi, Kamran

2013-01-01

An emerging body of research is focusing on understanding and building artificial systems that can achieve open-ended development influenced by intrinsic motivations. In particular, research in robotics and machine learning is yielding systems and algorithms with increasing capacity for self-directed learning and autonomy. Traditional software architectures and algorithms are being augmented with intrinsic motivations to drive cumulative acquisition of knowledge and skills. Intrinsic motivations have recently been considered in reinforcement learning, active learning and supervised learning settings among others. This paper considers game theory as a novel setting for intrinsic motivation. A game theoretic framework for intrinsic motivation is formulated by introducing the concept of optimally motivating incentive as a lens through which players perceive a game. Transformations of four well-known mixed-motive games are presented to demonstrate the perceived games when players' optimally motivating incentive falls in three cases corresponding to strong power, affiliation and achievement motivation. We use agent-based simulations to demonstrate that players with different optimally motivating incentive act differently as a result of their altered perception of the game. We discuss the implications of these results both for modeling human behavior and for designing artificial agents or robots.

Motivation and Job Satisfaction of Deans of Schools of Nursing.

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Lamborn, Marilyn L.

1991-01-01

Responses from 335 of 595 deans of nursing schools found monetary remunerations and benefits related to job satisfaction and motivation. Long tenure in prestigious universities was also significant. Motivation and job satisfaction were significantly interrelated. (SK)

The interactive roles of mastery climate and performance climate in predicting intrinsic motivation.

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Buch, R; Nerstad, C G L; Säfvenbom, R

2017-02-01

This study examined the interplay between perceived mastery and performance climates in predicting increased intrinsic motivation. The results of a two-wave longitudinal study comprising of 141 individuals from three military academies revealed a positive relationship between a perceived mastery climate and increased intrinsic motivation only for individuals who perceived a low performance climate. This finding suggests a positive relationship between a perceived mastery climate and increased intrinsic motivation only when combined with low perceptions of a performance climate. Hence, introducing a performance climate in addition to a mastery climate can be an undermining motivational strategy, as it attenuates the positive relationship between a mastery climate and increased intrinsic motivation. Implications for future research and practice are discussed. © 2015 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Transformational leadership, intrinsic motivation, and trust: a moderated-mediated model of workplace safety.

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Conchie, Stacey M

2013-04-01

Two studies examine the role of motivation and trust in the relationship between safety-specific transformational leadership and employees' safety behavior. Study 1 tested the prediction that intrinsic and identified regulation motivations mediate the relationship between safety-specific transformational leadership and employees' safety behaviors. Study 2 further explored this relationship by testing the prediction that the mediating role of intrinsic motivation is dependent on employees' level of trust in their leader. Survey data from the U.K. construction industry supported both predictions. However, the mediating role of intrinsic motivation was found only for challenge safety citizenship behaviors (i.e., voice) and not for affiliative safety citizenship behaviors (i.e., helping). These findings suggest that employees' intrinsic motivation is important to the effectiveness of leaders' efforts to promote some but not all forms of safety behavior.

Intrinsic motivation and metacognition as predictors of learning potential in patients with remitted schizophrenia.

Science.gov (United States)

Tas, Cumhur; Brown, Elliot C; Esen-Danaci, Aysen; Lysaker, Paul H; Brüne, Martin

2012-08-01

Previous research has suggested that neurocognitive functioning predicts best the potential of patients with schizophrenia to acquire newly learned material, which, in turn may impact patients' social functioning. Recent studies have also shown that intrinsic motivation and metacognitive abilities play a decisive role in social functioning in schizophrenia. Accordingly, the present study sought to examine the relationship between intelligence, motivation, metacognition, and learning during a cognitive remediation experimental training. We hypothesized that metacognition and intrinsic motivation would have a strong relationship and independently predict learning potential. Thirty-two patients with schizophrenia who fulfilled the criteria of functional remission were recruited. In a pre-training-post experimental design, patients' learning potential was assessed using previously defined cognitive remediation training for WCST. Intrinsic motivation was examined using Intrinsic Motivation Inventory for schizophrenia; mastery, a domain of metacognition, was measured using the Metacognitive Assessment Scale. Metacognition significantly correlated with subdomains of intrinsic motivation. Patients with higher intrinsic motivation and preserved metacognition improved more in the learning paradigm compared to poorly motivated patients and patients with reduced metacognitive abilities. In particular, "mastery" was determined as an independent predictor of learning potential. Motivation and metacognition are important predictors of learning in schizophrenia. Psychological interventions in schizophrenia may therefore consider incorporating techniques to stimulate metacognitive and motivational abilities as well as developing individualized training programs. Copyright © 2012 Elsevier Ltd. All rights reserved.

Do monetary rewards undermine intrinsic motivations of volunteers? Some empirical evidence for Italian volunteers

OpenAIRE

Fiorillo, Damiano

2007-01-01

Empirical studies show that intrinsic motivations increase the volunteer labour supply. This paper studies how monetary rewards to volunteers affect their intrinsic motivations. Using a sample of Italian volunteers, allowing to distinguish the type of volunteer, the paper shows that monetary rewards (extrinsic motivations) influence positively the choice to donate voluntary hours, while a low intrinsic motivation seems to decrease hours per week. Moreover, monetary rewards increase the hours ...

A Christian educational perspective on the process oriented approach to intrinsic motivation

OpenAIRE

Mechaéla Scott

1992-01-01

Within the classroom context, albeit school or university, intrinsic motivation can effectively be described and changed if a process-oriented approach is employed. The question is posed whether a process-oriented approach to motivation is acceptable to Christian education. To answer this question, intrinsic motivation and the process-oriented approach to motivation are described. A Christian view of self-knowledge and control, which are the main components of a process-oricnted approach to m...

Intrinsic and extrinsic motivations for healthful dietary change in African Americans.

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Satia, Jessie A; Galanko, Joseph A

2007-01-01

To describe associations of intrinsic and extrinsic motivations for dietary change with participant characteristics and current diet among African Americans. Cross-sectional survey of 658 African American adults in North Carolina provided information on intrinsic (self-image and health concerns) and extrinsic (social influence) motivation scales, participant characteristics, and diet. Most respondents considered it important to change their diet for health reasons; fewer were motivated by self-image or social influence. Motivation scales were significantly associated with demographic, behavioral, and psychosocial characteristics and fat, but not fruit/vegetable consumption, after adjustment for covariates (Pextrinsic motives may improve the effectiveness of dietary interventions in African Americans.

Intrinsic Motivation, Organizational Justice, and Creativity

Science.gov (United States)

Hannam, Kalli; Narayan, Anupama

2015-01-01

For employees to generate creative ideas that are not only original, but also useful to their company, they must interact with their workplace environment to determine organizational needs. Therefore, it is important to consider aspects of the individual as well as their environment when studying creativity. Intrinsic motivation, a predictor of…

Exploring the Link between Intrinsic Motivation and Quality

Science.gov (United States)

1992-12-01

to and motivation for quality. " Effective human relations is basic to quality control," Fiegenbaum (1991) says. A major effect of this activity is... overjustification (explained later in this chapter). Deming "fervently believes in the intrinsic motivation of mankind," wrote Gabor (1990, p. 13). "All...see the congruence between Deming’s philosophy and overjustification theory (Deci, 1975). This is the idea that extrinsic motivators can be emphasized

Math grades and intrinsic motivation in elementary school: A longitudinal investigation of their association.

Science.gov (United States)

Weidinger, Anne F; Steinmayr, Ricarda; Spinath, Birgit

2017-06-01

It is often argued that the negative development of intrinsic motivation in elementary school strongly depends on the presence of school grades because grades represent extrinsic consequences and achievement feedback that are supposed to influence intrinsically motivated behaviour. However, only a few studies have tested this hypothesis. Therefore, we investigated the role of school grades in inter- and intra-individual changes in elementary school students' intrinsic motivation from when grades were first introduced until the end of elementary school, when students in Germany receive recommendations for a secondary school type on the basis of their prior performance in school. A sample of 542 German elementary school students (t 1 : M = 7.95 years, SD = 0.57) was followed for 2 years from the end of Grade 2 to the end of Grade 4. At seven measurement occasions, children's math grades and their domain-specific intrinsic motivation were assessed. Latent growth curve models showed differences in trajectories of intrinsic motivation across students rather than uniform development. Moreover, students' trajectories of grades and intrinsic motivation were only weakly associated. A latent cross-lagged model revealed that reciprocal effects between the two constructs over time were small at best. Contrary to theoretical considerations, our results indicate that negative performance feedback in the form of grades does not necessarily lead to a decrease in intrinsic motivation. This calls into question the common opinion that a perception of being less competent, as reflected by poor grades, is responsible for weakening students' intrinsic motivation. © 2017 The British Psychological Society.

Evaluation of Academic Performance, Academic Motivation, Hope for the Future and Life Satisfaction of Pharmacy Students of a Medical School

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Armaghan Eslami

2017-09-01

Full Text Available Background: This study sought to investigate the evaluation of academic achievement, academic motivation and hope for the future and life satisfaction of Pharmacy Students of the Medical Sciences University of Ahvaz and their relationship with the school years passed.Methods: The samples in this study were all pharmacy students studying in the College of Pharmacy, the Medical University of Ahvaz in the year 93-94. Moreover, standard questionnaires were used by this study for collecting data. In order to collect data with regard to hope, life satisfaction, motivation and academic satisfaction, the questionnaire of Snyder hope Scale (1991, Satisfaction with Life Scale questionnaire (SWLS, lepper motivation scale (2005 and Bahrani and Jokar questionnaire (1378 were used respectively.Moreover, data on Academic performance were acquired using the score of the students and the number of students dropping out in each entry and the data were analysed by using SPSS 20.Results: The results did not indicate any significant different in an investigation of five class of students and from four variables of hope, Academic motivation, academic achievement, life satisfaction. But contrast test for combined group showed that academic motivation and academic performance in freshmen students are significantly higher than the other four inputs.Third-year students possess less Academic motivation than other students.Senior students' Academic performance was also significantly lower than of students from other school years.Conclusion: freshmen students face challenges of the new environment, and this affects their academic performance. Besides in the third year of pharmacy school curriculum, pharmacy students pass the basic exam and the main pharmaceutical courses start for them, this might be the reason that their intrinsic motivation increase.  

Motivation and satisfaction of employees in the workplace

OpenAIRE

Rožman, Maja; Treven, Sonja; Čančer, Vesna

2017-01-01

Background: The aging of the European population is a demographic trend reflected in the ever-growing number of older employees. This paper introduces the importance of motivation and satisfaction in the workplace among age diverse employees in Slovenian companies. Objectives: The goal is to investigate the differences between the motivation and satisfaction of employees from different age groups in the workplace. Methods/Approach: The paper is based on research including a survey of two age ...

Relationships between Academic Intrinsic Motivation and Anxiety in Children and Young Adolescents.

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Gottfried, Adele Eskeles

1982-01-01

Investigates the relationship between academic intrinsic motivation and anxiety when these variables are differentiated into academic subject areas. Results showed fourth and seventh graders differed in the pattern of relationships. Results clearly show academic intrinsic motivation and anxiety are negatively related and differentiated according…

University Students' Satisfaction with their Academic Studies: Personality and Motivation Matter.

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Wach, F-Sophie; Karbach, Julia; Ruffing, Stephanie; Brünken, Roland; Spinath, Frank M

2016-01-01

Although there is consensus about the importance of students' satisfaction with their academic studies as one facet of academic success, little is known about the determinants of this significant outcome variable. Past research rarely investigated the predictive power of multiple predictors simultaneously. Hence, we examined how demographic variables, personality, cognitive and achievement-related variables (intelligence, academic achievement), as well as various motivational constructs were associated with three different dimensions of satisfaction (satisfaction with study content, satisfaction with the conditions of the academic program, satisfaction with the ability to cope with academic stress) assessed approximately 2 years apart. Analyzing data of a sample of university students (N = 620; M age = 20.77; SD age = 3.22) using structural equation modeling, our results underline the significance of personality and motivational variables: Neuroticism predicted satisfaction with academic studies, but its relevance varied between outcome dimensions. Regarding the predictive validity of motivational variables, the initial motivation for enrolling in a particular major was correlated with two dimensions of subsequent satisfaction with academic studies. In contrast, the predictive value of cognitive and achievement-related variables was relatively low, with academic achievement only related to satisfaction with the conditions of the academic program after controlling for the prior satisfaction level.

In search of the neural circuits of intrinsic motivation

Directory of Open Access Journals (Sweden)

Frederic Kaplan

2007-10-01

Full Text Available Children seem to acquire new know-how in a continuous and open-ended manner. In this paper, we hypothesize that an intrinsic motivation to progress in learning is at the origins of the remarkable structure of children's developmental trajectories. In this view, children engage in exploratory and playful activities for their own sake, not as steps toward other extrinsic goals. The central hypothesis of this paper is that intrinsically motivating activities correspond to expected decrease in prediction error. This motivation system pushes the infant to avoid both predictable and unpredictable situations in order to focus on the ones that are expected to maximize progress in learning. Based on a computational model and a series of robotic experiments, we show how this principle can lead to organized sequences of behavior of increasing complexity characteristic of several behavioral and developmental patterns observed in humans. We then discuss the putative circuitry underlying such an intrinsic motivation system in the brain and formulate two novel hypotheses. The first one is that tonic dopamine acts as a learning progress signal. The second is that this progress signal is directly computed through a hierarchy of microcortical circuits that act both as prediction and metaprediction systems.

College Student Intrinsic and/or Extrinsic Motivation and Learning.

Science.gov (United States)

Lin, Yi-Guang; McKeachie, Wilbert J.

This paper investigates the joint effects of intrinsic and extrinsic goals on college students' learning in an introductory psychology course, a biology course, and several social science courses. The study questioned whether higher levels of motivation lead to better student performance. College students were surveyed using the Intrinsic Goal…

Relationship Between Intrinsic Motivation and Undergraduate Students' Depression and Stress: The Moderating Effect of Interpersonal Conflict.

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Huang, Yunhui; Lv, Wei; Wu, Jiang

2016-10-01

This study examined the effect of intrinsic academic motivation and interpersonal conflict on the perceived depression and stress. Participants were 537 Chinese undergraduate students (191 males and 346 females; M age = 20.4 years, SD age = 1.3). They completed four scales measuring intrinsic academic motivation, interpersonal conflict, stress, and depression. Linear regressions were conducted with intrinsic academic motivation, interpersonal conflict, and their interaction as independent variables to predict depression and stress. Results showed that intrinsic academic motivation was negatively, while interpersonal conflict was positively, associated with depression and stress. Moreover, the interaction was significant: negative association of "intrinsic academic motivation and depression" and that of "intrinsic academic motivation and stress" was weaker among participants who reported higher (vs. lower) levels of interpersonal conflict. © The Author(s) 2016.

Intrinsic Motivation and Achievement in Mathematics in Elementary School: A Longitudinal Investigation of Their Association.

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Garon-Carrier, Gabrielle; Boivin, Michel; Guay, Frédéric; Kovas, Yulia; Dionne, Ginette; Lemelin, Jean-Pascal; Séguin, Jean R; Vitaro, Frank; Tremblay, Richard E

2016-01-01

This study examined the associations between intrinsic motivation and achievement in mathematics in a sample of 1,478 Canadian school-age children followed from Grades 1 to 4 (ages 7-10). Children self-reported their intrinsic motivation toward mathematics, whereas achievement was measured through direct assessment of mathematics abilities. Cross-lagged models showed that achievement predicted intrinsic motivation from Grades 1 to 2, and from Grades 2 to 4. However, intrinsic motivation did not predict achievement at any time. This developmental pattern of association was gender invariant. Contrary to the hypothesis that motivation and achievement are reciprocally associated over time, our results point to a directional association from prior achievement to subsequent intrinsic motivation. Results are discussed in light of their theoretical and practical implications. © 2015 The Authors. Child Development © 2015 Society for Research in Child Development, Inc.

Intrinsic Motivation, Extrinsic Motivation, and Academic Achievement among Indian Adolescents in Canada and India

Science.gov (United States)

Areepattamannil, Shaljan; Freeman, John G.; Klinger, Don A.

2011-01-01

The purpose of the present study was to examine the relationships among intrinsic motivation, extrinsic motivation, and academic achievement for the Indian immigrant adolescents in Canada in comparison to their counterparts in India. Descriptive discriminant analysis indicated that the Indian immigrant adolescents in Canada had higher intrinsic…

Emotional labour strategies as mediators of the relationship between public service motivation and job satisfaction in Chinese teachers.

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Li, Mingjun; Wang, Zhenhong

2016-06-01

The purpose of this study was to examine the relationship between teachers' public service motivation (PSM) and their job satisfaction levels and to investigate the mediating effects of surface acting (SA) and deep acting (DA) on that relationship. The teacher PSM scale, as well as emotional labour strategies and intrinsic satisfaction (IS) and extrinsic satisfaction (ES) scales, were administered to 317 primary and middle school teachers. Results indicated that PSM among Chinese teachers was significantly and positively related to both IS and ES. Furthermore, structural equation modelling analysis showed that SA and DA played mediating roles in the PSM-IS and PSM-ES relationships, respectively. These findings provide a new perspective that explains the mechanism underlying the association between PSM among teachers and their job satisfaction levels. Finally, the possible explanations and implications are discussed. © 2014 International Union of Psychological Science.

Predictors of employment in schizophrenia: The importance of intrinsic and extrinsic motivation.

Science.gov (United States)

Reddy, L Felice; Llerena, Katiah; Kern, Robert S

2016-10-01

Unemployment is a primary functional deficit for the majority of adults with schizophrenia. Research indicates that over two-thirds of adults living in the community with schizophrenia are unemployed. Despite effective programs to assist with job identification and placement, the ability to attain and maintain employment remains a pressing concern. A contributing factor that may be relevant but has received little attention in the work rehabilitation literature is motivation. People with schizophrenia show marked deficits in both intrinsic and extrinsic motivation but these deficits have not been directly examined in relation to work outcomes. The present study sought to examine the relationship between intrinsic and extrinsic motivation and work outcome among a sample of 65 adults with schizophrenia enrolled in a supported employment program. One-third of the participants in the study obtained work. Intrinsic motivation related to valuing and feeling useful in a work role significantly predicted who would obtain employment. Extrinsic motivation related to gaining rewards and avoiding obstacles showed a non-significant trend-level relationship such that workers had higher extrinsic motivation than nonworkers. These findings highlight the importance of considering both intrinsic and extrinsic motivation in work-related interventions and supported employment for individuals with schizophrenia. The results are discussed in terms of clinical implications for improving rehabilitation and occupational outcomes in schizophrenia. Published by Elsevier B.V.

Intrinsic and Extrinsic Motivation: Evaluating Benefits and Drawbacks from College Instructors' Perspectives

Science.gov (United States)

Lei, Simon A.

2010-01-01

A growing body of literature has been examined and discussed the effects of intrinsic and extrinsic motivation on student learning at the college level. Intrinsically motivated individuals have been able to develop high regards for learning various types of course information without the inclusion of external rewards or reinforcements. In…

Motivational Leadership: Tips From the Business World.

Science.gov (United States)

Rajiah, Prabhakar; Bhargava, Puneet

2016-05-01

It is an important task for leadership to identify the motivating factors for employees and motivate them to fulfill their individual and organizational goals. Although there are several motivational factors (extrinsic and intrinsic), intrinsic motivational factors such as autonomy, mastery, and purpose are more important for deeper lasting job satisfaction and higher performance. In this article, the authors discuss how an understanding of these factors that influence motivation has the potential to transform an organization. Copyright © 2016 American College of Radiology. Published by Elsevier Inc. All rights reserved.

Improving Students' Intrinsic Motivation in Piano Learning: Expert Teacher Voices

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Cheng, Zijia; Southcott, Jane

2016-01-01

Many students learn to play the piano but some lack the motivation to continue learning. Many students learn for extrinsic reasons. This research will explore understandings about student motivation held by expert piano teachers who have developed strategies to improve their students' intrinsic motivation to begin and continue learning. This small…

The relation of mothers' controlling vocalizations to children's intrinsic motivation.

Science.gov (United States)

Deci, E L; Driver, R E; Hotchkiss, L; Robbins, R J; Wilson, I M

1993-04-01

Twenty-six mother-child dyads played together in a laboratory setting. Play sessions were surreptitiously videotaped (with mothers' permission), and each maternal vocalization was transcribed and coded, first into 1 of 24 categories and then ipso facto into one of three supercategories--namely, controlling, autonomy supportive, and neutral. The degree of mothers' controllingness was calculated as the percentage of vocalizations coded as controlling. This index was correlated with the intrinsic motivation of their 6- or 7-year-old children, as assessed primarily by the free-choice behavioral measure and secondarily by a child self-report measure of interest and liking for the task. Both correlations were significantly negative, thereby suggesting that the robust laboratory findings of a negative relation between controlling contexts and individuals' intrinsic motivation are directly generalizable to the domain of parenting. Results are discussed in terms of the processes that undermine intrinsic motivation and the means through which parental controllingness is communicated.

INTRINSIC MOTIVATION VS. EXTRINSIC MOTIVATION: THE APPLICATION OF WPI SCALE IN THE CONTEXT OF PORTUGUESE PUBLIC SECTOR

Directory of Open Access Journals (Sweden)

Miguel Lira

2015-12-01

Full Text Available Much of the literature focusing on the construct of ‘motivation’ in the public sector feeds the idea that organisational peculiarities of this sector and the individual circumstances of its employees translate into a prevalence of intrinsic motivation and, as a consequence, of the value of intrinsic rewards. However, this assumption has never been scrutinised within the Portuguese public sector; hence, the central goal of this work is, precisely, to offer a contribution to overcome this gap, that is, to provide an answer to the following question: ‘in general terms, what is the predominant type of motivation among Portuguese civil servants: intrinsic motivation or extrinsic motivation?’. So as to achieve this goal, we have carried out an empirical study based on the scale ‘The work preference inventory’, developed by Amabile, Hill, Hennessey and Tighe (1994. This study involved the survey, through a questionnaire, applied to the non-teaching staff of three public higher education institutions. Although the study, by its nature, is not be generalizable to all Portuguese civil servants, it clearly indicates the prevalence, among these, of intrinsic motivation and, as a consequence, of the value of intrinsic rewards. Yet, not negligible levels of appreciation of extrinsic rewards should be emphasised. This indication has led to a goal of a peripheral nature for the present study: to alert for the possible inadequacy of the performance appraisal system of most Portuguese civil servants, given that this system, in exchange for the performance, only offers extrinsic rewards.

Workplace ostracism, self-regulation, and job performance: Moderating role of intrinsic work motivation.

Science.gov (United States)

Steinbauer, Robert; Renn, Robert W; Chen, H Shawna; Rhew, Nicholas

2018-01-08

Drawing from a self-regulation perspective, we examine how intrinsic work motivation changes the relation between workplace ostracism and employee job performance via self-leadership. We test a moderated mediated model with data collected from 101 employees at two points in time. Results provide support for the hypothesis that ostracized employees who are more intrinsically motivated use self-leadership strategies to a greater degree to improve their job performance than their counterparts who are not intrinsically motivated. The findings contribute to research regarding boundary conditions of ostracism theory and have important practical implications.

Perceptions of motivational climate and teachers' strategies to sustain discipline as predictors of intrinsic motivation in physical education.

Science.gov (United States)

Gutiérrez, Melchor; Ruiz, Luis-Miguel; López, Esther

2010-11-01

This study examined the relationship among pupils' perceptions of the motivational climate, pupils' perceptions of teachers' strategies to maintain discipline and pupils' intrinsic motivation in physical education. A sample of 2189 Spanish adolescents, ages 13 to 17 years, completed Spanish versions of the EPCM, SSDS, and IMI. Confirmatory factor analyses were carried out to confirm the factorial validity of the scales. Then, the relationship among the variables was explored through Structural Equation Modelling. The most important predictors of pupils' intrinsic motivation were the perceived mastery climate, and perceived teachers' emphasis on intrinsic reasons to maintain discipline. Perceived performance climate and perceived teachers' strategies to maintain discipline based on introjected reasons and indifference, predicted pupils' tension-pressure. Results are discussed in the context of theoretical propositions of self-determination theory and practical issues of enhancing adolescents' motivation in physical education.

The relationships between academic self-efficacy, intrinsic motivation, and perceived competence

OpenAIRE

Buch, Robert; Säfvenbom, Reidar; Boe, Ole

2015-01-01

© 2015 Buch et al. This is an open access article. This study investigated the moderating role of intrinsic motivation for military studies on the relationship between academic self-efficacy and change in perceived military competence. We present two concurrent hypotheses based on theoretical interaction effects of intrinsic motivation. Data from 245 cadets from three military academies revealed a positive relationship between self-efficacy and an increase in perceived military competence ...

An Exploratory Study of Intrinsic & Extrinsic Motivators and Student Performance in an Auditing Course

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Mo, Songtao

2011-01-01

The objective of this study is to investigate the association of intrinsic and extrinsic motivators and student performance. This study performs an exploratory analysis and presents evidence to demonstrate that intrinsic motivators affect the connection between external motivators and student performance. The empirical tests follow the framework…

Sex Differences, Positive Feedback and Intrinsic Motivation.

Science.gov (United States)

Deci, Edward L.; And Others

The paper presents two experiments which test the "change in feelings of competence and self-determination" proposition of cognitive evaluation theory. This proposition states that when a person receives feedback about his performance on an intrinsically motivated activity this information will affect his sense of competence and…

The Relationship between Motivation and Job Satisfaction of ...

African Journals Online (AJOL)

User

Our findings revealed that motivation has strong impact on job satisfaction of retail ... high levels of productivity and return on investment. This is the fact .... opportunities of the retail business managers, attenuate their motivational force. Test of ...

The Development of Intrinsic Motivation for Physical Activity

National Research Council Canada - National Science Library

Beaty, James D

2005-01-01

.... Having found this to be so, it is worthy of researchers' efforts to determine the constructs that will move individuals to become more intrinsically motivated to engage in regular exercise and/or physical activity...

Intrinsic reading motivation of Chinese preschoolers and its relationships with home literacy.

Science.gov (United States)

Zhou, Hui; Salili, Farideh

2008-10-01

The relationship between intrinsic motivation and home literacy of preschoolers was explored. One hundred and seventy-seven preschool children (3.8 to 6.6 years old) in Mainland China and one of the parents who primarily took care of each child participated in the study. Six indicators were considered as a measure of home literacy. Results showed that after controlling for parents' education level and children's age, three home literacy indicators-parental model of reading behaviour, number of books, and years of character teaching-could explain children's intrinsic reading motivation. Contrary to previous Western studies, Chinese children's freedom of book choice was not related to their intrinsic reading motivation. Results are discussed in the context of culture differences.

Intrinsic motivation as a mediator between metacognition deficits and impaired functioning in psychosis.

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Luther, Lauren; Firmin, Ruth L; Vohs, Jenifer L; Buck, Kelly D; Rand, Kevin L; Lysaker, Paul H

2016-09-01

Poor functioning has long been observed in individuals with psychosis. Recent studies have identified metacognition - one's ability to form complex ideas about oneself and others and to use that information to respond to psychological and social challenges-as being an important determinant of functioning. However, the exact process by which deficits in metacognition lead to impaired functioning remains unclear. This study first examined whether low intrinsic motivation, or the tendency to pursue novel experiences and to engage in self-improvement, mediates the relationship between deficits in metacognition and impaired functioning. We then examined whether intrinsic motivation significantly mediated the relationship when controlling for age, education, symptoms, executive functioning, and social cognition. Mediation models were examined in a cross-sectional data set. One hundred and seventy-five individuals with a psychotic disorder completed interview-based measures of metacognition, intrinsic motivation, symptoms, and functioning and performance-based measures of executive functioning and social cognition. Analyses revealed that intrinsic motivation mediated the relationship between metacognition deficits and impaired functioning (95% CI of indirect effect [0.12-0.43]), even after controlling for the aforesaid variables (95% CI of indirect effect [0.04-0.29]). Results suggest that intrinsic motivation may be a mechanism that underlies the link between deficits in metacognition and impaired functioning and indicate that metacognition and intrinsic motivation may be important treatment targets to improve functioning in individuals with psychosis. The findings of this study suggest that deficits in metacognition may indirectly lead to impaired functioning through their effect on intrinsic motivation in individuals with psychosis. Psychological treatments that target deficits in both metacognition and intrinsic motivation may help to alleviate impaired functioning in

Evaluating Pharmacists' Motivation and Job Satisfaction Factors in Saudi Hospitals.

Science.gov (United States)

Benslimane, Nabila; Khalifa, Mohamed

2016-01-01

High turnover rate among healthcare professionals is a very expensive price that healthcare organizations might pay if they don't have the proper strategies for motivating and satisfying their employees. Healthcare organizations should be able to identify areas that require more attention. Many studies discussed the vital link that bonds job satisfaction with motivation, which has a major impact on productivity, innovation, and overall organizational performance. Our study explored the level of job satisfaction and factors that motivate pharmacists in Saudi hospitals using mixed quantitative and qualitative methods. From pharmacy managers' point of view; financial rewards are more important than non-financial incentives and benefits. This contradicts with pharmacists' opinions; who ranked recognition, promotion, job satisfaction, job feedback, autonomy and task significance among the most influential motivators to pharmacists. These results show that managers need to revise their plans and provide further attention to ensure that effective motivation and retention strategies are put in place.

Public Service Motivation, User Orientation and Job Satisfaction: A Question of Employment Sector?

DEFF Research Database (Denmark)

Andersen, Lotte Bøgh; Kjeldsen, Anne Mette

2013-01-01

not differ significantly between the private and public sector, while the user orientation/job satisfaction association is strongest for private employees. This suggests that to understand the relationships between pro-social motivation, employment sector and job satisfaction, future studies could fruitfully...... satisfaction. Second, the relationship between job satisfaction and these two types of pro-social motivation, PSM and user orientation, may also be found in the private sector. This study tests whether job satisfaction is associated with PSM and user orientation, and whether these associations differ between......Public service motivation (PSM) has been shown to be positively related to job satisfaction in the public sector, but there are two gaps in the literature. First, not only PSM but also pro-social motivation directed towards helping specific others (called user orientation) may affect job...

Predicting Satisfaction in Physical Education from Motivational Climate and Self-Determined Motivation

Science.gov (United States)

Baena-Extremera, Antonio; Gómez-López, Manuel; Granero-Gallegos, Antonio; Ortiz-Camacho, Maria del Mar

2015-01-01

The purpose of this research study was to determine to what extent the motivational climate perceived by students in Physical Education (PE) classes predicts self-determined motivation, and satisfaction with physical education classes. Questionnaires were administered to 758 high school students aged 13-18 years. We used the Spanish versions of…

A comparison of South African and German extrinsic and intrinsic motivation

OpenAIRE

Snelgar, Robin; Shelton, Stacy A.; Giesser, Anne

2017-01-01

Background: Various researchers have identified a trend of individuals shifting their preference from extrinsic to intrinsic motivation. The authors aimed to research this phenomenon specifically within the context of two different cultures as to date, this had not been done. This research explored the differing levels of extrinsic and intrinsic motivation in Germans and South Africans. Aim: The main objective of this study was to investigate similarities and differences concerning extrins...

The Effects of Payment Contingency and Situational Norms for Payment on Intrinsic Motivation.

Science.gov (United States)

Jagacinski, Carolyn M.

Cognitive evaluation theory predicts that contingent rewards should be viewed as more controlling than noncontingent rewards and should be more detrimental to intrinsic motivation. An experiment to investigate the differential effect of performance-contingent and noncontingent rewards on intrinsic motivation yielded results consistent with…

Intrinsic and Extrinsic Motivational Factors Related to Educators' Pursuit of Doctoral Degrees

Science.gov (United States)

George-Reid, Kimberly A.

2016-01-01

The purpose of this study was to identify intrinsic and extrinsic motivational factors for professional doctoral degree attainment among educators. The researcher examined the following intrinsic motivating factors: personal attainment, skill and ability enhancement, and goals. The researcher also included the following extrinsic factors:…

Psychiatric rehabilitation in community-based day centres: motivation and satisfaction.

Science.gov (United States)

Eklund, Mona; Tjörnstrand, Carina

2013-11-01

This study investigated attendees' motivation and motives for participation in day centres and their satisfaction with the rehabilitation, while also addressing the influence of day centre orientation (work- or meeting-place orientation), gender and age. Ninety-three Swedish day centre attendees participated in a cross-sectional study and completed questionnaires about motivation, motives, and satisfaction with the rehabilitation. Data were analysed with non-parametric statistics. The participants were highly motivated for going to the day centre and set clear goals for their rehabilitation. Female gender, but not age, was associated with stronger motivation. The strongest motives for going to the day centre were getting structure to the day and socializing. Attendees at work-oriented day centres more often expressed that they went there to get structure to the day and gain social status. Satisfaction with the rehabilitation was high, and the most common wishes for further opportunities concerned earning money and learning new things. The rehabilitation largely seemed to meet the attendees' needs, but the findings indicated that further developments were desired, such as participation in work on the open market and more work-like occupations in the day centre, accompanied by some kind of remuneration.

Relationship between cognitive function and prevalence of decrease in intrinsic academic motivation in adolescents

Science.gov (United States)

2011-01-01

Background Decrease in intrinsic motivation is a common complaint among elementary and junior high school students, and is related to poor academic performance. Since grade-dependent development of cognitive functions also influences academic performance by these students, we examined whether cognitive functions are related to the prevalence of decrease in intrinsic academic motivation. Methods The study group consisted of 134 elementary school students from 4th to 6th grades and 133 junior high school students from 7th to 9th grades. Participants completed a questionnaire on intrinsic academic motivation. They also performed paper-and-pencil and computerized cognitive tests to measure abilities in motor processing, spatial construction, semantic fluency, immediate memory, short-term memory, delayed memory, spatial working memory, and selective, alternative, and divided attention. Results In multivariate logistic regression analyses adjusted for grade and gender, scores of none of the cognitive tests were correlated with the prevalence of decrease in intrinsic academic motivation in elementary school students. However, low digit span forward test score and score for comprehension of the story in the kana pick-out test were positively correlated with the prevalence of decrease in intrinsic academic motivation in junior high school students. Conclusions The present findings suggest that decrease in capacity for verbal memory is associated with the prevalence of decrease in intrinsic academic motivation among junior high school students. PMID:21235802

Relationship between cognitive function and prevalence of decrease in intrinsic academic motivation in adolescents

Directory of Open Access Journals (Sweden)

Fukuda Sanae

2011-01-01

Full Text Available Abstract Background Decrease in intrinsic motivation is a common complaint among elementary and junior high school students, and is related to poor academic performance. Since grade-dependent development of cognitive functions also influences academic performance by these students, we examined whether cognitive functions are related to the prevalence of decrease in intrinsic academic motivation. Methods The study group consisted of 134 elementary school students from 4th to 6th grades and 133 junior high school students from 7th to 9th grades. Participants completed a questionnaire on intrinsic academic motivation. They also performed paper-and-pencil and computerized cognitive tests to measure abilities in motor processing, spatial construction, semantic fluency, immediate memory, short-term memory, delayed memory, spatial working memory, and selective, alternative, and divided attention. Results In multivariate logistic regression analyses adjusted for grade and gender, scores of none of the cognitive tests were correlated with the prevalence of decrease in intrinsic academic motivation in elementary school students. However, low digit span forward test score and score for comprehension of the story in the kana pick-out test were positively correlated with the prevalence of decrease in intrinsic academic motivation in junior high school students. Conclusions The present findings suggest that decrease in capacity for verbal memory is associated with the prevalence of decrease in intrinsic academic motivation among junior high school students.

Relationship between cognitive function and prevalence of decrease in intrinsic academic motivation in adolescents.

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Mizuno, Kei; Tanaka, Masaaki; Fukuda, Sanae; Imai-Matsumura, Kyoko; Watanabe, Yasuyoshi

2011-01-14

Decrease in intrinsic motivation is a common complaint among elementary and junior high school students, and is related to poor academic performance. Since grade-dependent development of cognitive functions also influences academic performance by these students, we examined whether cognitive functions are related to the prevalence of decrease in intrinsic academic motivation. The study group consisted of 134 elementary school students from 4th to 6th grades and 133 junior high school students from 7th to 9th grades. Participants completed a questionnaire on intrinsic academic motivation. They also performed paper-and-pencil and computerized cognitive tests to measure abilities in motor processing, spatial construction, semantic fluency, immediate memory, short-term memory, delayed memory, spatial working memory, and selective, alternative, and divided attention. In multivariate logistic regression analyses adjusted for grade and gender, scores of none of the cognitive tests were correlated with the prevalence of decrease in intrinsic academic motivation in elementary school students. However, low digit span forward test score and score for comprehension of the story in the kana pick-out test were positively correlated with the prevalence of decrease in intrinsic academic motivation in junior high school students. The present findings suggest that decrease in capacity for verbal memory is associated with the prevalence of decrease in intrinsic academic motivation among junior high school students.

The sooner, the better: exercise outcome proximity and intrinsic motivation.

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Evans, M Blair; Cooke, Lisa M; Murray, Robyn A; Wilson, Anne E

2014-11-01

Despite evidence that outcomes are highly valued when they are expected sooner rather than further into the future (Ainslie, 1975), limited research effort has been devoted to understanding the role of exercise outcome proximity. The purpose of this study was to examine how temporal proximity to positive outcomes influences exercisers' intrinsic motivation. We expected that focusing people on temporally proximal exercise outcomes would increase intrinsic motivation, especially among low-frequency exercisers. This online experimental study was completed by 135 community exercisers (Mage  = 31.11, SD = 10.29; 62% female) who reported an average of 4.86 exercise bouts per week (SD = 2.12). Participants were randomly assigned to a condition that primed temporally proximal positive exercise outcomes (i.e. experienced during or directly following an exercise bout) or temporally distal outcomes (i.e. experienced after days, months, or years of regular exercise). Participants then reported perceptions of behavioral regulation in exercise. As expected, the proximal exercise outcome condition elicited increased intrinsic regulation among those participants who exercised less frequently (i.e. 1 SD below the mean). This study reveals the importance of considering proximity as an important dimension of exercise outcomes-particularly when promoting intrinsic motivation among relatively infrequent exercisers. © 2014 The International Association of Applied Psychology.

Enhancing work motivation for Japanese female nurses in small to medium-sized private hospitals by analyzing job satisfaction.

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Kudo, Yasushi; Kido, Shigeri; Shahzad, Machiko Taruzuka; Shida, Kyoko; Satoh, Toshihiko; Aizawa, Yoshiharu

2010-03-01

Proper work environments are important for nurses to feel motivated. We examined the associations between work motivation and job satisfaction among Japanese nurses to improve their motivation. In Japan, relatively small and medium-sized private hospitals play a central role in the healthcare industry. In the present study, the subjects were nurses working in 23 small and medium-sized private hospitals that had 65 to 326 beds. We analyzed 1,116 registered and licensed practical female nurses (average age, 38.3 years; standard deviation, 11.3 years). Many nurses with their specialized nursing skills dedicate themselves to patient care. However, many of these nurses may not be interested in contributing to their hospitals. Nurses may have different opinions regarding dedication to patient care and contribution to their hospitals. Therefore, concerning work motivation, we produced these two different items, "Nurses' dedication to patients" and "Nurses' contribution to their hospitals." We also produced our own original new job satisfaction questionnaire. We found 7 facets of job satisfaction: "Work as specialists," "Workplace safety," "Relationships with superiors," "Work-life balance," "Relationships among nurses," "Communications with physicians," and "Salary." Multiple linear regression analyses show that both "Nurses' dedication to patients" and "Nurses' contribution to their hospitals" were significantly associated with "Work as specialists." Nurses feel their jobs of protecting people's lives and health are valuable. They do not feel motivated only by money. They value the intrinsic nature of their jobs. Creating proper work environments is important for nurses to be able to work as specialists.

The Role of Intrinsic Motivation in the Pursuit of Health Science-Related Careers among Youth from Underrepresented Low Socioeconomic Populations.

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Boekeloo, Bradley O; Jones, Chandria; Bhagat, Krishna; Siddiqui, Junaed; Wang, Min Qi

2015-10-01

A more diverse health science-related workforce including more underrepresented race/ethnic minorities, especially from low socioeconomic backgrounds, is needed to address health disparities in the USA. To increase such diversity, programs must facilitate youth interest in pursuing a health science-related career (HSRC). Minority youth from low socioeconomic families may focus on the secondary gains of careers, such as high income and status, given their low socioeconomic backgrounds. On the other hand, self-determination theory suggests that it is the intrinsic characteristics of careers which are most likely to sustain pursuit of an HSRC and lead to job satisfaction. Intrinsic and extrinsic motivation for pursuing an HSRC (defined in this study as health professional, health scientist, and medical doctor) was examined in a cohort of youth from the 10th to 12th grade from 2011 to 2013. The sample was from low-income area high schools, had a B- or above grade point average at baseline, and was predominantly: African American (65.7 %) or Hispanic (22.9 %), female (70.1 %), and children of foreign-born parents (64.7 %). In longitudinal general estimating equations, intrinsic motivation (but not extrinsic motivation) consistently predicted intention to pursue an HSRC. This finding provides guidance as to which youth and which qualities of HSRCs might deserve particular attention in efforts to increase diversity in the health science-related workforce.

Older adults' intrinsic and extrinsic motivation toward physical activity.

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Dacey, Marie; Baltzell, Amy; Zaichkowsky, Len

2008-01-01

To examine how motives discriminate 3 physical activity levels of inactive, active, and sustained maintainers. Six hundred forty-five adults (M age = 63.8) completed stage-of-change and Exercise Motivations Inventory (EMI-2) scales. Exploratory factor analysis established psychometric properties of the EMI-2 suitable for older adults. Six factors emerged in the EMI-2: health and fitness, social/emotional benefits, weight management, stress management, enjoyment, and appearance. Enjoyment contributed most to differentiating activity levels. Moderators of age and gender were delineated. Intrinsic motivation and self-determined extrinsic motivation distinguish older adults' activity levels.

Intrinsic motivations drive learning of eye movements: an experiment with human adults.

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Caligiore, Daniele; Mustile, Magda; Cipriani, Daniele; Redgrave, Peter; Triesch, Jochen; De Marsico, Maria; Baldassarre, Gianluca

2015-01-01

Intrinsic motivations drive the acquisition of knowledge and skills on the basis of novel or surprising stimuli or the pleasure to learn new skills. In so doing, they are different from extrinsic motivations that are mainly linked to drives that promote survival and reproduction. Intrinsic motivations have been implicitly exploited in several psychological experiments but, due to the lack of proper paradigms, they are rarely a direct subject of investigation. This article investigates how different intrinsic motivation mechanisms can support the learning of visual skills, such as "foveate a particular object in space", using a gaze contingency paradigm. In the experiment participants could freely foveate objects shown in a computer screen. Foveating each of two "button" pictures caused different effects: one caused the appearance of a simple image (blue rectangle) in unexpected positions, while the other evoked the appearance of an always-novel picture (objects or animals). The experiment studied how two possible intrinsic motivation mechanisms might guide learning to foveate one or the other button picture. One mechanism is based on the sudden, surprising appearance of a familiar image at unpredicted locations, and a second one is based on the content novelty of the images. The results show the comparative effectiveness of the mechanism based on image novelty, whereas they do not support the operation of the mechanism based on the surprising location of the image appearance. Interestingly, these results were also obtained with participants that, according to a post experiment questionnaire, had not understood the functions of the different buttons suggesting that novelty-based intrinsic motivation mechanisms might operate even at an unconscious level.

Corruption, Intrinsic Motivation and the Love of Praise

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Dhillon, Amrita; Nicolo, Antonio; Xu, Fei

2017-01-01

Do higher wages prevent corruption (bribe taking)? We investigate a setting where individuals who apply for public sector jobs are motivated not just by monetary incentivesbut also by intrinsic motivation and concern for the collective reputation of their profession. We show that an increase in monetary compensation may cause reputation concerned individuals to be more prone to participate in corruption due to an "overjustification" effect. The overall effect of monetaryincentives on fighting...

Is the intrinsic motivation of career choice important for the later professional development of teachers?

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Marušić Milica

2014-01-01

Full Text Available The nature of teachers’ professional choice motivation has been proved important for the later professional development. The goal of the present research was to determine the role of the intrinsic motivation in the participants’ decision to become teachers, as well as to establish the importance of intrinsic motivation for their later professional development. We have conducted a quantitative research, within a sample consisted of 118 secondary school teachers, by application of survey method (instrument– questionnaire in the form of Likert-type scale. Statistical analysis has consisted of: hierarchical cluster analysis, descriptive statistics, factor analysis and rank correlation. It was established that the intrinsic motivation takes precedence over the extrinsic motivation in the process of professional choice determination. We have also confirmed the hypothesis claiming that the level of intrinsic motivation correlates with the indicators of professional behavior. Besides, the level of intrinsic motivation is better predictor of the enthusiasm and growth then of the career frustration (Fessler, 1995. Our results are in favor of the teacher education system, where the candidates apply and prepare for the teacher profession from the beginning of the initial education.

The Roles of Competence Beliefs and Goal Orientations for Change in Intrinsic Motivation

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Spinath, Birgit; Steinmayr, Ricarda

2012-01-01

The present study investigated 3 theoretically plausible explanations for changes in school-related intrinsic motivation. A sample of 348 German 11th-grade students was followed for 1 year. At 2 measurement occasions, students completed self-reports regarding their school-related intrinsic motivation, goal orientations, and competence beliefs. In…

Motivation factors affecting employees job performance in selected ...

African Journals Online (AJOL)

Motivation can be intrinsic, such as satisfaction and feelings of achievement; or extrinsic, such as rewards, punishment, and goal obtainment. The study assessed the motivating factors affecting the job performance of two oil palm companies' ...

A Bayesian Mixed-Methods Analysis of Basic Psychological Needs Satisfaction through Outdoor Learning and Its Influence on Motivational Behavior in Science Class

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Ulrich Dettweiler

2017-12-01

Full Text Available Research has shown that outdoor educational interventions can lead to students' increased self-regulated motivational behavior. In this study, we searched into the satisfaction of basic psychological needs (BPN, i.e., autonomy support, the learners' experience of competence, and relatedness, both within the peer group and with their teachers, through outdoor learning. From 2014 to 2016, n = 281 students attended “research weeks” at a Student Science Lab in the Alpine National Park Berchtesgaden (Germany. The program is a curriculum-based one-week residential course, centered on a 2-day research expedition. Both before and after the course, students completed a composite questionnaire addressing BPN-satisfaction and overall motivational behavior in relation to the Self-Determination Index (SDI. At the latter time-point, students also reported on their experiences during the intervention. Questionnaire data was analyzed using a set of Bayesian General Linear Models with random effects. Those quantitative measures have been complemented by and contextualized with a set of qualitative survey methods. The results showed that the basic psychological needs influence the motivational behavior in both contexts equally, however on different scale levels. The basic needs satisfaction in the outdoor context is decisively higher than indoors. Moreover, the increment of competence-experience from the school context to the hands-on outdoor program appears to have the biggest impact to students' increased intrinsic motivation during the intervention. Increased autonomy support, student-teacher relations, and student-student relations have much less or no influence on the overall difference of motivational behavior. Gender does not influence the results. The contextualization partly supports those results and provide further explanation for the students' increased self-regulation in the outdoors. They add some explanatory thrust to the argument that outdoor

Intrinsic and extrinsic motivational orientations in the competitive context: an examination of person-situation interactions.

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Abuhamdeh, Sami; Csikszentmihalyi, Mihaly

2009-10-01

The current study examined Intrinsic Motivation Orientation and Extrinsic Motivation Orientation (Work Preference Inventory; Amabile, Hill, Hennessey, & Tighe, 1994) as potential trait-level moderators of the way Internet chess players responded to the intrinsic and extrinsic rewards of the chess games they played. On the basis of the defining characteristics of these 2 types of motivational orientations, we predicted that (a) Intrinsic Motivation Orientation would be associated with a stronger curvilinear relationship between challenge and enjoyment and (b) Extrinsic Motivation Orientation would be associated with a heightened affective responsivity to competitive outcome (i.e., winning vs. losing). Results supported the predictions. Implications of the findings are discussed.

Intrinsic and Extrinsic Motivational Orientations in the Classroom: Age Differences and Academic Correlates

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Lepper, Mark R.; Corpus, Jennifer Henderlong; Iyengar, Sheena S.

2005-01-01

Age differences in intrinsic and extrinsic motivation and the relationships of each to academic outcomes were examined in an ethnically diverse sample of 797 3rd-grade through 8th-grade children. Using independent measures, the authors found intrinsic and extrinsic motivation to be only moderately correlated, suggesting that they may be largely…

Connection between Job Motivation, Job Satisfaction and Work Performance in Romanian Trade Enterprises

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Dina Maria LUT

2012-12-01

Full Text Available On defining the connection between job motivation and job satisfaction and between job satisfaction and work performance is still not complete agreement among experts, given the complexity of the phenomena studied. Over time, the relationship between job motivation and job satisfaction has been addressed in many ways in the organizational psychology. The issue of the connection between job satisfaction and work performance is also at least as controversial as the issues mentioned above with respect to these phenomena. Related to this connection, in the literature existed, over time, at least three points of view which held that: job satisfaction leads to work performance; work performance leads to job satisfaction; rewards are involved between job satisfaction and work performance. The paper aim is to present some aspects related to the connection between job motivation, job satisfaction and work performance. The issues presented in this paper lead to the conclusion that in the work process, the connection between job satisfaction and work performance or the connection between job motivation and job satisfaction are not constant or linear connection. These connections should be nuanced interpreted, depending on the conditions of occurrence. These conclusions are based on the results of a survey conducted among enterprises dealing mostly in trade sector, in Romanian Western Region.

Effects of intrinsic and extrinsic motivation on attention and memory.

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Robinson, Lucy J; Stevens, Lucy H; Threapleton, Christopher J D; Vainiute, Jurgita; McAllister-Williams, R Hamish; Gallagher, Peter

2012-10-01

It is well recognised that motivational factors can influence neuropsychological performance. The aim of this study was to explore individual differences in intrinsic motivation and reward-seeking and the effect of these on attentional and mnemonic processes, in the presence or absence of financial incentives. Forty participants (18-35years) completed two testing sessions where the Attentional Network Test (ANT) and the Newcastle Spatial Memory Test (NSMT) were administered. After a baseline assessment, participants were re-tested after randomisation to a non-motivated (control) group or to a motivated group, where payment was contingent upon performance. Performance in the motivated group was significantly improved compared to the control group on the NSMT (condition by session; F(1,33)=4.52, p=0.041) and the ANT, with participants increasing performance to cued presentations within the alerting network (F(1,36)=5.48, p=0.025) and being less distracted by incongruent stimuli in the executive control network (F(1,36)=6.74, p=0.014). There were significant negative correlations between the 'Interest/ Enjoyment' Intrinsic Motivation Inventory subscale and both NSMT between-search errors and ANT(alerting). In the motivated group, those who had higher self-reported internal motivation were less susceptible to- or affected by- the external motivation of financial incentive. The effects of motivational factors should not be overlooked when interpreting absolute levels of performance in neuropsychological processes. Copyright © 2012 Elsevier B.V. All rights reserved.

Prediction of intrinsic motivation and sports performance using 2 x 2 achievement goal framework.

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Li, Chiung-Huang; Chi, Likang; Yeh, Suh-Ruu; Guo, Kwei-Bin; Ou, Cheng-Tsung; Kao, Chun-Chieh

2011-04-01

The purpose of this study was to examine the influence of 2 x 2 achievement goals on intrinsic motivation and performance in handball. Participants were 164 high school athletes. All completed the 2 x 2 Achievement Goals Questionnaire for Sport and the Intrinsic Motivation subscale of the Sport Motivation Scale; the coach for each team rated his athletes' overall sports performance. Using simultaneous-regression analyses, mastery-approach goals positively predicted both intrinsic motivation and performance in sports, whereas performance-avoidance goals negatively predicted sports performance. These results suggest that athletes who pursue task mastery and improvement of their competence perform well and enjoy their participation. In contrast, those who focus on avoiding normative incompetence perform poorly.

The Moderating Effect of Job Satisfaction on Physicians' Motivation to Adhere to Financially Incentivized Clinical Practice Guidelines.

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Waddimba, Anthony C; Beckman, Howard B; Mahoney, Thomas L; Burgess, James F

2017-04-01

We examined moderating effects of professional satisfaction on physicians' motivation to adhere to diabetes guidelines associated with pay-for-performance incentives. We merged cross-sectional survey data on attitudes, from 156 primary physicians, with prospective medical record-sourced data on guideline adherence and census data on ambulatory-care population characteristics. We examined moderating effects by testing theory-driven models for satisfied versus discontented physicians, using partial least squares structural equation modeling. Results show that attitudes motivated, while norms suppressed, adherence to guidelines among discontented physicians. Separate models for satisfied versus discontented physicians revealed motivational differences. Satisfied physicians disregarded intrinsic and extrinsic influences and biases. Discontented physicians, alienated by social pressure, favored personal inclinations. To improve adherence to guidelines among discontented physicians, incentives should align with personal attitudes and incorporate promotional campaigns countering resentment of peer and organizational pressure.

How Does Intrinsic and Extrinsic Motivation Drive Performance Culture in Organizations?

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Turner, Arielle

2017-01-01

The performance culture of an organization is impacted by the motivation of an organization's employee. Determining whether or not an employee's motivation is intrinsic or extrinsic is helpful for organizations to see what is more of a drive in their performance. The following article reviews literature on the subject of employee motivation to…

Client Motivation for Therapy Scale: a measure of intrinsic motivation, extrinsic motivation, and amotivation for therapy.

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Pelletier, L G; Tuson, K M; Haddad, N K

1997-04-01

The purpose of this study was to examine the psychometric properties of a new measure of client motivation for therapy, the Client Motivation for Therapy Scale. This scale is designed to measure client's Intrinsic Motivation, four forms of regulation for Extrinsic Motivation (integrated, identified, introjected, and external regulation), and Amotivation for therapy. These subscales correspond to different forms of motivation identified by Deci and Ryan (1985) and fall along a self-determination continuum. An experimental version of the scale, along with related scales, was distributed to a total sample of 138 clients involved in therapy. The results supported the factor structure of the scale and revealed a satisfactory level of internal consistency. Correlations among the subscales revealed a simplex pattern that, in general, provides support for the self-determination continuum and the construct validity of the scale. Implications for research on client motivation for therapy are discussed.

Autonomy, Competence, and Intrinsic Motivation in Science Education: A Self- Determination Theory Perspective

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Painter, Jason

The purpose of this study was to examine a proposed motivational model of science achievement based on self-determination theory. The study relied on U.S. eighth-grade science data from the 2007 Third International Mathematics and Science Study to examine a structural model that hypothesized how perceived autonomy support, perceived competence in science, intrinsic motivation, and science achievement related to each other. Mother's education and student gender were used as controls. Findings showed that the hypothesized model provided a good fit to the data. The strongest direct effect on science achievement was students' perceived competence in science. Student intrinsic motivation was shown to have a surprisingly negative effect on science achievement. Autonomy support had positive direct effects on students' perceived competence in science and intrinsic motivation and had indirect positive effects to science achievement. Results and implications for science education are discussed.

Effect of intrinsic motivation on affective responses during and after exercise: latent curve model analysis.

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Shin, Myoungjin; Kim, Inwoo; Kwon, Sungho

2014-12-01

Understanding the relationship between affect and exercise is helpful in predicting human behavior with respect to exercise participation. The goals of the present study were to investigate individual differences in affective response during and after exercise and to identify the role of intrinsic motivation in affective changes. 30 active male college students (M age = 21.4 yr.) who regularly participated in sports activities volunteered to answer a questionnaire measuring intrinsic motivation toward running activities and performed a 20-min. straight running protocol at heavy intensity (about 70% of VO2max). Participants' affective responses were measured every 5 min. from the beginning of the run to 10 min. after completing the run. Latent curve model analysis indicated that individuals experienced different changes in affective state during exercise, moderated by intrinsic motivation. Higher intrinsic motivation was associated with more positive affect during exercise. There were no significant individual differences in the positive tendency of the participants' affective responses after exercise over time. Intrinsic motivation seems to facilitate positive feelings during exercise and encourages participation in exercise.

The Impact of Curiosity and External Regulation on Intrinsic Motivation: An Empirical Study in Hong Kong Education

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Hon-keung, Yau; Man-shan, Kan; Lai-fong, Cheng Alison

2012-01-01

The purposes of this paper are to identify: (1) the factors affecting the intrinsic motivation of university students in Hong Kong; and (2) gender differences in the perception of intrinsic motivation in Hong Kong higher education environment. The factors of curiosity and external regulation with intrinsic motivation are taken into investigation…

A motivational model for environmentally responsible behavior.

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Tabernero, Carmen; Hernández, Bernardo

2012-07-01

This paper presents a study examining whether self-efficacy and intrinsic motivation are related to environmentally responsible behavior (ERB). The study analysed past environmental behavior, self-regulatory mechanisms (self-efficacy, satisfaction, goals), and intrinsic and extrinsic motivation in relation to ERBs in a sample of 156 university students. Results show that all the motivational variables studied are linked to ERB. The effects of self-efficacy on ERB are mediated by the intrinsic motivation responses of the participants. A theoretical model was created by means of path analysis, revealing the power of motivational variables to predict ERB. Structural equation modeling was used to test and fit the research model. The role of motivational variables is discussed with a view to creating adequate learning contexts and experiences to generate interest and new sensations in which self-efficacy and affective reactions play an important role.

Examining intrinsic versus extrinsic exercise goals: cognitive, affective, and behavioral outcomes.

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Sebire, Simon J; Standage, Martyn; Vansteenkiste, Maarten

2009-04-01

Grounded in self-determination theory (SDT), this study had two purposes: (a) examine the associations between intrinsic (relative to extrinsic) exercise goal content and cognitive, affective, and behavioral outcomes; and (b) test the mediating role of psychological need satisfaction in the Exercise Goal Content --> Outcomes relationship. Using a sample of 410 adults, hierarchical regression analysis showed relative intrinsic goal content to positively predict physical self-worth, self-reported exercise behavior, psychological well-being, and psychological need satisfaction and negatively predict exercise anxiety. Except for exercise behavior, the predictive utility of relative intrinsic goal content on the dependent variables of interest remained significant after controlling for participants' relative self-determined exercise motivation. Structural equation modeling analyses showed psychological need satisfaction to partially mediate the effect of relative intrinsic goal content on the outcome variables. Our findings support further investigation of exercise goals commensurate with the goal content perspective advanced in SDT.

Math Grades and Intrinsic Motivation in Elementary School: A Longitudinal Investigation of Their Association

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Weidinger, Anne F.; Steinmayr, Ricarda; Spinath, Birgit

2017-01-01

Background: It is often argued that the negative development of intrinsic motivation in elementary school strongly depends on the presence of school grades because grades represent extrinsic consequences and achievement feedback that are supposed to influence intrinsically motivated behaviour. However, only a few studies have tested this…

Authentic Leadership Style and Academia’s Creativity in Higher Education Institutions: Intrinsic Motivation and Mood as Mediators

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Ifzal AHMAD

2015-10-01

Full Text Available Using multisource data of 302 paired responses (supervisor-employee dyads, this study examined the effect of Authentic Leadership Style (ALS on academia’s creativity with mediating role of their intrinsic motivation and mood in higher education institutions (HEIs of Pakistan. Heads of departments (HoDs in HEIs were asked to report their leadership style and creativity of their academic staff, whereas academia rated their intrinsic motivation and mood at work. ALS was regressed with creativity, intrinsic motivation and mood of academia to measure the direct relationships, whereas mediations were tested using bootstrapping technique. A strong infl uence of ALS on academic staff’s creativity, their intrinsic motivation and mood were found. Additionally, a partial mediating role of intrinsic motivation and mood was found between ALS and creativity of academic staff.

Neural basis of the undermining effect of monetary reward on intrinsic motivation.

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Murayama, Kou; Matsumoto, Madoka; Izuma, Keise; Matsumoto, Kenji

2010-12-07

Contrary to the widespread belief that people are positively motivated by reward incentives, some studies have shown that performance-based extrinsic reward can actually undermine a person's intrinsic motivation to engage in a task. This "undermining effect" has timely practical implications, given the burgeoning of performance-based incentive systems in contemporary society. It also presents a theoretical challenge for economic and reinforcement learning theories, which tend to assume that monetary incentives monotonically increase motivation. Despite the practical and theoretical importance of this provocative phenomenon, however, little is known about its neural basis. Herein we induced the behavioral undermining effect using a newly developed task, and we tracked its neural correlates using functional MRI. Our results show that performance-based monetary reward indeed undermines intrinsic motivation, as assessed by the number of voluntary engagements in the task. We found that activity in the anterior striatum and the prefrontal areas decreased along with this behavioral undermining effect. These findings suggest that the corticobasal ganglia valuation system underlies the undermining effect through the integration of extrinsic reward value and intrinsic task value.

The influence of motivation on Librarians' job satisfaction | Nwaigwe ...

African Journals Online (AJOL)

A general opinion that is supported by research is that motivation is crucial to any workforce, if they are expected to perform to their optimum. The common understanding being that motivated staff will put in more and be satisfied with their jobs. The influence of motivation on the job satisfaction of librarians is therefore crucial ...

Intrinsic motivation towards sports in Singaporean students: the role of sport ability beliefs.

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Wang, C K John; Biddle, Stuart J H

2003-09-01

This study investigated determinants of active lifestyles in Singaporean university students. Using confirmatory factor analysis, a measure of lay beliefs concerning athletic ability was confirmed. Other results confirmed hypotheses that beliefs reflecting that athletic ability can be developed over time (incremental beliefs) predict an achievement task (self-referenced) orientation, while beliefs reflecting that athletic ability is relatively stable (entity beliefs) predict an ego (other-person, comparative) orientation. Goal orientations directly affect perceived competence which, in turn, influence intrinsic motivation to be physically active. A task orientation had a direct link to intrinsic motivation. Results suggest that intrinsic motivation towards sport and physical activity might be enhanced through interventions that focus on self-referenced and self-improvement notions of ability as well as perceived competence.

Extrinsic and Intrinsic Factors Influencing Employee Motivation: Lessons from AMREF Health Africa in Kenya

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Stephen Morangi Nyambegera

2016-10-01

Full Text Available The purpose of the study was to determine the factors that influence employee motivation in Kenyan Organizations. The study was guided by the following research questions: (i what are the extrinsic factors that influence employee motivation in AMREF Health Africa in Kenya? (ii what intrinsic factors influence employee motivation in AMREF Health Africa in Kenya? A descriptive research design was adopted. Stratified random sampling technique was used to draw a sample size of 96 respondents. The data collection instrument was a structured questionnaire developed by the researchers.  A set of descriptive and correlation statistics were adopted for analysis. The study identified several intrinsic factors that influence employee motivation. These included employee achievements, recognition, work itself, responsibility and advancement, salary structure, the level to which the employees feel appreciated, and the employee perception of their jobs among other factors. The study further, established that the intrinsic factors that influence employee motivation include empowerment and autonomy, employees’ view of their work, organization trust, skill variety requirements among others. The study recommends that the organization should acknowledge and make use of a proper mix of extrinsic and intrinsic factors in their human resource management practices to ensure that employees are well motivated to perform their tasks.

Clima motivacional percibido, necesidades psicológicas y motivación intrínseca como predictores del compromiso deportivo en adolescentes. (Perceived motivational climate, psychological needs and intrinsic motivation as predictors of sport commitment in adolescent athletes.

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Bartolomé J. Almagro

2011-07-01

Full Text Available ResumenEl estudio analizó la predicción del clima motivacional percibido, la satisfacción de las necesidades psicológicas básicas y la motivación intrínseca sobre la adherencia a la práctica deportiva. Se utilizó una muestra de 580 deportistas con una edad media de 14.46 años. Se emplearon el Cuestionario del Clima Motivacional Percibido en el Deporte-2, la Escala de las Necesidades Psicológicas Básicas en el Ejercicio, el factor motivación intrínseca de la Escala de Motivación Deportiva y la Medida de la Intencionalidad para ser Físicamente Activo. Los resultados del modelo de ecuaciones estructurales mostraron que el clima motivacional que implica a la tarea predecía las tres necesidades psicológicas básicas y la intención de seguir siendo físicamente activo. Por otro lado, el clima motivacional que implica al ego predecía la necesidades de autonomía y de competencia, aunque con un peso de regresión en ambos casos mucho menor que como lo hacía el clima tarea. La satisfacción de las tres necesidades psicológicas básicas predijo positivamente la motivación intrínseca. Por su parte, la motivación intrínseca predijo la intención de ser físicamente activo en el futuro. Se discuten los resultados en relación a la importancia de fomentar un clima motivacional tarea en los practicantes para incrementar la adherencia a la práctica deportiva.AbstractThe study analyzed the prediction of perceived motivational climate, basic psychological needs satisfaction and intrinsic motivation on adherence to sports. A sample of 580 athletes with a mean age of 14.46 years, participated in the study. The Perceived Motivational Climate in Sport Questionnaire-2, the Basic Psychological Needs in Exercise Scale, the intrinsic motivation factor of the Sport Motivation Scale and Intention of Being Physically Active were used. Structural equation modeling results showed that the task-involving motivational climate positively predicted the

Dual tuning in creative processes: Joint contributions of intrinsic and extrinsic motivational orientations.

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Gong, Yaping; Wu, Junfeng; Song, Lynda Jiwen; Zhang, Zhen

2017-05-01

Intrinsic and extrinsic motivational orientations often coexist and can serve important functions. We develop and test a model in which intrinsic and extrinsic motivational orientations interact positively to influence personal creativity goal. Personal creativity goal, in turn, has a positive relationship with incremental creativity and an inverted U-shaped relationship with radical creativity. In a pilot study, we validated the personal creativity goal measure using 180 (Sample 1) and 69 (Sample 2) employees from a consulting firm. In the primary study, we tested the overall model using a sample of 657 research and development employees and their direct supervisors from an automobile firm. The results support the hypothesized model and yield several new insights. Intrinsic and extrinsic motivational orientations synergize with each other to strengthen personal creativity goal. Personal creativity goal in turn benefits incremental and radical creativity, but only up to a certain point for the latter. In addition to its linear indirect relationship with incremental creativity, intrinsic motivational orientation has an inverted U-shaped indirect relationship with radical creativity via personal creativity goal. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Connection between Job Motivation, Job Satisfaction and Work Performance in Romanian Trade Enterprises

OpenAIRE

Dina Maria LUT

2012-01-01

On defining the connection between job motivation and job satisfaction and between job satisfaction and work performance is still not complete agreement among experts, given the complexity of the phenomena studied. Over time, the relationship between job motivation and job satisfaction has been addressed in many ways in the organizational psychology. The issue of the connection between job satisfaction and work performance is also at least as controversial as the issues mentioned above with r...

A Christian educational perspective on the process oriented approach to intrinsic motivation

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Mechaéla Scott

1992-03-01

Full Text Available Within the classroom context, albeit school or university, intrinsic motivation can effectively be described and changed if a process-oriented approach is employed. The question is posed whether a process-oriented approach to motivation is acceptable to Christian education. To answer this question, intrinsic motivation and the process-oriented approach to motivation are described. A Christian view of self-knowledge and control, which are the main components of a process-oricnted approach to motivation, is subsequently given and the process-oriented approach to motivation is subjected to a Christian evaluation. The conclusions are drawn that this approach can fruitfully be used in Christian education, given that self-knowledge and control arc interpreted within the context of the concept of the student as God’s representative on earth and the fact that God equipped him adequately with cognitive, affective and conative abilities to respond to His call to discover, develop and rule the earth actively.

Motivation, Job Satisfaction and Service Delivery: The Case of ...

African Journals Online (AJOL)

This is a study on motivation and job satisfaction of middle level staff in Kenneth Dike Library (KDL), University of Ibadan, Nigeria. Survey method was adopted where responses were elicited through a questionnaire administered on the staff. Answers were sought to questions on staff welfare, satisfaction and productivity.

Relationship between Motivation for Learning EFL and Intrinsic Motivation for Learning in General among Japanese Elementary School Students

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Carreira, Junko Matsuzaki

2011-01-01

This study investigated children's motivation for learning English as a foreign language (EFL) and intrinsic motivation for learning in general. The participants were 268 third-sixth graders in a public school in Japan. Data were collected using two questionnaires, one measuring motivation for learning EFL and the other investigating intrinsic…

[Relationship between nurses' learning motivation inside/outside the workplace and job/ life satisfaction].

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Nakamura, Emi

2009-12-01

For the purpose of clarifying the relationship between job, life-satisfaction and motivation for learning of nurses, a questionnaire survey by mailing method was conducted for 123 nurses (52.6% response rate) within the Kyushu area. The analysis was performed by comparing the mean value of scores for each satisfaction category and that of comprehensive satisfaction (hereafter refered to as satisfaction level) which were extracted by principal component analysis. It has been proved that the higher was the motivation for learning, the greater was the job satisfaction level (0.16 +/- 0.95 in H group; -0.56 +/- 0.99 in L group, P = 0.001) in the case of learning in the workplace, and that motivation for learning was decreased by their sentiment that their job and learning weren't evaluated properly or by their discontent they felt in participating in learning on a day-off and during off-hours. It has also been proved in the case of off-the-job learning that the higher was the motivation for learning, the greater was the job satisfaction level (0.10 +/- 1.01 in H group; -0.35 +/- 0.90 in L group, P = 0.040), and that their motivation for learning was decreased by feeling that their job and learning weren't evaluated properly or that they weren't satisfied with their physical and mental health. Also in other learnings, the higher was the motivation for learning, the greater was the job satisfaction level (0.08 +/-0.96 in H group; -0.27 +/- 1.11 in L group, P = 0.034), and the motivation for learning was decreased depending on the type of work, work-hours, and on the strain felt to be time-consuming.

The Role of Teacher Behavior in Adolescents' Intrinsic Reading Motivation

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De Naeghel, Jessie; Valcke, Martin; De Meyer, Inge; Warlop, Nele; van Braak, Johan; Van Keer, Hilde

2014-01-01

Given the weak intrinsic reading motivation of many adolescents on the one hand and the importance of this type of motivation for reading competence on the other hand, the aim of the present study is to identify the related role of teacher behavior. To pursue this aim, a secondary analysis was carried out on PISA 2009 data. More particularly, data…

The Emerging Neuroscience of Intrinsic Motivation: A New Frontier in Self-Determination Research

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Di Domenico, Stefano I.; Ryan, Richard M.

2017-01-01

Intrinsic motivation refers to people?s spontaneous tendencies to be curious and interested, to seek out challenges and to exercise and develop their skills and knowledge, even in the absence of operationally separable rewards. Over the past four decades, experimental and field research guided by self-determination theory (SDT; Ryan and Deci, 2017) has found intrinsic motivation to predict enhanced learning, performance, creativity, optimal development and psychological wellness. Only recentl...

Age-differences in work motivation and job satisfaction. The influence of age on the relationships between work characteristics and workers' outcomes.

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Boumans, Nicolle P G; de Jong, Ad H J; Janssen, Sara M

2011-01-01

This study investigated the influence of age on the relationship between work characteristics and workers' work motivation and job satisfaction. In total, 1036 workers of a Dutch division of a multinational organization participated. Data were collected by a digital questionnaire. Two interaction terms in the regression on work motivation were significant. The first interaction showed that the positive correlation between Motivating Potential Score (MPS) and motivation was much stronger for older than for younger employees. So, to remain motivated, older employees seem more in need of intrinsic challenging and fulfilling jobs. The second significant interaction indicated that the positive association between career opportunities and motivation was much stronger for younger employees than for older employees. This means that, especially, younger workers' motivation increases as they are offered more career opportunities. Careful career mentoring by the supervisor as part of an aging policy can contribute to the maintenance of workers of any age.

A validity generalization procedure to test relations between intrinsic and extrinsic motivation and influence tactics.

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Barbuto, John E; Moss, Jennifer A

2006-08-01

The relations of intrinsic and extrinsic motivation with use of consultative, legitimating, and pressure influence tactics were examined using validity generalization procedures. 5 to 7 field studies with cumulative samples exceeding 800 were used to test each relationship. Significance was found for relation between agents' intrinsic motivation and their use of consultative influence tactics and agents' extrinsic motivation and their use of legitimating influence tactics.

Maslow and the motivation hierarchy: measuring satisfaction of the needs.

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Taormina, Robert J; Gao, Jennifer H

2013-01-01

For each of the 5 needs in Maslow's motivational hierarchy (physiological, safety-security, belongingness, esteem, and self-actualization), operational definitions were developed from Maslow's theory of motivation. New measures were created based on the operational definitions (1) to assess the satisfaction of each need, (2) to assess their expected correlations (a) with each of the other needs and (b) with four social and personality measures (i.e., family support, traditional values, anxiety/worry, and life satisfaction), and (3) to test the ability of the satisfaction level of each need to statistically predict the satisfaction level of the next higher-level need. Psychometric tests of the scales conducted on questionnaire results from 386 adult respondents from the general population lent strong support for the validity and reliability of all 5 needs measures. Significant positive correlations among the scales were also found; that is, the more each lower-level need was satisfied, the more the next higher-level need was satisfied. Additionally, as predicted, family support, traditional values, and life satisfaction had significant positive correlations with the satisfaction of all 5 needs, and the anxiety/worry facet of neuroticism had significant negative correlations with the satisfaction of all the needs. Multiple regression analyses revealed that the satisfaction of each higher-level need was statistically predicted by the satisfaction of the need immediately below it in the hierarchy, as expected from Maslow's theory.

Motivation and job satisfaction of Health Surveillance Assistants in ...

African Journals Online (AJOL)

In Malawi, hardly any research has been done on factors that motivate this cadre. This qualitative assessment was undertaken to identify factors that influence motivation and job satisfaction of health surveillance assistants (HSAs) in Mwanza district, Malawi, in order to inform development of strategies to influence staff ...

The Development of Intrinsic Motivation for Physical Activity

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2005-07-01

are said to maintain an impersonal causality orientation and operate through amotivation . In conclusion, it’s the interaction of variables, the... Amotivation External Regulation Introjected Regulation Integrated Regulation Intrinsic Motivation Unintentional action Factors clearly...Control > > > - 12 determination or autonomy in the situation. It runs from amotivation , in which little self- determination is able to be

Neural differences between intrinsic reasons for doing versus extrinsic reasons for doing: an fMRI study.

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Lee, Woogul; Reeve, Johnmarshall; Xue, Yiqun; Xiong, Jinhu

2012-05-01

The contemporary neural understanding of motivation is based almost exclusively on the neural mechanisms of incentive motivation. Recognizing this as a limitation, we used event-related functional magnetic resonance imaging (fMRI) to pursue the viability of expanding the neural understanding of motivation by initiating a pioneering study of intrinsic motivation by scanning participants' neural activity when they decided to act for intrinsic reasons versus when they decided to act for extrinsic reasons. As expected, intrinsic reasons for acting more recruited insular cortex activity while extrinsic reasons for acting more recruited posterior cingulate cortex (PCC) activity. The results demonstrate that engagement decisions based on intrinsic motivation are more determined by weighing the presence of spontaneous self-satisfactions such as interest and enjoyment while engagement decisions based on extrinsic motivation are more determined by weighing socially-acquired stored values as to whether the environmental incentive is attractive enough to warrant action.

MOTIVATION AND JOB SATISFACTION OF HUMAN RESOURCES WITHIN AN ORGANIZATION

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Nicoleta ISAC

2016-05-01

Full Text Available The purpose of this paper is of highlighting the link between motivation and job satisfaction. The research was started from a number of assumptions to show that the individual's expectations are related to motivation, while real rewards obtained by acts carried out are related to satisfaction. To achieve this goal was achieved an investigation on 68 employees using questionnaire method. The empirical basis of this paper is the interpretation’ results of all answers, obtained from the applied within the company questionnaire.

Motivation and satisfaction among polyclinic volunteers at the 2002 Winter Olympic and Paralympic Games

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Reeser, J; Berg, R; Rhea, D; Willick, S

2005-01-01

Background: The Olympic and Paralympic Games rely heavily on volunteers to provide many essential services, including medical care of athletes. Objective: This preliminary investigation sought to characterise the motivational influences and factors responsible for the satisfaction of Olympic and Paralympic healthcare volunteers. Methods: The 2002 Winter Games polyclinic healthcare volunteers were asked to complete a questionnaire designed to elicit information about their motives for volunteering and the factors that contributed to their satisfaction with their volunteer experience. Results: There was no significant difference in the motivation or satisfaction summary scores based on event worked. There was a strong positive correlation between motivation and satisfaction. Physician respondents had a lower mean motivation score than did non-physician volunteers. Conclusions: There were no significant motivational differences between Olympic and Paralympic volunteers, but there were several differences noted between physician and non-physician volunteers. The 2002 polyclinic volunteers appear to have been motivated by a complex process best described as "enlightened self interest," and all were generally well satisfied with their experience. These results may assist organisers of future Games in selecting appropriately motivated volunteer personnel and creating rewarding work environments for them. PMID:15793078

The Relationship between Psychological Safety and Employee Voice: The Mediation Role of Affective Commitment and Intrinsic Motivation

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Özlem YAŞAR UĞURLU

2016-03-01

Full Text Available In this quantitative research, we enhance understanding of psychological safety on employee voice behavior by examining mediating role of affective commitment and intrinsic motivation. We examined these relationships among 151 research assistants working full-time for universities. The results suggest that psychological safety is significantly associated with affective commitment whereas it does not significantly influence intrinsic motivation. Furthermore, employee voice behavior is affected by intrinsic motivation but not by affective commitment. Lastly, while affective commitment plays an important role as mediator in the relationship between psychological safety and employee voice although intrinsic motivation does not have a mediating effect. We discuss the implications of these findings for both theory and practice.

The detrimental effects of extrinsic reinforcement on "Intrinsic motivation".

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Dickinson, A M

1989-01-01

Extrinsic consequences have been criticized on the grounds that they decrease intrinsic motivation or internally initiated behavior. Two popular rationales for this criticism, Lepper's overjustification hypothesis (1981) and Deci's motivational theory (Deci & Ryan, 1985), are reviewed and the criticism is then redefined behaviorally. "Intrinsically controlled" behavior is defined as behavior maintained by response-produced reinforcers, and the question concerning extrinsic consequences is thus restated as follows: When behavior is maintained by response-produced stimuli, does extrinsic reinforcement decrease the reinforcing value of those stimuli? The empirical support for this detrimental effect is summarized briefly, and several possible explanations for the phenomenon are offered. Research results that reflect on the effect's generality and social significance are discussed next, with the conclusion that the effect is transient and not likely to occur at all if extrinsic rewards are reinforcing, noncompetitive, based on reasonable performance standards, and delivered repetitively.

Is the intrinsic motivation of career choice important for the later professional development of teachers?

OpenAIRE

Marušić, Milica

2014-01-01

The nature of teachers’ professional choice motivation has been proved important for the later professional development. The goal of the present research was to determine the role of the intrinsic motivation in the participants’ decision to become teachers, as well as to establish the importance of intrinsic motivation for their later professional development. We have conducted a quantitative research, within a sample consisted of 118 secondary school teach...

Nursing Students' Intrinsic Motivation and Performance on the Licensure Examination.

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Hackney, Michele G

Unsuccessful attempts at licensure adversely affect graduates, prelicensure nursing education programs, health care agencies, and ultimately, patient safety. The purpose of this quantitative, correlational study was to investigate the relationship between nursing students' intrinsic motivation and performance on the licensure examination. Nursing students responded to 12 questions related to reasons for learning as indicators of motivation type. Results indicated no statistically significant correlations between variables.

Teacher Motivation, Work Satisfaction, and Positive Psychological Capital: A Literature Review

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Viseu, João; Neves de Jesus, Saul; Rus, Claudia; Canavarro, José M.

2016-01-01

Teacher motivation is vital for the educational system. For teachers to be motivated their work satisfaction and positive psychological capital are crucial. The state-of-the-art on teacher motivation requires a literature review regarding the studies that relate teacher motivation and the above mentioned constructs. In this paper, through…

The Relationship Between Internal Motivation And Customer Satisfaction Of Posthaste Purchase

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Farbodsouri

2017-06-01

Full Text Available The purpose of this study is performing an empirical study in the field of marketing in order to examine the relationship between internal motivation and customer satisfaction of posthaste purchase in stores that researcher made model have been used.In this model the relationship between internal motivation and customer satisfaction of posthaste purchase was investigated. To review research sample of 385 customers was selected as a stepwise clustering. Data gathered by standard questionnaire with 21 questions that its validity and reliability was confirmed and distributed among the statistical population. Data analysis was performed using descriptive statistics and inferential statistics. At the level of Descriptive statistics indices such as frequency and frequency percentage were used and in inferential statistics correlation methods structural equation modeling path analysis has been done using the spss and lisrel software. The results of the analysis showing the existence of a significant and positive impact of internal motivation on customer satisfaction of posthaste buying. In general the ability of the Tehran Hyperstar chain store to increase customers satisfaction of posthaste buying must pay special attention to the effective internal motivation of customers the impulsivity the pleasure of shopping fashion involvement personal identity p050.

Competence Beliefs and Perceived Ability Evaluations: How Do They Contribute to Intrinsic Motivation and Achievement?

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Freiberger, Verena; Steinmayr, Ricarda; Spinath, Birgit

2012-01-01

To study the role of students' competence beliefs and their perceived teachers' ability evaluations for intrinsic motivation and achievement in math, 459 second graders from 27 German classrooms were examined. Students provided self-reports on their intrinsic motivation, competence beliefs and perceived teachers' ability evaluations in math.…

Intrinsic and Extrinsic School Motivation as a Function of Age: The Mediating Role of Autonomy Support

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Gillet, Nicolas; Vallerand, Robert J.; Lafreniere, Marc-Andre K.

2012-01-01

The main purpose of the present research was to investigate school intrinsic and extrinsic motivation, and amotivation as a function of age in a sample of 1,600 elementary and high school students aged 9-17 years. First, results revealed a systematic decrease in intrinsic motivation and self-determined extrinsic motivation from age 9 to 12 years,…

Testing a self-determination theory model of children's physical activity motivation: a cross-sectional study.

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Sebire, Simon J; Jago, Russell; Fox, Kenneth R; Edwards, Mark J; Thompson, Janice L

2013-09-26

Understanding children's physical activity motivation, its antecedents and associations with behavior is important and can be advanced by using self-determination theory. However, research among youth is largely restricted to adolescents and studies of motivation within certain contexts (e.g., physical education). There are no measures of self-determination theory constructs (physical activity motivation or psychological need satisfaction) for use among children and no previous studies have tested a self-determination theory-based model of children's physical activity motivation. The purpose of this study was to test the reliability and validity of scores derived from scales adapted to measure self-determination theory constructs among children and test a motivational model predicting accelerometer-derived physical activity. Cross-sectional data from 462 children aged 7 to 11 years from 20 primary schools in Bristol, UK were analysed. Confirmatory factor analysis was used to examine the construct validity of adapted behavioral regulation and psychological need satisfaction scales. Structural equation modelling was used to test cross-sectional associations between psychological need satisfaction, motivation types and physical activity assessed by accelerometer. The construct validity and reliability of the motivation and psychological need satisfaction measures were supported. Structural equation modelling provided evidence for a motivational model in which psychological need satisfaction was positively associated with intrinsic and identified motivation types and intrinsic motivation was positively associated with children's minutes in moderate-to-vigorous physical activity. The study provides evidence for the psychometric properties of measures of motivation aligned with self-determination theory among children. Children's motivation that is based on enjoyment and inherent satisfaction of physical activity is associated with their objectively-assessed physical

Does intrinsic motivation enhance motor cortex excitability?

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Radel, Rémi; Pjevac, Dusan; Davranche, Karen; d'Arripe-Longueville, Fabienne; Colson, Serge S; Lapole, Thomas; Gruet, Mathieu

2016-11-01

Intrinsic motivation (IM) is often viewed as a spontaneous tendency for action. Recent behavioral and neuroimaging evidence indicate that IM, in comparison to extrinsic motivation (EM), solicits the motor system. Accordingly, we tested whether IM leads to greater excitability of the motor cortex than EM. To test this hypothesis, we used two different tasks to induce the motivational orientation using either words representing each motivational orientation or pictures previously linked to each motivational orientation through associative learning. Single-pulse transcranial magnetic stimulation over the motor cortex was applied when viewing the stimuli. Electromyographic activity was recorded on the contracted first dorsal interosseous muscle. Two indexes of corticospinal excitability (the amplitude of motor-evoked potential and the length of cortical silent period) were obtained through unbiased automatic detection and analyzed using a mixed model that provided both statistical power and a high level of control over all important individual, task, and stimuli characteristics. Across the two tasks and the two indices of corticospinal excitability, the exposure to IM-related stimuli did not lead to a greater corticospinal excitability than EM-related stimuli or than stimuli with no motivational valence (ps > .20). While these results tend to dismiss the advantage of IM at activating the motor cortex, we suggest alternative hypotheses to explain this lack of effect, which deserves further research. © 2016 Society for Psychophysiological Research.

School Culture, Basic Psychological Needs, Intrinsic Motivation and Academic Achievement: Testing a Casual Model

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Rahim Badri

2014-07-01

Full Text Available Culture is s common system of believes, values and artifacts that the members of a society use it in their relations, and it transfers from one generation to another. The school culture is a system of norms, meanings and values between school members. One of STD (self-determination theory components is basic psychological needs that emphasizes on Relatedness, Competence and Autonomy to accomplish the motivation. Motivation involves the processes that energize, direct, and sustain behavior. It seems that school culture, basic psychological needs and motivation has immense effect on academic achievement. The purpose of the present research was to examine the relation between students' perceived school culture, basic psychological needs, intrinsic motivation and academic achievement in a causal model. 296 high school students (159 females and 137 males in Tabriz, north - west of Iran, participated in this research and completed the students' perceived school culture questionnaire based on Hofstede's cultural dimensions (femininity, uncertainty avoidance, collectivism and power distance, basic psychological needs and intrinsic motivation. The results of the path analysis showed that fulfillment of basic psychological needs and intrinsic motivation has positive effect on academic achievement. Uncertainty avoidance and power distance have also negative effect on fulfillment of psychological needs, but the influence of femininity on this variable was positive. Also, collectivism has no significant effect on it. In general, the findings showed that if school culture supports students' autonomy, they will experience fulfillment of their basic psychological needs, and attain higher intrinsic motivation and academic achievement.

Intrinsic Motivation and Creativity Related to Product: A Meta-Analysis of the Studies Published between 1990-2010

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de Jesus, Saul Neves; Rus, Claudia Lenuta; Lens, Willy; Imaginário, Susana

2013-01-01

Although the relationship between motivation (especially intrinsic motivation) and creativity (especially as a product), no meta-analyses have been conducted on the relationship between these 2 concepts. This study aimed to analyze the relationship between intrinsic motivation and creativity related to product (i.e., creative outcomes) through…

The Relation between Distance Education Students' Motivation and Satisfaction

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Goulimaris, Dimitrios

2015-01-01

The aim of the present study, within the frame of self-determination theory (SDT), was triple: a) to examine the structural validity of the "Situational Motivation Scale" (SIMS) in the field of distance education, b) to investigate the correlation between the subscales of the motivation and satisfaction of students who attend distance…

Intrinsic Motivation and Achievement in Mathematics in Elementary School: A Longitudinal Investigation of Their Association

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Garon-Carrier, Gabrielle; Boivin, Michel; Guay, Frédéric; Kovas, Yulia; Dionne, Ginette; Lemelin, Jean-Pascal; Séguin, Jean R.; Vitaro, Frank; Tremblay, Richard E.

2016-01-01

This study examined the associations between intrinsic motivation and achievement in mathematics in a sample of 1,478 Canadian school-age children followed from Grades 1 to 4 (ages 7-10). Children self-reported their intrinsic motivation toward mathematics, whereas achievement was measured through direct assessment of mathematics abilities.…

The dark side of monetary incentive: how does extrinsic reward crowd out intrinsic motivation.

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Ma, Qingguo; Jin, Jia; Meng, Liang; Shen, Qiang

2014-02-12

It was widely believed that incentives could effectively enhance the motivation of both students and employees. However, psychologists reported that extrinsic reward actually could undermine individuals' intrinsic motivation to a given interesting task, which challenged viewpoints from traditional incentive theories. Numerous studies have been carried out to test and explain the undermining effect; however, the neural basis of this effect is still elusive. Here, we carried out an electrophysiological study with a simple but interesting stopwatch task to explore to what extent the performance-based monetary reward undermines individuals' intrinsic motivation toward the task. The electrophysiological data showed that the differentiated feedback-related negativity amplitude toward intrinsic success failure divergence was prominently reduced once the extrinsic reward was imposed beforehand. However, such a difference was not observed in the control group, in which no extrinsic reward was provided throughout the experiment. Furthermore, such a pattern was not observed for P300 amplitude. Therefore, the current results indicate that extrinsic reward demotivates the intrinsic response of individuals toward success-failure outcome, which was reflected in the corresponding reduced motivational-related differentiated feedback-related negativity, but not in amplitude of P300.

Motivation, Personal Satisfaction of Team Members and Conformity ...

African Journals Online (AJOL)

Motivation, Personal Satisfaction of Team Members and Conformity to Team Norms as Predictors of Team Performance. ... The sample included two thousand and eighty-eight athletes (players of six sports) surveyed through a purposive ...

On the factorial and construct validity of the Intrinsic Motivation Inventory: conceptual and operational concerns.

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Markland, D; Hardy, L

1997-03-01

The Intrinsic Motivation Inventory (IMI) has been gaining acceptance in the sport and exercise domain since the publication of research by McAuley, Duncan, and Tammen (1989) and McAuley, Wraith, and Duncan (1991), which reported confirmatory support for the factorial validity of a hierarchical model of intrinsic motivation. Authors of the present study argue that the results of these studies did not conclusively support the hierarchical model and that the model did not accurately reflect the tenets of cognitive evaluation theory (Deci & Ryan, 1985) from which the IMI is drawn. It is also argued that a measure of perceived locus of causality is required to model intrinsic motivation properly. The development of a perceived locus of causality for exercise scale is described, and alternative models, in which perceived competence and perceived locus of causality are held to have causal influences on intrinsic motivation, are compared with an oblique confirmatory factor analytic model in which the constructs are held at the same conceptual level. Structural equation modeling showed support for a causal model in which perceived locus of causality mediates the effects of perceived competence on pressure-tension, interest-enjoyment, and effort-importance. It is argued that conceptual and operational problems with the IMI, as currently used, should be addressed before it becomes established as the instrument of choice for assessing levels of intrinsic motivation.

Intrinsic and Extrinsic Reading Motivation as Predictors of Reading Literacy: A Longitudinal Study

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Becker, Michael; McElvany, Nele; Kortenbruck, Marthe

2010-01-01

The purpose in this study was to examine the longitudinal relationships of intrinsic and extrinsic motivation with reading literacy development. In particular, the authors (a) investigated reading amount as mediator between motivation and reading literacy and (b) probed for bidirectional relationships between reading motivation and reading…

The brain correlates of the effects of monetary and verbal rewards on intrinsic motivation.

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Albrecht, Konstanze; Abeler, Johannes; Weber, Bernd; Falk, Armin

2014-01-01

Apart from everyday duties, such as doing the laundry or cleaning the house, there are tasks we do for pleasure and enjoyment. We do such tasks, like solving crossword puzzles or reading novels, without any external pressure or force; instead, we are intrinsically motivated: we do the tasks because we enjoy doing them. Previous studies suggest that external rewards, i.e., rewards from the outside, affect the intrinsic motivation to engage in a task: while performance-based monetary rewards are perceived as controlling and induce a business-contract framing, verbal rewards praising one's competence can enhance the perceived self-determination. Accordingly, the former have been shown to decrease intrinsic motivation, whereas the latter have been shown to increase intrinsic motivation. The present study investigated the neural processes underlying the effects of monetary and verbal rewards on intrinsic motivation in a group of 64 subjects applying functional magnetic resonance imaging (fMRI). We found that, when participants received positive performance feedback, activation in the anterior striatum and midbrain was affected by the nature of the reward; compared to a non-rewarded control group, activation was higher while monetary rewards were administered. However, we did not find a decrease in activation after reward withdrawal. In contrast, we found an increase in activation for verbal rewards: after verbal rewards had been withdrawn, participants showed a higher activation in the aforementioned brain areas when they received success compared to failure feedback. We further found that, while participants worked on the task, activation in the lateral prefrontal cortex was enhanced after the verbal rewards were administered and withdrawn.

Drivers of Employee Motivation: Mediating Role of Job Satisfaction

OpenAIRE

Azeem, Sabeen

2016-01-01

Employee Motivation is a growing area of importance for the Human Resource Departments organizations of all sizes. Managing the workforce efficiently and effectively has become crucial in order to achieve excellent output from the employees which would lead to the attainment of organizational goals. This study aims to understand the influence of multiple motivational factors on employee motivation of employees of Bank A. Additionally, the mediating role of job satisfaction is elaborated which...

Intrinsic and extrinsic motivation in early adolescents' friendship development: friendship selection, influence, and prospective friendship quality.

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Ojanen, Tiina; Sijtsema, Jelle J; Hawley, Patricia H; Little, Todd D

2010-12-01

Friendships are essential for adolescent social development. However, they may be pursued for varying motives, which, in turn, may predict similarity in friendships via social selection or social influence processes, and likely help to explain friendship quality. We examined the effect of early adolescents' (N = 374, 12-14 years) intrinsic and extrinsic friendship motivation on friendship selection and social influence by utilizing social network modeling. In addition, longitudinal relations among motivation and friendship quality were estimated with structural equation modeling. Extrinsic motivation predicted activity in making friendship nominations during the sixth grade and lower friendship quality across time. Intrinsic motivation predicted inactivity in making friendship nominations during the sixth, popularity as a friend across the transition to middle school, and higher friendship quality across time. Social influence effects were observed for both motives, but were more pronounced for intrinsic motivation. Copyright © 2010 The Association for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Perceptions of teachers' general and informational feedback and intrinsic motivation in physical education: two-year effects.

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Koka, Andre; Hein, Vello

2006-10-01

Relative change or stability of perceived positive general feedback and perceived informational feedback and their influence on students' intrinsic motivation in physical education over two years were examined. 302 students, ages 11 to 15 years, responded to the Perception of Teacher's Feedback questionnaire. Two years later, these students filled out the questionnaire again, along with a modified version of the Sport Motivation Scale. Analysis showed that both types of perceived feedback exhibited moderate stability over the two years. Perceived positive general feedback demonstrated a significant direct effect on students' intrinsic motivation measured concurrently in physical education. Further, fixing to zero the effect of perceived positive general feedback on intrinsic motivation measured concurrently, an effect emerged over the two years.

The Assessment of Intrinsic and Extrinsic Motivation and Amotivation: Validity and Reliability of the Greek Version of the Academic Motivation Scale

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Barkoukis, Vassilis; Tsorbatzoudis, Haralambos; Grouios, George; Sideridis, Georgios

2008-01-01

Self-determination theory provides an integrated conception of school- and academic motivation. The theory proposes a continuum comprising three types of motivation: intrinsic motivation (IM), extrinsic motivation (EM), and amotivation (AM), characterised by seven dimensions (IM = to know, to accomplish and to experience stimulation, EM = external…

A Model for Employee Motivation and Satisfaction.

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Grant, Philip C.

1979-01-01

To increase an employee's motivation, an employee must perceive that s/he will achieve higher satisfaction for greater effort. To generate such perception, rewards must clearly be contingent on effort and the cost of increased effort must grow at a slower rate than the increase in reward. (Author/IRT)

Youth fitness testing: the effect of percentile-based evaluative feedback on intrinsic motivation.

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Whitehead, J R; Corbin, C B

1991-06-01

This study was a test of Deci and Ryan's (1985) cognitive evaluation theory in a fitness testing situation. More specifically, it was a test of Proposition 2 of that theory, which posits that external events that increase or decrease perceived competence will increase or decrease intrinsic motivation. Seventh and eighth grade schoolchildren (N = 105) volunteered for an experiment that was ostensibly to collect data on a new youth fitness test (the Illinois Agility Run). After two untimed practice runs, a specially adapted version of the Intrinsic Motivation Inventory (IMI) was administered as a pretest of intrinsic motivation. Two weeks later when subjects ran again, they were apparently electronically timed. In reality, the subjects were given bogus feedback. Subjects in a positive feedback condition were told their scores were above the 80th percentile, while those in a negative feedback condition were told their scores were below the 20th percentile. Those in a control condition received no feedback. The IMI was again administered to the subjects after their runs. Multivariate and subsequent univariate tests were significant for all four subscale dependent variables (perceived interest-enjoyment, competence, effort, and pressure-tension). Positive feedback enhanced all aspects of intrinsic motivation, whereas negative feedback decreased them. In a further test of cognitive evaluation theory, path analysis results supported the prediction that perceived competence would mediate changes in the other IMI subscales. Taken together, these results clearly support cognitive evaluation theory and also may have important implications regarding motivation for those who administer youth fitness tests.

Extrinsic vs Intrinsic Motivations for Tax Compliance. Evidence from a Randomized Field Experiment in Germany

OpenAIRE

Dwenger, Nadja; Kleven, Henrik; Rasul, Imran; Rincke, Johannes

2014-01-01

Is tax compliance driven only by extrinsic motivations such as deterrence and tax policy or is there also a role for intrinsic motivations such as morals, norms and psychology? Agents may comply based on moral sentiments, social norms, guilt and shame (Andreoni et al. 1998), all of which are non-deterrence driven reasons for compliance. The importance of such intrinsically motivated compliance is hard to study empirically and therefore the least understood. This study uses a unique setting fo...

Testing a self-determination theory model of children’s physical activity motivation: a cross-sectional study

Science.gov (United States)

2013-01-01

Background Understanding children’s physical activity motivation, its antecedents and associations with behavior is important and can be advanced by using self-determination theory. However, research among youth is largely restricted to adolescents and studies of motivation within certain contexts (e.g., physical education). There are no measures of self-determination theory constructs (physical activity motivation or psychological need satisfaction) for use among children and no previous studies have tested a self-determination theory-based model of children’s physical activity motivation. The purpose of this study was to test the reliability and validity of scores derived from scales adapted to measure self-determination theory constructs among children and test a motivational model predicting accelerometer-derived physical activity. Methods Cross-sectional data from 462 children aged 7 to 11 years from 20 primary schools in Bristol, UK were analysed. Confirmatory factor analysis was used to examine the construct validity of adapted behavioral regulation and psychological need satisfaction scales. Structural equation modelling was used to test cross-sectional associations between psychological need satisfaction, motivation types and physical activity assessed by accelerometer. Results The construct validity and reliability of the motivation and psychological need satisfaction measures were supported. Structural equation modelling provided evidence for a motivational model in which psychological need satisfaction was positively associated with intrinsic and identified motivation types and intrinsic motivation was positively associated with children’s minutes in moderate-to-vigorous physical activity. Conclusions The study provides evidence for the psychometric properties of measures of motivation aligned with self-determination theory among children. Children’s motivation that is based on enjoyment and inherent satisfaction of physical activity is

F247. INTERNALIZED STIGMA HAS A STRONGER RELATIONSHIP WITH INTRINSIC MOTIVATION COMPARED TO AMOTIVATION IN EARLY PHASE AND PROLONGED SCHIZOPHRENIA

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Firmin, Ruth; Luther, Lauren; Lysaker, Paul; Vohs, Jennifer

2018-01-01

Abstract Background Motivation deficits predict decreased functioning in schizophrenia. Recent work suggests deficits reflect challenges in separate domains: intrinsic motivation (one’s internal drive to engage in a behavior out of enjoyment or interest) and amotivation (one’s broader decrease in motivated behavior linked to avolition and anhedonia). Internalized stigma is another determinant of functioning for people with schizophrenia that may impact motivation. However, little is known about these relationships, including which aspects of motivation it may impact nor when these links emerge. Identifying the link between these constructs may help to identify whether internalized stigma may be a novel treatment target to facilitate improvements in motivation. Methods Forty adults with early phase schizophrenia and 66 adults with prolonged schizophrenia completed measures of internalized stigma, intrinsic motivation, and amotivation. Pearson’s correlations were examined followed by Fischer’s r-to-z transformations to compare differences in the magnitude of associations between internalized stigma and intrinsic motivation and internalized stigma and amotivation among the first episode and prolonged samples. Next, we conducted stepwise regressions to examine whether internalized stigma was associated with intrinsic motivation above and beyond associations with amotivation in each sample. Results In the early phase sample, the association between internalized stigma was greater with intrinsic motivation (r=-0.48, p=.00) compared to amotivation (r=0.27, p=0.10). Associations with internalized stigma in the prolonged sample were also greater with intrinsic motivation (r=-0.30, p=0.02) versus amotivation (r=0.19, p=0.12). The magnitude of the associations between internalized stigma and intrinsic motivation (z=1.03, p=0.15) and between internalized stigma and amotivation (z=0.41, p = 0.34) did not significantly differ when comparing phase of illness. Regression

The motivational safety helmet : Redesign suggestions improving the intrinsic motivation of construction site workers

NARCIS (Netherlands)

Beldman, T. (Teunis); Boer, de J. (Johannes); Lemmens, P. (Pim); Stilma, M. (Margot)

2014-01-01

In reaction to the lack of intrinsic motivation of construction site workers, to wear their safety helmets at all times, a series of research projects studied causes and possible solutions. Goal is to gain an inspirational discussion to get the design onto the next level. This paper describes a

Factors Affecting Intrinsic Motivation among University Students in Taiwan.

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Tang, Li-Ping Thomas

1990-01-01

Studies the effects of the Protestant work ethic and performance feedback on intrinsic motivation in a sample of Taiwanese university students. Divides subjects into three groups according to work ethic measurement: high, intermediate, and low. Suggests students with a low work ethic exert more effort when challenged. (NL)

Perceptions about exercise and intrinsic motivation of students attending a health-related physical education program.

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Papacharisis, Vassilios; Goudas, Marios

2003-12-01

The present study examined effects of sex, attitude towards physical activity, perceived barriers for participation in physical activity, and students' perception of their parents' participation in physical activity on the intrinsic motivation of students participating in a health related program in physical education. 643 students (303 boys and 340 girls) responded to questionnaires measuring intrinsic motivation, attitudes towards physical activity, perceived barriers to exercise and perceived parents' participation in physical activity. Mean age was 12.9 yr. (SD=1.2, range 11-14 years). Analysis indicated that students' intrinsic motivation towards the program was influenced by perceived barriers to exercise. Sex, attitudes towards physical activity, and perceived parents' participation in physical activity seem to be less important.

Effects of intrinsic motivation on feedback processing during learning.

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DePasque, Samantha; Tricomi, Elizabeth

2015-10-01

Learning commonly requires feedback about the consequences of one's actions, which can drive learners to modify their behavior. Motivation may determine how sensitive an individual might be to such feedback, particularly in educational contexts where some students value academic achievement more than others. Thus, motivation for a task might influence the value placed on performance feedback and how effectively it is used to improve learning. To investigate the interplay between intrinsic motivation and feedback processing, we used functional magnetic resonance imaging (fMRI) during feedback-based learning before and after a novel manipulation based on motivational interviewing, a technique for enhancing treatment motivation in mental health settings. Because of its role in the reinforcement learning system, the striatum is situated to play a significant role in the modulation of learning based on motivation. Consistent with this idea, motivation levels during the task were associated with sensitivity to positive versus negative feedback in the striatum. Additionally, heightened motivation following a brief motivational interview was associated with increases in feedback sensitivity in the left medial temporal lobe. Our results suggest that motivation modulates neural responses to performance-related feedback, and furthermore that changes in motivation facilitate processing in areas that support learning and memory. Copyright © 2015. Published by Elsevier Inc.

Effects of Intrinsic Motivation on Feedback Processing During Learning

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DePasque, Samantha; Tricomi, Elizabeth

2015-01-01

Learning commonly requires feedback about the consequences of one’s actions, which can drive learners to modify their behavior. Motivation may determine how sensitive an individual might be to such feedback, particularly in educational contexts where some students value academic achievement more than others. Thus, motivation for a task might influence the value placed on performance feedback and how effectively it is used to improve learning. To investigate the interplay between intrinsic motivation and feedback processing, we used functional magnetic resonance imaging (fMRI) during feedback-based learning before and after a novel manipulation based on motivational interviewing, a technique for enhancing treatment motivation in mental health settings. Because of its role in the reinforcement learning system, the striatum is situated to play a significant role in the modulation of learning based on motivation. Consistent with this idea, motivation levels during the task were associated with sensitivity to positive versus negative feedback in the striatum. Additionally, heightened motivation following a brief motivational interview was associated with increases in feedback sensitivity in the left medial temporal lobe. Our results suggest that motivation modulates neural responses to performance-related feedback, and furthermore that changes in motivation facilitates processing in areas that support learning and memory. PMID:26112370

Which is the best intrinsic motivation signal for learning multiple skills?

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Vieri Giuliano Santucci

2013-11-01

Full Text Available Humans and other biological agents are able to autonomously learn and cache different skills in the absence of any biological pressure or any assigned task. In this respect, Intrinsic Motivations (i.e. motivations not connected to reward-related stimuli play a cardinal role in animal learning, and can be considered as a fundamental tool for developing more autonomous and more adaptive artificial agents. In this work, we provide an exhaustive analysis of a scarcely investigated problem: which kind of IM reinforcement signal is the most suitable for driving the acquisition of multiple skills in the shortest time? To this purpose we implemented an artificial agent with a hierarchical architecture that allows to learn and cache different skills. We tested the system in a setup with continuous states and actions, in particular, with a cinematic robotic arm that has to learn different reaching tasks. We compare the results of different versions of the system driven by several different intrinsic motivation signals. The results show a that intrinsic reinforcements purely based on the knowledge of the system are not appropriate to guide the acquisition of multiple skills, and b that the stronger the link between the IM signal and the competence of the system, the better the performance.

Inverted U-Shaped Curvilinear Relationship between Challenge and One's Intrinsic Motivation: Evidence from Event-Related Potentials.

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Ma, Qingguo; Pei, Guanxiong; Meng, Liang

2017-01-01

The balance between task demand and one's competence is critical for the maintenance of intrinsic motivation. According to Flow theory and Self-determination theory, optimal challenge gives rise to the maximum intrinsic motivation, and an inverted U-shaped curvilinear relationship between perceived challenge and one's intrinsic motivation is suggested. In order to provide direct experimental evidences for predictions of these theories, in this study, we employed the two-player StopWatch game that we previously designed, which made references to the game format of a badminton tournament. According to our manipulation, a male participant was defeated by the same-sex player paired with him (played by a well-trained confederate of the experimenter) in two matches, one with a wide margin (the complete defeat condition) and another with a narrow one (the near miss condition). Participants performed better and reported to enjoy the near miss match to a greater extent. Besides, an enlarged Stimulus-preceding negativity was elicited when participants were actively anticipating outcomes in the near miss condition, suggesting greater anticipatory attention toward the outcome and an enhanced intrinsic motivation to win. Thus, converging electrophysiological evidences from this study and our former study confirmed the inverted U-shaped curvilinear relationship between perceived challenge and one's intrinsic motivation.

The impact of intrinsic motivation on session attendance and reliable cognitive improvement in cognitive remediation in schizophrenia.

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Bryce, S D; Lee, S J; Ponsford, J L; Lawrence, R J; Tan, E J; Rossell, S L

2018-06-20

Cognitive remediation (CR) is considered a potentially effective method of improving cognitive function in people with schizophrenia. Few studies, however, have explored the role of intrinsic motivation on treatment utilization or training outcomes in CR in this population. This study explored the impact of task-specific intrinsic motivation on attendance and reliable cognitive improvement in a controlled trial comparing CR with a computer game (CG) playing control. Forty-nine participants with schizophrenia or schizoaffective disorder, allocated to 10 weeks of group-based CR (n = 25) or CG control (n = 24), provided complete outcome data at baseline. Forty-three participants completed their assigned intervention. Cognition, psychopathology and intrinsic motivation were measured at baseline and end-treatment. Regression analyses explored the relative contribution of baseline motivation and other clinical factors to session attendance as well as the association of baseline and change in intrinsic motivation with the odds of reliable cognitive improvement (calculated using reliable change indices). Baseline reports of perceived program value were the only significant multivariable predictor of session attendance when including global cognition and psychiatric symptomatology. The odds of reliable cognitive improvement significantly increased with greater improvements in program interest and value from baseline to end-treatment. Motivational changes over time were highly variable between participants. Task-specific intrinsic motivation in schizophrenia may represent an important patient-related factor that contributes to session attendance and cognitive improvements in CR. Regular evaluation and enhancement of intrinsic motivation in cognitively enhancing interventions may optimize treatment engagement and the likelihood of meaningful training outcomes. Copyright © 2018 Elsevier B.V. All rights reserved.

ANTECEDENTS OF INTERPERSONAL COMMUNICATION MOTIVES ON TWITTER: LONELINESS AND LIFE SATISFACTION

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Yoosun Hwang

2014-06-01

Full Text Available As the sharp distinction between face-to-face communication and mediated interpersonal communication is disappearing, Twitter is now being used for private and public exchanges. This study aims to explore interpersonal communication motives on Twitter in relation to individuals’ social psychological states of loneliness and life satisfaction. Social compensation and social-enhancement hypotheses were considered for the theoretical background. Data were gathered from Twitter users through online surveys. Hierarchical regression analyses on each communication motive on Twitter (pleasure, affection, inclusion, escape, relaxation, and control were performed. Results revealed that loneliness negatively affected the motives of pleasure and affection, while life satisfaction positively affected the motives of pleasure, affection, relaxation, and control. The implications of these findings and the meaning of Twitter for interpersonal communication are discussed.

Teacher and Student Intrinsic Motivation in Project-Based Learning

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Lam, Shui-fong; Cheng, Rebecca Wing-yi; Ma, William Y. K.

2009-01-01

In this study we examined the relationship between teacher and student intrinsic motivation in project-based learning. The participants were 126 Hong Kong secondary school teachers and their 631 students who completed evaluation questionnaires after a semester-long project-based learning program. Both teachers and students were asked to indicate…

Intrinsic motivation, performance, and the mediating role of mastery goal orientation: a test of self-determination theory.

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Cerasoli, Christopher P; Ford, Michael T

2014-01-01

Although intrinsic motivation has been linked repeatedly to performance and outcomes, the causal relationship between the two has remained unclear. To explain the link, this study considered the focusing influence of mastery goals. Using a three-wave panel study and hypotheses drawn from self-determination theory and achievement goal theory, the current study sought to clarify the relationships between intrinsic motivation, mastery goal orientation, and performance. Specifically, the current study hypothesized and found that mastery goals mediated (explained) the relationship between intrinsic motivation and performance.

THE BRAIN CORRELATES OF THE EFFECTS OF MONETARY AND VERBAL REWARDS ON INTRINSIC MOTIVATION

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Konstanze eAlbrecht

2014-09-01

Full Text Available Apart from everyday duties, such as doing the laundry or cleaning the house, there are tasks we do for pleasure and enjoyment. We do such tasks, like solving crossword puzzles or reading novels, without any external pressure or force; instead, we are intrinsically motivated: We do the tasks because we enjoy doing them. Previous studies suggest that external rewards, i.e., rewards from the outside, affect the intrinsic motivation to engage in a task: While performance-based monetary rewards are perceived as controlling and induce a business-contract framing, verbal rewards praising one’s competence can enhance the perceived self-determination. Accordingly, the former have been shown to decrease intrinsic motivation, whereas the latter have been shown to increase intrinsic motivation. The present study investigated the neural processes underlying the effects of monetary and verbal rewards on intrinsic motivation in a group of 64 subjects applying functional magnetic resonance imaging (fMRI. We found that, when participants received positive performance feedback, activation in the anterior striatum and midbrain was affected by the nature of the reward; compared to a non-rewarded control group, activation was higher while monetary rewards were administered. However, we did not find a decrease in activation after reward withdrawal. In contrast, we found an increase in activation for verbal rewards: After verbal rewards had been withdrawn, participants showed a higher activation in the aforementioned brain areas when they received success compared to failure feedback. We further found that, while participants worked on the task, activation in the lateral prefrontal cortex was enhanced after the verbal rewards were administered and withdrawn.

Self-handicapping and intrinsic motivation: buffering intrinsic motivation from the threat of failure.

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Deppe, R K; Harackiewicz, J M

1996-04-01

High and low self-handicappers (as measured by E. E. Jones & F. Rhodewalt's [1982] Self-Handicapping Scale) were asked to play a game of pinball (in a competitive or noncompetitive setting) after they had practices as much as they wanted on a related task (thus, not practicing could have served as a self-handicap). High self-handicappers who did not practice much became more involved in the game and subsequently reported enjoying the game more than high self-handicappers who practiced a lot. Furthermore, the effects on enjoyment were mediated by task involvement, suggesting that the protection afforded by self-handicapping affects intrinsic motivation by allowing the individual to become absorbed in the activity instead of focusing on performance concerns. Individuals who self-handicap may be providing themselves with the "breathing room" they need to become absorbed in an activity and to experience the activity as enjoyable.

Academic and Family Conditions Associated with Intrinsic Academic Motivation in Japanese Medical Students: A Pilot Study

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Tanaka, Masaaki; Watanabea, Yasuyoshi

2012-01-01

Objective: Intrinsic academic motivation is one of the most important psychological concepts in education, and it is related to academic outcomes in medical students. This study examined the relationships between academic and family conditions and intrinsic academic motivation. Design: Cross-sectional design. Setting: The study group consisted of…

Examining the relationship between recreational sport participation and intrinsic and extrinsic motivation and amotivation.

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Tsorbatzoudis, Haralambos; Alexandris, Konstantinos; Zahariadis, Panagiotis; Grouios, George

2006-10-01

This study aimed at investigating the effect of motivational dimensions proposed by Pelletier, et al. in 1995, both on sport participation levels and on intention for continuing participation among adult recreational sport participants. Two hundred and fifty-seven adult individuals, who reported participation in some type of sport and physical activity, completed the Sport Motivation Scale and a scale measuring intention. The study provided evidence to suggest that increased motivation leads to increased participation. Amotivation significantly decreased from the least to the most frequent participant groups, while both extrinsic and intrinsic motivation followed the reverse pattern. The results also indicated that increased intrinsic motivation to gain knowledge and accomplishment and extrinsic motivation (introjected regulation) are positively correlated with individuals' intentions to continue participation, while amotivation is negatively related. These results provide limited support for the self-determination theory. Implications for sport participation promotion are discussed.

Job Motivation and Job Satisfaction among Academic Staff in Higher Education

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Gordana Stankovska

2017-05-01

Full Text Available Education is the most important organization of a nation; it plays a significant role in the development of any country. Universities create and cultivate knowledge for the sake of building a modern world. The academic staff is the key resource within higher education institutions. A positive and healthy university structure results in increased academic staff’s job satisfaction and better job motivation. According to this, the main purpose of this research was to investigate the possible relationship between job motivation and job satisfaction among academic staff. The Job Satisfaction Survey (JSS and Job Motivation Questionnaire (JMQ were administered to a sample of 100 (50 males and 50 females university employees. The results indicated that the academic staff was highly motivated with their job. At the same time the results showed that academicians were more satisfied with their salary, co-workers, promotion, operating procedures and supervision, but dissatisfied with fringe benefits, contingent rewards, nature of work and communication. This research offers practical suggestions to the educational institutions and human resource managers on how to pay, promote, retain and maintain equity in the universities.

Exploring Intrinsic and Extrinsic Motivations to Participate in a Crowdsourcing Project to Support Blind and Partially Sighted Students.

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Layas, Fatma; Petrie, Helen

2016-01-01

There have been a number of crowdsourcing projects to support people with disabilities. However, there is little exploration of what motivates people to participate in such crowdsourcing projects. In this study we investigated how different motivational factors can affect the participation of people in a crowdsourcing project to support visually disabled students. We are developing "DescribeIT", a crowdsourcing project to support blind and partially students by having sighted people describe images in digital learning resources. We investigated participants' behavior of the DescribeIT project using three conditions: one intrinsic motivation condition and two extrinsic motivation conditions. The results showed that participants were significantly intrinsically motivated to participate in the DescribeIT project. In addition, participants' intrinsic motivation dominated the effect of the two extrinsic motivational factors in the extrinsic conditions.

Relating specific emotions to intrinsic motivation: on the moderating role of positive and negative emotion differentiation.

Science.gov (United States)

Vandercammen, Leen; Hofmans, Joeri; Theuns, Peter

2014-01-01

Despite the fact that studies on self-determination theory have traditionally disregarded the explicit role of emotions in the motivation eliciting process, research attention for the affective antecedents of motivation is growing. We add to this emerging research field by testing the moderating role of emotion differentiation -individual differences in the extent to which people can differentiate between specific emotions- on the relationship between twelve specific emotions and intrinsic motivation. To this end, we conducted a daily diary study (N = 72) and an experience sampling study (N = 34). Results showed that the relationship between enthusiasm, cheerfulness, optimism, contentedness, gloominess, miserableness, uneasiness (in both studies 1 and 2), calmness, relaxation, tenseness, depression, worry (only in Study 1) on one hand and intrinsic motivation on the other hand was moderated by positive emotion differentiation for the positive emotions and by negative emotion differentiation for the negative emotions. Altogether, these findings suggest that for people who are unable to distinguish between different specific positive emotions the relationship between those specific positive emotions and intrinsic motivation is stronger, whereas the relationship between specific negative emotions and intrinsic motivation is weaker for people who are able to distinguish between the different specific negative emotions. Theoretical and practical implications are discussed.

Relating Specific Emotions to Intrinsic Motivation: On the Moderating Role of Positive and Negative Emotion Differentiation

Science.gov (United States)

Vandercammen, Leen; Hofmans, Joeri; Theuns, Peter

2014-01-01

Despite the fact that studies on self-determination theory have traditionally disregarded the explicit role of emotions in the motivation eliciting process, research attention for the affective antecedents of motivation is growing. We add to this emerging research field by testing the moderating role of emotion differentiation –individual differences in the extent to which people can differentiate between specific emotions– on the relationship between twelve specific emotions and intrinsic motivation. To this end, we conducted a daily diary study (N = 72) and an experience sampling study (N = 34). Results showed that the relationship between enthusiasm, cheerfulness, optimism, contentedness, gloominess, miserableness, uneasiness (in both studies 1 and 2), calmness, relaxation, tenseness, depression, worry (only in Study 1) on one hand and intrinsic motivation on the other hand was moderated by positive emotion differentiation for the positive emotions and by negative emotion differentiation for the negative emotions. Altogether, these findings suggest that for people who are unable to distinguish between different specific positive emotions the relationship between those specific positive emotions and intrinsic motivation is stronger, whereas the relationship between specific negative emotions and intrinsic motivation is weaker for people who are able to distinguish between the different specific negative emotions. Theoretical and practical implications are discussed. PMID:25517984

Relating specific emotions to intrinsic motivation: on the moderating role of positive and negative emotion differentiation.

Directory of Open Access Journals (Sweden)

Leen Vandercammen

Full Text Available Despite the fact that studies on self-determination theory have traditionally disregarded the explicit role of emotions in the motivation eliciting process, research attention for the affective antecedents of motivation is growing. We add to this emerging research field by testing the moderating role of emotion differentiation -individual differences in the extent to which people can differentiate between specific emotions- on the relationship between twelve specific emotions and intrinsic motivation. To this end, we conducted a daily diary study (N = 72 and an experience sampling study (N = 34. Results showed that the relationship between enthusiasm, cheerfulness, optimism, contentedness, gloominess, miserableness, uneasiness (in both studies 1 and 2, calmness, relaxation, tenseness, depression, worry (only in Study 1 on one hand and intrinsic motivation on the other hand was moderated by positive emotion differentiation for the positive emotions and by negative emotion differentiation for the negative emotions. Altogether, these findings suggest that for people who are unable to distinguish between different specific positive emotions the relationship between those specific positive emotions and intrinsic motivation is stronger, whereas the relationship between specific negative emotions and intrinsic motivation is weaker for people who are able to distinguish between the different specific negative emotions. Theoretical and practical implications are discussed.

Gifted Students' Intrinsic and Extrinsic Motivations and Parental Influence on Their Motivation: From the Self-Determination Theory Perspective

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Al-Dhamit, Yahya; Kreishan, Lana

2016-01-01

The aim of this research is to describe and investigate a sample of school gifted students' intrinsic and extrinsic motivations, and the role of their parents in fostering motivational achievements in Jordan. In the study, 122 gifted students were selected to complete a questionnaire (adapted from Pelletier, Fortier and Vallerand et?al.)…

The Effects of Choice on Intrinsic Motivation and Related Outcomes: A Meta-Analysis of Research Findings

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Patall, Erika A.; Cooper, Harris; Robinson, Jorgianne Civey

2008-01-01

A meta-analysis of 41 studies examined the effect of choice on intrinsic motivation and related outcomes in a variety of settings with both child and adult samples. Results indicated that providing choice enhanced intrinsic motivation, effort, task performance, and perceived competence, among other outcomes. Moderator tests revealed the effect…

Reasons for quitting: intrinsic and extrinsic motivation for smoking cessation in a population-based sample of smokers.

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Curry, S J; Grothaus, L; McBride, C

1997-01-01

An intrinsic-extrinsic model of motivation for smoking cessation is extended to a population-based sample of smokers (N = 1,137), using a previously validated Reasons for Quitting (RFQ) scale. Psychometric evaluation of the RFQ replicated the model that includes health concerns and self-control as intrinsic motivation dimensions and immediate reinforcement and social influence as extrinsic motivation dimensions. Compared to volunteers, the population-based sample of smokers reported equivalent health concerns, lower self-control, and higher social influence motivation for cessation. Within the population-based sample, women compared to men were less motivated to quit by health concerns and more motivated by immediate reinforcement; smokers above age 55 expressed lower health concerns and higher self-control motivation than smokers below age 55. Higher baseline levels of intrinsic relative to extrinsic motivation were associated with more advanced stages of readiness to quit smoking and successful smoking cessation at a 12-month follow-up. Among continuing smokers, improvement in stage of readiness to quit over time was associated with significant increases in health concerns and self-control motivation.

The relationship between leadership style and health worker motivation, job satisfaction and teamwork in Uganda.

Science.gov (United States)

Musinguzi, Conrad; Namale, Leticia; Rutebemberwa, Elizeus; Dahal, Aruna; Nahirya-Ntege, Patricia; Kekitiinwa, Adeodata

2018-01-01

Leadership is key to strengthening performance of Health Systems. Leadership styles are important organizational antecedents, especially in influencing employee's motivation, job satisfaction, and teamwork. There is limited research exploring this relationship among health workers in resource-limited settings such as Uganda. The aim of this study was to examine the relationship between transformational, transactional, and laissez-faire leadership styles and motivation, job satisfaction, and teamwork of health workers in Uganda. We conducted a cross-sectional study in 3 geographic regions of Uganda in November 2015, using self-administered questionnaires with 564 health workers from 228 health facilities. Data were collected on health workers' perception of leadership styles displayed by their facility leaders, their level of motivation, job satisfaction, and team work. Using Pearson correlation, relationships among variables were identified and associations of the components of leadership styles with motivation, job satisfaction, and teamwork was found using multivariable logistic regression. Health workers in Uganda preferred leaders who were transformational (62%) compared with being transactional (42%) or laissez-faire (14%). Transformational leadership was positively correlated with motivation ( r =0.32), job satisfaction ( r =0.38), and team work ( r =0.48), while transactional leadership was positively correlated with job satisfaction ( r =0.21) and teamwork ( r =0.18). Motivation was positively associated with leaders who displayed idealized influence-behavior (odds ratio [OR]=3.7; 95% CI, 1.33-10.48) and intellectual stimulation (OR=2.4; 95% CI, 1.13-5.15) but negatively associated with management by exception (OR=0.4; 95% CI, 0.19-0.82). Job satisfaction was positively associated with intellectual stimulation (OR=5.7; 95% CI, 1.83-17.79). Teamwork was positively associated with idealized influence-behavior (OR=1.07-8.57), idealized influence-attributed (OR

Perceptions of intrinsically and extrinsically motivated distance education students of the barriers to persistence

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G. P. Fourie

1998-06-01

Full Text Available The aim of the study was to investigate the influence of intrinsic and extrinsic motivation on the perceptions held by distance education students of the barriers to persistence. A review of the literature on attrition in traditional and distance education and motivation to learn in adults - with specific reference to intrinsic and extrinsic motivation, as well as barriers to persistence - is presented. The "Barriers to Persistence Questionnaire" (BPQ, consisting of 97 items, was developed. It was administered, in combination with Maritz's (1980 86 item "Motivation to Learn Questionnaire" (MLQ to 212 adults enrolled for management development programmes via distance education. Statistically significant differences were found between predominantly intrinsically motivated students and those students who were predominantly extrinsically motivated. The implications of the findings/ as well as the implications for distance education institutions and organisations involved in distance education, are discussed. Opsomming Die doel van die studie was om die invloed van intrinsieke en ekstrinsieke motivering op die persepsies van afstandsonderrigstudente van die hindemisse tot volharding te ondersoek. 'n Literatuuroorsig ten opsigte van slytasie in tradisionele onderrig en afstandsonderrig, asook die rol van motivering in volwasse onderrig - met spesifieke verwysing na intrinsieke en ekstrinsieke motivering, asook die hindemisse tot volharding - is gedoen. Die "Barriers to Persistence Questionnaire" (BPQ is ontwikkel, bestaande uit 97 items. Dit is saam met Maritz (1980 se 86- item "Motivation to Learn Questionnaire" toegepas op 212 volwassenes wat geregistreer is vir bestuursontwikkelingsprogramme via afstandsonderrig. Statisries beduidende verskille is gevind in die persepsies van oorwegend intrinsieke en oorwegend ekstrinsieke studente. Die implikasies van die bevindinge word bespreek, asook implikasies vir afstandsonderrigmstellings en organisasies

Motivation and Satisfaction of Employees in the Workplace

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Rožman Maja

2017-09-01

Full Text Available Background: The aging of the European population is a demographic trend reflected in the ever-growing number of older employees. This paper introduces the importance of motivation and satisfaction in the workplace among age diverse employees in Slovenian companies.

Major Decisions: Motivations for Selecting a Major, Satisfaction, and Belonging

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Soria, Krista M.; Stebleton, Michael

2013-01-01

In this paper, we analyzed the relationship between students' motivations for choosing academic majors and their satisfaction and sense of belonging on campus. Based on a multi-institutional survey of students who attended large, public, research universities in 2009, the results suggest that external extrinsic motivations for selecting a major…

Associations Between Motivation and Mental Health in Sport: A Test of the Hierarchical Model of Intrinsic and Extrinsic Motivation

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Sheehan, Rachel B.; Herring, Matthew P.; Campbell, Mark J.

2018-01-01

Motivation has been the subject of much research in the sport psychology literature, whereas athlete mental health has received limited attention. Motivational complexities in elite sport are somewhat reflected in the mental health literature, where there is evidence for both protective and risk factors for athletes. Notably, few studies have linked motivation to mental health. Therefore, the key objective of this study was to test four mental health outcomes in the motivational sequence posited by the Hierarchical Model of Intrinsic and Extrinsic Motivation: motivational climate → basic psychological needs → motivation → mental health outcomes. Elite team-sport athletes (140 females, 75 males) completed seven psychometric inventories of motivation-related and mental health variables. Overall, the athletes reported positive motivational patterns, with autonomous motivation and task climate being more prevalent than their less adaptive counterparts. Elevated depressive symptoms and poor sleep quality affected nearly half of the cohort. Structural equation modeling supported pathways between motivational climate, basic needs, motivation, and mood, depressive symptoms, sleep quality, and trait anxiety. Specifically, a task climate was positively associated with the three basic psychological needs, and an ego climate was positively associated with competence. Autonomy and relatedness had positive and negative associations with autonomous and controlled forms of motivation, respectively. Controlled motivation regulations were positively associated with the four mental health outcomes. Integrated regulation had a negative association with anxiety, and intrinsic regulation had a positive association with depressive symptoms. These findings highlight the complexities of and interrelations between motivation and mental health among athletes, and support the importance of considering mental health as an outcome of motivation. PMID:29867672

Associations Between Motivation and Mental Health in Sport: A Test of the Hierarchical Model of Intrinsic and Extrinsic Motivation

Directory of Open Access Journals (Sweden)

Rachel B. Sheehan

2018-05-01

Full Text Available Motivation has been the subject of much research in the sport psychology literature, whereas athlete mental health has received limited attention. Motivational complexities in elite sport are somewhat reflected in the mental health literature, where there is evidence for both protective and risk factors for athletes. Notably, few studies have linked motivation to mental health. Therefore, the key objective of this study was to test four mental health outcomes in the motivational sequence posited by the Hierarchical Model of Intrinsic and Extrinsic Motivation: motivational climate → basic psychological needs → motivation → mental health outcomes. Elite team-sport athletes (140 females, 75 males completed seven psychometric inventories of motivation-related and mental health variables. Overall, the athletes reported positive motivational patterns, with autonomous motivation and task climate being more prevalent than their less adaptive counterparts. Elevated depressive symptoms and poor sleep quality affected nearly half of the cohort. Structural equation modeling supported pathways between motivational climate, basic needs, motivation, and mood, depressive symptoms, sleep quality, and trait anxiety. Specifically, a task climate was positively associated with the three basic psychological needs, and an ego climate was positively associated with competence. Autonomy and relatedness had positive and negative associations with autonomous and controlled forms of motivation, respectively. Controlled motivation regulations were positively associated with the four mental health outcomes. Integrated regulation had a negative association with anxiety, and intrinsic regulation had a positive association with depressive symptoms. These findings highlight the complexities of and interrelations between motivation and mental health among athletes, and support the importance of considering mental health as an outcome of motivation.

Associations Between Motivation and Mental Health in Sport: A Test of the Hierarchical Model of Intrinsic and Extrinsic Motivation.

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Sheehan, Rachel B; Herring, Matthew P; Campbell, Mark J

2018-01-01

Motivation has been the subject of much research in the sport psychology literature, whereas athlete mental health has received limited attention. Motivational complexities in elite sport are somewhat reflected in the mental health literature, where there is evidence for both protective and risk factors for athletes. Notably, few studies have linked motivation to mental health. Therefore, the key objective of this study was to test four mental health outcomes in the motivational sequence posited by the Hierarchical Model of Intrinsic and Extrinsic Motivation: motivational climate → basic psychological needs → motivation → mental health outcomes. Elite team-sport athletes (140 females, 75 males) completed seven psychometric inventories of motivation-related and mental health variables. Overall, the athletes reported positive motivational patterns, with autonomous motivation and task climate being more prevalent than their less adaptive counterparts. Elevated depressive symptoms and poor sleep quality affected nearly half of the cohort. Structural equation modeling supported pathways between motivational climate, basic needs, motivation, and mood, depressive symptoms, sleep quality, and trait anxiety. Specifically, a task climate was positively associated with the three basic psychological needs, and an ego climate was positively associated with competence. Autonomy and relatedness had positive and negative associations with autonomous and controlled forms of motivation, respectively. Controlled motivation regulations were positively associated with the four mental health outcomes. Integrated regulation had a negative association with anxiety, and intrinsic regulation had a positive association with depressive symptoms. These findings highlight the complexities of and interrelations between motivation and mental health among athletes, and support the importance of considering mental health as an outcome of motivation.

Level of Intrinsic Motivation of Distance Education Students in e-Learning Environments

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Firat, Mehmet; Kilinç, Hakan; Yüzer, Tevfik Volkan

2018-01-01

According to researches, motivation that initiates and sustains behaviour is one of the most significant components of learning in any environment. Accordingly, level of intrinsic motivation triggers and sustains the interest of the open and distance education students when it comes to learning on their own in e-learning environments. Despite a…

Testing relationships from the hierarchical model of intrinsic and extrinsic motivation using flow as a motivational consequence.

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Kowal, J; Fortier, M S

2000-06-01

The purpose of this study was to test a motivational model based on Vallerand's (1997) Hierarchical Model of Intrinsic and Extrinsic Motivation. This model incorporates situational and contextual motivational variables, and was tested using a time-lagged design. Master's level swimmers (N = 104) completed a questionnaire on two separate occasions. At Time 1, situational social factors (perceptions of success and perceptions of the motivational climate), situational motivational mediators (perceptions of autonomy, competence, and relatedness), situational motivation, and flow were assessed immediately following a swim practice. Contextual measures of these same variables were assessed at Time 2, 1 week later, with the exception of flow. Results of a path analysis supported numerous links in the hypothesized model. Findings are discussed in light of research and theory on motivation and flow.

Are managerial pressure, technological control and intrinsic motivation effective in improving data quality?

International Nuclear Information System (INIS)

Molina, Roger; Unsworth, Kerrie; Hodkiewicz, Melinda; Adriasola, Elisa

2013-01-01

Can data collectors be “pushed” into collecting high quality data or would being “pulled” be more effective? This paper finds that managers should be careful of the degree to which “push” factors, such as managerial pressure and technological input control, are relied upon. While they may be helpful for motivating those data collectors who are not intrinsically motivated, they are either not helpful or may discourage those data collectors who are intrinsically motivated. Instead, self-concordance may act as a longer-term, more stable approach to increasing the motivation of data collectors and thus increasing the quality of data that enter reliability systems. This study uses a sequential mixed-method approach involving interviews with 20 data collectors and a quantitative survey of 109 data collectors in a water utility. It examines the interactive effect of managerial pressure, technological input control and self-concordance on data collection performance

Intrinsic Motivation, Self-Perception, and Their Effects on Black Urban Elementary Students.

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Marchant, Gregory J.

This study examined the effects of specific motivational dimensions and self-perceptions of a group of 47 urban black fourth and fifth grade students on attendance and academic achievement. Each student's responses to a measure of intrinsic and extrinsic motivation and a self-perception inventory were compared to each other and to his or her…

The Positive Effects Extrinsic Motivation Can Have on Intrinsic Motivation in a Math Classroom

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Bilbrey, Joshua

2017-01-01

Faced with meeting the challenges that school districts have for the pass rates set before them by the state many schools have looked for new ways to engage their students and increase competency in the class. Intrinsically motivated students have always been shown to have a higher success rate compared to the students that do not possess this…

[Intrinsic motivation: a new direction of understanding and treatment of schizophrenia?].

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Wertman, Maayan; Grunhaus, Leon; Israeli, David

2013-09-01

While diagnosing schizophrenia, clinicians focus on feeling the quality and nature of the internal motivation of patients. This motivational quality was theoretically conceptualized by Self Determination Theory (SDT). In this article we will review some of the basics of this theory, which focuses on motivational variables assessing behavior on an internal-external axis. Then, we will review prominent findings in the topic of using SDT concepts for the treatment of schizophrenia. The next stage will include a discussion as to the relationship between intrinsic and extrinsic motivators as well as possible neuroanatomy of these behavioral variables. Finally, directions for research will be offered in the field of schizophrenia diagnosis and treatment.

The brain correlates of the effects of monetary and verbal rewards on intrinsic motivation

OpenAIRE

Albrecht, Konstanze; Abeler, Johannes; Weber, Bernd; Falk, Armin

2014-01-01

Apart from everyday duties, such as doing the laundry or cleaning the house, there are tasks we do for pleasure and enjoyment. We do such tasks, like solving crossword puzzles or reading novels, without any external pressure or force; instead, we are intrinsically motivated: we do the tasks because we enjoy doing them. Previous studies suggest that external rewards, i.e., rewards from the outside, affect the intrinsic motivation to engage in a task: while performance-based monetary rewards ar...

THE BRAIN CORRELATES OF THE EFFECTS OF MONETARY AND VERBAL REWARDS ON INTRINSIC MOTIVATION

OpenAIRE

Konstanze eAlbrecht; Johannes eAbeler; Bernd eWeber; Bernd eWeber; Armin eFalk; Armin eFalk

2014-01-01

Apart from everyday duties, such as doing the laundry or cleaning the house, there are tasks we do for pleasure and enjoyment. We do such tasks, like solving crossword puzzles or reading novels, without any external pressure or force; instead, we are intrinsically motivated: We do the tasks because we enjoy doing them. Previous studies suggest that external rewards, i.e., rewards from the outside, affect the intrinsic motivation to engage in a task: While performance-based monetary rewards ar...

Intrinsic and Extrinsic Motivation and Attitudes toward Professional Continuing Education: Implications for the Counselors.

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Drummond, Robert J.; Croll, James C.

1983-01-01

Surveyed 3,266 bankers enrolled in a continuing education program to examine differences in motivation. Results showed the largest group listed future advancement as an intrinsic motivational factor. Those in the extrinsic group listed personal growth as a motivator. Counseling strategies to increase employee self-confidence were also discussed.…

Ethnic Stigma, Academic Anxiety, and Intrinsic Motivation in Middle Childhood

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Gillen-O'Neel, Cari; Ruble, Diane N.; Fuligni, Andrew J.

2011-01-01

Previous research addressing the dynamics of stigma and academics has focused on African American adolescents and adults. The present study examined stigma awareness, academic anxiety, and intrinsic motivation among 451 young (ages 6-11) and diverse (African American, Chinese, Dominican, Russian, and European American) students. Results indicated…

Extrinsic Rewards and Intrinsic Motivation in Education: Reconsidered Once Again.

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Deci, Edward L.; Koestner, Richard; Ryan, Richard M.

2001-01-01

Reviews the results of a meta analysis (E. Deci, R. Koestner, and R. Ryan, 1999) that shows that tangible extrinsic rewards do have a substantial undermining effect on intrinsic motivation. Discusses results, which support cognitive evaluation theory, in terms of their relevance for educational practice. (SLD)

Measuring Adjunct Instructor Job Satisfaction by Using Herzberg's Motivation-Hygiene Theory

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Dickens, Durrell

2011-01-01

This study was designed to use Herzberg's motivation-hygiene theory to investigate the different levels of job satisfaction among adjunct college instructors at eight institutions of higher education located in southeast Texas. Differences in job satisfaction were measured by instructor gender, ethnicity, age, teaching experience, type of course…

Nurturing gerontology students' intrinsic motivation to cocreate: The design of a powerful learning environment.

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Jukema, Jan S; Veerman, Mieke; Van Alphen, Jacqueline; Visser, Geraldine; Smits, Carolien; Kingma, Tineke

2017-09-21

Professionals such as gerontologists play an important role in the design, development and implementation of age-friendly services. and products, by using working methods and principles of co-creation. A Dutch undergraduate applied gerontology programme aims to train students in the why, how and what of co-creation. The degree to which students are intrinsically motivated to develop competencies depends on how their psychological needs are met. These needs are autonomy, an awareness of competence and a sense of relatedness, as described in the self-determination theory. To nurture the intrinsic motivation of the applied gerontology students, a realistic, powerful learning environment called the Living Lab Applied Gerontology was designed and implemented. The aim of this paper is to present the design of this powerful learning environment and to discuss its value for nurturing the students' intrinsic motivation for co-creation. Based on a focus group with eight students, we identify directions for further research and development of living labs.

Work motivation and job satisfaction of health workers in urban and rural areas.

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Grujičić, Maja; Jovičić-Bata, Jelena; Rađen, Slavica; Novaković, Budimka; Šipetić-Grujičić, Sandra

2016-08-01

Motivated and job satisfied health professionals represent a basis of success of modern health institutions. The aim of this study was to investigate whether there was a difference in work motivation and job satisfaction between health workers in urban and rural areas in the region of Central Serbia. The study included 396 health professionals from urban setting, and 436 from a rural area, employed in four randomly selected health facilities. An anonymous questionnaire was used for data gathering. Statistical analysis was performed using χ2, Student t-test, Spearman's correlation coefficient, and logistic regression analysis. Urban health professionals were significantly more motivated and job satisfied than respondents from rural area. In relation to work motivation factors and job satisfaction of health professionals in urban and rural areas, there were no significant differences in working conditions and current equipment, and in terms of job satisfaction there were no significant differences in relation to income either. In order to increase the level of work motivation and job satisfaction of health workers in rural areas, apart from better income, they should get more assistance and support from their supervisors, and awards for good job performance; interpersonal relationships, promotion and advancement opportunities, managerial performance and cooperation at work should be improved; employment security should be provided, as well as more independence at work, with professional supervision of health workers.

Indicators of motivation and employee satisfaction in public enterprise: Case study of PE 'Post of Serbia'

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Urošević Snežana

2016-01-01

Full Text Available To motivate employees and create conditions for their satisfaction is one of the most important tasks of management aiming to create a successful organization. Employee satisfaction can lead to greater support of employees in achieving goals of the organization and creating a wider and larger market of products and services and higher profits. The paper's objective was to examine key elements that influence satisfaction and motivation of the employees in public sector, i.e. in PE 'Post of Serbia'. Public and private companies are different in material incentives which they provide to their employees, in fact public companies do not provide them, but are replaced by other factors of motivation and satisfaction, such as security. The paper also analyses the interactions between demographic factors-level of qualifications, years of work experience and age, on perception of satisfaction and motivation of employees as well as the consequences of these relations. Perception of satisfaction and motivation of employees is analyzed by using the responses of employees on questions divided into six groups: material conditions, safety, acceptance and social component, respect and status, self-confirmation and loyalty. The research uses the questionnaire methodology to collect data and it includes 31 questions regarding the satisfaction and motivation of the employees and demographic questions. The statistical analysis of the survey results provides the information on this area's condition in Serbia, and first of all it points out the key elements of possible improvements. Instruments for collecting data used in this paper and data analysis gained in this way represent the very useful mechanism for helping the management to achieve better motivated and satisfied employees.

The relationship between leadership style and health worker motivation, job satisfaction and teamwork in Uganda

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Musinguzi, Conrad; Namale, Leticia; Rutebemberwa, Elizeus; Dahal, Aruna; Nahirya-Ntege, Patricia; Kekitiinwa, Adeodata

2018-01-01

Background Leadership is key to strengthening performance of Health Systems. Leadership styles are important organizational antecedents, especially in influencing employee’s motivation, job satisfaction, and teamwork. There is limited research exploring this relationship among health workers in resource-limited settings such as Uganda. The aim of this study was to examine the relationship between transformational, transactional, and laissez-faire leadership styles and motivation, job satisfaction, and teamwork of health workers in Uganda. Method We conducted a cross-sectional study in 3 geographic regions of Uganda in November 2015, using self-administered questionnaires with 564 health workers from 228 health facilities. Data were collected on health workers’ perception of leadership styles displayed by their facility leaders, their level of motivation, job satisfaction, and team work. Using Pearson correlation, relationships among variables were identified and associations of the components of leadership styles with motivation, job satisfaction, and teamwork was found using multivariable logistic regression. Results Health workers in Uganda preferred leaders who were transformational (62%) compared with being transactional (42%) or laissez-faire (14%). Transformational leadership was positively correlated with motivation (r=0.32), job satisfaction (r=0.38), and team work (r=0.48), while transactional leadership was positively correlated with job satisfaction (r=0.21) and teamwork (r=0.18). Motivation was positively associated with leaders who displayed idealized influence-behavior (odds ratio [OR]=3.7; 95% CI, 1.33–10.48) and intellectual stimulation (OR=2.4; 95% CI, 1.13–5.15) but negatively associated with management by exception (OR=0.4; 95% CI, 0.19–0.82). Job satisfaction was positively associated with intellectual stimulation (OR=5.7; 95% CI, 1.83–17.79). Teamwork was positively associated with idealized influence-behavior (OR=1.07–8

Are intrinsic motivational factors of work associated with functional incapacity similarly regardless of the country?

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Väänänen, A; Pahkin, K; Huuhtanen, P; Kivimäki, M; Vahtera, J; Theorell, T; Kalimo, R

2005-10-01

Many psychosocial models of wellbeing at work emphasise the role of intrinsic motivational factors such as job autonomy, job complexity, and innovativeness. However, little is known about whether the employees of multinational enterprises differ from country to country with regard to intrinsic motivational factors, and whether these factors are associated with wellbeing similarly in the different countries. The purpose of this study was to examine the level of intrinsic motivational factors and their impact on functional incapacity in different countries in a multinational corporation. In 2000, data were collected from a globally operating corporation with a questionnaire survey. The participants were 13 795 employees (response rate 59%; 56% under age 45; 80% men; 61% blue collar employees), who worked in similar industrial occupations in five countries (Canada, China, Finland, France, and Sweden). The Chinese employees reported higher autonomy and lower complexity at work than the employees from the other countries. After adjustment for age, sex, socioeconomic status, and physical work environment, job autonomy, and job complexity at work were associated with functional incapacity in most countries, whereas in China the impact was significantly stronger. In Finland and in China employees with low innovativeness at work were more prone to functional incapacity than corresponding employees in other countries. The level of intrinsic motivational factors varied between the Chinese employees and those in other countries. In line with theoretical notions, the relation between intrinsic motivational factors of work and functional incapacity followed a similar pattern in the different countries. However, these country specific results show that a culture specific approach to employee wellbeing should also be applied.

Future engineers: the intrinsic technology motivation of secondary school pupils

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Jones, Lewis C. R.; McDermott, Hilary J.; Tyrer, John R.; Zanker, Nigel P.

2018-07-01

The supply of students motivated to study engineering in higher education is critical to the sector. Results are presented from the 'Mindsets STEM Enhancement Project'. Fifty-seven new resources packs, designed to improve STEM education in Design and Technology, were given to schools across London. A modified Intrinsic Motivation Inventory questionnaire measured pupils' (n = 458) motivation towards technology. The results show that although pupils have positive reactions to the technology content within Design and Technology lessons, the type of STEM resources and lessons created through the project had made no significant difference on pupils' interest/enjoyment towards technology. This suggests stand-alone resources do not improve pupil motivation. The impact of this work to engineering higher education is that the existing levels and the inability to improve pupil motivation in technology at school could be a factor affecting the pursuit of a technology or engineering related education or career.

The Longitudinal Analysis of Elementary School Pupils’ Science Competition Experience, Intrinsic Motivation and Creativity Growth

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Chia-Chun Hsiao

2014-12-01

Full Text Available Comparing students who have participated in Taiwan International Science Fair and those who have not, this study aims to understand the creativity development between the ones with creativity trainings for participating in the Fair and the ones who did not participate in science fair and did not receive any related trainings. Furthermore, this study intends to investigate the effects of intrinsic motivation on the development of creativity between the two groups. From National Taiwan Science Education Center, 208 student participants of the 41st-50th Fair and 871 non-participants were sampled through their teachers who voluntarily participated in this study. With growth model analysis in Hierarchical Linear Modeling, individual differences in scientific creativity between science fair participants and non-participants were found and its growth was developed distinctively. Students who participated in Taiwan International Science Fair presented downward development in scientific creativity and then upward, while the non-participants revealed upward then downward development. In regard to intrinsic motivation, science fair participants showed positive effects of Self-efficacy and Internal value on creativity, while their intrinsic motivation presents moderating effects on the rapid growth of creativity. Contrarily, intrinsic motivation did not appear to have any effects on non-participants. Based on the research outcomes, relevant suggestions are further proposed.

Visitors’ Motivations, Satisfaction and Loyalty Towards Castro Marim Medieval Fair

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Iolanda Márcia Barbeitos

2014-03-01

Full Text Available The study tests the relationship between motivation, satisfaction, and loyalty using a structural equation model. Data have been collected through a questionnaire applied to visitors attending a local festival, Castro Marim Medieval Fair, which hosts every year between 45.000 and 60.000 visitors. Results show that satisfaction towards controlled variables of the event within the venue’s boundaries, such as animation, gastronomy, and handicraft, influences visitors’ overall satisfaction towards the event. On the other hand, they also reveal a direct relationship between overall satisfaction and loyalty. The study contributes to a better understanding of visitors’ behaviour and provides useful guidance to festival ideation and design.

The Mediating Effect of Intrinsic Motivation to Learn on the Relationship between Student´s Autonomy Support and Vitality and Deep Learning.

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Núñez, Juan L; León, Jaime

2016-07-18

Self-determination theory has shown that autonomy support in the classroom is associated with an increase of students' intrinsic motivation. Moreover, intrinsic motivation is related with positive outcomes. This study examines the relationships between autonomy support, intrinsic motivation to learn and two motivational consequences, deep learning and vitality. Specifically, the hypotheses were that autonomy support predicts the two types of consequences, and that autonomy support directly and indirectly predicts the vitality and the deep learning through intrinsic motivation to learn. Participants were 276 undergraduate students. The mean age was 21.80 years (SD = 2.94). Structural equation modeling was used to test the relationships between variables and delta method was used to analyze the mediating effect of intrinsic motivation to learn. Results indicated that student perception of autonomy support had a positive effect on deep learning and vitality (p motivation to learn. These findings suggest that teachers are key elements in generating of autonomy support environment to promote intrinsic motivation, deep learning, and vitality in classroom. Educational implications are discussed.

Promoting Career Preparedness and Intrinsic Work-Goal Motivation: RCT Intervention

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Salmela-Aro, Katariina; Mutanen, Pertti; Vuori, Jukka

2012-01-01

We examined the role of an in-company training program aimed at enhancing employees' intrinsic work-goal motivation by increasing their career preparedness in a randomized field experimental study. The program activities were implemented using an organization-level two-trainer model with trainers from the human resources management and…

PROGNOSTICATORS OF JOB SATISFACTION FOR FACULTY IN UNIVERSITIES

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Jawwad AHMAD

2012-01-01

Full Text Available This study examines job satisfaction of teaching faculty working in universities at Pakistan. The study investigates job satisfaction in perspective of gender; organizational commitment; intrinsic and extrinsic rewards; organizational fairness; quality of coworkers’ integration; organizational fairness; and diversity. Data was collected from 203 respondents of 8 public and private sector teaching faculty members. Chi-Square Test, correlation and Ordinary least squares (OLS regression are used to test hypotheses. It is found that there is no significant difference between job satisfaction levels in context of gender; however, extrinsic rewards are primary motivators for job satisfaction of teaching faculty.

The Relationship between Motivation and Job Satisfaction of ...

African Journals Online (AJOL)

This study was conducted to investigate the impact of motivation on job satisfaction of retail business managers. To achieve this purpose, research questions were raised, hypotheses were formulated, and relevant literatures were reviewed. The population for this study consisted of managers of UAC Nigeria. In order to ...

The relationship between leadership style and health worker motivation, job satisfaction and teamwork in Uganda

Directory of Open Access Journals (Sweden)

Musinguzi C

2018-04-01

Full Text Available Conrad Musinguzi,1 Leticia Namale,1 Elizeus Rutebemberwa,2 Aruna Dahal,1 Patricia Nahirya-Ntege,1 Adeodata Kekitiinwa1 1Directorate of Health Systems Strengthening, Baylor College of Medicine Children’s Foundation, Kampala, Uganda; 2Department of Health Policy, Planning and Management, School of Public Health Uganda, College of Health Sciences, Makerere University, Kampala, Uganda Background: Leadership is key to strengthening performance of Health Systems. Leadership styles are important organizational antecedents, especially in influencing employee’s motivation, job satisfaction, and teamwork. There is limited research exploring this relationship among health workers in resource-limited settings such as Uganda. The aim of this study was to examine the relationship between transformational, transactional, and laissez-faire leadership styles and motivation, job satisfaction, and teamwork of health workers in Uganda. Method: We conducted a cross-sectional study in 3 geographic regions of Uganda in November 2015, using self-administered questionnaires with 564 health workers from 228 health facilities. Data were collected on health workers’ perception of leadership styles displayed by their facility leaders, their level of motivation, job satisfaction, and team work. Using Pearson correlation, relationships among variables were identified and associations of the components of leadership styles with motivation, job satisfaction, and teamwork was found using multivariable logistic regression. Results: Health workers in Uganda preferred leaders who were transformational (62% compared with being transactional (42% or laissez-faire (14%. Transformational leadership was positively correlated with motivation (r=0.32, job satisfaction (r=0.38, and team work (r=0.48, while transactional leadership was positively correlated with job satisfaction (r=0.21 and teamwork (r=0.18. Motivation was positively associated with leaders who displayed idealized

[Which factors influence job satisfaction and motivation in an institute of radiology?].

Science.gov (United States)

Unterweger, M; Imhof, S; Mohr, H; Römpler, M; Kubik-Huch, R A

2007-08-29

As empirically shown, increasing job satisfaction and motivations correlates with reduced job fluctuation and costs of absenteeism in an organisation. To provide a motivating environment for employees becomes more important in the health-care system and thus also in radiology. The purpose of our study was therefore to evaluate job satisfaction of our team and to define important influencing factors. For data collection, as standardized questionnaire was designed. As a result of a discussion in a focus group, 9 indicators characterizing job satisfaction and motivation were determined (four-point ordinal scale), in addition there were open questions as well as space for comments. The questionnaires were distributed to all employees at the institute during the study period 11/2005. It was assured in the study design that data analysis was anonymous. For statistical analysis, all replies were coded (scale 1-4) and transferred to an excel sheet. Rate of return was 92% (46/50). In general, employees enjoyed work (mean 3.37 +/- 0.5); no significant difference between physicians, technicians and other staff members were observed. Factors most important for personal motivation were good working climate (3.85 +/- 0.4), good reputation of the institute (3.56 +/- 0.8) and personal recognition (3.54 +/- 0.6). Wage raise (3.01 +/- 0.9) and bonus payments (3.11 +/- 0.9) were rated less important. Communication between groups of employees could be improved (2.78 +/- 0.7). When asked, which factors would improve motivation, common answer included teamwork and communication (n = 9), more participation in planning processes (n = 8), more appreciation (n = 7) and continuing education (n = 5). Profound knowledge of factors influencing job satisfaction and motivation of employees allows for the implementation of targeted strategies for continuous improvement.

Lessons with Living Harvest Mice: An empirical study of their effects on intrinsic motivation and knowledge acquisition

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Wilde, Matthias; Hußmann, Jona Samuel; Lorenzen, Simone; Meyer, Annika; Randler, Christoph

2012-12-01

The aim of this study was to evaluate the effects of living animals on pupils' intrinsic motivation and knowledge. Various studies from the late 1970s and 1980s stress the high effectiveness of authentic learning experiences in pupils' knowledge acquisition. However, there are only few current empirical studies on this topic. The research question of our study is to assess whether the use of living animals in the biology classroom supports intrinsic motivation and knowledge acquisition. In a pre-/post-test design, 185 fifth graders received two different treatments: the experimental group (N = 74) was taught with living harvest mice (Micromys minutus) and the control group (N = 111) received lessons with the same content which was presented in short film clips on laptop computers. Knowledge acquisition was assessed with open-ended and closed questions, while intrinsic motivation was tested with an adapted version of the Intrinsic Motivation Inventory (IMI). There were no differences in knowledge acquisition between the treatments. However, the results of the IMI showed significant differences in favour of the experimental group in interest/enjoyment, perceived competence, and perceived autonomy. Thus, living animals exert a positive influence on motivation.

Alcohol-related problems and life satisfaction predict motivation to change among mandated college students.

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Diulio, Andrea R; Cero, Ian; Witte, Tracy K; Correia, Christopher J

2014-04-01

The present study investigated the role specific types of alcohol-related problems and life satisfaction play in predicting motivation to change alcohol use. Participants were 548 college students mandated to complete a brief intervention following an alcohol-related policy violation. Using hierarchical multiple regression, we tested for the presence of interaction and quadratic effects on baseline data collected prior to the intervention. A significant interaction indicated that the relationship between a respondent's personal consequences and his/her motivation to change differs depending upon the level of concurrent social consequences. Additionally quadratic effects for abuse/dependence symptoms and life satisfaction were found. The quadratic probes suggest that abuse/dependence symptoms and poor life satisfaction are both positively associated with motivation to change for a majority of the sample; however, the nature of these relationships changes for participants with more extreme scores. Results support the utility of using a multidimensional measure of alcohol related problems and assessing non-linear relationships when assessing predictors of motivation to change. The results also suggest that the best strategies for increasing motivation may vary depending on the types of alcohol-related problems and level of life satisfaction the student is experiencing and highlight potential directions for future research. Copyright © 2014. Published by Elsevier Ltd.

Motivation and Job Satisfaction of Catholic School Teachers

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Convey, John J.

2014-01-01

This article examines the relationship between Catholic school teachers' motivation and job satisfaction. The data are derived from a survey of 716 teachers in Catholic elementary and secondary schools in three dioceses in the US (Atlanta, GA; Biloxi, MS; and Cheyenne, WY). The school's academic philosophy and its environment were important…

Intention to Be Physically Active after School Graduation and Its Relationship to Three Types of Intrinsic Motivation

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Hein, Vello; Muur, Maret; Koka, Andre

2004-01-01

In this article the relationships between three different types of intrinsic motivation and students' intention to be physically active after school graduation were examined. The participants were 400 school children aged 14-18 years. The modified version of SMS was used to measure the three different types of intrinsic motivation. The intention…

Identification with Academics, Intrinsic/Extrinsic Motivation, and Self-Efficacy as Predictors of Cognitive Engagement

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Walker, Christopher O.; Greene, Barbara A.; Mansell, Robert A.

2006-01-01

Examined were several theoretically important relations among motivational characteristics of students that are malleable, or changeable with intervention. The motivational construct identification with academics, which includes perceptions of belonging and valuing within an academic context, was investigated along with intrinsic/extrinsic…

Twelve tips to stimulate intrinsic motivation in students through autonomy-supportive classroom teaching derived from self-determination theory.

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Kusurkar, R A; Croiset, G; Ten Cate, Th J

2011-01-01

Self-determination theory (SDT) of motivations distinguishes between intrinsic and extrinsic motivations. Intrinsic motivation is observed when one engages in an activity out of genuine interest and is truly self-determined. Intrinsic motivation is the desired type of motivation for study as it is associated with deep learning, better performance and positive well-being in comparison to extrinsic motivation. It is dependent on the fulfilment of three basic psychological needs described by SDT. These are the needs for autonomy, competence and relatedness. According to SDT, autonomy-supportive teaching is important, because it makes students feel autonomous and competent in their learning and also supported (relatedness) by their teachers. The concept of autonomy-supportive teaching is relevant to medical education, but less known. Through this article, we aim to make this concept understood and practically used by medical teachers. We used SDT literature as a basis to formulate these 12 tips. We present 12 practical tips derived from SDT, for teachers in health professions, on how to engage in autonomy-supportive teaching behaviours in order to stimulate intrinsic motivation in their students. These tips demonstrate that it is not difficult to engage in autonomy-supportive teaching behaviour. It can be learned through practice and self-reflection on teaching practices.

Intrinsic and extrinsic motivation as predictors of work effort: The moderating role of achievement goals

OpenAIRE

Dysvik, Anders; Kuvaas, Bård

2013-01-01

This is the accepted, refereed and final manuscript to the article This research explored the roles of intrinsic and extrinsic motivation and the 2 x 2 model of achievement goals as predictors of increased work effort. A cross-lagged field study was conducted among 1,441 employees from three large Norwegian service organizations across a 10-month time span. The results showed that the relationship between intrinsic motivation and increased work effort was more positive for employees with h...

Work motivation and job satisfaction of health workers in urban and rural areas

Directory of Open Access Journals (Sweden)

Grujičić Maja

2016-01-01

Full Text Available Background/Aim. Motivated and job satisfied health professionals represent a basis of success of modern health institutions. The aim of this study was to investigate whether there was a difference in work motivation and job satisfaction between health workers in urban and rural areas in the region of Central Serbia. Methods. The study included 396 health professionals from urban setting, and 436 from a rural area, employed in four randomly selected health facilities. An anonymous questionnaire was used for data gathering. Statistical analysis was performed using χ2, Student t-test, Spearman's correlation coefficient, and logistic regression analysis. Results. Urban health professionals were significantly more motivated and job satisfied than respondents from rural area. In relation to work motivation factors and job satisfaction of health professionals in urban and rural areas, there were no significant differences in working conditions and current equipment, and in terms of job satisfaction there were no significant differences in relation to income either. Conclusion. In order to increase the level of work motivation and job satisfaction of health workers in rural areas, apart from better income, they should get more assistance and support from their supervisors, and awards for good job performance; interpersonal relationships, promotion and advancement opportunities, managerial performance and cooperation at work should be improved; employment security should be provided, as well as more independence at work, with professional supervision of health workers.

Satisfaction, Motivation, and Retention in Academic Faculty Incentive Compensation Systems: A CERA Survey.

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Willis, Deanna; Williams, Jane; Gebke, Kevin; Bergus, George

2018-02-01

The use of incentive compensation in academic family medicine has been a topic of interest for many years, yet little is known about the impact of these systems on individual faculty members. Better understanding is needed about the relationship of incentive compensation systems (ICSs) to ICS satisfaction, motivation, and retention among academic family medicine faculty. The Council of Academic Family Medicine (CAFM) Educational Research Alliance (CERA) conducted a nationwide survey of its members in 2013. This study reports the results of the incentive compensation question subset of the larger omnibus survey. The overall response rate was 53%. The majority (70% [360/511]) of academic faculty reported that they are eligible for some type of incentive compensation. The faculty reported moderate satisfaction, with only 38% being satisfied or highly satisfied with their ICS. Overall mean motivation and intent to remain in their current position were similar. The percentage of total income available as an incentive explained less than 10% of the variance of those outcomes. Faculty perceptions of appropriateness of the measures, understanding of the measurement and reward systems, and perception of due process are all related to satisfaction with the ICS, motivation, and retention. ICSs are common in academic family medicine, yet most faculty do not find them to motivate their choice of activities or promote staying in their current position. Design and implementation are both important in promoting faculty satisfaction with the ICS, motivation, and retention.

Gameplay as a source of intrinsic motivation in a randomized controlled trial of auditory training for tinnitus.

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Hoare, Derek J; Van Labeke, Nicolas; McCormack, Abby; Sereda, Magdalena; Smith, Sandra; Al Taher, Hala; Kowalkowski, Victoria L; Sharples, Mike; Hall, Deborah A

2014-01-01

Previous studies of frequency discrimination training (FDT) for tinnitus used repetitive task-based training programmes relying on extrinsic factors to motivate participation. Studies reported limited improvement in tinnitus symptoms. To evaluate FDT exploiting intrinsic motivations by integrating training with computer-gameplay. Sixty participants were randomly assigned to train on either a conventional task-based training, or one of two interactive game-based training platforms over six weeks. Outcomes included assessment of motivation, tinnitus handicap, and performance on tests of attention. Participants reported greater intrinsic motivation to train on the interactive game-based platforms, yet compliance of all three groups was similar (∼ 70%) and changes in self-reported tinnitus severity were not significant. There was no difference between groups in terms of change in tinnitus severity or performance on measures of attention. FDT can be integrated within an intrinsically motivating game. Whilst this may improve participant experience, in this instance it did not translate to additional compliance or therapeutic benefit. ClinicalTrials.gov NCT02095262.

A Mixed Methods Study on Developing Low-Income Kindergarten Students' Intrinsic Reading Motivation

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Brady, Kara J.

2017-01-01

The purpose of this mixed methods study was to determine how the effects of kindergarten teachers' evidence-based literacy instructional practices impact the development of low-income kindergarten students' intrinsic reading motivation. The research questions are: (a) What are kindergarten teachers' perceptions of students' intrinsic reading…

Intrinsic Motivation, Perceived Competence, and Gender in a Controlling Situation.

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Farabee, David; And Others

Deci and Ryan's (1975, 1980) cognitive evaluation theory viewed intrinsic motivation as a function of perceived competence and personal causation. Deci and Ryan also proposed that people tend to perceive competitive situations as controlling. Gender differences were used by Deci and Olson (1989) to explain the findings by Ryan and Deci (1986) that…

The Dutch queen’s day event : How subjective experience mediates the relationship between motivation and satisfaction

NARCIS (Netherlands)

de Geus, S.; Richards, G.W.; Toepoel, V.

2013-01-01

Purpose The purpose of this paper is to clarify the relationship between subjective experience of an event, motivational style for participating and satisfaction afterwards. It proposes that subjective experience of positive affect acts as a mediator between motivation and satisfaction.

Self-controlled learning benefits: exploring contributions of self-efficacy and intrinsic motivation via path analysis.

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Ste-Marie, Diane M; Carter, Michael J; Law, Barbi; Vertes, Kelly; Smith, Victoria

2016-09-01

Research has shown learning advantages for self-controlled practice contexts relative to yoked (i.e., experimenter-imposed) contexts; yet, explanations for this phenomenon remain relatively untested. We examined, via path analysis, whether self-efficacy and intrinsic motivation are important constructs for explaining self-controlled learning benefits. The path model was created using theory-based and empirically supported relationships to examine causal links between these psychological constructs and physical performance. We hypothesised that self-efficacy and intrinsic motivation would have greater predictive power for learning under self-controlled compared to yoked conditions. Participants learned double-mini trampoline progressions, and measures of physical performance, self-efficacy and intrinsic motivation were collected over two practice days and a delayed retention day. The self-controlled group (M = 2.04, SD = .98) completed significantly more skill progressions in retention than their yoked counterparts (M = 1.3, SD = .65). The path model displayed adequate fit, and similar significant path coefficients were found for both groups wherein each variable was predominantly predicted by its preceding time point (e.g., self-efficacy time 1 predicts self-efficacy time 2). Interestingly, the model was not moderated by group; thus, failing to support the hypothesis that self-efficacy and intrinsic motivation have greater predictive power for learning under self-controlled relative to yoked conditions.

Need satisfaction and employees' recovery state at work: A daily diary study.

Science.gov (United States)

van Hooff, Madelon L M; Geurts, Sabine A E

2015-07-01

The present study aimed to advance insight in the associations between employees' daily effort expenditure at work and their recovery state during the workday, and specifically focused on the role of daily work-related need satisfaction in this process. We examined (a) if high intrinsic work motivation and low self-control effort act as mediating mechanisms underlying the beneficial role of need satisfaction, and (b) to what extent need satisfaction mitigates the adverse effects of high job demands (work pressure and cognitive demands) on employee recovery. Data were collected by means of a 5-day daily diary study (2 measurements daily: in the morning before work, and at the end of the workday) among 68 participants. Multilevel analyses showed that need satisfaction at work was related to a beneficial recovery state at the end of the workday, and that this association was mediated by high intrinsic work motivation and low self-control effort. Furthermore, need satisfaction attenuated the adverse effects of high work pressure on employee recovery. All in all, this study increased our understanding of employees' daily effort and recovery processes at work, and highlighted the beneficial role of need satisfaction at work. (c) 2015 APA, all rights reserved).

Do points, levels and leaderboards harm intrinsic motivation? An empirical analysis of common gamification elements

DEFF Research Database (Denmark)

Mekler, Elisa D.; Brühlmann, Florian; Opwis, Klaus

2013-01-01

It is heavily debated within the gamification community whether specific game elements may actually undermine users' intrinsic motivation. This online experiment examined the effects of three commonly employed game design elements - points, leaderboard, levels - on users' performance, intrinsic...

The effects of health worker motivation and job satisfaction on turnover intention in Ghana: a cross-sectional study.

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Bonenberger, Marc; Aikins, Moses; Akweongo, Patricia; Wyss, Kaspar

2014-08-09

Motivation and job satisfaction have been identified as key factors for health worker retention and turnover in low- and middle-income countries. District health managers in decentralized health systems usually have a broadened 'decision space' that enables them to positively influence health worker motivation and job satisfaction, which in turn impacts on retention and performance at district-level. The study explored the effects of motivation and job satisfaction on turnover intention and how motivation and satisfaction can be improved by district health managers in order to increase retention of health workers. We conducted a cross-sectional survey in three districts of the Eastern Region in Ghana and interviewed 256 health workers from several staff categories (doctors, nursing professionals, allied health workers and pharmacists) on their intentions to leave their current health facilities as well as their perceptions on various aspects of motivation and job satisfaction. The effects of motivation and job satisfaction on turnover intention were explored through logistic regression analysis. Overall, 69% of the respondents reported to have turnover intentions. Motivation (OR = 0.74, 95% CI: 0.60 to 0.92) and job satisfaction (OR = 0.74, 95% CI: 0.57 to 0.96) were significantly associated with turnover intention and higher levels of both reduced the risk of health workers having this intention. The dimensions of motivation and job satisfaction significantly associated with turnover intention included career development (OR = 0.56, 95% CI: 0.36 to 0.86), workload (OR = 0.58, 95% CI: 0.34 to 0.99), management (OR = 0.51. 95% CI: 0.30 to 0.84), organizational commitment (OR = 0.36, 95% CI: 0.19 to 0.66), and burnout (OR = 0.59, 95% CI: 0.39 to 0.91). Our findings indicate that effective human resource management practices at district level influence health worker motivation and job satisfaction, thereby reducing the likelihood for

Using Photostory, MovieMaker and Voki to motivate Danish Upper Secondary Students to learn German language and culture – An empirical qualitative study of students’ perceived intrinsic motivation

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Lisbet Pals Svendsen

2014-11-01

Full Text Available Foreign language and culture learning suffers from a bad image in Danish Upper Secondary schools and German is not an exception. It means that the majority of Danish Upper Secondary school students are not particularly interested in learning the language. Therefore, intrinsic motivation plays a pivotal role in German language and culture learning in Denmark. One didactic initiative proposed to remedy the lack of intrinsic motivation is the introduction of various ICT (Information and Communication Technology tools. This is the background for the research described in this article. Our study which was conducted on the basis of semi-structured focus group interviews with n=50 high school students and n=2 high school teachers shows that the ICT tools Photostory, MovieMaker and Voki indeed have an influence on students’ perceived intrinsic motivation in connection with German language and culture learning. Depending on the nature of the tool, our thematic analysis indicates that such tools facilitate different aspects of perceived intrinsic motivation. Still, our study shows that the tools have a limited effect on perceived intrinsic motivation, unless they are addressed and used strategically in the proper pedagogical context.

Using Photostory, MovieMaker and Voki to motivate Danish Upper Secondary Students to learn German language and culture – An empirical qualitative study of students’ perceived intrinsic motivation

Directory of Open Access Journals (Sweden)

Lisbet Pals Svendsen

2014-10-01

Full Text Available Foreign language and culture learning suffers from a bad image in Danish Upper Secondary schools and German is not an exception. It means that the majority of Danish Upper Secondary school students are not particularly interested in learning the language. Therefore, intrinsic motivation plays a pivotal role in German language and culture learning in Denmark. One didactic initiative proposed to remedy the lack of intrinsic motivation is the introduction of various ICT (Information and Communication Technology tools. This is the background for the research described in this article. Our study which was conducted on the basis of semi-structured focus group interviews with n=50 high school students and n=2 high school teachers shows that the ICT tools Photostory, MovieMaker and Voki indeed have an influence on students’ perceived intrinsic motivation in connection with German language and culture learning. Depending on the nature of the tool, our thematic analysis indicates that such tools facilitate different aspects of perceived intrinsic motivation. Still, our study shows that the tools have a limited effect on perceived intrinsic motivation, unless they are addressed and used strategically in the proper pedagogical context.

When giving feels good. The intrinsic benefits of sacrifice in romantic relationships for the communally motivated.

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Kogan, Aleksandr; Impett, Emily A; Oveis, Christopher; Hui, Bryant; Gordon, Amie M; Keltner, Dacher

2010-12-01

Who benefits most from making sacrifices for others? The current study provides one answer to this question by demonstrating the intrinsic benefits of sacrifice for people who are highly motivated to respond to a specific romantic partner's needs noncontingently, a phenomenon termed communal strength. In a 14-day daily-experience study of 69 romantic couples, communal strength was positively associated with positive emotions during the sacrifice itself, with feeling appreciated by the partner for the sacrifice, and with feelings of relationship satisfaction on the day of the sacrifice. Furthermore, feelings of authenticity for the sacrifice mediated these associations. Several alternative hypotheses were ruled out: The effects were not due to individuals higher in communal strength making qualitatively different kinds of sacrifices, being more positive in general, or being involved in happier relationships. Implications for research and theory on communal relationships and positive emotions are discussed.

The Influence of Extrinsic and Intrinsic Motivation on Employee Perfomance at Bank Sulut Manado

OpenAIRE

Mundung, Shintya Ervina Donna; Pangemanan, Sifrid Pangemanan

2015-01-01

Motivation is the basic desire why people do job and performance of employee have a strong related with employee's motivation and the purpose of this study was to investigate how two variable of motivation (extrinsic and intrinsic motivation) based on Herzberg (1966) that affect employee performance, A conceptual framework based on Human Resources Management, was utilized to form 2 hypotheses predicting the causality between the different variables. After validating the scale to data gathered...

Intrinsic Motivation, Perceived Competence and Classroom Engagement as Longitudinal Predictors of Adolescent Reading Achievement

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Froiland, John Mark; Oros, Emily

2014-01-01

This study investigated the effects of intrinsic motivation, perceived competence, classroom engagement and extrinsic motivation on reading development among youth. Using a nationally representative sample of students in the US, the researchers followed students longitudinally from fifth to eighth grade. Reading achievement was measured using…

Imitation Learning Based on an Intrinsic Motivation Mechanism for Efficient Coding

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Jochen eTriesch

2013-11-01

Full Text Available A hypothesis regarding the development of imitation learning is presented that is rooted in intrinsic motivations. It is derived from a recently proposed form of intrinsically motivated learning (IML for efficient coding in active perception, wherein an agent learns to perform actions with its sense organs to facilitate efficient encoding of the sensory data. To this end, actions of the sense organs that improve the encoding of the sensory data trigger an internally generated reinforcement signal. Here it is argued that the same IML mechanism might also support the development of imitation when general actions beyond those of the sense organs are considered: The learner first observes a tutor performing a behavior and learns a model of the the behavior's sensory consequences. The learner then acts itself and receives an internally generated reinforcement signal reflecting how well the sensory consequences of its own behavior are encoded by the sensory model. Actions that are more similar to those of the tutor will lead to sensory signals that are easier to encode and produce a higher reinforcement signal. Through this, the learner's behavior is progressively tuned to make the sensory consequences of its actions match the learned sensory model. I discuss this mechanism in the context of human language acquisition and bird song learning where similar ideas have been proposed. The suggested mechanism also offers an account for the development of mirror neurons and makes a number of predictions. Overall, it establishes a connection between principles of efficient coding, intrinsic motivations and imitation.

Within-Year Changes in Children's Intrinsic and Extrinsic Motivational Orientations: Contextual Predictors and Academic Outcomes

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Corpus, Jennifer Henderlong; McClintic-Gilbert, Megan S.; Hayenga, Amynta O.

2009-01-01

The present study was designed to investigate the nature, timing, and correlates of motivational change among a large sample (N = 1051) of third- through eighth-grade students. Analyses of within-year changes in students' motivational orientations revealed that both intrinsic and extrinsic motivations decreased from fall to spring, with declines…

Examining domains of community health nurse satisfaction and motivation: results from a mixed-methods baseline evaluation in rural Ghana.

Science.gov (United States)

Sacks, Emma; Alva, Soumya; Magalona, Sophia; Vesel, Linda

2015-10-08

A strong health system requires a competent and caring workforce. A more satisfied and motivated health workforce should be more willing to serve in difficult areas, have lower turnover, and theoretically provide better care to patients. This paper examines the motivation, satisfaction, and correlation with clinical knowledge, of community health nurses (CHNs), a cadre of provider focused on maternal, newborn and child health in rural Ghana. This study employed three methods of evaluation. Two quantitative measurements were used: (1) a survey of health worker satisfaction and motivation and (2) a clinical knowledge assessment focusing on maternal, newborn and child health. Both were administered to all rostered CHNs working in the five sampled districts in the Greater Accra and Volta regions in Eastern Ghana (N = 205). Qualitative interviews (N = 29) and focus group discussions (N = 4) were held with selected CHNs in the same districts. These data were analysed using NVivo (Version 10) and Stata (Version 13.0) based on domains of extrinsic and intrinsic motivation including general satisfaction, work environment and access to resources, respect and recognition received and opportunities for advancement. CHNs desired more training, especially those who were posted at the community level (a Community-based Health Planning and Services post or "CHPS") versus at a health facility. CHNs working at CHPS believed their work to be more difficult than those posted at health facilities, due to challenges associated with foot travel to visit patients at home, and they were more likely to report having insufficient resources to do their jobs (48% vs 36%). However, CHNs posted at health facilities were more likely to report insufficient opportunities for career advancement than the CHPS nurses (49% vs 33%). CHNs generally reported good relationships with colleagues and being respected by patients but desired more respect from supervisors. The median score on the

Intrinsically motivated reinforcement learning for human-robot interaction in the real-world.

Science.gov (United States)

Qureshi, Ahmed Hussain; Nakamura, Yutaka; Yoshikawa, Yuichiro; Ishiguro, Hiroshi

2018-03-26

For a natural social human-robot interaction, it is essential for a robot to learn the human-like social skills. However, learning such skills is notoriously hard due to the limited availability of direct instructions from people to teach a robot. In this paper, we propose an intrinsically motivated reinforcement learning framework in which an agent gets the intrinsic motivation-based rewards through the action-conditional predictive model. By using the proposed method, the robot learned the social skills from the human-robot interaction experiences gathered in the real uncontrolled environments. The results indicate that the robot not only acquired human-like social skills but also took more human-like decisions, on a test dataset, than a robot which received direct rewards for the task achievement. Copyright © 2018 Elsevier Ltd. All rights reserved.

Pilgrimage: Intrinsic Motivation and Active Behavior in the Eldery

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Eichberg Henning

2017-10-01

Full Text Available Can intrinsic religious motivation have relevant effects on the motor activity of older people? How are processions and pilgrimages related to the dominant imagination of old age as a period of fatigue and gray hair, suffering and loneliness, retirement and rest – and of waiting: waiting for a call from a loved one, waiting for the visit of a good companion, or, finally, expecting the end of life?

The Moderator Effect of Commitment on the Relations between Satisfaction and Motivation in Special Employment Centres

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Pérez-Conesa, Francisco J.; Romeo, Marina; Yepes-Baldó, Montserrat

2018-01-01

Background: Little is known about the relation between satisfaction, commitment and motivation among employees with mild intellectual disabilities. The present research analyses the moderated effect of commitment on the relation between satisfaction of employees with intellectual disabilities and their motivation. Method: Employees with legally…

The differential effects of tangible rewards and praise on intrinsic motivation: A comparison of cognitive evaluation theory and operant theory.

Science.gov (United States)

Carton, J S

1996-01-01

Substantial research indicates that tangible rewards, such as money, prizes, and tokens, decrease response rates by undermining intrinsic motivation. In contrast, praise appears to increase response rates by enhancing intrinsic motivation. Based on their interpretation of available evidence, many social-cognitive researchers warn not to use tangible rewards in applied settings and to use praise instead. Furthermore, they suggest that the differential effects of the two types of rewards on intrinsic motivation cannot be explained using principles of operant psychology. Cognitive evaluation theory provides one of the most recent and widely cited social-cognitive explanations for the different effects of the two types of rewards on intrinsic motivation (Deci & Ryan, 1985). However, a review of existing research found little support for the explanations based on this theory and revealed three potential confounding effects: (a) temporal contiguity, (b) the number of reward administrations, and (c) discriminative stimuli associated with reward availability. These three confounding factors provide explanations for the effects of tangible rewards and praise on intrinsic motivation that are consistent with principles of operant psychology.

Relations of perception of responsibility to intrinsic motivation and physical activity among Korean middle school students.

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Lee, Okseon; Kim, Younhee; Kim, Oung Jun

2012-12-01

To validate the Personal and Social Responsibility Questionnaire, the relations between perceived responsibility and intrinsic motivation were examined among Korean middle school students. The relations of change in stages of physical activity and students' perceived responsibility were also examined. Participants were 357 middle school students (160 boys, 197 girls) from three schools in the Seoul metropolitan area. Exploratory factor analysis supported a three-factor structure with effort and self-direction merged into one factor and the responsibilities of respect and caring for others constituted separate factors. Pearson correlations among factors showed perceptions of personal responsibility were associated with more intrinsic motivation toward physical education and a higher stage of physical activity. A moderate or low association between perceived social responsibility and intrinsic motivation implied a need to develop strategies for Korean students to use social responsibility for promoting physical activity.

The Importance of Intrinsic Motivation for High and Low Ability Readers' Reading Comprehension Performance

Science.gov (United States)

Logan, Sarah; Medford, Emma; Hughes, Naomi

2011-01-01

The study examined how cognitive and motivational factors predicted reading skill and whether intrinsic reading motivation would explain significantly more variance in low ability readers' reading performance. One hundred and eleven children (aged 9-11) completed assessments of reading comprehension skill, verbal IQ, decoding skill and intrinsic…

Social cognitive predictors of first- and non-first-generation college students' academic and life satisfaction.

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Garriott, Patton O; Hudyma, Aaron; Keene, Chesleigh; Santiago, Dana

2015-04-01

The present study tested Lent's (2004) social-cognitive model of normative well-being in a sample (N = 414) of first- and non-first-generation college students. A model depicting relationships between: positive affect, environmental supports, college self-efficacy, college outcome expectations, academic progress, academic satisfaction, and life satisfaction was examined using structural equation modeling. The moderating roles of perceived importance of attending college and intrinsic goal motivation were also explored. Results suggested the hypothesized model provided an adequate fit to the data while hypothesized relationships in the model were partially supported. Environmental supports predicted college self-efficacy, college outcome expectations, and academic satisfaction. Furthermore, college self-efficacy predicted academic progress while college outcome expectations predicted academic satisfaction. Academic satisfaction, but not academic progress predicted life satisfaction. The structural model explained 44% of the variance in academic progress, 56% of the variance in academic satisfaction, and 28% of the variance in life satisfaction. Mediation analyses indicated several significant indirect effects between variables in the model while moderation analyses revealed a 3-way interaction between academic satisfaction, intrinsic motivation for attending college, and first-generation college student status on life satisfaction. Results are discussed in terms of applying the normative model of well-being to promote first- and non-first-generation college students' academic and life satisfaction. (c) 2015 APA, all rights reserved).

Intrinsic motivation factors based on the self-determinant theory for regular breast cancer screening.

Science.gov (United States)

Jung, Su Mi; Jo, Heui-Sug

2014-01-01

The purpose of this study was to identify factors of intrinsic motivation that affect regular breast cancer screening and contribute to development of a program for strategies to improve effective breast cancer screening. Subjects were residing in South Korea Gangwon-Province and were female over 40 and under 69 years of age. For the investigation, the Intrinsic Motivation Inventory (IMI) was modified to the situation of cancer screening and was used to survey 905 inhabitants. Multinominal logistic regression analyses were conducted for regular breast cancer screening (RS), one-time breast cancer screening (OS) and non-breast cancer screening (NS). For statistical analysis, IBM SPSS 20.0 was utilized. The determinant factors between RS and NS were "perceived effort and choice" and "stress and strain" - internal motivations related to regular breast cancer screening. Also, determinant factors between RS and OS are "age" and "perceived effort and choice" for internal motivation related to cancer screening. To increase regular screening, strategies that address individual perceived effort and choice are recommended.

Relationships between work-related characteristics, needs satisfaction, motivation and mental health in midwifery students.

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Ferrand, Claude; Courtois, Robert; Martinent, Guillaume; Rivière, Michèle; Rusch, Emmanuel

2017-07-01

The present study examined the relationships between work-related characteristics in internships, psychological needs satisfaction, motivation and mental health using a partial least squares path modeling. Midwifery students (N = 214; M age = 22.8 years) from three French schools completed different questionnaires online. Results showed (1) the importance of work resources (work control and social support) as protective factors of psychological needs satisfaction; and (2) the role of competence need satisfaction through motivation in the relationships between work resources and mental health. Midwifery schools should pay more attention to these two results, and take them into account in midwifery students' training.

Supporting Intrinsic Motivation for Special Education Students to Meet Graduation Requirements

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Frazier, Robert Sipplin

2015-01-01

This qualitative study examined how teachers use instructional practices and family reinforcement interventions to support intrinsic motivation for special education students as a means to meet graduation requirements. Purposeful sampling of highly qualified special education teachers certified in language arts was used in this study. The data…

Antecedents of Intrinsic Motivation, Metacognition and Their Effects on Students' Academic Performance in Fundamental Knowledge for Matriculation Courses

Science.gov (United States)

Ibrahim, Mikail; Baharun, Hazleena; Harun, Haliza; Othman, Normah

2017-01-01

Purpose: This study examined the interrelationships between a set of antecedent academic intrinsic motivations and metacognitive strategy such as goal orientation, perceived value and religiosity in Fundamental Knowledge for Matriculation courses (FKM). It also investigated the relationship between intrinsic motivation and metacognitive strategy…

An investigation into the impact of reflective teaching on EFL learners autonomy and intrinsic motivation

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Elahe Fallah

2015-12-01

Full Text Available This study has sought to explore the effect of reflective teaching on learner autonomy and the intrinsic motivation of Iranian upper-intermediate female learners. The subjects included 60 adult upper-intermediate EFL learners chosen out of ninety, based on the scores obtained through administration of the TOEFL exam. They were randomly assigned to two groups: a the experimental group - taught by a reflective teacher - and b the control group instructed by an unreflective teacher. The motivation questionnaire and the autonomy questionnaire were administered to both groups to make sure that the two groups were not significantly different in terms of the level of motivation and autonomy. The experimental group was then taught by the reflective teacher and the control group was taught by the unreflective teacher who adopted no tangible reflective actions. Finally, both groups sat for motivation and autonomy questionnaires. The results indicate that reflective teaching leads to the enhancement of both learners’ autonomy and the intrinsic motivation level.

Changing the Environment Based on Empowerment as Intrinsic Motivation

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Christoph Salge

2014-05-01

Full Text Available One aspect of intelligence is the ability to restructure your own environment so that the world you live in becomes more beneficial to you. In this paper we investigate how the information-theoretic measure of agent empowerment can provide a task-independent, intrinsic motivation to restructure the world. We show how changes in embodiment and in the environment change the resulting behaviour of the agent and the artefacts left in the world. For this purpose, we introduce an approximation of the established empowerment formalism based on sparse sampling, which is simpler and significantly faster to compute for deterministic dynamics. Sparse sampling also introduces a degree of randomness into the decision making process, which turns out to beneficial for some cases. We then utilize the measure to generate agent behaviour for different agent embodiments in a Minecraft-inspired three dimensional block world. The paradigmatic results demonstrate that empowerment can be used as a suitable generic intrinsic motivation to not only generate actions in given static environments, as shown in the past, but also to modify existing environmental conditions. In doing so, the emerging strategies to modify an agent’s environment turn out to be meaningful to the specific agent capabilities, i.e., de facto to its embodiment.

Gameplay as a source of intrinsic motivation in a randomized controlled trial of auditory training for tinnitus.

Directory of Open Access Journals (Sweden)

Derek J Hoare

Full Text Available Previous studies of frequency discrimination training (FDT for tinnitus used repetitive task-based training programmes relying on extrinsic factors to motivate participation. Studies reported limited improvement in tinnitus symptoms.To evaluate FDT exploiting intrinsic motivations by integrating training with computer-gameplay.Sixty participants were randomly assigned to train on either a conventional task-based training, or one of two interactive game-based training platforms over six weeks. Outcomes included assessment of motivation, tinnitus handicap, and performance on tests of attention.Participants reported greater intrinsic motivation to train on the interactive game-based platforms, yet compliance of all three groups was similar (∼ 70% and changes in self-reported tinnitus severity were not significant. There was no difference between groups in terms of change in tinnitus severity or performance on measures of attention.FDT can be integrated within an intrinsically motivating game. Whilst this may improve participant experience, in this instance it did not translate to additional compliance or therapeutic benefit.ClinicalTrials.gov NCT02095262.

Gameplay as a Source of Intrinsic Motivation in a Randomized Controlled Trial of Auditory Training for Tinnitus

Science.gov (United States)

Hoare, Derek J.; Van Labeke, Nicolas; McCormack, Abby; Sereda, Magdalena; Smith, Sandra; Taher, Hala Al; Kowalkowski, Victoria L.; Sharples, Mike; Hall, Deborah A.

2014-01-01

Background Previous studies of frequency discrimination training (FDT) for tinnitus used repetitive task-based training programmes relying on extrinsic factors to motivate participation. Studies reported limited improvement in tinnitus symptoms. Purpose To evaluate FDT exploiting intrinsic motivations by integrating training with computer-gameplay. Methods Sixty participants were randomly assigned to train on either a conventional task-based training, or one of two interactive game-based training platforms over six weeks. Outcomes included assessment of motivation, tinnitus handicap, and performance on tests of attention. Results Participants reported greater intrinsic motivation to train on the interactive game-based platforms, yet compliance of all three groups was similar (∼70%) and changes in self-reported tinnitus severity were not significant. There was no difference between groups in terms of change in tinnitus severity or performance on measures of attention. Conclusion FDT can be integrated within an intrinsically motivating game. Whilst this may improve participant experience, in this instance it did not translate to additional compliance or therapeutic benefit. Trial Registration ClinicalTrials.gov NCT02095262 PMID:25215617

Work stress, work motivation and their effects on job satisfaction in community health workers: a cross-sectional survey in China

Science.gov (United States)

Li, Li; Hu, Hongyan; Zhou, Hao; He, Changzhi; Fan, Lihua; Liu, Xinyan; Zhang, Zhong; Li, Heng; Sun, Tao

2014-01-01

Objective It is well documented that both work stress and work motivation are key determinants of job satisfaction. The aim of this study was to examine levels of work stress and motivation and their contribution to job satisfaction among community health workers in Heilongjiang Province, China. Design Cross-sectional survey. Setting Heilongjiang Province, China. Participants The participants were 930 community health workers from six cities in Heilongjiang Province. Primary and secondary outcome measures Multistage sampling procedures were used to measure socioeconomic and demographic status, work stress, work motivation and job satisfaction. Logistic regression analysis was performed to assess key determinants of job satisfaction. Results There were significant differences in some subscales of work stress and work motivation by some of the socioeconomic characteristics. Levels of overall stress perception and scores on all five work stress subscales were higher in dissatisfied workers relative to satisfied workers. However, levels of overall motivation perception and scores on the career development, responsibility and recognition motivation subscales were higher in satisfied respondents relative to dissatisfied respondents. The main determinants of job satisfaction were occupation; age; title; income; the career development, and wages and benefits subscales of work stress; and the recognition, responsibility and financial subscales of work motivation. Conclusions The findings indicated considerable room for improvement in job satisfaction among community health workers in Heilongjiang Province in China. Healthcare managers and policymakers should take both work stress and motivation into consideration, as two subscales of work stress and one subscale of work motivation negatively influenced job satisfaction and two subscales of work motivation positively influenced job satisfaction. PMID:24902730

Strategies on Enhancing Learners Intrinsic Motivation in Foreign Language Learning in the Context of China’s University

Institute of Scientific and Technical Information of China (English)

何啟滨

2010-01-01

<正>The paper aims to discuss the English learning situation of Chinese university students in the domain of motivation theory.With specific focus on enhancing learners’ intrinsic motivation, the paper analyzes the motivation orientation of Chinese university students and suggests four motivating strategies to promote students to become self - motivated learners.

Job satisfaction and factors affecting motivation at Posti Oyj

OpenAIRE

Shah, Kapil

2016-01-01

The business trends and life style of humans are changing rapidly due to globalization and it visibly affects the work environment and employee’s attitude towards the work as the needs and desires of human being are changing too. In such circumstance, it is essential to have motivated team to survive in the market is vital agenda for the firms, where Posti Oyj is not an exception. It has become a challenge for HR officials to study about job satisfaction and motivation including factors affec...

Intrinsic motivation and organizational identification among on-demand workers.

Science.gov (United States)

Rockmann, Kevin W; Ballinger, Gary A

2017-09-01

On-demand firms provide services for clients through a network of on-demand workers ready to complete specific tasks for a set contractual price. Given such on-demand work is defined by payment on short-term contracts with no obligation for continued employment, there is little reason to believe on-demand workers experience more than extrinsic motivation and a transactional relationship with the on-demand firm. However, using self-determination theory, we argue that to the degree that on-demand work fulfills innate psychological needs individual on-demand workers will develop intrinsic motivation, which further leads to organizational identification with the on-demand firm. Across 2 survey-based studies we find support for this path to organizational identification. This adds to the literature on motivation and identification by strengthening the link between individual needs and the individual-organizational relationship. Implications for theory and for the management of on-demand workers are discussed. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Maternal and newborn healthcare providers in rural Tanzania: in-depth interviews exploring influences on motivation, performance and job satisfaction.

Science.gov (United States)

Prytherch, H; Kakoko, D C V; Leshabari, M T; Sauerborn, R; Marx, M

2012-01-01

that could improve performance appeared to be overlooked. Motivation was generally referred to as being fair or low. However, all types of providers derived quite a strong degree of satisfaction, of an intrinsic nature, from their work. The influences on MNH provider motivation, performance and satisfaction were shown to be complex and to span different levels. Variations in the use of terms and concepts pertaining to motivation were found, and further clarification is needed. Intrinsic rewards play a role in continued provider willingness to exert an effort at work. In the critical area of MNH and the rural setting many providers, particularly auxiliary staff, felt poorly supported. The causes of discouragement were broadly divided into those requiring renewed policy attention and those which could be addressed by strengthening the skills of rural facility managers, enhancing the status of their role, and increasing the support they receive from higher levels of the health system. Given the increased reliance on staff with lower-levels of training in rural areas, the importance of the latter has never been greater.

Characteristics of the work environment related to older employees' willingness to continue working: intrinsic motivation as a mediator.

Science.gov (United States)

van den Berg, Peter T

2011-08-01

The relationships between older employees' willingness to continue working and characteristics of the work environment for older workers were investigated, as well as a possible mediation by intrinsic motivation. 103 employees ages 50 to 65 years, from various sectors of the Dutch labor market, completed questionnaires that measured willingness to continue working, intrinsic motivation, organizational stimulation, work variety, work challenge, and job autonomy. Hierarchical regression analyses showed organizational stimulation, as well as the various job characteristics, were positively related to employees' willingness to continue working. Moreover, intrinsic motivation fully mediated the relationship of work variety with willingness to continue working and partially mediated the relationships of organizational stimulation, work challenge, and job autonomy with willingness to continue working. It was concluded that organizations can encourage older workers to work until age 65 and beyond by shifting their focus from extrinsic to intrinsic rewards.

Contribution to Cultural Organization, Working Motivation and Job Satisfaction on the Performance of Primary School Teacher