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Books on the topic 'Affective commitment; work motivation'

Author: Grafiati

Published: 5 June 2025

Last updated: 1 August 2025

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1

Agarwal, Upasna A. Examination of a moderated-mediation model linking perceived organizational support, affective commitment, organizational citizenship behavior and work engagement: A study of nurses in the Indian context. Indian Institute of Management, 2015.

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2

Jaffe, Dennis T. Rekindling commitment: How to revitalize yourself, your work, and your organization. Jossey-Bass Publishers, 1994.

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3

Miriam, Erez, Kleinbeck Uwe, and Thierry Henk, eds. Work motivation in the context of a globalizing economy. L. Erlbaum Associates, 2001.

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4

Fink, Stephen L. High commitment workplaces. Quorum Books, 1992.

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5

Marciano, Paul L. Carrots and sticks don't work: Build a culture of employee engagements with the principles of respect. McGraw-Hill, 2010.

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6

Ulrich, David. The why of work: How great leaders build abundant organizations that win. McGraw-Hill, 2010.

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7

Jean, Allen Natalie, ed. Commitment in the workplace: Theory, research, and application. Sage Publications, 1997.

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8

Mary, Crowder, Pupynin Kate, and Minds at Work, eds. Understanding learner motivation: An overview of a research project entitled 'Individual commitment to learning: understanding motivation' carried out by Crowder and Pupynin of Minds at Work. (s.n.), 1995.

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9

Boverie, Patricia. Transforming work: The five keys to achieving trust, commitment, and passion in the workplace. Perseus, 2001.

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10

Driver, Heather. A study of the change management process and the impact of change on staff motivation and commitment to work within Northern Birmingham Community NHS Trust. University of Birmingham, 1994.

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11

Kunda, Gideon. Engineering culture: Control and commitment in a high-tech corporation. Temple University Press, 1992.

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12

Seo, Myeong-Gu. The role of affective experience in work motivation. 2000.

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13

Pittinsky, Todd Lowell. Knowledge nomads: Commitment at work. 2001.

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14

Thomas, Kenneth Wayne. Intrinsic Motivation at Work: Building Energy and Commitment. Berrett-Koehler Publishers, Incorporated, 2000.

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15

Intrinsic Motivation at Work: Building Energy and Commitment. Berrett-Koehler Publishers, 2002.

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16

Intrinsic Motivation at Work: Building Energy and Commitment. Berrett-Koehler Publishers, 2000.

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17

Kleinbeck, Uwe, Henk Thierry, and Miriam Erez. Work Motivation in the Context of a Globalizing Economy. Taylor & Francis Group, 2012.

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18

Work Motivation in the Context of A Globalizing Economy. Lawrence Erlbaum, 2001.

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19

Izzo, John B., and Eric Klein. Awakening Corporate Soul: Four Paths to Unleash the Power of People at Work. 2nd ed. Fairwinds Press, 1998.

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20

Kleinbeck, Uwe, Henk Thierry, and Miriam Erez. Work Motivation in the Context of a Globalizing Economy. Taylor & Francis Group, 2012.

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21

Kleinbeck, Uwe, Henk Thierry, and Miriam Erez. Work Motivation in the Context of a Globalizing Economy. Taylor & Francis Group, 2012.

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22

Kleinbeck, Uwe, Henk Thierry, and Miriam Erez. Work Motivation in the Context of a Globalizing Economy. Taylor & Francis Group, 2012.

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23

Kleinbeck, Uwe, Henk Thierry, and Miriam Erez. Work Motivation in the Context of a Globalizing Economy. Taylor & Francis Group, 2001.

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24

Kleinbeck, Uwe, Henk Thierry, and Miriam Erez. Work Motivation in the Context of a Globalizing Economy. Taylor & Francis Group, 2012.

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25

Klein, Eric, and John Izzo. Awakening Corporate Soul: Four Paths to Unleash the Power of People at Work. Fairwinds Press, 1999.

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26

Work Value and Organizational Commitment: A Comparative Study of Supervisors in a European Firm and a Japanese Firm in the Electronics Industry in Malaysia. Penerbit Universiti Utara Malaysia, 1996.

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27

Erez, Miriam. From Local to Cross-Cultural to Global Work Motivation and Innovation. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190879228.003.0005.

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This chapter examines three phases of a programmatic research on work motivation. Phase one focuses on research on work motivation prior to considering the effect of culture on work motivation. This research identifies two boundary conditions of the goal-setting theory of motivation—knowledge of results, and goal commitment—two necessary conditions for goals to affect performance. It continues to examine the effect of participation in goal setting on goal acceptance and its consequent performance and discovers cross-cultural differences in the effect of participation on goal acceptance and per

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28

Understanding learner motivation: An overview of a research project entitled 'individual commitment to learning: understanding motivation' carried out by Crowder and Pupynin of minds at work. Employment Department, 1995.

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29

Boverie, Patricia, and Michael Kroth. Transforming Work: The Five Keys to Achieving Trust, Commitment, & Passion in the Workplace. Basic Books, 2001.

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30

Why People Stay. Routledge, 2018.

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31

Kunda, Gideon. Engineering Culture: Control and Commitment in a High-Tech Corporation. Temple University Press, 2006.

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32

Hwui, Chan Sane, and Lay Yoon Fah. Affective Domains Contributing to Behavioural Intention in Teaching Science. UMS Press, 2020. http://dx.doi.org/10.51200/affectivedomainsumspress2020-978-967-2962--27-4.

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The teaching profession is a highly stressful occupation and susceptible to burnout due to high levels of workload compared to other contact occupations. In Malaysia, the majority of science teachers are experiencing physical and mental drain after long periods of teaching service and mundane routine year in and year out. Despite the general assumptions of a teacher’s job is merely teaching from a textbook, a teacher’s workload includes teaching-related (class preparation and classroom management) and non-teaching related (administration and meetings). All these challenges required teachers to

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33

Page, Meghan. The Posture of Faith. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198806967.003.0010.

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While faith is often described as a cognitive state, many philosophers argue that faith includes a noncognitive factor, and is not merely a species of belief. In this chapter, a novel model of this affective component is developed, based on recent work in clinical psychology concerning the relationship between posture and approach motivation. It further argues that this model accurately represents many crucial features of faith: faith can motivate us to act against our desires, faith is both voluntary and passive, faith makes us vulnerable, faith is an activity, and faith can intensify belief.

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34

Postema, Gerald. Bentham and the Common Law Tradition. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198793052.001.0001.

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This work explores the relationship between Bentham's utilitarian practical philosophy and his positivist jurisprudence. These theories appear to be in tension because his utilitarian commitment to the sovereignty of utility as a practical decision principle seems inconsistent with his positivist insistence on the sovereignty of the will of the lawmaker. Two themes emerge from the attempt in this work to reconcile these two core elements of Bentham's practical thought. First, Bentham's conception of law does not fit the conventional model of legal positivism. Bentham was not just a utilitarian

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35

Vogt, Katja Maria. The Nature of Pursuits. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190692476.003.0006.

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Chapter 6 argues that Socrates’s speech in Plato’s Symposium contains a compelling account of the role of mid-scale actions or pursuits in human motivation. This account, the chapter argues, effectively responds to a long-standing charge against ancient ethics, namely, that it is exclusively concerned with the agent’s own happiness. The Symposium offers a list of typical human pursuits: having children, producing artifacts, earning a living through work, creating art, writing laws, formulating theories, and more. These pursuits are kinds of making. The agent’s commitment to that which is made

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36

Lee, Sohee. Eat. Lift. Thrive. Human Kinetics, 2017. http://dx.doi.org/10.5040/9781718225176.

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Eat healthy. Exercise. Be happy. It sounds easy enough, so why is it so difficult? Because, as millions of women know, it's not easy. There are challenges and obstacles, and health programs are not one size fits all. Sohee Lee understands, because she's faced the challenges and overcome them. As a trainer, presenter, and author, she's shared her experiences and helped others establish healthy relationships with food and exercise for long-term results. In the book Eat. Lift. Thrive. she empowers you with tools and strategies to make your own change. You will learn how to identify issues that ar

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37

Levie-Bernfeld, Tirtsah. Poverty and Welfare Among the Portuguese Jews in Early Modern Amsterdam. Liverpool University Press, 2012. http://dx.doi.org/10.3828/liverpool/9781904113577.001.0001.

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Early modern Amsterdam was a prosperous city renowned for its relative tolerance, and many people hoping for a better future, away from persecution, wars, and economic malaise, chose to make a new life there. Conversos and Jews from many countries were among them, attracted by the reputed wealth and benevolence of the Portuguese Jews who had settled there. Behind the facade of prosperity, however, poverty was a serious problem. It preoccupied the leadership of the Portuguese Jewish community and influenced its policy on admitting newcomers. This book looks at poverty and welfare from the persp

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38

Sims, Ronald R. Teaching Business Ethics for Effective Learning. Praeger, 2002. http://dx.doi.org/10.5040/9798216022862.

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The key to teaching business ethics successfully, says Sims, is to start with clear goals and a sensible expectation of outcomes, and with a true knowledge and appreciation of how people actually learn. Seems obvious enough, he says, but the surprise is that so few understand this. Thus, the teaching of business ethics is often an unproductive, frustrating exercise in futility. Sims hopes to change that. Proceeding with the conviction that open communications between teacher and student before, during, and after the teaching experience is vital, Sims identifies key teaching processes, gives pr

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39

Sims, Ronald R. Managing Organizational Behavior. Praeger, 2002. http://dx.doi.org/10.5040/9798400682285.

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Change is relentless, disruptive, and unavoidable. To manage organizations today, executives need new ways to look at the world, their companies, their jobs and, most importantly, the people who report to them. Sims sees these as the prime requisites for success in management today: an ability to feel comfortable with ambiguity, with constant and increasingly demanding change, with a new, unique commitment to teams and teamwork, and with a willingness to stay customer-oriented. Marshalling his evidence from academic research and practical experience, Sims shows how researchers are continuing t

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