Journal articles: 'Motivation (Psychology) Motivation (Psychology)'

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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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Tripathi, Ritu, Daniel Cervone, and Krishna Savani. "Are the Motivational Effects of Autonomy-Supportive Conditions Universal? Contrasting Results Among Indians and Americans." Personality and Social Psychology Bulletin 44, no. 9 (April 16, 2018): 1287–301. http://dx.doi.org/10.1177/0146167218764663.

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In Western theories of motivation, autonomy is conceived as a universal motivator of human action; enhancing autonomy is expected to increase motivation panculturally. Using a novel online experimental paradigm that afforded a behavioral measure of motivation, we found that, contrary to this prevailing view, autonomy cues affect motivation differently among American and Indian corporate professionals. Autonomy-supportive instructions increased motivation among Americans but decreased motivation among Indians. The motivational Cue × Culture interaction was extraordinarily large; the populations exhibited little statistical overlap. A second study suggested that this interaction reflects culturally specific norms that are widely understood by members of the given culture. When evaluating messages to motivate workers, Indians, far more than Americans, preferred a message invoking obligations to one invoking autonomous personal choice norms. Results cast doubt on the claim, made regularly in both basic and applied psychology, that enhancing autonomy is a universally preferred method for boosting motivation.

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KOTOV, Svyatoslav Vasilyevich. "POSITIVE MOTIVATION DETERMINANTS IN PSYCHOLOGY." Historical and social-educational ideas 6, no. 6_1 (February 1, 2015): 196. http://dx.doi.org/10.17748/2075-9908-2014-6-6_1-196-199.

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Grubi, T., and A. Strelchenko. "Psychology of university students' motivation." Fundamental and applied researches in practice of leading scientific schools 33, no. 3 (June 30, 2019): 25–29. http://dx.doi.org/10.33531/farplss.2019.3.06.

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The article considers the main aspects of student’s motivation, the authors compare the main motives of university students with the main motives of 11th grade students for attending university. The levels of need for approval between university students and 11th grade students were compared. In the article, an author’s questionnaire is presented. The practical recommendations were presented based on questionnaire results.

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Frost, Robin M. "Terrorist psychology, motivation and strategy." Adelphi Papers 45, no. 378 (December 2005): 41–62. http://dx.doi.org/10.1080/05679320500519039.

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Basińska, Beata A. "Work Motivation Profiles and Work Performance in a Group of Corporate Employees: A Two-Step Cluster Analysis." Roczniki Psychologiczne 23, no. 3 (February 16, 2021): 227–45. http://dx.doi.org/10.18290/rpsych20233-3.

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Few studies have applied a person-centered approach to work motivation using cluster or profile analyses. Thus, little is known about which configurations of work motivations characterize professionals. The aim of this study is to establish the structure of work motivation profiles under the framework of self-determination theory and to examine the relationship between work motivation and subjective work performance. The study involved 147 corporate employees who completed the Multidimensional Work Motivation Scale and self-rated their work performance. The two-step cluster analysis was applied, followed by a one-way ANOVA and a post-hoc Bonferroni test. The findings revealed differences between the five profiles for all forms of motivational regulation on the self-determination continuum (large effect sizes). Further examination revealed that the employees’ current work performances differed across motivational profiles (medium effect size). Strongly and poorly motivated as well as autonomously motivated employees reported better subjective work performance compared to unmotivated individuals. In line with self-determination theory, the quantity and shape of motivation can be simultaneously considered in terms of both theoretical and practical implementation.

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Islamy, Athoillah. "DIALECTIC MOTIVATION, BEHAVIOR AND SPIRITUAL PEAK EXPERIENCE IN THE PERSPECTIVE OF ISLAMIC PSYCHOLOGY." Alfuad: Jurnal Sosial Keagamaan 3, no. 2 (December 6, 2019): 35. http://dx.doi.org/10.31958/jsk.v3i2.1759.

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This study aims to find the correlation of motivation, behavior and spiritual peak experience in the view of Islamic psychology. This type of research, namely qualitative research in the form of literature study. The primary data source of this research, namely the theory of hierarchy of human basic needs from Abraham Maslow. Meanwhile, secondary research data sources, namely various other relevant western motivational theories. The theory is used as a knife of analysis, namely the theory of motivation of the human soul from al-Ghazali which includes dimensions of heart, reason and lust. This study concludes that in the perspective of Islamic psychology there is a strong relationship between motivation and the behavior of every human being in the process of achieving spiritual peak experiences. The relationship of motivation and human behavior in the perspective of Islamic psychology that is more likely to emphasize religious motives (spiritual), both in psychological and physiological conditions of humans. motivation and behavior in Islam are very closely related to various stages in the process towards the ultimate spiritual human experience.

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Altunina, Inna R. "MOTIVATION PROBLEMS IN FOREIGN PERSONALITY THEORIES." RSUH/RGGU Bulletin. Series Psychology. Pedagogics. Education, no. 4 (2020): 12–28. http://dx.doi.org/10.28995/2073-6398-2020-4-12-28.

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Foreign author’s psychological theories of personality from the point of view of formulating and solving issues related to the field of motivation of human behavior are examined in the article. The theories are mainly presented, which are usually considered both in monographs devoted to theoretical issues of personality psychology, and in books, the purpose of which is to illuminate motivational issues. The provisions of these theories related to the topic of motivation are revealed and discussed. Particular attention is paid to the lack of clear scientific criteria for classifying a particular theory as a personal or motivational problem, although in fact motivation is only a particular aspect of personality psychology. In conclusion, the point is made that in modern theories of personality, the issues of motivation of human behavior are disclosed quite fully and versatile, however, there is still no unified, holistic psychological theory of motivation and a clear division of the theory into personal and motivational. The same is stated with regard to psychological theories of personality, which differ significantly from each other in terms of terminology, problems considered in them and scientific solutions offered to them.

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Dr. Syed Shujaat Ali, Mr. Salman Nasir, Dr Mansoor Ali,. "Focusing on English Learners' Concerns: Investigating De-Motivational Sources of ESL Learners in Classroom Setting of a Public Sector University of Pakistan." Psychology and Education Journal 58, no. 1 (January 15, 2021): 5782–94. http://dx.doi.org/10.17762/pae.v58i1.1987.

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L2 de-motivation has considerable role in diminishing or slowing down the second/L2 (English) learning outcomes. However, L2 de-motivation in general and the context of Pakistan in particular is under-researched. So, the main purpose of the study is to identify various L2 de-motivational factors of the BS Undergraduate L2 learners of the Department of English of a remote and under-researched Kohat University of Science and Technology, Khyber Pakhtunhwa, Pakistan. Drawing upon the questionnaires of the well referenced L2 de-motivation experts and also adding some items related to gender and anxiety oriented L2 de-motivation, a modified closed ended questionnaire of 40 items was developed. The data was obtained from 400 (250 Male and 150 Females) L2 learners was analysed by applying the rarely used but much recommended exploratory factor analysis. Total 08 L2 de-motivational factors emerged: Teacher, syllabus, non communicative methods, L2 anxiety, lack of classroom resources, unfavourable classroom environment and rarely noted gender related L2 de-motivational factors. Moreover, in this study in contrast to earlier studies in Pakistan, we are able to not only identify the various L2 de-motivational factors in well defined forms but also construct and validate the modified questionnaire with the help of applying factor analysis. Thus the questionnaire can be exploited for future research in field of L2 de-motivation in general and particularly in Pakistan. Similarly, unlike the earlier studies, learners' negative attitudes towards English and learning its culture did not emerge as a L2 de-motivational factor. Moreover, new but equally contesting gender related L2 de-motivational factor also emerged. This study highlights that L2 teachers should adopt motivating teaching methods, interesting teaching materials and develop interesting syllabus. Moreover, L2 learners' needs analysis be given more importance for addressing their L2 de-motivation and thus enhancing their language proficiency in the Higher Education in Pakistan.

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Salamin, Alain. "Rewards characteristics and intrinsic motivation: An exploratory study on homeostatic mechanisms." Swiss Journal of Psychology 59, no. 1 (March 2000): 3–15. http://dx.doi.org/10.1024//1421-0185.59.1.3.

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A limited number of studies have addressed the effects of pay characteristics on both intrinsic and extrinsic types of motivations within an organizational setting. While the relationships have been documented in a number of studies, research has been confined to academic and laboratory settings, and a number of key questions remain unanswered. Based on a sample of 400 employees from a large Swiss financial institution, quantitative and qualitative results show that material rewards have no unilateral effect on intrinsic/extrinsic and total motivation. Instead, homeostatic mechanisms keep the intrinsic/extrinsic and total motivational level from varying beyond an equilibrium, while the structure of motivations among employees differs significantly depending on pay characteristics. A new conceptualization of motivational phenomena is presented.

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King, Ronnel B., and Dennis M. McInerney. "Culturalizing motivation research in educational psychology." British Journal of Educational Psychology 86, no. 1 (February 9, 2016): 1–7. http://dx.doi.org/10.1111/bjep.12106.

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Kispál-Vitai, Zsuzsanna. "Comparative analysis of motivation theories." International Journal of Engineering and Management Sciences 1, no. 1 (June 20, 2016): 1–13. http://dx.doi.org/10.21791/ijems.2016.1.25.

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The aim of the article is to compare motivation theories from the view of general psychology and work psychology. The research was done by using secondary sources and by analyzing motivation from both views. The difference between the two lines lies in outcome orientation. Psychology is more descriptive work psychology tends to focus on the results of the motivation process. In comparison, both have their values. The relevance of the research is to provide a theoretical basis for improving the development of more relevant motivation theories.

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Freeman, Stephanie. "The Material and Social Dynamics of Motivation." Science & Technology Studies 20, no. 2 (January 1, 2007): 55–77. http://dx.doi.org/10.23987/sts.55212.

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Volunteer motivation has been a central theme in Free/Libre/Open Source Software (FLOSS) literature. This research has been largely dominated by economists who rely in their surveys on the distinction between intrinsic and extrinsic motivations and the ‘hacker ethic’ – for profi t juxtaposition. The paper argues that survey-based analytical frameworks and research designs have led to a focus on some motivational attributions at the expense of others. It then presents a case study that explores dynamic, non-individualistic and content-sensitive aspects of motivations. The approach is based on socio-cultural psychology and the author’s observations of a hybrid fi rm-community FLOSS project, OpenOffi ce.org. Instead of separating intrinsic motivations from extrinsic ones, it is argued that complex and changing patterns of motivations are tied to changing objects and personal histories prior to and during participation. The boundary between work and hobby in an individual’s participation path is blurred and shifting.

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Kavussanu, Maria, and Glyn C. Roberts. "Motivation in Physical Activity Contexts: The Relationship of Perceived Motivational Climate to Intrinsic Motivation and Self-Efficacy." Journal of Sport and Exercise Psychology 20, no. 3 (September 1998): 264–80. http://dx.doi.org/10.1123/jsep.20.3.264.

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This study examined the relationship between perceived motivational climate and intrinsic motivation and self-efficacy and determined the role of goal orientation and perceived motivational climate in predicting intrinsic motivation and self-efficacy. College students (N= 285) enrolled in beginning tennis classes completed a battery of questionnaires assessing perceived motivational climate, goal orientation, intrinsic motivation, self-efficacy, and perceived ability. Perceptions of mastery climate were positively associated with enjoyment, effort, perceived competence, and self-efficacy and were inversely related to tension. In males, dispositional goal orientation and perceived motivational climate emerged as equally important predictors of intrinsic motivation, while mastery motivational climate was the only significant predictor of self-efficacy. In females, performance motivational climate was the strongest predictor of intrinsic motivation and self-efficacy. Perceived normative ability accounted for a substantial amount of unique variance in intrinsic motivation and self-efficacy in both males and females. The motivational implications of the findings are discussed, and directions for future research are provided.

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Upmane, Anda, Anda Gaitniece-Putāne, and Agita Šmitiņa. "PSYCHOLOGY STUDENTS PERSONALITY TRAITS AND MOTIVATION TO CHOOSE STUDIES." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 26, 2016): 540. http://dx.doi.org/10.17770/sie2016vol1.1525.

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The sample consisted of 83 first course academic and professional psychology program students aged 18-43 years. Research instruments: 1) Demographic survey; 2) BFI (Big Five Inventory, Benet – Martinez & John, 1998), adapted version in Latvian (Austers, 2007); 3) The assessment of psychology studies motivation. Key findings: The most important motivating factors for psychology studies in this sample are interest in psychology and the desire to help. Personality traits are related to the choice of profession motives: Agreeableness and Conscientiousness are positively correlated with the desire to help, Extroversion with a sense of capability for the profession, Neuroticism - with a uncertainity about the right profession choice.

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Et al., Muhammad Ajmal. "Exploring the Role of Motivation in English Language Teaching: Learners and Teachers Perspective." Psychology and Education Journal 58, no. 1 (January 29, 2021): 534–45. http://dx.doi.org/10.17762/pae.v58i1.804.

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This study aims at exploring and investigating the role of motivation in learning and teaching of English language. It highlights the fact if extrinsic motivation is likely to have an impact on the learning process of a student stronger than intrinsic motivation, or both types of motivations have a significant role to play in the process. The study also focuses on the role of a teacher in building a conducive environment to sustain a healthy competition in teaching a second language. The questionnaire was sent to undergraduate students of 2 universities by using Google forms. The sample size for this research population was 60. There were a total of 19 (31.7%) male respondents and 41 (68.3%) female respondents. The results conclude that students’ guardians have a significant role to play in learning a new language. The primary method, for most students, to learn English language was through entertainment media such as television and movies. A significant motivator for students was the opinion of other people. There was a moderate, positive correlation between the two variables namely extrinsic and intrinsic motivation [r=.345, n = 60, p <.0005]. This shows that the two types of motivations are not mutually exclusive but can co-exist as they did in our sample. Both extrinsic and intrinsic motivations are crucial in the development of effective pedagogical practices.

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Huang, Hsin-Chou. "Motivational Changes in an English Foreign Language Online Reading Context." Social Behavior and Personality: an international journal 41, no. 5 (June 1, 2013): 715–20. http://dx.doi.org/10.2224/sbp.2013.41.5.715.

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This study investigated how reading online affects English foreign language (EFL) learners' motivation to read all-English texts. Two classes of intermediate Taiwanese EFL learners in a college reading course participated. Each student read one online story every week during the semester-long experiment. A pre- and postreading motivation questionnaire, adapted from Mori's study, was administered to ascertain students' motivational changes. Results from a t test showed that reading using an e-book had a positive effect on students' motivations for reading in terms of several dimensions: reading efficacy, challenge, curiosity, involvement, reading for grades, and integrative orientation. Analysis of variance results showed that female students in the low-proficiency group were significantly more positive about the motivational effects of online reading than were low-proficiency male students.

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Lampusova, V. B., L. Yu Orekhova, and L. I. Shalamay. "Educational motivation of the senior students of Dental faculty." Scientific Notes of the Pavlov University 26, no. 4 (March 21, 2020): 34–39. http://dx.doi.org/10.24884/1607-4181-2019-26-4-34-39.

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Introduction. The question of learning motivation turns out to be the leading one in psychology of study. The content and structure of motivation form a certain motivational level of a student as well as the degree of his educational activity. During the years of study at the university, the correlation of motives changes, influencing the academic progress of the students.The objective of our study was to investigate the motivation peculiarities of educational activity in 4th year-students of the Faculty of Dentistry.Methods and materials. Forty-eight 4th year – students of the Faculty of Dentistry were analyzed for the structure of their motivation to study. The techniques and methods used in the study were «Studying the motives of students` learning activities» by A. A. Rean and V. A. Yakunin, «Motivation for university education» by T. I. Ilyina, «Motivation for success» and «Motivation to avoid failures» by T. Ehlers.Results. The learning activity of dental students is supported by many motives. The strongest leading motives are professional, educational, and cognitive motives as well as motivation for obtaining a diploma. The motivational sphere of students embraces both external and internal motives that do not depend on external stimuli. The students are equally aimed at gaining knowledge and mastering the profession. In the sphere of motivation, the students have both motivations for achieving success, and the motives for avoiding failures. The methods of forming positive learning motivation in the classes of 4-year dentistry students are given.Conclusion. The educational activity of dental students is supported by professional, educational, cognitive, and pragmatic motives. The structure of motivation includes both external and internal motives that give it stability. Students are satisfied with their chosen profession, and their educational activities are not compelled. The dental students have motivations for archiving success and the motives for avoiding failures, expressed to a greater extend. It must be taken into account in motivational support.Authors declare no conflict of interest.The authors confirm that they respect the rights of the people participated in the study, including obtaining informed consent when it is necessary, and the rules of treatment of animals when they are used in the study. Author Guidelines contains the detailed information.

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Huang, Jen-Hung, and Yi-Chun Yang. "The Relationship Between Personality Traits and Online Shopping Motivations." Social Behavior and Personality: an international journal 38, no. 5 (May 1, 2010): 673–79. http://dx.doi.org/10.2224/sbp.2010.38.5.673.

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In this study we investigated the relationship between personality traits and online shopping motivations by comparing Big Five model of personality (McCrae & Costa, 1987) and motivations for Internet shopping. Data were collected from 216 participants using a questionnaire. Regression analysis results indicated that openness was positively associated with adventure and idea motivation, and conscientiousness was positively associated with convenience motivation. Furthermore, extraversion was positively associated with sociality motivation, and neuroticism was positively related to lack of sociality motivation. Implications and further research directions are then discussed.

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Dolgaya, A. A. "Motivational Delegation in Intellectual Production: a Model and its Validation." Economics and Management 26, no. 3 (May 12, 2020): 284–90. http://dx.doi.org/10.35854/1998-1627-2020-3-284-290.

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The study presents a motivational delegation model and provides its validation with allowance for the results of recent studies in educational psychology, neurobiology, and pedagogy. In this model, delegation is a communication process serving to transform the intrinsic motivation of employees to align it with business goals and objectives.Aim. This study aims to validate and verify a model of motivational delegation based on studies in neurobiology, psychology, and pedagogy.Tasks. The authors analyze studies on the subject of motivation in neurobiology, social psychology, and pedagogy, identify factors that explain a motivation model based on internal self-determination, and substantiates an algorithm of communication between the manager and the subordinate during the delegation of business tasks.Methods. The scientific methodology of the study includes empirical modeling based on the author’s experiments, analyzing and synthesizing information about intrinsic motivation from available sources, evaluating relevance to the tasks, identifying factors affecting motivation, abstracting and modeling a mechanism and algorithm of motivational delegation.Results. To simplify the understanding of the neurofunctionality of human motivation and modeling of motivation during delegation, the authors introduce the concepts of “want” motivation and “need” motivation. Deep motivational attitudes embedded into the functioning of the amygdala in the form of value orientations can be briefly defined as the “unconscious want”. A positive or negative encoded signal generated by the amygdala that enters different parts of the brain depending on its nature can be referred to as the “conscious want”. The positive “conscious want” activates the prefrontal cortex, i.e. the cognitive and communicative function, while the “conscious don’t want” activates spatial orientation and avoidance motivation. For extrinsic motivation stimuli, the authors introduce the definition of “need”, assuming that the origin of these stimuli is completely extraneous and appears in the prefrontal cortex upon assignment of the delegated task. There are many tools for collaborative goal-setting and team project planning that can activate the “conscious want”. However, if there is a gap between the conscious and the unconscious “want”, there will be no real engagement in the task.Conclusions. Motivational delegation makes it possible to reliably activate both the emotional part of the employee’s brain, which provides energy for performing the task, and the prefrontal complex, which is responsible for the reasoning, creativity, and logic behind the result and execution of the task. Delegation becomes more complex and can be used efficiently in highly intellectual activities for solving creative and logical tasks.

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Tzuriel, David, and H. Carl Haywood. "Locus of Control and Child-Rearing Practices in Intrinsically Motivated and Extrinsically Motivated Children." Psychological Reports 57, no. 3 (December 1985): 887–94. http://dx.doi.org/10.2466/pr0.1985.57.3.887.

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A sample of 177 students from Grades 5 and 10 were given the Choice Motivator Scale, a measure of individual differences in motivational orientation, the Intellectual Achievement Responsibility Scale, and the Parent-Child Relation Questionnaire. A stepwise regression analysis with the latter two scales, age, and sex as predictors was employed with motivational orientation as a criterion variable. Four variables significantly predicted intrinsic motivation: Love-Reject (father), Attention (father), Locus of Control (successes), and Age. Intrinsically motivated children tended to perceive their fathers as more loving and less rejecting, giving less attention (protecting), and were more internally controlled and older than externally motivated children. Effects of parental child-rearing practices have been related to the effects of extrinsic rewards on intrinsic motivation. A social-personality explanation is offered to explain the prediction of motivational orientation by locus of control and age.

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Ikulayo, Philomena B., and Johnson A. Semidara. "Culturally Informed Sport Psychology Practice: Nigeria in Perspective." Journal of Clinical Sport Psychology 5, no. 4 (December 2011): 339–49. http://dx.doi.org/10.1123/jcsp.5.4.339.

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This article discusses unorthodox sport psychology practices typical with Nigerian athletes, which differ from Western mainstream practice models. These practices are specific Nigerian cultural approaches to sport psychology and are based on two broad types of motivation: intrinsic and extrinsic motivation. The intrinsic aspects include prayers, chanting of songs, verbalization of incantations, psyching verses, and juju and spirits in motivational processes. The extrinsic strategies include praise singing, audience verbalization, drumming effects, persistent silent audiences’ effects, and presence of important persons as spectators or part of the audience. The article concludes with the hope that some of these unique practice strategies will be further researched and will be viable for adoption by athletes in other nations of the world who believe in their power so that multicultural practices can help advance the field of sport psychology.

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Dolgaya, A. A. "MOTIVATING DELEGATION MODEL AND ITS RATIONALE." Vestnik Universiteta, no. 5 (July 16, 2020): 5–11. http://dx.doi.org/10.26425/1816-4277-2020-5-5-11.

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The model of motivating delegation has been proposed and its justification by the results of recent studies in educational psychology, neurobiology and pedagogy has been presented. The actualization of the employee’s personal effectiveness lies in his internal, inherent and characteristic motivational model only for him. To build the model, the theory of self-motivation and the phenomenon of self-determination, recent discoveries in neurobiology have been used, a sequence of communication interactions between the director and the employee, which makes it possible to include the motivation of aspiration in the employee’s own motivational model, has been formulated. The main elements of the model are unconscious and conscious desires, and regulatory motives of both the leader and subordinate. Their hierarchy and interaction provide effective employee`s self-motivation in terms of setting the task, developing criteria for assessing the performance of the task. Motivating delegation allows you guaranteed to activate both the emotional part of the performer’s brain, which provides energy for the execution of the task, and the prefrontal complex, which is responsible for the thoughtfulness, creativity and consistency of the result and the process of the performance of the task.

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Sturman, Ted S. "Achievement Motivation and Type A Behavior as Motivational Orientations." Journal of Research in Personality 33, no. 2 (June 1999): 189–207. http://dx.doi.org/10.1006/jrpe.1999.2242.

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Stansbury, Jessica A., and David R. Earnest. "Meaningful Gamification in an Industrial/Organizational Psychology Course." Teaching of Psychology 44, no. 1 (November 15, 2016): 38–45. http://dx.doi.org/10.1177/0098628316677645.

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Motivation and game research continue to demonstrate that the implementation of game design characteristics in the classroom can be engaging and intrinsically motivating. The present study assessed the extent to which an industrial organizational psychology course designed learning environment created with meaningful gamification elements can improve student perceptions of learning, course experience, and learning outcomes compared to a traditional course. A mixed analysis of covariance revealed that those in the gamified condition showed significantly higher perceptions of learning, engagement, and motivation than those in the traditional course. This research suggests that students can learn just as effectively as traditional courses but have more favorable and positive experiences in the course through more, novel, interactive teaching methods. Future research implications are discussed.

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Nguyen Phuc, Loc, and Thu Tran Thi Le. "LEARNERS' ACADEMIC MOTIVATION IN PSYCHOLOGY: A SYSTEMATIC REVIEW." Journal of Science Educational Science 65, no. 12 (December 2020): 75–84. http://dx.doi.org/10.18173/2354-1075.2020-0112.

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A systematic review was conducted to evaluate the learning motivation of pupils and students in psychology field. The databases in Vietnamese and English were systematically searched for review from the inception in 1981. The result of 36 studies indicated six research categories in analysing academic motivation as follows (1) Academic motivation and academic achievement, (2) Learning motivation by educational levels, (3) Impacting factors on academic motivation such as basic psychological needs, teachersstudents relationship, class climate, student mindset, self-efficacy and personality traits, (4) Learning motivation assessment and measurement instruments, (5) Academic motivation development and (6) Prevention and intervention of learning amotivation cases. Further discussion about pupils and students’ academic motivation in Vietnam and suggestion for future researches shall be mentioned.

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Bruno, Bruna. "Reconciling economics and psychology on intrinsic motivation." Journal of Neuroscience, Psychology, and Economics 6, no. 2 (2013): 136–49. http://dx.doi.org/10.1037/npe0000006.

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Pajares, Frank. "Toward a Positive Psychology of Academic Motivation." Journal of Educational Research 95, no. 1 (September 2001): 27–35. http://dx.doi.org/10.1080/00220670109598780.

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Gabriel, Rami. "The motivational role of affect in an ecological model." Theory & Psychology 31, no. 4 (February 23, 2021): 552–72. http://dx.doi.org/10.1177/0959354321992869.

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Drawing from empirical literature on ecological psychology, affective neuroscience, and philosophy of mind, this article describes a model of affect-as-motivation in the intentional bond between organism and environment. An epistemological justification for the motivating role of emotions is provided through articulating the perceptual context of emotions as embodied, situated, and functional, and positing perceptual salience as a biasing signal in an affordance competition model. The motivational role of affect is pragmatically integrated into discussions of action selection in the neurosciences.

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Ryan, James C. "Development of a Measure of Work Motivation for a Meta-Theory of Motivation." Psychological Reports 108, no. 3 (June 2011): 743–55. http://dx.doi.org/10.2466/01.14.20.pr0.108.3.743-755.

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This study presents a measure of work motivation designed to assess the motivational concepts of the meta-theory of motivation. These concepts include intrinsic process motivation, goal internalization motivation, instrumental motivation, external self-concept motivation, and internal self-concept motivation. Following a process of statement development and identification, six statements for each concept were presented to a sample of working professionals ( N = 330) via a paper-and-pencil questionnaire. Parallel analysis supported a 5-factor solution, with a varimax rotation identifying 5 factors accounting for 48.9% of total variance. All 5 scales had Cronbach alpha coefficients above .70. Limitations of the newly proposed questionnaire and suggestions for its further development and use are discussed.

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Koestner, Richard, Nancy Otis, Theodore A. Powers, Luc Pelletier, and Hugo Gagnon. "Autonomous Motivation, Controlled Motivation, and Goal Progress." Journal of Personality 76, no. 5 (October 2008): 1201–30. http://dx.doi.org/10.1111/j.1467-6494.2008.00519.x.

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Findley, Michael R. "The Relationship between Student Learning Styles and Motivation during Educational Video Game Play." International Journal of Online Pedagogy and Course Design 1, no. 3 (July 2011): 63–73. http://dx.doi.org/10.4018/ijopcd.2011070105.

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Educational video games allow for a level of intrinsic motivation and engagement that is not found in other forms of learning. This study determines if students found educational video game play to be a motivating experience and if a relationship existed between student learning styles and levels of motivation. High school psychology students played two short online educational video games and, upon completion of the activity, their intrinsic motivation levels were determined using an evaluation questionnaire. The data, as determined by the evaluation questionnaire, revealed that students found playing educational video games to be intrinsically motivating. Further examination revealed no statistically significant differences between the student learning styles and the motivation experienced during educational video game play.

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Li, Sisi, and Chin-Ming Hui. "The Roles of Communal Motivation in Daily Prosocial Behaviors: A Dyadic Experience-Sampling Study." Social Psychological and Personality Science 10, no. 8 (February 13, 2019): 1036–45. http://dx.doi.org/10.1177/1948550619829058.

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Close relationship partners are communally motivated to engage in prosocial behaviors that can promote each other’s well-being. It remains largely unexplored how both members’ communal motivations jointly shape the daily enactment of prosocial behaviors. This dyadic experience-sampling study aimed to partially fill this gap by studying whether both members’ communal motivations predict (a) the base rate of the actor’s prosocial behaviors, (b) the actor’s reciprocity to the partner’s earlier prosocial behaviors, and (c) the consistency of the actor’s enactment of prosocial behaviors, within a day. Actor–partner interdependence analyses showed that the base rate of prosocial behaviors was positively associated with both members’ communal motivations. Consistency was only associated with the actor’s communal motivation, while reciprocity was not related to either member’s communal motivation. We also explored participants’ rationale for the enacted behaviors. Implications regarding the roles of communal motivation in daily relational functions were discussed.

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Petrosyan, Laura. "THE INTERRELATION OF MAGISTRACY LEARNING MOTIVES AND STUDENTS’ PERSONAL FEATURES." International Journal of Research -GRANTHAALAYAH 6, no. 4 (April 30, 2018): 274–80. http://dx.doi.org/10.29121/granthaalayah.v6.i4.2018.1651.

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Psychologic features of learning activities’ motives have paramount importance for the process of mastering a profession and they’re a guarantee of professional’s personal development. The problem of learning motivation is analyzed and is actively researched by specialists in the educational psychology, pedagogical psychology and professional activity’s psychology. The goal of our research was to find out interrelation of motives of taking a master’s degree and personal features of students. The study was conducted with the 1st and 2nd year students of master’s program of Public Administration Academy of Republic Armenia. During the research we used the method of testing. We used Cattell personality inventory and method of studying the student’s motivation. 30 students of master’s programs, whose personal qualities were studied in 2014 (at the beginning of their studying for master’s degree) by the Cattell’s test, took part in the study. The motivation of training activity was researched with the method of studying student’s motivation during the tuition in 2015, by the time, when first year of master’s program was ending. We’ve provided correlational analysis, because the goal of our research was to find out relations of motivation of training activity and personal features. The generalization of theoretical and experimental information shows that motivation of training activity of a person is provided by personal factors. Accounting of personal factors will give a chance to increase motivation of learning activity in the process of realization of educational programs. Accordingly it’ll help to prepare qualified professionals, who will fit the needs of modern society.

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McInerney, Dennis M. "Motivation." Educational Psychology 39, no. 4 (April 21, 2019): 427–29. http://dx.doi.org/10.1080/01443410.2019.1600774.

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Preuß, Anna Katharina. "The Impact of Personality and Motivation on Immersion in Simulation Games." International Journal of Game-Based Learning 10, no. 2 (April 2020): 1–20. http://dx.doi.org/10.4018/ijgbl.2020040101.

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The cognitive-motivational process model of learning describes how personality traits in a specific situation influence current learner motivation and through certain mediators, the learning outcome. This study investigates the influence of personality traits and current motivation on these mediators. For 86 high school students playing a simulation game, the Big Five, the need for cognition, current motivations, immersion, and joy of learning were measured. A hierarchical regression analysis showed that need for cognition, interest, and challenge significantly and positively impacts the experienced immersion. Also, the joy of learning correlates positively with immersion. The adapted model was partly supported: Results of this study can explain to some extent the interaction of personality traits and current motivation as well as their combined impact on immersion in live-action social science simulation games.

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Rummel, Amy, and Richard Feinberg. "RE-EVALUATION OR REINFORCEMENT?: A NEW LOOK AT COGNITIVE EVALUATION THEORY." Social Behavior and Personality: an international journal 18, no. 1 (January 1, 1990): 65–79. http://dx.doi.org/10.2224/sbp.1990.18.1.65.

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Cognitive Evaluation Theory was developed to explain the detrimental effects of extrinsic rewards on intrinsic motivation, a phenomenon contrary to Reinforcement Theory prediction. However, it was suggested that if a person's intrinsic or extrinsic motivational orientation was taken into account, Reinforcement Theory might be able to explain this phenomenon. A 2 (extrinsic x intrinsic motivational orientation) by 2 (competence feedback x controlling feedback) was employed to examine the effect of motivational orientation on intrinsic motivation. Use of the Jonckheere Test of Order suggested that the detrimental effect of extrinsic rewards on intrinsic motivation might be explained within the reinforcement paradigm.

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MacIntyre, Peter D., Ben Schnare, and Jessica Ross. "Self-determination theory and motivation for music." Psychology of Music 46, no. 5 (August 18, 2017): 699–715. http://dx.doi.org/10.1177/0305735617721637.

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Learning the skills to be a musician requires an enormous amount of effort and dedication, a long-term process that requires sustained motivation. Motivation for music is complex, blending relatively intrinsic and extrinsic motives. The purpose of this study is to investigate the motivation of musicians by considering how different aspects of motivational features interact. An international sample of 188 musicians was obtained through the use of an online survey. Four scales drawn from Self-Determination Theory (intrinsic, identified, introjected, and extrinsic regulation) were utilized along with other motivational constructs, including motivational intensity, desire to learn, willingness to play, perceived competence, and musical self-esteem. To integrate the variables into a proposed model, a path analysis was conducted among the motivation variables. Results showed that the intrinsic motives are playing the major role in the maintenance of the motivational system, while extrinsic motives are less influential. Support was found for a feedback loop, whereby desire to learn feeds into increased effort at learning (i.e., motivational intensity), leading to the development of perceived competence, which is then reflected back into increasing desire to learn. Increases in these variables help to create a virtuous cycle of motivation for music learning and performance.

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Ryan, Richard M., James N. Donald, and Emma L. Bradshaw. "Mindfulness and Motivation: A Process View Using Self-Determination Theory." Current Directions in Psychological Science 30, no. 4 (June 22, 2021): 300–306. http://dx.doi.org/10.1177/09637214211009511.

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Mindfulness and motivation are both highly researched topics of great consequence for individual and social wellness. Using the lens of self-determination theory, we review evidence indicating that mindfulness is differentially related to different types of motivations, playing a facilitating role for highly autonomous forms of motivation, but not for externally controlled or introjected (self-controlling) forms of motivation. A key contribution of this review is our contention that mindfulness confers a range of intra- and interindividual benefits (e.g., well-being and prosociality) in part through its relation to autonomous motivations, a claim for which we outline preliminary evidence. Finally, we discuss how future research connecting mindfulness and motivation is important for both fields of study, for applied practices in areas such as psychotherapy and business, and for enhancing understanding of the processes underlying human wellness.

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Et al., Abshor Marantika. "The Motivation of Earnings Management Practices in Indonesia Companies: Board of Directors Perspective." Psychology and Education Journal 58, no. 1 (January 15, 2021): 5075–87. http://dx.doi.org/10.17762/pae.v58i1.2019.

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This study provides evidence about underlying motivation the director encouraged practice of earnings management. Directors of manufacturing companies in Indonesia was to be sample in this research whose companies are listed on the Indonesia Stock Exchange (IDX). This research explores fourth types of motivation where are bonus motivation, political motivation, debt covenant motivation, and taxation motivation. The research method carried out using quantitative methods by questionnaire. Sample study used board of directors in Indonesia Stock Exchange (IDX). Research method analyzed by multiple regression. The results of this study reveal that the four of motivations have effect on earnings management practices. The evidence also shows that the highest directors motivation for earning management is come from political cost motivation. Then, it followed by bonus motivation, taxation motivation and debt covenant motivation. The fact is an overview the regulation condition in Indonesia plays important role in being intervention of financial statements presented by the company, while bonus motivation is also significant for young directors in conducting earnings management practices on Indonesia companies.

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Pittman, T. S., and J. F. Heller. "Social Motivation." Annual Review of Psychology 38, no. 1 (January 1987): 461–90. http://dx.doi.org/10.1146/annurev.ps.38.020187.002333.

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Schmidt, Liane, Stefano Palminteri, Gilles Lafargue, and Mathias Pessiglione. "Splitting Motivation." Psychological Science 21, no. 7 (May 28, 2010): 977–83. http://dx.doi.org/10.1177/0956797610372636.

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Motivation is generally understood to denote the strength of a person’s desire to attain a goal. Here we challenge this view of motivation as a person-level concept, in a study that targeted subliminal incentives to only one half of the human brain. Participants in the study squeezed a handgrip to win the greatest fraction possible of each subliminal incentive, which materialized as a coin image flashed in one visual hemifield. Motivation effects (i.e., more force exerted when the incentive was higher) were observed only for the hand controlled by the stimulated brain hemisphere. These results show that in the absence of conscious control, one brain hemisphere, and hence one side of the body, can be motivated independently of the other.

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Story, Paul, Mark F. Stasson, John M. Mahoney, and Jason W. Hart. "A TWO-FACTOR MODEL OF ACHIEVEMENT MOTIVATION." Social Behavior and Personality: an international journal 36, no. 5 (January 1, 2008): 707–8. http://dx.doi.org/10.2224/sbp.2008.36.5.707.

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Cassidy and Lynn (1989) synthesized an achievement motivation measure based on earlier scales. Their final measure assessed seven facets of motivation: Acquisitiveness for material wealth, Dominance, Competitiveness, Status Aspiration, Pursuit of Excellence, Work Ethic, and Mastery. Others (e.g., Sansone & Harackiewicz, 2000) have found that people are driven by two general motivational forces: intrinsic motivation is performing an activity for the pleasure inherent in the activity, whereas extrinsic motivation is driven by external factors. We hypothesized that Cassidy and Lynn's seven measures would cluster around intrinsic and extrinsic motivation.

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Côté, Jean. "Motivation et Stratégies de Motivation en Milieu Sportif." Sport Psychologist 5, no. 2 (June 1991): 200–201. http://dx.doi.org/10.1123/tsp.5.2.200.

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Rigoli, Francesco. "Political motivation: A referent evaluation mathematical model." Journal of Social and Political Psychology 9, no. 1 (February 19, 2021): 8–23. http://dx.doi.org/10.5964/jspp.5539.

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Mathematical modelling is popular in cognitive psychology because it enables clear and formal descriptions of the processes at play; yet, this approach has rarely been applied to political psychology. Here we adopt mathematical modelling to develop a theory of political motivation, which is a central concept in political psychology. The theory assumes that, in certain contexts, individuals entertain a set of representations of society, for example of the past, present and future (but also of fictive societies such as utopias). To each representation of society, an incentive value is attached which is not absolute, but (following theories of motivation in cognitive psychology) reference-dependent; namely, dependent on the context, corresponding to the whole set of representations of society. In turn, the model proposes that these subjective values determine two central aspects: a motivation for performing an appropriate political action and the ensuing political mood. We discuss the model with respect to theoretical and empirical research (and we examine Marx and Engel’s communist manifesto as an example of the latter). In short, we offer a new mathematical perspective on political motivation which emphasises the role of multiple representations of society in determining political motivation and the ensuing political mood.

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Alkaabi, Sultan Ali R., Warda Alkaabi, and Glen Vyver. "Researching Student Motivation." Contemporary Issues in Education Research (CIER) 10, no. 3 (June 30, 2017): 193–202. http://dx.doi.org/10.19030/cier.v10i3.9985.

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Motivation has been studied by different scientists in different fields of knowledge such as biology, psychology, and education for a long period, which has cultivated a wealth of knowledge in these disciplines. The richness in motivation theories poses complexity in motivation research. Due to these complexities, many researchers focus on using a single motivation theory in their studies. Using multiple motivation theories in a singular study is not a common practice in education research. This study presents a unifying framework for approaching motivation research in education which offers an opportunity to use multiple motivation theories in educational research, and other disciplines.

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Aminqulovna, Sattorova Mohira. "Motivation Component Of Diagnostic Unit Of Inclusive Competence." American Journal of Social Science and Education Innovations 03, no. 03 (March 31, 2021): 509–13. http://dx.doi.org/10.37547/tajssei/volume03issue03-80.

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The article examines the motivational component of the diagnostic block of inclusive competence using the example of the discipline "Special Psychology". The author proposes to consider it in the context of the formation of a teacher-defectologist's ability to have motivation for an objective / positive perception of persons with special psychophysical development.

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Miller, Dale E. "Internal Sanctions in Mill's Moral Psychology." Utilitas 10, no. 1 (March 1998): 68–82. http://dx.doi.org/10.1017/s0953820800006002.

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Mill's discussion of ‘the internal sanction’ in chapter III of Utilitarianism does not do justice to his understanding of internal sanctions; it omits some important points and obscures others. I offer an account of this portion of his moral psychology of motivation which brings out its subtleties and complexities. I show that he recognizes the importance of internal sanctions as sources of motives to develop and perfect our characters, as well as of motives to do our duty, and I examine in some detail the various ways in which these sanctions give rise to motivating desires and aversions.

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Bernard, Larry C., Michael Mills, Leland Swenson, and R. Patricia Walsh. "Measuring Motivation Multidimensionally." Assessment 15, no. 1 (March 2008): 16–35. http://dx.doi.org/10.1177/1073191107306131.

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Huang, Xianhan, and Chun Lai. "Connecting formal and informal workplace learning with teacher proactivity: a proactive motivation perspective." Journal of Workplace Learning 32, no. 6 (July 6, 2020): 437–56. http://dx.doi.org/10.1108/jwl-01-2020-0005.

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Purpose It is vital in today’s society that teachers are proactively involved in educational change. Given that proactive motivation is a critical driver of proactivity, this study aims to investigate how teachers’ formal and informal workplace-learning experiences were connected with their proactive motivations to implement educational change. Design/methodology/approach The authors used a qualitative case study approach to describe the relationships between teachers’ formal and informal learning activities and their different proactive motivations. The authors collected data from 17 teachers via individual interviews and open-ended questionnaire and performed analyses using a continuous inductive and deductive coding process. Findings The authors found that informal teacher learning can trigger three types of proactive motivation, whereas formal teacher learning is mainly connected with the can do and energised to motivations. The authors also found that formal and informal learning complement and compete with each other in shaping the can do motivation. Moreover, the authors found that informal learning played the dominant role in the reason to motivation, whereas informal and formal learning were separately connected to the energised to motivation. Practical implications These findings indicate that greater attention must be paid to teachers’ informal workplace-learning experiences. Specifically, teachers’ informal learning experiences should be actively integrated into their formal workplace training to enhance their proactive motivation to educational change. Moreover, teachers’ learning preferences and teaching experience should be considered in the design of teacher-training programmes. Originality/value Based on the proactive motivation model of Parker et al. (2010), the authors have uncovered the mechanisms of workplace learning that drive teacher proactivity. The authors have examined the relationship between teachers’ formal and informal workplace-learning and proactive teaching. The findings will assist policymakers and administrators to identify effective means of motivating teachers to engage in workplace learning.

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Journal articles on the topic 'Motivation (Psychology) Motivation (Psychology)'

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