Relevant bibliographies by topics / Motivation theories

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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 theories'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Motivation theories"

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Jones, Lyndon, and Denys Page. "Theories of Motivation." Education + Training 29, no. 3 (March 1987): 12–16. http://dx.doi.org/10.1108/eb017334.

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Luhova, V. M., and A. O. Churkin. "The Directions of Diagnostics of Management Motivation in Accordance with Modern Motivation Theories." Business Inform 1, no. 528 (2022): 390–97. http://dx.doi.org/10.32983/2222-4459-2022-1-390-397.

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The article is aimed at studying the regularities of labor behavior of the individual and determining the directions for diagnosing the motivation of employees of different levels of management. The article analyzes contemporary theories of motivation: meaningful, process and field theories. The regularities of theories of motivation are determined and directions of diagnostics of personnel motivation are proposed in accordance with the identified patterns. According to meaningful theory of motivation, a person’s behavior is determined by his unmet needs; according to the process theory – one’s expectations and subjective assessments related to a particular situation and the possible consequences of its chosen type of behavior; according to the field theory – one’s personal characteristics and environmental factors (organizational culture, social environment). In this regard, the diagnostic instrumentarium for motivating staff should ensure that information about the list of needs and their hierarchy is obtained; subjective valuations of employees as to the significance and fairness of remuneration, its compliance with the efforts spent, the complexity of work, etc., further the motivational impact of organizational culture and leadership on the labor behavior of personnel be determined. The expediency of using the «Motivational Profile» questionnaire by S. Ritchie and P. Martin to determine the actual needs of the staff is substantiated; an authors’ own questionnaire was developed to obtain assessments of managers regarding the factors of motivation, as identified in the process theories of motivation and theories of the «field». The application of the «Motivational Profile» allows to determine the most significant factors of staff motivation, including the following: material encouragement, recognition, interesting and useful work, self-improvement and the desire for achievements. The authors’ questionnaire made it possible to identify the relationship between effort, result and reward. The results of the performed questionnaire survey of employees show that the system of remuneration of personnel is outdated, labor contributions significantly exceed the remuneration received, the social environment ambiguously affects their motivation. The obtained results helped to determine the problem areas in the motivation of managers, which in the future will allow to form an effective mechanism for motivating management personnel.
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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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Wedgwood, Ralph. "Theories of Content and Theories of Motivation." European Journal of Philosophy 3, no. 3 (December 1995): 273–88. http://dx.doi.org/10.1111/j.1468-0378.1995.tb00055.x.

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Steel, Piers, and Cornelius J. König. "Integrating Theories of Motivation." Academy of Management Review 31, no. 4 (October 2006): 889–913. http://dx.doi.org/10.5465/amr.2006.22527462.

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Gurland, Suzanne T., and Victoria C. Glowacky. "Children’s theories of motivation." Journal of Experimental Child Psychology 110, no. 1 (September 2011): 1–19. http://dx.doi.org/10.1016/j.jecp.2011.03.013.

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Suyono, Joko, and Sri Wiwoho Mudjanarko. "Motivation Engineering to Employee by Employees Abraham Maslow Theory." JETL (Journal Of Education, Teaching and Learning) 2, no. 1 (March 31, 2017): 86. http://dx.doi.org/10.26737/jetl.v2i1.141.

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Among many existing motivational theories, perhaps Maslow's Hierarchy of Needs Theories are widely known. This theory passes a message to us that once a person passes a certain level of need, he is no longer motivated by the level of motivation below. This provides an understanding that a manager or leader or motivator in the organization should know what is needed by subordinates. The need of a daily production worker with staff of managerial staff is different. To provide motivation that can improve performance to both, a motivator must provide different treatment according to their needs.
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Klyczek, James P., and Catherine Yanega Gordon. "Choosing a Motivation Construct." British Journal of Occupational Therapy 51, no. 9 (September 1988): 315–19. http://dx.doi.org/10.1177/030802268805100907.

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Motivation is a key concept and concern to occupational therapists; however, no true occupational therapy motivational model exists. Previous studies of motivation by occupational therapists have tended to focus on unidimensional, content theories of motivation, which do not adequately explain this construct. The authors present a review of several major theories of motivation and propose one — Lawler's motivation model — as an appropriate model for guiding occupational therapy practice and research. Based on expectancy theory, this model incorporates many conceptual factors consistent with occupational therapy theories and beliefs.
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Steel, Richard P., Nicolette C. Bishop, and Ian M. Taylor. "The Relationship Between Multidimensional Motivation and Endocrine-Related Responses: A Systematic Review." Perspectives on Psychological Science 16, no. 3 (January 29, 2021): 614–38. http://dx.doi.org/10.1177/1745691620958008.

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Multidimensional motivational theories postulate that the type of motivation is as important as the quantity of motivation, with implications for human functioning and well-being. An extensive amount of research has explored how constructs contained within these theories relate to the activation of the endocrine system. However, research is fragmented across several theories, and determining the current state of the science is complicated. In line with contemporary trends for theoretical integration, this systematic review aims to evaluate the association between multidimensional motivational constructs and endocrine-related responses to determine which theories are commonly used and what inferences can be made. Forty-one studies were identified incorporating five distinct motivation theories and multiple endocrine-related responses. There was evidence across several theories that high-quality motivation attenuated the cortisol response in evaluative environments. There was also evidence that motivational needs for power and affiliation were associated with lower and higher levels of salivary immunoglobulin A, respectively. The need for power may play a role in increasing testosterone when winning a contest; however, this evidence was not conclusive. Overall, this review can shape the future integration of motivational theories by characterizing the nature of physiological responses to motivational processes and examining the implications for well-being.
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Furduescu, Bogdan-Alexandru. "Theories Used in NLP for Motivation. 1st Part." International conference KNOWLEDGE-BASED ORGANIZATION 25, no. 2 (June 1, 2019): 245–50. http://dx.doi.org/10.2478/kbo-2019-0089.

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Abstract Neuro-linguistic programming (international acronym: NLP) contains a series of principles designed to identify and analyze patterns/models resulting from the analysis of personal development theories and models, one of the NLP goals being to combine their different abilities. Therefore, it is more about an awareness of theories and models, which the individual can follow to get performance in what he does. The principle of reasoning is no exception to this rule. The most well-known theory of motivation is the one proposed by S. Freud (a neuropsychiatrist) through his “pleasure principle“, generically called “motivation direction” in NLP, considered in his time the main motivation mechanism. at the same time, it is very important to separate the concept of NLP, in terms of motivation, from the motivational theories and models that postulate that motivation is essentially of a mechanical nature and is programmed through a series of repetitions and external stimuli. Multiple studies meant to support motivational theories and models have failed to take into consideration the numerous phenomena that are independent of external stimuli. Motivational theories are based on the premise that the individual is animated by intrapsychic potentials which managers and leaders must identify and find a concrete way to emphasize them.
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Dissertations / Theses on the topic "Motivation theories"

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Wellman, David Allen, and mikewood@deakin edu au. "Towards an integration of theories of achievement motivation." Deakin University. School of Psychology, 2001. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051017.123821.

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This thesis investigated children's school achievement in terms of an integration of three theories of achievement motivation. The three theoretical outlooks were expectancy-value theory (EVT), implicit theories of intelligence (ITI), and flow theory (FT). The first of two studies was an exploratory investigation of the effectiveness of each theory independently and combined to predict children's achievement in four school subjects. The subject areas were maths, reading, instrumental music and sport. Participants were 84 children (40 females and 44 males) aged 9 to 10 years, one of each child's parents, and school teachers of each child in the four subject areas. All data were collected through questionnaires based on the three models. The results indicated that EVT and FT but not ITI accounted for a significant amount of the variance in children's achievement, including effects for subject area and gender. A second confirmatory study tested EVT, FT and an integrated model for the prediction of achievement in maths, reading and instrumental music. The participants were a further 141 children (74 females and 67 males) aged 10 to 11 years, and a parent and teachers of each child. Data collection using questionnaires occurred early in the school year (Timel) and approximately five months later (Time2). For EVT, children and parents’ competence beliefs were significant predictors of children's achievement in each subject area. Females tended to believe themselves more competent at reading and instrumental music and also valued these subjects more highly than boys. Modeling results for flow theory indicated that children's emotional responses to classes (happiness and confusion) were significant predictors of achievement, the type of emotion varying between subject areas and time periods. Females generally had a more positive emotional reaction to reading and instrumental music classes than males did. The integrated model results indicated significant relationships between EVT and flow theories for each subject area, with EVT explaining most achievement variance in the integrated model. Children's and parents’ competence beliefs were the main predictors of achievement at Timel and 2, Subject area and gender differences were found which provide direction for future research. Anecdotal reports of parents and teachers often attest to individual differences in children's involvement in various school domains. Even among children of apparently similar intelligence, it is not uncommon to find one who likes nothing better than to work on a mathematics problem while another much prefers to read a novel or play a musical instrument Some children appear to achieve good results for most of the activities in which they are engaged while others achieve in a less consistent manner, sometimes particularly excelling in one activity. Some children respond to failure experiences with a determination to improve their performance in the future while others react with resignation and acceptance of their low ability. Some children appear to become totally absorbed in the activity of playing sport while others cannot wait for the game to end. The primary research objective guiding the current thesis is how children's thoughts and feelings about school subjects differ and are related to their school achievement. A perusal of the achievement motivation literature indicates several possible models and concepts that can be applied to explain individual differences in children's school achievement. Concepts such as academic self-concept, multiple intelligences, intrinsic and extrinsic motivation, self-beliefs, competence beliefs, subjective task values, mastery and performance goals, ‘Flow’ experiences and social motivation are just some of the constructs used to explain children's achievement motivation, both within and between various activity domains. These constructs are proposed by researchers from different theoretical perspectives to achievement motivation. Although there is much literature relevant to each perspective, there is little research indicating how the various perspectives may relate to each other. The current thesis will begin by reviewing three currently popular theoretical orientations cited in achievement motivation research: subjective beliefs and values; implicit theories of intelligence, and flow experience and family complexity. Following this review, a framework will be proposed for testing the determinants of children's school achievement, both within each of the three theoretical perspectives and also in combination.
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Judkins, Jill. "Time as Motivation: Selected Theories as Compared to Modern Revelation." BYU ScholarsArchive, 2002. https://scholarsarchive.byu.edu/etd/4843.

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This thesis proposes that human beings by virtue of living in each new present moment are motivated to develop strategies to secure the best possible outcome in their lived experience. A personal account of the phenomenological experience of time is presented and a brief history is given. The implications associated with being thrown into the present moment make apparent the weaknesses of the current assumptions that the slices of the present moment form a continuity of past and future and create a coherent synthesis of life. The assumption that human beings are intentional, goal-directed, and prone to seek meaning in their lives is explored. The ultimate nature of human beings and what their responsibility is in this life is re-examined.A personal experience that enlarged the author's understanding of the tentativeness of the present moment is investigated. In addition, five theorists are selected whose work is concerned with temporal constructs, existentialism, and the intentionality of each human being.It is concluded that a theory of linear time cannot account for the time phenomenon created by human beings being thrown into the present moment. The continuity of the present with the past and future to form a whole life is only assumed, but not explained by current theories. The five theorists cannot account for humanity's intentionality and search for meaning. Implications of the personal time experience are explained. Religious doctrines found in The Church of Jesus Christ of Latter-day Saints are examined to show how the gaps in the theories of time can be addressed by these beliefs. These doctrines include belief in pre-existence and an eternal afterlife, the reality of God and the Devil, and the power of faith and repentance.In summary, the thesis defends the conclusion that the theorists and humankind all have some level of faith in God, and that the theorists are limited in developing accurate theories about human beings because of the erroneous and incomplete understanding of the character and nature of God. God as the creator understands the whole process and it is only through His revelatory process can we understand humankind. God loves His children and has prepared a way through the atonement of Jesus Christ that all might return to Him.
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Periah, Joseph. "The role of the school management team in educator motivation." Thesis, University of Zululand, 2015. http://hdl.handle.net/10530/1476.

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A thesis submitted to the Faculty of Education in fulfilment of the requirements for the degree of Master of Education in the Department of Foundations of Education at the University Of Zululand, South Africa, 2015
The study dealt with the theories of motivation, causes of demotivation, the role of the school management team in educator motivation. In the study certain influential theories were briefly looked at such as the earlier theories of Maslow, McGregor and Hezberg. The empirical survey was used to gather information from educators on the following research questions: • What causes de-motivation of educators? • What is the role of the school management team in the motivation of educators? • What alternative theories, strategies and approaches can the school management team adopt to motivate educators? In the study it was found out that against the milieu in which most schools operate, there seems to be a great deal of de-motivation among educators. Educators are burdened with overload, limited resources, increased workloads, and financial constraints. The study concluded that in order for educators to perform at their best, they needed to be motivated. The responsibility lies heavily on the school management team to motivate educators. The study recommended that the school management team must provide sound visionary and creative motivational leadership in order for educators to perform.
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Donlin, Joanne Mac. "Memory for performance feedback : a test of three self-motivation theories /." Diss., This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-08232007-111919/.

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Chan, Sau-yan, and 陳秀茵. "The interactive effects of competition and theories of intelligence on motivation." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hdl.handle.net/10722/196504.

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Past research has revealed that both people’s beliefs and situational factors affected people’s goal orientation. This study investigated the interactive effects of competition and theories of intelligence on people’s goal orientation. A 2x2 between-subject factorial design was adopted. Seventh graders (N = 132) were primed with either incremental or entity theory of memory. The students were randomly assigned to either competitive or non-competitive condition. Motivational outcomes were measured after all the four groups received failure feedback. Findings showed that the effect of competition marginally overrode the effect of theories of intelligence in the entity condition. There were no statistical significant changes in self-efficacy and interest on the task before and after the setback in the groups.
published_or_final_version
Educational Psychology
Master
Master of Social Sciences
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Burnette, Jeni L. "Implicit Theories of Weight Management: A Social Cognitive Approach to Motivation." VCU Scholars Compass, 2006. http://scholarscompass.vcu.edu/etd/1492.

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Just as scientists develop general conceptual explanations of the phenomena they investigate, individuals also develop intuitive theories about such human characteristics as intelligence, personality, and athletic ability. These theories, unlike scientist's theories, are not explicitly articulated or documented, and so they are termed implicit theories. Implicit theories, in achievement motivation, distinguish between the belief that human attributes are fixed (entity theory) or malleable (incremental theory) and have been shown to have far-reaching consequences for motivation, goal-orientations, and regulatory strategies in an array of domains. This dissertation extended implicit theories research to the domain of body-weight management. Drawing from an elaborate theoretical framework on implicit theories and health behavior research, the present work predicted that (a) individuals differ systematically in their beliefs about the malleability of body weight and (b) these implicit beliefs are related to coping and self-regulation strategies following dieting setbacks. To test these hypotheses, I first developed the Implicit Theories of Weight Management Scale and examined its psychometric properties. Results revealed internal reliability and convergent and discriminant validity. Implicit theories of weight management were moderately related to health and dieting locus of control but were distinct from personality dimensions such as the Big Five and trait optimism. Psychometric properties of the scale are presented and discussed. Next, I tested the hypothesis that implicit theories of weight management would be related to adaptive regulatory strategies (e.g., increased motivation) and to maladaptive coping (e.g., avoidance) following dieting setbacks and that this relation would be mediated by feelings of helplessness and optimism, and by attributions. Results largely supported these conjectures, revealing that even after controlling for constructs related to successful dieting (e.g., dieting self-confidence, trait self-control), believing more strongly that weight is changeable was related to lower reported use of avoidance when coping with setbacks and more effort. Additionally, feelings of helplessness and optimism mediated the implicit theories-self-regulatory relations. Results are discussed in terms of how implicit theories create the structure in which meaning is assigned to events and are therefore important for achievement and motivation. Implications and avenues for future research are presented.
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Horne, Jason, Virginia P. Foley, and Bethany H. Flora. "Race to the Paycheck: Merit Pay and Theories of Teacher Motivation." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/2997.

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Recent reforms in teacher evaluation tie these evaluations to student performance as measured by test scores and merit pay has been offered as a way to reward high test scores and improve teacher performance. Thus, the federal Race to the Top program has led several states toward teacher evaluation instruments that incorporate outcome data in the form of student achievement. In most states, this is the first step in the plan to institute a pay for performance program for teachers, also known as merit pay. This paper analyzes the concept of merit pay through the lens of equity theory. Equity theory provides a framework to organize a workplace that is equitable, consistent, and free of self-interest. Readers are challenged to consider the implications of merit pay in light of equity theory and resultant issues for educational policy and practice.
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Flora, Bethany, Virginia P. Foley, and Jason Horne. "Race to the Paycheck: Merit Pay and Theories of Teacher Motivation." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/3057.

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Palizay, Richard A. "A comparison of Romans 7:14-25 and selected psychological theories of motivation." Theological Research Exchange Network (TREN), 1985. http://www.tren.com.

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Liu, Ying. "The effects of implicit theories on motivation and performance in creative tasks." Click to view E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37091220.

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Books on the topic "Motivation theories"

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Role motivation theories. London: Routledge, 1993.

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Beck, Robert C. Motivation: Theories and principles. 4th ed. Upper Saddle River, N.J: Prentice Hall, 2000.

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Beck, Robert C. Motivation: Theories and principles. 3rd ed. Englewood Cliffs, N.J: Prentice Hall, 1990.

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Motivation: Theories and principles. 5th ed. Upper Saddle River, N.J: Pearson/Prentice Hall, 2004.

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Human motivation: Metaphors, theories, and research. Newbury Park, Calif: Sage, 1992.

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Weiner, Bernard. Human motivation: Metaphors, theories,and research. London: Sage, 1992.

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Li, Honglei. Virtual community participation and motivation: Cross-disciplinary theories. Hershey, PA: Information Science Reference, 2012.

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Vandevelde, B. R. Implications of motivation theories and work motivation studies for the redeployment of teachers. Sheffield: Sheffield City Polytechnic, Centre for Education Management and Administration, 1988.

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Self-theories: Their role in motivation, personality, and development. Philadelphia, PA: Psychology Press, 1999.

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Sociocultural theories of learning and motivation: Looking back, looking forward. Charlotte, N.C: Information Age Pub., 2011.

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Book chapters on the topic "Motivation theories"

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Guillén, Manuel. "Human motivation theories." In Motivation in Organisations, 3–20. New York : Routledge, 2021. | Series: Humanistic management: Routledge, 2020. http://dx.doi.org/10.4324/9780429317293-2.

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Champoux, Joseph E. "Motivation: Need Theories." In Organizational Behavior, 154–73. Sixth edition. | New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781003000587-10.

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Conklin, Thomas A. "Theories of Motivation." In Stories to Tell Your Students, 58–59. New York: Palgrave Macmillan US, 2011. http://dx.doi.org/10.1057/9780230370432_28.

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Heckhausen, Heinz. "Trait Theories of Motivation." In Motivation and Action, 49–70. Berlin, Heidelberg: Springer Berlin Heidelberg, 1991. http://dx.doi.org/10.1007/978-3-642-75961-1_3.

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Scheffer, David, and Heinz Heckhausen. "Trait Theories of Motivation." In Motivation and Action, 67–112. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-65094-4_3.

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Brewin, Chris R. "Cognitive Theories of Motivation." In Theoretical Foundations of Behavior Therapy, 277–93. Boston, MA: Springer US, 1987. http://dx.doi.org/10.1007/978-1-4899-0827-8_13.

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Mayfield, Milton, Jacqueline Mayfield, and Robyn Walker. "Motivation and Persuasion." In Fundamental Theories of Business Communication, 143–59. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57741-4_9.

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’t Hooft, Gerard. "Motivation for This Work." In Fundamental Theories of Physics, 3–18. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-41285-6_1.

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Dörnyei, Zoltán, and Ema Ushioda. "Theories of Motivation in Psychology." In Teaching and Researching Motivation, 15–38. 3rd ed. Third edition. | New York, NY: Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781351006743-3.

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Weiner, Bernard. "Intrapersonal and Interpersonal Theories of Motivation from an Attribution Perspective." In Student Motivation, 17–30. Boston, MA: Springer US, 2001. http://dx.doi.org/10.1007/978-1-4615-1273-8_2.

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Conference papers on the topic "Motivation theories"

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de Oliveira, Natalia J. S., Sean W. M. Siqueira, and Leila C. V. de Andrade. "OntoMotivation: Combining Motivation Theories." In 2018 XLIV Latin American Computer Conference (CLEI). IEEE, 2018. http://dx.doi.org/10.1109/clei.2018.00049.

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

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The purpose of the publication is to present the specifics of motivating in public administration. There is no doubt that employees should be motivated regardless of the workplace. The publication presents the definition of motivation and its theory. It contains tips on what should be particularly considered in creating an incentive system in public administration. Particular attention was devoted to creating the foundations of a motivational system that has roots in motivation theories. The most common motivational theories and their importance in shaping the incentive system were presented.
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Gopalan, Valarmathie, Juliana Aida Abu Bakar, Abdul Nasir Zulkifli, Asmidah Alwi, and Ruzinoor Che Mat. "A review of the motivation theories in learning." In THE 2ND INTERNATIONAL CONFERENCE ON APPLIED SCIENCE AND TECHNOLOGY 2017 (ICAST’17). Author(s), 2017. http://dx.doi.org/10.1063/1.5005376.

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Srivastava, Nisheeth, Komal Kapoor, and Paul R. Schrater. "A cognitive basis for theories of intrinsic motivation." In 2011 IEEE International Conference on Development and Learning (ICDL). IEEE, 2011. http://dx.doi.org/10.1109/devlrn.2011.6037327.

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ACIKARA, TURGUT, and AYNUR KAZAZ. "EVALUATION OF FACTOR AFFECTING LABOR PRODUCTIVITY IN TURKEY BY USING MOTIVATION THEORIES." In World Congress on Engineering (WCE 2016) & World Congress on Engineering and Computer Science (WCECS 2016). WORLD SCIENTIFIC, 2017. http://dx.doi.org/10.1142/9789813230774_0005.

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Borbora, Zoheb, Jaideep Srivastava, Kuo-Wei Hsu, and Dmitri Williams. "Churn Prediction in MMORPGs Using Player Motivation Theories and an Ensemble Approach." In 2011 IEEE Third Int'l Conference on Privacy, Security, Risk and Trust (PASSAT) / 2011 IEEE Third Int'l Conference on Social Computing (SocialCom). IEEE, 2011. http://dx.doi.org/10.1109/passat/socialcom.2011.122.

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Kolosova, Ieva. "Fun and game theory as motivation in waste sorting process at an individual level." In 23rd International Scientific Conference. “Economic Science for Rural Development 2022”. Latvia University of Life Sciences and Technologies. Faculty of Economics and Social Development, 2022. http://dx.doi.org/10.22616/esrd.2022.56.003.

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One of the key aspects in the development of a sustainable waste system is respect towards the principles of a circular economy. Despite its complexity, the essential and crucial role in the waste management process is that of an individual. Residents of Latvia face several challenges in the recycling process – lack of infrastructure, knowledge and individual motivation to sort the waste for the common good. European Union has set ambitious goals in regard to waste reduction. If the situation in Latvia does not rapidly improve, it will not achieve these goals.This paper proposes the game theory and a positive been conducted encouragement approach to help improve the situation. A literature review of established theories has and results in a proposal of an informal approach – fun theory. The final section offers a brief overview of four different research studies about waste recycling and individual motivation toward it. A range of theories and motivational aspects related to the problem have been considered and theoretical grounds laid for further and practical research, namely, a unified collection of information in a format of a household waste themed game that could be tested by employing a sample of a Latvian population.
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Saade, Raafat, Fassil Nebebe, and Tak Mak. "Canada - China Cultural Differences in E-learning: A Motivation Perspective." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3346.

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There are relatively few empirical studies that examine cultural differences in students’ beliefs and use of web-based learning systems. Asian and Western countries have different systems of thought which are rooted in their respective national culture. Although there are a number of theories to explain individuals’ behavior within different cultures, there are few that focused on web-based learning differences. In this study, we investigate the motivational differences among Chinese and Canadian online learners. We enhance our body of knowledge in two respects: moderating and mediating effects of intrinsic motivation in the two groups and the use of the ‘cognitive system of thought’ theory to extract meaning from the results.
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Goldhaber, Tanya. "Using theories of intrinsic motivation to support ICT learning for the ageing population." In the 2012 ACM international conference. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2166966.2167048.

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Pham, Hiep, Linda Brennan, and Joan Richardson. "Review of Behavioural Theories in Security Compliance and Research Challenge." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3722.

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Aim/Purpose: Inconsistent findings on the effect of various determinants of cyber security behaviour emphasise the need for further understanding of the applicability of compliance theories. The paper provides a critical review of determinants of users’ cyber security behaviour and establishes directions for future research. Background: Cyber security behaviour has been studied using a range of behavioural theories. Factors from these theories help organisations to develop suitable initiatives to encourage positive compliance from the employees. Contribution: The paper integrates factors that can impact cyber security behaviour from Theory of Planned Behaviour, Protection Motivation Theory, Rational Choice Theory and General Deterrence Theory into an overarching framework for better connection of the theories. Previous studies’ findings were analysed to establish research challenges in the field. Future Research: Future research should investigate the complex interaction between organizational and personal characteristics so that a security program can be developed that can effectively engage employees with security tasks even in demanding work environment.
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Reports on the topic "Motivation theories"

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Döring, Thomas. Schumpeter und die Theorie unternehmerischer Innovation Kernaussagen, kritische Abgrenzung zu anderen Ansätzen sowie Bausteine für eine Weiterentwicklung. Sonderforschungsgruppe Institutionenanalyse, 2012. http://dx.doi.org/10.46850/sofia.9783941627185.

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Dieser Artikel geht im zweiten Kapitel zunächst auf Schumpeters Entwicklungstheorie mit ihrer Hervorhebung von Innovationen als der entscheidenden Triebfeder ökonomischen Wandels ein. Dabei werden sowohl deren Ursachen in Form eines dynamischen Unternehmertums und unterschiedliche Ausprägungen in Gestalt verschiedener Typen von Innovationen (Kapitel 2.1) als auch die mit innovatorischen Neuerungen verbundenen Folgewirkungen, wie sie sich in jenem bereits erwähnten „Prozess der schöpferischen Zerstörung“ sowie dem durch Innovationen hervorgerufenen Konjunkturschwankungen ausdrücken (Kapitel 2.2), näher beleuchtet. Daran anknüpfend erfolgt in einem dritten Kapitel eine eingehende Betrachtung der an die entwicklungstheoretischen Überlegungen Schumpeters anknüpfenden Ansätze und Konzepte, um diese auf ihre methodologische wie inhaltliche Kompatibilität in Bezug auf Schumpeters Analyse hin kritisch zu überprüfen. Den Ausgangspunkt bildet dabei zunächst die für den Ansatz Schumpeters charakteristische Gegenüberstellung von Allokations- und Entwicklungslogik, die auch seinem Verständnis von Gleichgewichts- und Ungleichgewichtsanalyse zugrunde liegt (Kapitel 3.1). Darauf aufbauend wird gezeigt, dass weder der im Rahmen der Neuen Wachstumstheorie unternommene Versuch einer Integration Schumpeters (Kapitel 3.2) noch die im Kontext der Industrieökonomik formulierte Schumpeter-Hypothese (Kapitel 3.3) eine angemessene bzw. zutreffende Reflexion seiner Überlegungen darstellen. Dies kann in ähnlicher Weise auch für den Rekurs evolutionsökonomischer Ansätze auf Schumpeters Entwicklungstheorie gezeigt werden (Kapitel 3.4). Im Unterschied zu den beiden zuvor genannten Forschungsfeldern fällt die Schnittmenge zur evolutorischen Ökonomik zwar deutlich größer aus, von einer weitgehenden inhaltlichen wie methodologischen Übereinstimmung kann aber dennoch keine Rede sein. Die Ausführungen im abschließenden vierten Kapitel zielen darauf ab, Bausteine für eine konstruktive Weiterentwicklung von Schumpeters Theorie der unternehmerischen Innovation zu benennen. Unter Einbezug von Erkenntnissen der ökonomischen Innovations- und Unternehmensforschung, der dynamischen Markt- und Wettbewerbstheorie sowie der psychologischen Motivationsforschung wird ein Erklärungsansatz vorgestellt, der unternehmerisches Neuerungsverhalten als Grundlage wirtschaftlicher Entwicklungsprozesse in Abhängigkeit von äußeren Handlungsbedingungen (formelle und informelle Institutionen) und inneren Handlungsbeschränkungen (Motivation, Fähigkeiten, Lernprozesse) der innovierenden Akteure betrachtet. Damit – so zumindest der Anspruch – können, systematischer als dies bei Schumpeter der Fall ist, die nach aktuellem Stand der Forschung als relevant anzusehenden Bestimmungsfaktoren des unternehmerischen Innovationsverhaltens im Hinblick auf wirtschaftliche Entwicklungsprozesse in den Blick genommen werden.
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