Relevant bibliographies by topics / Motivation factors

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Motivation factors'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 September 2023

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Journal articles on the topic "Motivation factors"

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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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Conrad, David, Amit Ghosh, and Marc Isaacson. "Employee motivation factors." International Journal of Public Leadership 11, no. 2 (May 11, 2015): 92–106. http://dx.doi.org/10.1108/ijpl-01-2015-0005.

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Purpose – Motivation is a widely explored topic and numerous studies have been done to determine motivation importance and implementation. However, no studies have been identified that investigate what motivators are most important to physicians and if physician leaders agree with the importance physicians place on specific motivational aspects. The purpose of this paper is to investigate this missed management learning opportunity. Design/methodology/approach – A fully inclusive sampling of all (n=2,547) public-practice physicians and physician leaders (clinic and hospital employed, non-private practice) in Minneapolis and St. Paul Minnesota was conducted in the summer and fall of 2013. The surveys were sent in a link via a web survey software program by the study researchers. The surveys were anonymous and minimally intrusive, asking only for perspectives regarding the most important motivational elements by physicians and physician leaders. Findings – Generally, the responses were surprisingly similar between physicians and physician leaders. The two statistically different motivators – interesting work and job security – were ranked as more important by physicians than the physician leaders. This suggests that leaders should be more attentive to ensuring variety, challenge, and engagement is an active part of the physicians’ work. This also suggests that managers should emphasize and reinforce the fact that – if it is the case – jobs are secure and that staffing stability is a key goal for management. As Kovach (1987) suggests, as employees’ income increases, money becomes less of a motivator and as employees get older, interesting work becomes more of a motivator. Research limitations/implications – Conclusions and generalizations can be made about the population sampled. Practical implications – The two statistically different motivators – interesting work and job security – were ranked as more important by physicians than the physician leaders. This suggests that leaders should be more attentive to ensuring variety, challenge, and engagement is an active part of the physicians’ work. This also suggests that managers should emphasize and reinforce the fact that – if it is the case – jobs are secure and that staffing stability is a key goal for management. Social implications – As this study reveals, physicians have clear preferences when it comes to workplace motivation. It is not unreasonable then to determine that the more satisfied the employee, the better he or she will perform. Accordingly, the environment that managers create for their employees must be one that is constructive to positive energy. If employees feel happy when they are working, then they will be naturally encouraged to work, thus producing improved quality healthcare for patients. Originality/value – What are the most important motivators for physicians and do physician leaders understand what motivators are to enhance physician productivity, well-being, and morale? Answers to this question may be beneficial to designing leadership education that enhances the understanding of the impact effectively identified and effectively applied motivation techniques may have on employee behavior and attitudes. Insights will also benefit the design of motivational structures and methods in the healthcare workplace.
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Misirli, Ayse Tosun, June Verner, Jouni Markkula, and Markku Oivo. "Factors Affecting Team Motivation." International Journal of Information System Modeling and Design 6, no. 3 (July 2015): 1–26. http://dx.doi.org/10.4018/ijismd.2015070101.

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Motivation in software engineering is a complex topic. Cultural background is reported to be one of the factors moderating software engineers' motivation and project outcome. The authors conducted a survey with 36 software engineers from Finland to explore 1) the relationship between team motivation and project outcome, 2) factors that motivate Finnish engineers, and 3) how these motivational factors are related. The authors compare Finnish motivational factors with those identified in prior research. In addition they build a prediction model to identify the best indicators of team motivation for Finnish software engineers. Their results show that teamwork is the only culturally independent motivational factor. Having 1) a project manager with a clear vision (project manager vision) and 2) a project manager given full authority to manage the project (project manager authority) are also significant motivational factors among Finnish engineers. There are significant associations between some factors, e.g., customer involvement and staff appreciation. While these factors partially explain motivation in software engineering, cultural differences also play an active role in explaining team motivation. Their questionnaire needs to be updated to enable measurement of motivation for modern development practices such as agile development.
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İpek, Hülya, and Müge Kanatlar. "Factors Affecting EFL Teacher Motivation." Journal of Qualitative Research in Education 6, no. 2 (November 13, 2018): 1–17. http://dx.doi.org/10.14689/issn.2148-2624.1.6c2s2m.

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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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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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M, RAMASUBRAMANIAN, SENTHIL KUMAR M, and PUTHIRA PRATHAP D. "Motivational factors for maize cultivators." Madras Agricultural Journal 92, March (2005): 118–25. http://dx.doi.org/10.29321/maj.10.a00020.

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A study was conducted to find out the motivational factors of farmers to grow maize. A motivation index was developed. The study revealed that high motivation and high motivation index was found with the factors namely presence of poultry feed units in the area, attractive price for the produce, minimum duration and easy marketability for the produce. Low to nil motivation and motivation index was found with respondents for the factors presence of Broiler Coordination Committee, amenability for value addition and availability of labour. Medium motivation was found with respondents for the factors of good high yielding varieties, high economic value of straw and less skill requirement. Among the broad categories of motivational factors studied the crop production factors stood first followed by economic factors, bio physical factors, input factors and other relevant factors.
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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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ELLIS, JASON D., SUSAN W. ARENDT, CATHERINE H. STROHBEHN, JANELL MEYER, and PAOLA PAEZ. "Varying Influences of Motivation Factors on Employees' Likelihood To Perform Safe Food Handling Practices Because of Demographic Differences." Journal of Food Protection 73, no. 11 (November 1, 2010): 2065–71. http://dx.doi.org/10.4315/0362-028x-73.11.2065.

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Food safety training has been the primary avenue for ensuring food workers are performing proper food handling practices and thus, serving safe food. Yet, knowledge of safe food handling practices does not necessarily result in actual performance of these practices. This research identified participating food service employees' level of agreement with four factors of motivation (internal motivations, communication, reward-punishment, and resources) and determined if respondents with different demographic characteristics reported different motivating factors. Data were collected from 311 food service employees who did not have any supervisory responsibilities. Intrinsic motivation agreement scores were consistently the highest of all four motivational factors evaluated and did not differ across any of the demographic characteristics considered. In contrast, motivation agreement scores for communication, reward-punishment, and resources did differ based on respondents' gender, age, place of employment, job status, food service experience, completion of food handler course, or possession of a food safety certification. In general, respondents agreed that these motivation factors influenced their likelihood to perform various safe food handling procedures. This research begins to illustrate how employees' demographic characteristics influence their responses to various motivators, helping to clarify the complex situation of ensuring safe food in retail establishments. Future research into why employee willingness to perform varies more for extrinsic motivation than for intrinsic motivation could assist food service managers in structuring employee development programs and the work environment, in a manner that aids in improving external motivation (communication, reward-punishment, and resources) and capitalizing on internal motivation.
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Hitka, Miloš, Silvia Lorincová, Miloš Gejdoš, Kristina Klarić, and Dagmar Weberová. "Management approach to motivation of white-collar employees in forest enterprises." BioResources 14, no. 3 (May 29, 2019): 5488–505. http://dx.doi.org/10.15376/biores.14.3.5488-5505.

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Employee motivation is a prerequisite for the effective development of the potential of human resources. Therefore, motivation processes are important. The aim of the paper was to define the motivational priorities of white-collar employees in forest enterprises. Following the research results, cluster analysis statistical methods were used to define employee groups with similar motivations. The research was carried out in 11 forest enterprises with 195 total respondents. The results indicated that it is possible to create a unified motivation program with selected motivation factors for white-collar employees in forest enterprises. Defined groups had similar levels of motivation in individual motivation factors. Three significant motivation factors were determined: basic salary, working environment, and fair appraisal system. These motivation factors can be systematically implemented as a tool to improve the level of motivation of individual groups. It is important to consider that conditions and work environments change over time, so an effective motivation program must be updated regularly in order to produce sustained benefits.
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Dissertations / Theses on the topic "Motivation factors"

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Bassy, Maren. "Motivation and Work -Investigation and Analysis of Motivation Factors at Work." Thesis, Linköping University, Department of Management and Economics, 2002. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-1086.

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Background: Employees acting towards company goals and having a strong desire to remain in the organisation are very important for the success of a company. In order to generate such organisational commitment of the employees, the knowledge about what motivates and satisfies them is essential.

Purpose: The purpose of this thesis is to investigate and analyse the factors which motivate employees, under consideration of individual characteristics.

Limitation: Age, gender, marital status, work area, position and the years a person has been working in the company represent the individual characteristics examined in this study.

Realisation: Literature research as well as a practical survey consisting of mail questionnaires and personal interviews were carried out in order to best serve the purpose of this thesis.

Results: Skills, task identity, task significance, autonomy, feedback, environment, job security, and compensation are important factors for the motivation of employees. Taking into consideration the extent to which these factors are present at work and the employees'satisfaction with this state, differences regarding all examined individual characteristics are recognisable. Moreover, the investigation of the importance attributed to these factors by the employees revealed no differences with regard to the individual characteristics, except for the years an employee has been working in the company. In addition, several factors, which may cause a higher motivation and job satisfaction in the selected company, have been identified in terms of the individual characteristics. Thereby, for all employees, the feedback represents the factor with the highest motivation potential.

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Karlsson, Malin, and Åsa Martinsson. "How can the Relationship be a Motivator? : A qualitative study of Motivation towards Crowdsourcing." Thesis, Linnéuniversitetet, Institutionen för marknadsföring (MF), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-35759.

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Background: Successful crowdsourcing cannot be accomplished without a motivated community of participants. Hence, organisations need to use incentives that motivate the crowd to participate in crowdsourcing processes. Further, maintaining a working relationship between the organisation and the crowd throughout the duration of a project is a challenge with crowdsourcing. Thus, it creates difficulties in monitoring the quality of the outcome, which is the motivator for the organisation. However, previous studies have not covered the area of how the relationship between the organisation and the crowd influence their motivation. Purpose: Describe how motivation is influenced by the relationship between an organisation and the crowd in a crowdsourcing process.  Research questions: RQ1: How do an organisation and a crowd describe the relationship during the crowdsourcing process? RQ2: How do an organisation and a crowd describe their motivation during the crowdsourcing process? RQ3: How do the relationship between an organisation and a crowd influence motivation during the crowdsourcing process? Methodology: A single embedded case study, semi-structured interviews Conclusion: It is highly important that a company and a crowd have a good relationship in crowdsourcing, because it goes hand in hand with having a high motivation. It ought to be hard to state which term that influences the other, if it is the relationship that influences the motivation or if it is the motivation that influences the relationship. Thus, the result of this thesis explains that the relation between them is dynamic.
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Wolfe, Richard M. "Missionary motivation among Filipinos identifying critical factors /." Theological Research Exchange Network (TREN), 2001. http://www.tren.com.

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Quijano, Zavala Gandy Griselda. "Attitudinal and motivational factors : performance, attitude and motivation change in a Mexican university context." Thesis, University of Southampton, 2017. https://eprints.soton.ac.uk/413953/.

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Considerable research has evidenced the important influence of attitudes on the language learner under the umbrella of motivation. Similarly, several studies have highlighted the close relationship between motivation and performance. Yet little research has examined the relationship between attitude, performance and change of attitude in the English as a Foreign Language setting. This thesis focuses on undergraduates’ attitudes towards learning English in the Mexican context, specifically in Southeast Mexico. Despite the closeness of Mexico to the United States, there has been a lack of studies researching students’ attitudes towards learning English. This study’s research questions aimed to explore undergraduates’ attitudes towards learning English, the factors that influence such attitudes, the relationship between attitudes and performance, the existence and power of factors predicting attitudinal changes, and the presence of such changes over time. In order to answer the research questions, the study adopted a longitudinal mixed- method approach. The field work took place at the beginning and end of the academic year 2014-2015. Attitudes were collected by pre- and post- questionnaires. Performance was evaluated by using the University’s Institutional English Diagnostic Test (EDII) results of 704 newly admitted students and the final year scores of 161 initial students. At the beginning of the students’ second academic year in 2015, 12 secondyear students were interviewed. The findings of this study suggest that four salient attitudinal factors affected performance. They are 1) EFL attitudes, 2) socio-cultural impact, 3) linguistic exposure, and 4) classroom experience. Linguistic exposure, and Socio-cultural impact were among the predictors of students’ performance. Although most students showed initial positive attitudes towards learning English, findings also indicated that attitudes could change over time based on attitudinal/motivational factors. These insights have implications for possible changes with regards to English curriculum and lesson planning in the institution of higher education, but also for continuing research on attitude change in other institutions in Mexico and in the ELT community at large.
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Lenstierna, Elisabeth. "Motivation on Twitter : A qualitative study examining motivational factors for political participation in #svpol." Thesis, Linnéuniversitetet, Institutionen för medier och journalistik (MJ), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-85576.

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This work takes off in earlier studies concerning motivational factors to interact in various social media in relation to societal and political discussions. The aim for this study is to garner a deeper understanding about how users on Twitter are motivated to take part in debates beneath the hashtag #svpol. Also, this work contributes with the personal experience of entering the Twittersphere as a new user without the capital of trust or knowledge prerequisite to the participation in the community of #svpol. Through semi-structured interviews six respondents shared their experiences of political dialogue on Twitter. Further, this study presents a new form of gathering data by using Twitter as a channel for textual responses through the function of Direct Messages where 3 respondents answered in text. The results presented confirms earlier theory in some respects regarding motivational factors to engage in political commentary and debate on Twitter. Also, this study presents nuances which can be recognized as pre-dispositioning motivational factors addressed in earlier research. The respondents in this work show differences in their social orientation displaying both relation orientation and antagonistic features in the community of #svpol. Their motivation and gratifications differ, and the result are discussed and concluded in the final chapter. This study does not generalize by the findings presented, rather it describes a small window of the community of #svpol and political commentary on Twitter. Rather than posing any absolute truths or widely held conceptions, this study contributes by giving some depth to the notion of nine Twitter users and their perception of the activity beneath #svpol on the Twitter platform. This work also shines light hardships which a researcher might encounter on the way to a qualitative approach to Twitter users in a general, largely anonymous, network within a national setting.
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Hands, Africa S. "LIS doctoral student motivation: An exploratory study of motivating factors for earning the PhD." Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/120828/2/Africa_Hands_Thesis.pdf.

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This mixed methods research examined motivating factors for earning a doctoral degree using a sample of library and information science (LIS) doctoral students from the United States and Canada. The study revealed five motivating factors: previous academic experience, appeal of the scholarly environment, preparation for the future, encouragement from others, and research-related reasons. Results of the Academic Motivation Scale indicate students represent intrinsic motivation types as well as identified and introjected regulation. This research extends current knowledge of LIS doctoral student motivation presenting viewpoints and recommendations valuable to program administrators, faculty, and prospective doctoral students.
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Young, Robert John. "Factors affecting foraging motivation in the domestic pig." Thesis, University of Edinburgh, 1993. http://hdl.handle.net/1842/27733.

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The welfare of farm animals is currently a topic of both scientific investigation and public concern. The aim of this thesis was to investigate motivational factors affecting the expression of foraging behaviour in domestic pigs. This topic was chosen because a number of recent scientific investigations have implicated commercial feeding regimes as being causal in reducing pig welfare. Most of the experiments reported in this thesis used operant methodology in which pigs had to learn to perform a behavioural response to receive food reinforcement. The main aspects investigated were: the effects of social constraints on feeding behaviour; the effect of information associated with reinforcer delivery on contrafreeloading (where the same food is simultaneously offered free and contingent on an operant response); the effect of operant design on food intake and on operant choice; the effect of food level and a foraging device ('The Edinburgh Foodball') on pigs' time budget; and the effect of reinforcement rate from the Foodball on the time budget. The results showed that: pigs are highly adaptable and flexible foragers able to overcome social constraints associated with feeding by altering the expression and temporal patterning of feeding variables (e.g., feeding rate); that information associated with reinforcer delivery had little effect on contrafreeloading and that pigs at least under these experimental conditions preferred free food over operant contingent food; that the design of an operant device can significantly influence the level of operant responding and the level of food intake; that given the opportunity food motivated pigs express their feeding motivation as complex and variable foraging behaviour; and that pigs respond to a decrease in the rate of food reinforcement by increasing both the proportion of time they forage for, and the frequency of their foraging responses.
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Stribling, Parrill Lewellyn. "Extrinsic motivation factors in a Japanese junior college." Thesis, University of Nottingham, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.324476.

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Wilson, Sharlene. "Understanding Presidential Voting Motivation by Factors of Agency." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/427.

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The President of the United States sets the tone for policy and has significant power in adopting and implementing policy. Despite this acknowledged power, prior studies, have not examined whether or not agency theory is predictive of voting in U.S. presidential elections. Agency theory is important in the scope of voting behavior as it identifies the relationships which support significance in practicing the activity. This correlational study examined the statistical impact of personal agency, social agency, and sociocultural agency on predictive voting behavior. This study used secondary data originally collected between 1956 and 2008 by the American National Election Study through a multistage probability design that yielded a survey of 28,000 individuals. A single, combined model was created from variables measuring personal, social, and sociocultural agency on the dependent variable of voting to test which type of agency had the highest predictive power on voting. The outcome of a logistic regression analysis demonstrated that sociocultural and personal agency, but not social agency, were statistically powerful predictors of voting (p < .05). These findings suggest that an individual's personal perceptions and cultural status influence their likelihood to vote, but that their social units do not. These findings suggest that efforts to increase turnout by members of sociocultural groups that are less likely to vote should focus on increasing personal agency. This study promotes positive social change by empowering the design of more effective get-out-the-vote campaigns to increase voter participation, especially among the underrepresented.
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Sommerfeldt, Vernon. "An identification of factors influencing police workplace motivation." Thesis, Queensland University of Technology, 2010. https://eprints.qut.edu.au/34460/1/Vernon_Sommerfeldt_Thesis.pdf.

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Police work tasks are diverse and require the ability to take command, demonstrate leadership, make serious decisions and be self directed (Beck, 1999; Brunetto & Farr-Wharton, 2002; Howard, Donofrio & Boles, 2002). This work is usually performed in pairs or sometimes by an officer working alone. Operational police work is seldom performed under the watchful eyes of a supervisor and a great amount of reliance is placed on the high levels of motivation and professionalism of individual officers. Research has shown that highly motivated workers produce better outcomes (Whisenand & Rush, 1998; Herzberg, 2003). It is therefore important that Queensland police officers are highly motivated to provide a quality service to the Queensland community. This research aims to identify factors which motivate Queensland police to perform quality work. Researchers acknowledge that there is a lack of research and knowledge in regard to the factors which motivate police (Beck, 1999; Bragg, 1998; Howard, Donofrio & Boles, 2002; McHugh & Verner, 1998). The motivational factors were identified in regard to the demographic variables of; age, sex, rank, tenure and education. The model for this research is Herzberg’s two-factor theory of workplace motivation (1959). Herzberg found that there are two broad types of workplace motivational factors; those driven by a need to prevent loss or harm and those driven by a need to gain personal satisfaction or achievement. His study identified 16 basic sub-factors that operate in the workplace. The research utilised a questionnaire instrument based on the sub-factors identified by Herzberg (1959). The questionnaire format consists of an initial section which sought demographic information about the participant and is followed by 51 Likert scale questions. The instrument is an expanded version of an instrument previously used in doctoral studies to identify sources of police motivation (Holden, 1980; Chiou, 2004). The questionnaire was forwarded to approximately 960 police in the Brisbane, Metropolitan North Region. The data were analysed using Factor Analysis, MANOVAs, ANOVAs and multiple regression analysis to identify the key sources of police motivation and to determine the relationships between demographic variables such as: age, rank, educational level, tenure, generation cohort and motivational factors. A total of 484 officers responded to the questionnaire from the sample population of 960. Factor analysis revealed five broad Prime Motivational Factors that motivate police in their work. The Prime Motivational Factors are: Feeling Valued, Achievement, Workplace Relationships, the Work Itself and Pay and Conditions. The factor Feeling Valued highlighted the importance of positive supportive leaders in motivating officers. Many officers commented that supervisors who only provided negative feedback diminished their sense of feeling valued and were a key source of de-motivation. Officers also frequently commented that they were motivated by operational police work itself whilst demonstrating a strong sense of identity with their team and colleagues. The study showed a general need for acceptance by peers and an idealistic motivation to assist members of the community in need and protect victims of crime. Generational cohorts were not found to exert a significant influence on police motivation. The demographic variable with the single greatest influence on police motivation was tenure. Motivation levels were found to drop dramatically during the first two years of an officer’s service and generally not improve significantly until near retirement age. The findings of this research provide the foundation of a number of recommendations in regard to police retirement, training and work allocation that are aimed to improve police motivation levels. The five Prime Motivational Factor model developed in this study is recommended for use as a planning tool by police leaders to improve motivational and job-satisfaction components of police Service policies. The findings of this study also provide a better understanding of the current sources of police motivation. They are expected to have valuable application for Queensland police human resource management when considering policies and procedures in the areas of motivation, stress reduction and attracting suitable staff to specific areas of responsibility.
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Books on the topic "Motivation factors"

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Lawyer advertising: Consumer attitudes, response patterns, and motivation factors. Grand Rapids, Mich: Communications Research, 1985.

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Baker, William E. Factors affecting information search for consumer durables. Cambridge, Mass: Marketing Science Institute, 1992.

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Western Symposium on Learning (12th 1987 Bellingham, Wash.). Cultural and ethnic factors in learning and motivation: Implications for education. Edited by Lonner Walter J, Tyler Vernon O, and Western Washington University. [Bellingham, Wash.]: Western Washington University, 1988.

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Nebraska Symposium on Motivation (50th 2002 University of Nebraska--Lincoln). Motivational factors in the etiology of drug abuse. Edited by Bevins Rick A and Bardo Michael T. Lincoln: University of Nebraska Press, 2004.

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Diane, Palframan, Tank Andrew, Conference Board, Conference Board Europe, and Conference Board Europe's Quality Forum (1998 : Switzerland), eds. Understanding people factors in the quest for competitiveness. New York, NY: Conference Board, 1998.

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Joshua, Aronson, ed. Improving academic achievement: Impact of psychological factors on education. Amsterdam: Academic Press, 2002.

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Human factors in project management: Concepts, tools, and techniques for inspiring teamwork and motivation. San Francisco: Jossey-Bass, A Wiley Imprint, 2007.

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Murray, Orla. Factors effecting influence strategy selection in the service industry. Dublin: University College Dublin, 1997.

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Mwale, Joseph Kuthemba. Motivational factors which affect teaching and learning at the University of Malawi. Bonn: Zentralstelle für Erziehung, Wissenschaft und Dokumentation, German Foundation for International Development, 1991.

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Rengaraj, M. Socio-psychological factors influencing the achievement motivation of the school students in Chennai City: An explorative study. Chennai: The Parkar, 2007.

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Book chapters on the topic "Motivation factors"

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Allen, Kelly-Ann, and Margaret L. Kern. "Individual Factors: Academic Motivation." In SpringerBriefs in Psychology, 65–74. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-5996-4_7.

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Filser, M., and Iris-Katharina Penner. "Personality Factors and Motivation." In Fatigue in Multiple Sclerosis, 83–89. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-13498-2_7.

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

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Abstract This chapter discusses the fundamentals of motivation in animals such its causal factors, state of being motivated, history of motivational ideas, monitoring motivation, motivational control systems, feelings, emotions, mood, needs, emotions, and judgement bias.
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Davies, Don, and Malcolm Armstrong. "Learning, Motivation and Performance." In Psychological Factors in Competitive Sport, 5–26. London: Routledge, 2021. http://dx.doi.org/10.4324/9781315863665-2.

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Luczak, Holger, Tanja Kabel, and Torsten Licht. "Task Design and Motivation." In Handbook of Human Factors and Ergonomics, 384–427. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2006. http://dx.doi.org/10.1002/0470048204.ch15.

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Luczak, Holger, Tanja Kabel, and Torsten Licht. "Task Design and Motivation." In Handbook of Human Factors and Ergonomics, 397–440. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2012. http://dx.doi.org/10.1002/9781118131350.ch14.

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Bailey, Russell J., and Benjamin M. Ogles. "Motivation, common factor 2." In Common factors therapy: A principle-based treatment framework., 83–121. Washington: American Psychological Association, 2023. http://dx.doi.org/10.1037/0000343-004.

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Orhan Özen, Sevil. "The Effect of Motivation on Student Achievement." In The Factors Effecting Student Achievement, 35–56. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56083-0_3.

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Schiefer, Gernot, and Corinna Hoffmann. "Work Motivation Factors of Older Employees." In essentials, 17–23. Wiesbaden: Springer Fachmedien Wiesbaden, 2021. http://dx.doi.org/10.1007/978-3-658-35724-5_4.

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Elliott, Julian George, and Wilma C. M. Resing. "Cross-Cultural Factors in Learning and Motivation." In Encyclopedia of the Sciences of Learning, 850–53. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_99.

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Conference papers on the topic "Motivation factors"

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de Vries, Roelof A. J., Khiet P. Truong, Sigrid Kwint, Constance H. C. Drossaert, and Vanessa Evers. "Crowd-Designed Motivation." In CHI'16: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2858036.2858229.

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Pongračić, Luka. "Motivation Factors for Elementary School Students." In International Virtual Conference on Education, Teaching and Learning. GLOBALKS, 2020. http://dx.doi.org/10.33422/ivcetl.2020.05.163.

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Fomina, Yuliya, Anna Gorodishcheva, Anna Vinogradova, Svetlana Piskorskaya, and Oxana Petrova. "Features of Scientific Knowledge Motivation Factors." In Proceedings of the 2nd International Conference on Education Science and Social Development (ESSD 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/essd-19.2019.127.

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Csákné Filep, Judit, and Áron Szennay. "Factors Influencing Entrepreneurs’ Decision-making Concerning SDGs." In 7th FEB International Scientific Conference. University of Maribor, University Press, 2023. http://dx.doi.org/10.18690/um.epf.3.2023.21.

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Many studies highlight the importance of entrepreneurs in achieving SDGs. While their role is undeniable, mapping their motivations to act according to SDG principles is still in its infancy. The aim of this study is to examine whether the environment surrounding entrepreneurs, their characteristics, and their motivation for starting a business are related to whether SDGs are considered in business decisions. Following a review of the relevant literature, the paper provides empirical evidence for the existence of the hypothesized relationships. The 215-item database of the Hungarian Global Entrepreneurship Monitor Adult Population Survey 2022, restricted to business owner-managers, was used. Chi-Square test and correlation analysis were applied to analyse the relationship between sustainability decisions and the environment, personal characteristics, and start-up motivations of owner-managers. The research shows a relationship between entrepreneurial decisions made with sustainability in mind and the entrepreneur's environment, personality, and motivation to start a business.
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Vigato, Matija, and Tihana Babic. "Research on Gamer Motivation Factors Based on the Gamer Motivation Model Framework." In 2021 44th International Convention on Information, Communication and Electronic Technology (MIPRO). IEEE, 2021. http://dx.doi.org/10.23919/mipro52101.2021.9596942.

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Mulyani, Sri. "FACTORS ASSOCIATED WITH MOTIVATION OF EXCLUSIVE BREASTFEEDING." In THE 2ND INTERNATIONAL CONFERENCE ON PUBLIC HEALTH. Masters Program in Public Health, Sebelas Maret University, 2017. http://dx.doi.org/10.26911/theicph.2017.122.

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Terlemezian, Hilda. "FACTORS AFFECTING ENGLISH TEACHERS’ MOTIVATION IN SCHOOLS." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.0364.

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Chuang, Ya-lan, and Ling-ling Wu. "User-Based Evaluations of Search Engines: Hygiene Factors and Motivation Factors." In 2007 40th Annual Hawaii International Conference on System Sciences (HICSS'07). IEEE, 2007. http://dx.doi.org/10.1109/hicss.2007.590.

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Morris, Meredith. "Session details: Motivation & Participation." In CHI '15: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/3251700.

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Espinoza, Geovanna Evelyn Taype, and Maria Cecília Calani Baranauskas. "Motivation, persuasion and healthy eating." In IHC '20: XIX Brazilian Symposium on Human Factors in Computing Systems. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3424953.3426475.

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Reports on the topic "Motivation factors"

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Velaski, Denise. Isolating factors predicting cooperation in work groups : leader motivation and style. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5645.

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Kondratenko, Larysa O., Hanna T. Samoylenko, Arnold E. Kiv, Anna V. Selivanova, Oleg I. Pursky, Tetyana O. Filimonova, and Iryna O. Buchatska. Computer simulation of processes that influence adolescent learning motivation. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4452.

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In order for the learning process to always retain personal value for the learner, it is necessary that his or her motivation be maintained through an awareness of his or her purpose and goals. This article presents a local model (at the individual object level) of enhancing external motivation, which give to determine students’ efforts to get rewards. The concept of this model based on describing the behavior of agents (in our case students). The characteristics of the phenomenon in the motivation of learning at different stages of adolescent development are analyzed. The problem of computer modeling of educational processes with the help of agent modeling on the example of studying student motivation is considered. Internal and external factors that may strengthen or weaken the adolescent’s motivation to study have been studied. The expediency of using information technologies of agent modeling to study the dynamics of strengthening or weakening student motivation is substantiated. Using the AnyLogic Cloud computing environment the change of dynamics of strengthening of motivation of teenagers on an example of model of strengthening of external motivation is defined.
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Lurvink, Anne-Fleur, AlimamyJames Khanu, Emma Cameron, Josephine Kamara, Kabiru Mansaray, and Katie Godwin. Teacher Retention and Mobility in Sierra Leone: what factors contribute to teachers' motivation to stay or leave schools? EdTech Hub, June 2023. http://dx.doi.org/10.53832/edtechhub.0168.

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Petrenko, Larisa M., Iryna P. Varava, and Andrey V. Pikilnyak. Motivation readiness of future software engineer's professional self-improvement and prospects of its formation in college cloud environment. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3893.

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Innovative technologies have an impact on the countries socio- economic development, the structure of labor market and educational services transformation. Rapid IT industry development constantly requires qualified programmers capable of professional self-improvement throughout life, the driving force of which is the individual motivation which activates the individual self-development process, optimizes thinking and develops special professional qualities, moral and ethical values. The main article purpose is to analyze the state of the form of motivational readiness for future programmer’s professional self-improvement, to identify problems of its formation in colleges and to determine the ways of its increase as one of the main factors of quality improvement. To achieve it, a complex of theoretical and empirical methods was used, with help of which a number of problems were revealed which slow down the process of improving the quality of future programmers professional training. To eliminate them, a system of phased motivation for future specialists professional self-improvement has been developed on the basis of general secondary education, which can be integrated into the teaching of both general education and professionally-oriented disciplines; ways of improving the quality of the educational process through the creation of a cloud of oriented environment, the introduction of innovative teaching technologies, special training of teachers in the system of professional development.
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Bano, Masooda. Narratives of Success against the Odds: Why Some Children in State Schools Go Far in Life—Evidence from Pakistan. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/104.

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What makes some children succeed despite studying in failing education systems? Are these children exceptionally gifted, or do other psychological or sociological factors and family circumstances contribute to success? To address the learning crisis in state schools in developing countries, development agencies have primarily focused on identifying inputs that can improve state education provision. Yet, even from low-performing state schools, some children do manage to successfully complete primary and secondary education cycles, pursue higher education, and record upward social mobility, but we know very little about the factors that facilitate this success. This paper addresses this gap in the literature. Tracing life histories of successful alumni of state schools supported by CARE, an education foundation in Pakistan, this paper identifies children’s motivation to succeed as having a major impact on educational performance. However, for most this motivation is not a product of an innate desire to excel, it is a product of contextual factors: parental encouragement; an acute desire to make parents happy and to alleviate their sufferings; the company of friends, cousins, and peers who are keen on education and thus help to create an aspiring, competitive spirit; encouragement given by good teachers; and exposure to new possibilities and role models that raise aspirations by showing that what might appear to the child unachievable is in fact attainable. High motivation in turn builds commitment to work hard. Equally important, however, is the provision of financial support at critical points, especially when transitioning from secondary school to college and university. Without financial support, which could be in the form of scholarships, loans, or income from part-time work, at critical junctures, even highly motivated children in state schools cannot succeed. The paper thus argues that rather than being focused solely on education inputs, development agencies should also seek to explore and understand the factors that can motivate children in state schools to aim high and work hard to succeed.
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Bano, Masooda. Narratives of Success against the Odds: Why Some Children in State Schools Go Far in Life—Evidence from Pakistan. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/104.

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What makes some children succeed despite studying in failing education systems? Are these children exceptionally gifted, or do other psychological or sociological factors and family circumstances contribute to success? To address the learning crisis in state schools in developing countries, development agencies have primarily focused on identifying inputs that can improve state education provision. Yet, even from low-performing state schools, some children do manage to successfully complete primary and secondary education cycles, pursue higher education, and record upward social mobility, but we know very little about the factors that facilitate this success. This paper addresses this gap in the literature. Tracing life histories of successful alumni of state schools supported by CARE, an education foundation in Pakistan, this paper identifies children’s motivation to succeed as having a major impact on educational performance. However, for most this motivation is not a product of an innate desire to excel, it is a product of contextual factors: parental encouragement; an acute desire to make parents happy and to alleviate their sufferings; the company of friends, cousins, and peers who are keen on education and thus help to create an aspiring, competitive spirit; encouragement given by good teachers; and exposure to new possibilities and role models that raise aspirations by showing that what might appear to the child unachievable is in fact attainable. High motivation in turn builds commitment to work hard. Equally important, however, is the provision of financial support at critical points, especially when transitioning from secondary school to college and university. Without financial support, which could be in the form of scholarships, loans, or income from part-time work, at critical junctures, even highly motivated children in state schools cannot succeed. The paper thus argues that rather than being focused solely on education inputs, development agencies should also seek to explore and understand the factors that can motivate children in state schools to aim high and work hard to succeed.
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Liu, Xian-Liang, Tao Wang, Daniel Bressington, Bróna Nic Giolla Easpaig, Lolita Wikander, and Jing-Yu (Benjamin) Tan. Influencing factors and barriers to retention among regional and remote undergraduate nursing students in Australia: A systematic review of current research evidence. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, June 2022. http://dx.doi.org/10.37766/inplasy2022.6.0087.

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Review question / Objective: To explore the attrition problems, influencing factors and barriers to retention among regional and remote nursing students who enrolled in the undergraduate programs in Australia. Condition being studied: Student retention concerns an individual’s commitment to an learning goal. Low student retention has been a long-standing issue for nursing programs and it is an important threat to the future nursing workforce. Attrition is measured by the number of students enrolled in the first year who do not complete their study in the following year. With the growth of online programs, the issue of high attrition raises concern for students enrolled in these programs. Moreover, the social context of students may influence positive motivation and affect their decision to stay in their nursing programs.
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Vlaicu, Razvan, and Philip Keefer. Employee Trust and Performance Constraints in Public Sector Organizations. Inter-American Development Bank, September 2022. http://dx.doi.org/10.18235/0004456.

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Theory suggests that employee trust is key to productivity in organizations, but empirical evidence documenting links between trust and constraints on performance is scarce. This paper analyzes self-collected data on public sector employees from eighteen Latin American countries and finds that individual-level trust is relevant to three types of performance factors. First, high-trust employees are more willing to collaborate and share information with coworkers and are more supportive of technological innovation. Second, high-trust respondents have different perceptions of organizational constraints: they are less concerned with low staff quality or lack of discretion to innovate, and more concerned with staff shortages. Third, trust in coworkers is associated with stronger mission motivation. Instrumental variable strategies based on the transmission of trust through social and professional channels account for potential sources of endogeneity. A survey experiment on preferences for social distancing policies provides further evidence that trust enhances mission motivation: employee policy preferences align better with the implied government policy when their trust in the public sector is higher.
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Keefer, Philip, and Razvan Vlaicu. Employee Trust and Performance Constraints in Public Sector Organizations. Inter-American Development Bank, December 2022. http://dx.doi.org/10.18235/0004596.

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Theory suggests that employee trust is key to productivity in organizations, but empirical evidence documenting links between trust and constraints on performance is scarce. This paper analyzes self-collected data on public sector employees from eighteen Latin American countries and finds that individual-level trust is relevant to three types of performance factors. First, high-trust employees are more willing to collaborate and share information with coworkers and are more supportive of technological innovation. Second, high-trust respondents have different perceptions of organizational constraints: they are less concerned with low staff quality or lack of discretion to innovate, and more concerned with staff shortages. Third, trust in coworkers is associated with stronger mission motivation. Instrumental variable strategies based on the transmission of trust through social and professional channels account for potential sources of endogeneity. A survey experiment on preferences for social distancing policies provides further evidence that trust enhances mission motivation: employee policy preferences align better with the implied government policy when their trust in the public sector is higher.
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Denaro, Desirée. How Do Disruptive Innovators Prepare Today's Students to Be Tomorrow's Workforce?: Scholas' Approach to Engage Youth. Inter-American Development Bank, December 2020. http://dx.doi.org/10.18235/0002899.

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The lack of motivation and sense of community within schools have proven to be the two most relevant factors behind the decision to drop out. Despite the notable progress made in school access in countries in Latin America and the Caribbean, dropping out of school has still been a problem. This paper explores Scholas Occurrentes pedagogical approach to address these dropouts. Scholas focuses on the voice of students. It seeks to act positively on their motivation by listening to them, creating spaces for discussion, and strengthening soft skills and civic engagement. Scholas aims to enhance the sense of community within schools by gathering students from different social and economic backgrounds and involving teachers, families, and societal actors. This will break down the walls between schools and the whole community. This paper presents Scholas work with three examples from Paraguay, Haiti, and Argentina. It analyzes the positive impacts that Scholas' intervention had on the participants. Then, it focuses on future challenges regarding the scalability and involvement of the institutions in the formulation of new public policies. The approach highlights the participatory nature of education and the importance of all actors engagement.
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