Relevant bibliographies by topics / And motivation

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  1. Journal articles
  2. Dissertations / Theses
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  4. Book chapters
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Academic literature on the topic 'And motivation'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "And motivation"

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Salikin, Hairus, Saidna Zulfiqar Bin-Tahir, Reni Kusumaningputri, and Dian Puji Yuliandari. "The Indonesian EFL Learners’ Motivation in Reading." English Language Teaching 10, no. 5 (April 13, 2017): 81. http://dx.doi.org/10.5539/elt.v10n5p81.

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The motivation will drive the EFL learners to be successful in reading. This study examined the Indonesian EFL learners’ motivation in reading activity based on Deci and Ryans’ theory of motivation including intrinsic and extrinsic. This study employed mixed-method design. The data obtained by distributing questionnaire and arranging the group interviewed. The subject of the study involved 42 freshmen students of English department, the faculty of humanities at Jember University in the academic year 2015-2016. The results found that both intrinsic and extrinsic motivations have significant contribution in motivating the learners to read the English text. The intrinsic motivation played the important role in students’ reading activities. Besides, the extrinsic motivation found the teacher’s role as the learners’ motivator in reading the English text through their method implemented in the reading class.
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Malchrowicz-Mośko, Ewa, Patrycjusz Zarębski, and Grzegorz Kwiatkowski. "What Triggers Us to Be Involved in Martial Arts? Relationships between Motivations and Gender, Age and Training Experience." Sustainability 12, no. 16 (August 13, 2020): 6567. http://dx.doi.org/10.3390/su12166567.

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The study aims to recognize the motivations to engage in judo depending on gender, age and level of sports experience among nonelite judokas from the Greater Poland region because previous studies mostly concerned the motivations of top athletes. We supposed that there was a relationship between age, gender, level of sports experience and motivations in judo. During the diagnostic survey, judokas completed the Polish version of the Sport Motivation Scale. In order to determine the motivational profiles of judokas, cluster analysis was performed using the k-means method. The highest values were obtained for motivations related to the intrinsic motivation to experience stimulation and the intrinsic motivation to accomplish, while the lowest values were obtained for motivations related to amotivation and external regulation. The research results showed a relationship between experience in judo training and the motivations of judokas; however, the motivations of the judokas were not differentiated based on their gender or age. In our study, the intrinsic motivation to experience stimulation turned out to be more important for judokas participating in competitions, while recreational athletes more often indicated experiencing amotivation. The intrinsic motivation to accomplish and intrinsic motivation to know turned out to be more important for athletes in training for more than 10 years, while amotivation was more often indicated to be experienced by judokas practicing judo for less than 10 years. Respondents who reported high internal motivation values and had a motivational structure they shaped themselves had been training for longer—for more than 10 years. In our study, the three motivational groups of judokas were identified, and we found that judo experience differentiated belonging to groups. It is recommended to check other martial arts and check more variables in the future, e.g., marital status, which is a potentially important factor in the field of sport motivation.
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Campbell, Elizabeth, and Neomy Storch. "The changing face of motivation." Australian Review of Applied Linguistics 34, no. 2 (January 1, 2011): 166–92. http://dx.doi.org/10.1075/aral.34.2.03cam.

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Motivation to learn a second language (L2) is considered a crucial individual factor in explaining success or lack thereof in second language learning. This study examined learners’ motivation to learn Chinese as a second language (L2). The study was longitudinal and cross-sectional. Interviews were conducted with learners at different year levels over the course of a university semester to analyse motivation to choose a particular L2, how motivation changes over time, and factors contributing to that change. The study found that motivation is diverse, complex, and undergoes many fluctuations. Motivation to begin language study was related to both past L2 learning experiences and personal goals. Once language study began, factors related to the learning environment were the most important factors to impact on motivation, and were also most likely to demotivate learners. However, when learners had a clear future image of themselves as speakers of the L2, they were able to continue motivating themselves, regardless of the demotivation stemming from their learning environment. These findings lend some support for Dörnyei’s (2005, 2009) L2 Motivational Self-System theory, which highlights the importance of the ideal L2 self as a powerful motivator to learn an L2.
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Dwibedi, Lalan. "Employee Motivation in Private Schools of Birgunj Metropolitan City." Dristikon: A Multidisciplinary Journal 10, no. 1 (December 31, 2020): 157–68. http://dx.doi.org/10.3126/dristikon.v10i1.34553.

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The paper aims to find out which motivational factors can effectively increase employee motivation, to know whether the delivered incentives are sufficient or not and also to know effect of incentives in their performance. Motivation and its influence on organizational performance has always remained highly researched area and have gone through many discussions and repetitions. In this research both exploratory and descriptive research design used to explore employee motivation issues in schools of Birgunj Metropolitan city. Data was collected through Questionnaire and content analysis. It is revealed that motivating factors and motivational packages has positive impact on employee motivation in private schools. The responses of this paper were analyzed and found that monetary and non-monetary both incentives are active tools to motivate workforce. Good salary and allowances have been used as monetary motivators, while, good working environment, freedom to work and recognition as non-monetary motivator. This study has recommended that promotion system of the career development is desired to satisfy and motivate the employee. Moreover, the work appreciation should craft the feeling that they are value for the organization.
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Chris Zhao, Yuxiang, and Qinghua Zhu. "Effects of extrinsic and intrinsic motivation on participation in crowdsourcing contest." Online Information Review 38, no. 7 (November 4, 2014): 896–917. http://dx.doi.org/10.1108/oir-08-2014-0188.

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Purpose – The rapid development of Web 2.0 and social media enables the rise of crowdsourcing. Crowdsourcing contest is a typical case of crowdsourcing and has been adopted by many organisations for business solution and decision making. From a participant's perspective, it is interesting to explore what motivates people to participate in crowdsourcing contest. The purpose of this paper is to investigate the category of motivation based on self-determination theory and synthesises various motivation factors in crowdsourcing contest. Meanwhile, perceived motivational affordances and task granularity are also examined as the moderate constructs. Design/methodology/approach – The paper builds a conceptual model to illustrate the relationships between various motivations (extrinsic and intrinsic) and participation effort under the moderating of perceived motivational affordances and task granularity. An empirical study is conducted to test the research model by surveying the Chinese participants of crowdsourcing contest. Findings – The results show that various motivations might play different roles in relating to participation effort expended in the crowdsourcing contest. Moreover, task granularity may positively moderate the relationship between external motivation and participation effort. The results also show that supporting of a participant's perceived motivational affordances might strengthen the relationship between the individual's motivation with an internal focus (intrinsic, integrated, identified and introjected motivation) and participation effort. Originality/value – Overall, the research has some conceptual and theoretical implications to the literature. This study synthesises various motivation factors identified by previous studies in crowdsourcing projects or communities as a form of motivation spectrum, namely external, introjected, identified, integrated and intrinsic motivation, which contributes to the motivation literatures. Meanwhile, the findings indicate that various motivations might play different roles in relating to participation effort expended in the crowdsourcing contest. Also, the study theoretically extends the crowdsourcing participation research to incorporate the effects of perceived motivational affordances in crowdsourcing contest. In addition, the study may yield some practical implications for sponsors, managers and designers in crowdsourcing contest.
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Liu, Chang. "Chinese EFL Learners’ Motivation Mediated by the Perceived Teacher Factors—Different Voices from Different Levels of Education." Journal of Language Teaching and Research 11, no. 6 (November 1, 2020): 920. http://dx.doi.org/10.17507/jltr.1106.07.

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This study examines Chinese EFL learners’ motivation at different educational levels and their perceptions of teacher-related motivators. The questionnaire survey and follow-up interview were administrated among students from junior high schools, senior high schools and universities, and the results reveal the impact of teachers’ perceived commitment on students’ motivational level together with the most motivating teacher factors identified by three student groups. With the English learning experience accumulating, students tend to place less value on teachers’ emotional support whereas rate teaching competence as the key factor for their motivation. Also, striking findings related to learners’ motivation at the tertiary level have been elucidated: first, compared with young learners, university students not only do not think that teachers’ commitment would exert much influence on their motivation but also show a tendency to follow this belief in action. Second, teachers’ capacity for knowledge transfer is rated highest by them as the most crucial motivator rather than the communicative teaching style, which is instead overwhelmingly prioritized by secondary school learners. Based on these findings, recommendations on motivational instruction for English teachers at different levels of education are suggested.
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Gao, Yihong, Xiaoying Wang, and Yan Zhou. "EFL motivation development in an increasingly globalized local context: A longitudinal study of Chinese undergraduates." Applied Linguistics Review 5, no. 1 (April 1, 2014): 73–97. http://dx.doi.org/10.1515/applirev-2014-0004.

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AbstractAs part of a larger longitudinal study, this paper examines the development of Chinese students' EFL learning motivation throughout university undergraduate study, in an increasingly globalized local context. The study adopted a social constructivist perspective of language learning and combined research methods; the participants were over 1,000 undergraduates from 5 universities. The quantitative data were collected through a questionnaire (based on Gao et al. 2004) including motivational intensity and motivation types – instrumental, cultural, and situational, implemented annually from university entrance to graduation. The qualitative data consisted of individual and group interviews, student journals, and observations. Integrated data analysis revealed that sustained high-level long-term instrumental motivations coexisted with an increase of L2- oriented cultural motivations and situational motivation, particularly in the first and fourth year. The increased L2-oriented cultural motivations indicated neither ``ntegrativeness'' in the sense of becoming a member of the native English speaker community, nor a culturally neutral ``global identity.'' The increase of such L2- oriented cultural motivations was also accompanied by a sustained ``social responsibility'' motivation oriented to learners' home culture. Such complexities of motivational development call for further investigation in increasingly globalized EFL contexts.
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Grabiec, Olimpia, and Joanna Jędraszczyk-Kałwak. "Motivating factors applied in small and medium enterprises." Zeszyty Naukowe Wyższej Szkoły Humanitas Zarządzanie 18, no. 3 (September 29, 2017): 37–49. http://dx.doi.org/10.5604/01.3001.0010.6384.

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This article presents a discussion of issues connected with motivating employees to work. It contains theoretical principles of psychology of motivation, as well as a self-study connected with the presented topic. The theoretical part of this article presents a detailed definition of motivation, the scope of interest of motivational psychology as well as different types of motivation drivers applied by managers. On the other hand, the empirical part presents results of the research related to motivational systems applied in Silesian enterprises. This article aimed at showing different ways of motivating employees of small and medium enterprises to work, as well as defining, which factors are, in their opinions, the most encouraging to intensive work, which can contribute to the development of motivational systems in enterprises.
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Adamska, Hanna. "Assessment of the company’s motivation system in the employees’ perception – case study." Scientific Journal of the Military University of Land Forces 191, no. 1 (January 1, 2019): 97–106. http://dx.doi.org/10.5604/01.3001.0013.2401.

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Nowadays, organizations through the appropriate motivational activities create employee behavior. They should apply available material and non-material incentives in a sustainable manner. Therefore, it is necessary to create such a motivation system within the organization’s activity that will generate employees’ right attitudes, beneficial for them and for the entire organization as well. The purpose of the work was to determine the employees’ subjective feelings related to motivational instruments used in the company. The research object was EnergiaPro S.A. with its registered seat in Wroclaw. The basic research technique was a survey, which was carried out anonymously among the employees of the administrative division. Research has shown that the company uses methods of material and non-material motivation. Employees particularly appreciate the system of cash incentives, especially bonuses. It is the motivator for them to work more efficiently. Not without significance for them is also non-cash motivating (training, social allowances and the use of additional leave). They have positive feelings about the correctness of the motivational methods used, although their expectations regarding cash motivation, especially salaries, are higher. They expect wage increases and fair awards, recognizing that this is a major problem in the company.
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Raposo, Frederico Zarazaga, David Sánchez-Oliva, Eliana Veiga Carraça, António Labisa Palmeira, and Marlene Nunes Silva. "The Dark Side of Motivational Practices in Exercise Professionals: Mediators of Controlling Strategies." International Journal of Environmental Research and Public Health 17, no. 15 (July 26, 2020): 5377. http://dx.doi.org/10.3390/ijerph17155377.

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

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

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The objective of this study is to investigate the effects of teacher motivational strategies on student motivational behavior in Chinese Foreign Language classroom. Specifically, the study attempted to explore the relationship between motivational strategies and student actual classroom behavior and students preference on motivational strategies in enhancing student motivational behavior. The participants were three Chinese foreign language teachers and their Year 8 classes (78 pupils) of the two lowest levels class of Chinese in the school. The study was conducted during the second and third term of the 2010-2011 academic year in an international school in Hong Kong. Using a MOLT observation scheme, a check list of motivated practices, five classes of each teacher were observed to gather data on their motivated behaviors in their classroom. Post lesson interview was also conducted with the students after the observed lessons. It is revealed that teacher motivated practice is associated with student motivational behavior and that Activity-Design-related practices are more prominent factors. On the other hand, it is also discovered that effective motivated practice are varied according to teachers i.e. how teachers employ the strategies in class and the learning environment they provided for students. In short, the findings of the study might provide teacher insights on effective practices that enhance student motivated behavior and implications on classroom practice other that motivational strategies.
published_or_final_version
Education
Master
Master of Education
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Guilloteaux, Marie-Jose. "Motivating language learners : a classroom-orientated investigation of teachers' motivational practices and students' motivation." Thesis, University of Nottingham, 2007. http://eprints.nottingham.ac.uk/10271/.

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The teachers' use of motivational strategies is generally believed to enhance student motivation, yet there is scant empirical evidence to support this claim. This classroom-oriented investigation focused on how the motivational practices of EFL teachers in South Korea related to students' L2 motivation and motivated classroom behavior. In a first phase, the motivation of over 1,300 students was measured by a self-report questionnaire, and the use of motivational strategies by 27 teachers in 20 different schools was examined with a classroom observation instrument specifically developed for this investigation, the Motivation Orientation of Language Teaching (MOLT). The MOLT scheme, along with a post hoc rating scale completed by the observer, was used to assess the teachers' use of motivational strategies. The MOLT follows the real-time coding principle of Spada and Frohlich's (1995) Communication Orientation of Language Teaching (COLT) scheme but uses categories of observable teacher behaviors derived from Dornyei's (2001) motivational strategies framework for foreign language classrooms. The results indicate that the language teachers' motivational practice is directly linked to increased levels of the learners' motivated learning behavior and their motivational state. In a second phase, three high- and three low-motivation learner groups (selected from the initial sample) were compared in order to uncover the students' interpretations and understandings of the quality of their L2 instructional contexts in relation to their motivation and motivated classroom behavior. Results based on quantitative and qualitative data (which were obtained using three new instruments specifically designed for this study) indicated that the motivational practices coexisting with different levels of motivation were woven into the contents and processes of L2 instruction and instruction in general. These contents and processes seemed to stem from teachers' and students' beliefs about what counts as learning in the L2 classroom and what is the best way to learn an L2.
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Ingnäs, Gustav, and Kasper Heikkilä. "Motivating Millennials : A study on generation Y motivation." Thesis, Uppsala universitet, Företagsekonomiska institutionen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-243213.

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This thesis explores generation Y motivators. They are a growing group of young people among the general workforce, and they have different behavior and motivators at work. This paper explores effective motivating factors for this group of employees by studying a company, LinkedIn, which successfully motivates generation Y employees. Data is gathered through several interviews done with LinkedIn employees working at their Dublin office. The data is analyzed with the help of a motivational theory called self-determination theory and its main concepts autonomy, relatedness and competence. Other insights from earlier studies done on generation Y motivation are used to support the analysis as well. The results and analysis are consistent with theory and earlier studies, and can even show some interesting factors generation Y employees value, such as high value for manager flexibility and sharing similar values with the company they work for.
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Allison, Pamela. "Mystery Shopper Motivations and the Presence of Motivation Crowding." Doctoral diss., University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4064.

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Mystery shopping is used in a variety of service industries to measure service performance, as a training tool for employees, and to ensure the safety and security of the product offered. The persons performing this activity, mystery shoppers, experience various motivations, some of which are similar to employees and/or volunteers. These motivations can be intrinsic, where the performance of the activity is a reward itself, or extrinsic, meaning performance of the activity is a method for attaining a reward. The dominance of intrinsic or extrinsic motivation can shift within the individual, which is termed motivation crowding. Individuals can crowd in when intrinsic motivations are supplemented and supported by extrinsic motivations, or crowd out if extrinsic motivations become the dominant factor, devaluing the activity and reducing intrinsic motivation. This study examines the motivations of mystery shoppers and examines whether the tenets of motivation crowding are supported using a mixed methods research design. The objectives for the study were to identify, classify, and measure mystery shopping motivations using motivational theory to test for the presence of motivation crowding, as reflected in the initial two hypotheses: H1: There are salient dimensions of motivation influencing individual participation in mystery shopping activities. H2: Mystery shoppers experience motivation "crowding in" after initial performance of mystery shopping activities, with intrinsic motivations increasing. To address the first hypothesis, the study began with a qualitative research approach utilizing semi-structured interviews with current mystery shoppers. Through qualitative analysis, 14 constructs of mystery shopper motivations were identified. The constructs were then utilized to develop the Mystery Shopper Motivation Scale, following the eight-step scale development process defined by DeVellis (2003). The scale was then refined through pre-testing and pilot testing, and was used in a survey administration to 323 current mystery shoppers. Through factor analysis, the motivations identified were quantitatively supported, and then dependent t-tests indicated the presence of motivation crowding affecting mystery shoppers. However, unanticipated increases in extrinsic motivations prompted further analysis of motivations based on mystery shopping experience levels, resulting in the addition of a third hypothesis: H3: The direction of motivation crowding is dependent on the mystery shopper's level of experience. H3a: Mystery shoppers who have performed less than 10 mystery shops will crowd in, with an increase in intrinsic motivations and a decrease in extrinsic motivations. H3b: Mystery shoppers who have performed between 10-24 mystery shops will crowd in, with an increase in both intrinsic and extrinsic motivations, and intrinsic motivations remaining the dominant factor. H3c: Mystery shoppers who have performed 25 or more mystery shops will crowd in, with an increase in both intrinsic and extrinsic motivations, but extrinsic motivations becoming the dominant factor. Results supported motivation crowding as dependent on the experience level of the mystery shopper, prompting the categorization of three distinct mystery shopping phases of activity: the novelty phase, the exploratory phase, and the career phase. Empirical results of the survey were then compared to a subsequent round of qualitative analysis of mystery shopper online forums. Recommendations for future research include longitudinal studies of novelty phase mystery shoppers, examination of the effects motivation crowding may have on mystery shopper behavioral intentions, and incorporation of the perceived costs associated with mystery shopping.
Ph.D.
Department of Educational Research, Technology and Leadership
Education
Education PhD
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Thayne, Shelby Werner. "Facilitating Language Learner Motivation: Teacher Motivational Practice and Teacher Motivational Training." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/4026.

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This study investigated the connection between teacher use of motivational strategies and observable learner motivated behavior in an adult Intensive English Program (IEP) in the United States. The question of whether teachers would find value in being specifically trained in the use of motivational strategies as part of teacher educations programs was examined. Eight teachers and 117 students were observed over the course of 24 classes using a classroom observation instrument, the motivation orientation of language teaching (MOLT), originally developed by Guilloteaux and Dörnyei (2008) and modified by the current researchers. The MOLT observation scheme allowed for real-time coding of observable learner motivated behaviors and teacher motivational behaviors based on Dörnyei's (2001) motivational strategy framework for foreign language classrooms. Postlesson teacher evaluations completed by both the observer and the teacher formed part of the measure of teacher motivational practice. Additionally, teachers attended up to two training sessions, responded to postlesson interview questions and completed a feedback survey. The results validate the previous findings that teacher motivational practice is strongly related to learner motivated behavior. Additionally, results show that teachers find value in motivational strategy training.
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Ekervärn, Sigrid, and Maria Nilsson. "Motivation : Lärares uppfattningar om elevers motivation." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-176262.

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Syftet med vår studie var att undersöka lärares uppfattningar om elevers motivation i skolan och lärarnas strategier för att stärka elevmotivationen. Studiens frågeställningar var hur uppfattar lärare begreppet motivation? Vilka faktorer påverkar enligt lärarna elevers motivation? Hur arbetar lärarna för att motivera eleverna? Metoden som tillämpades var en kvalitativ intervju med nio stycken lärare, som var strukturerad efter tre stycken teman: motivation, lärares roll för elevernas motivation och motivationsarbete. Utifrån frågeställningarna sammanfattas studien med att motivation är ett svårdefinierat begrepp, som anses stå i relation till andra begrepp så som vilja, drivkraft, intresse och glädje. Motivation är viktig för elever, eftersom det driver dem framåt i deras utveckling och stimulerar deras lärande. Faktorer som enligt lärarna påverkar elevers motivation är lärares bemötande och förhållningssätt gentemot eleverna, samt förväntningar, elevens trygghet och säkerhet, sociala omgivning och självkänsla och självförtroende.
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Fred, Erik, and Pontus Qvant. "Motivation In ESL Studies : Context as a motivational device." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-43237.

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The purpose of this study was to investigate why some students are more or less engaged in their ESL studies. Through a socio-psychological lens we investigate how attitudes toward ESL studies are affected and vary between different cultural structures and locations. The study originates in the L2 field explaining whether personality traits and an intrinsic motivation is dominant, or if extrinsic motivational devices can be utilized for progression. Should the variable of context be seen as one of its own or is it, in fact, a key device to create a firmer platform in L2 acquisition. The study shows that specific cultural and social contexts may create conditions in which students are encouraged to build a higher degree of self-determination and willingness to engage in their own development.
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Reichel, Mikael, and Mattias Rehnholm. "Motivation." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28284.

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

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Syfte: Empowerment handlar om att stärka personalens motivation och arbetstillfredsställelse genom att bland annat delegera ansvar och att dela information inom företaget. Detta kan ske med hjälp av olika verktyg varav belöningssystem är ett av de mest effektivaste verktygen inom empowerment. Denna studie söker efter att belysa hur belöningssystem kan påverka personalens motivation i arbetet.   Metod: Studien har ett hermeneutiskt och socialkonstruktivistiskt perspektiv. Vi har använt oss utav en kvalitativ forskningsstrategi med semistrukturerade intervjuer för att samla empirisk data. Den teoretiska referensramen består av sekundär data från tidigare forskning. Vår forskningsprocess utgår ifrån den teoretiska referensramen, vi söker efter logiska paralleller mellan teori och empirisk data.   Resultat & slutsats: Vårt resultat visar både likheter och motsägelser mellan befintlig teori och vår empiriska undersökning. Vårt empiriska resultat har stärkt antagandet om att belöningssystem stärker personalens motivation. Vårt resultat avviker dock från befintlig teori angående att icke-finansiella belöningssystem bäst främjar personalens motivation.   Förslag till fortsatt forskning: Vi rekommenderar att undersöka hur företag kan använda sig av icke-finansiella belöningssystem för att bibehålla sin personal motiverad.   Uppsatsens bidrag: Vi bedömning är att andra studenter kan finna vårt resultat intressant för framtida studier med tanke på att vårt empiriska resultat har avvikit från befintlig teori. Vi anser även att resultatet kan vara intressant för en företagsledning.
Aim: Empowerment deals with increasing employee motivation and job satisfaction by delegating responsibility and sharing information within the organization. This can be done through various tools including reward systems, which is one of the most effective tools within empowerment. This study is searching for understanding around how reward systems can influence employee motivation.   Method: The study takes a hermeneutic and social constructionist perspective. We conducted a qualitative research strategy using semi-structured interviews to collect the empirical data. The theoretical framework consists of secondary data from researchers who have previously touched the subject. We sought logical parallels between the theory and the empirical data.   Result & Conclusions: Our study has found both similarities and differences between existing theory and our interpretation of the empirical data. Our empirical results have strengthened the assumption that reward systems reinforce staff motivation. However, our results differ from existing theory which discuss which reward systems best encourages increased motivation. According to the prevailing theory, should non-financial rewards motivate more than financial rewards.   Suggestions for future research: We recommend examining how companies can use non-financial reward systems and still keep their staff motivated.   Contribution of the thesis: we believe that other students may find this interesting for future studies as our empirical results differed from the existing theory. We also believe that the results can be interesting for an enterprise.   Key words: Empowerment, reward systems, motivation, total reward and decentralization.
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Hansson, Olausson Yasmine, and Felicia Edenhammar. "Motivation att leda : En studie om till vilken utsträckning en ledares motivation att leda påverkar motivationen hos dess följare." Thesis, Högskolan i Halmstad, Akademin för företagande, innovation och hållbarhet, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-45182.

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

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

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Motivation. Avon, Mass: Adams Media, 2007.

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

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

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

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

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Motivation. New York: Macmillan, 1985.

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

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

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Human motivation. 5th ed. Belmont, CA: Wadsworth/Thomson Learning, 2002.

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Book chapters on the topic "And motivation"

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

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

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

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

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

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

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

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

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

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Schmidt, Dirk. "Dafür lohnt es sich zu leben." In Motivation, 61–62. Wiesbaden: Gabler, 2011. http://dx.doi.org/10.1007/978-3-8349-6476-2_17.

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Conference papers on the topic "And motivation"

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

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The purpose of the publication is to present the specifics of motivating in public administration. There is no doubt that employees should be motivated regardless of the workplace. The publication presents the definition of motivation and its theory. It contains tips on what should be particularly considered in creating an incentive system in public administration. Particular attention was devoted to creating the foundations of a motivational system that has roots in motivation theories. The most common motivational theories and their importance in shaping the incentive system were presented.
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Siddique, Zahed, and Patricia L. Hardré. "Structuring Engineering Design Courses to Motivate Students." In ASME 2013 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/detc2013-12392.

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The purpose of this study was to determine the effects of motivation in engineering design courses. In this study we present a structured approach to identify motivational gaps and instructional design to explicitly address motivational needs in a current course in mechanical engineering design. The SUCCESS framework (Hardré, 2009) has been proposed to assess the existing motivational components of the course, examine gaps in the course relative to its goals, and then propose motivating strategies to address those gaps. This paper presents the model and course description, along with the process and products of the analysis of the course to improve motivation for engagement and innovation.
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Hiemstra, Djoerd, and Anne Carine Zagt. "Developing Communication Competencies Through E-Learning: The Motivating Potential of Adaptive Video Role Play." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5264.

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Abstract To develop competence through e-learning tools, students must be motivated to use these tools. Hence, we conducted two empirical studies to explore the motivating potential of an adaptive video role playing game (AVR) for training communication competencies. In Study 1 (N = 54), we used a within-person design to examine students’ motivation in three learning conditions: in the classroom, when playing the AVR, and when doing homework. The results showed that, relative to the homework condition, in the AVR condition students were higher in perceived competence, relatedness, intrinsic motivation, and flow. No difference between the classroom condition and the AVR condition were found. In Study 2 (N = 150), we used a randomized experimental design to examine the motivational consequences of using videos (AVR) rather than photos (APR) in the adaptive role playing game. We found that, relative to students in the APR condition, students in the AVR condition were higher in relatedness and flow. No differences in perceived competence, autonomy, and intrinsic motivation were observed. We conclude that an AVR may have considerable motivational benefits relative to common homework assignments, and some motivational benefits relative to an APR. Keywords: e-learning, video role play, games, motivation, flow
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Kim, Yong Se, Hyun Jin Cha, Tae Bok Yoon, and Jee-Hyoung Lee. "A Perspective Projection Tutoring System With Motivation Diagnosis and Planning." In ASME 2007 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2007. http://dx.doi.org/10.1115/detc2007-35432.

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Motivation is a paramount factor to student success. Although it is well known that the learner’s motivation and emotional state in educational contexts are very important, they have not been fully addressed in intelligent tutoring systems (ITS). In this paper, a method for integrated motivation diagnosis and motivational planning is described in a manner applied to an operable system. For the motivational diagnosis rules, three different channels of data (performance from interaction with the system, verbal communication, and feedbacks) are combined. For the motivational planning rules, four different strategies (different learning process, helps, different teaching strategies, and arousal questions or feedbacks) are combined. By applying the mechanisms, a tutoring system for the topic of perspective projection with motivation diagnosis and motivational planning on a multiagent system with fuzzy logic has been implemented.
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Curea, Roxana Nicoleta. "Motivational Structure and the Risk of Professional Dropout in Pre-school Teachers." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/10.

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This empirical study identifies a hierarchy of motivations for choosing a teaching career (in order of intrinsic motivation, motivation by identification, motivation by introjection and extrinsic motivation), investigates the reasons responsible for professional dropout among teachers and their expectations of the education system. In addition, a set of management measures is proposed to increase teachers' motivation.
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Duro, Lígia, Pedro F. Campos, Teresa Romão, and Evangelos Karapanos. "How do motivational text messages impact motivation to exercise?" In the 13th Biannual Conference of the Italian SIGCHI Chapter. New York, New York, USA: ACM Press, 2019. http://dx.doi.org/10.1145/3351995.3352043.

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"Motivating Self-Motivation: Reflections on Teaching a New Generation." In International Conference on Humanities, Literature and Management. International Centre of Economics, Humanities and Management, 2015. http://dx.doi.org/10.15242/icehm.ed0115109.

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Pramanik, Sarah. "Threat motivation." In 2013 10th International Conference & Expo on Emerging Technologies for a Smarter World (CEWIT). IEEE, 2013. http://dx.doi.org/10.1109/cewit.2013.6851346.

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Agustriani, Devi Pramiati, and Nur Aedi. "Work Motivation:." In 4th International Conference on Research of Educational Administration and Management (ICREAM 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210212.096.

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Rasskazova, Tatiana, Nadezhda Dubina, Nadezhda Yedik, and Victoria Aksenova. "BLENDED LEARNING IN L2: MOTIVATION OR DE-MOTIVATION?" In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.1548.

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Reports on the topic "And motivation"

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

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

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

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

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

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

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

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

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

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

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