Journal articles: '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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Vidaver-Cohen, Deborah. "Motivational Appeal in Normative Theories of Enterprise." Business Ethics Quarterly 8, no. 3 (July 1998): 385–407. http://dx.doi.org/10.2307/3857428.

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Abstract:This essay examines how normative theories of enterprise can be strengthened by incorporating the empirical study of motivation into the theory-development process. The link between moral conduct and motivation in the literature is reviewed, the framework for Motivational Appeal Analysis introduced and applied, and implications for theory and research are discussed.

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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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Schunk, Dale H. "Self-Theories and Achievement Motivation." Contemporary Psychology 45, no. 5 (October 2000): 554–56. http://dx.doi.org/10.1037/002303.

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Lee, Yong-Seung. "Theories of Motivation in Psychoanalysis." CHUL HAK SA SANG - Journal of Philosophical Ideas ll, no. 36 (May 2010): 153–77. http://dx.doi.org/10.15750/chss..36.201005.005.

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15

Sullivan, Jerry J. "Self Theories and Employee Motivation." Journal of Management 15, no. 2 (June 1989): 345–63. http://dx.doi.org/10.1177/014920638901500210.

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BOEKAERTS, MONIQUE. "MOTIVATION IN THEORIES OF LEARNING." International Journal of Educational Research 10, no. 2 (1986): 129–41. http://dx.doi.org/10.1016/s0883-0355(20)30442-0.

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Столяренко, Алена, Alyona Stolyarenko, Марина Матюнина, and Marina Matyunina. "THE ENCOMPASSING ANALYSIS OF THE PERSONNEL MOTIVATION THEORIES." Services in Russia and abroad 11, no. 3 (July 5, 2017): 42–51. http://dx.doi.org/10.22412/1995-042x-11-3-4.

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Article is devoted to the main issues of forming and significance of motivation in the general system of personnel motivation. The authors research the theoretical approaches to the consideration of the personnel features as a production factor (tool efficiency, diligence, potential, adaptability, vector, etc.). The article analyzes human resource management as a system in which the motivation is the main element affecting the staff. The authors on the base of studying the main approaches to the definition of motivation make the conclusion that it is a process of prompting the worker to carry out activities in accordance with company's existing objectives. It is confirms the fact that motivation is not only a part, but also the enterprise human resource management function. The article considers the most common, but constantly changing by their nature motivations for work, namely stability, assertiveness, flocking, etc. The authors analyze the relationship and interdependence of motivation and human needs through the study of the basic motivation theories, namely the classical theory of needs, human relations theory, theory of providing advantages, factor «Z» theory, the goal setting theory and other. The research result is in the fact that indivisibility and interdependence of human needs and their satisfaction, and consequently obtaining the desired result, is the basis of motivation. Therefore, inducement for activities, heading an employee to a particular activity and control are the main functions of motivation

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Chintalapti, Neelima Rani. "Impact of employee motivation on work performance." ANUSANDHAN – NDIM's Journal of Business and Management Research 3, no. 2 (August 31, 2021): 24–33. http://dx.doi.org/10.56411/anusandhan.2021.v3i2.24-33.

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This paper endeavors to understand how an employee work performance could be influenced by the motivation ,as the employee work performance excel or fail depends upon the motivation .The research aims to define and understand the role of motivation on employees performance. To determine the motivation's root cause in employee's efficiency various theories of motivations are studied and their correlation with employee performance are detailed. The findings justified the influence on employees psychology and its high influence on employee work efficiency and effectiveness. The research will prove beneficial for researchers to understand the concept of motivation in organization behavior.

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Blackwell, Ruth. "Motivation for pilgrimage: using theory to explore motivations." Scripta Instituti Donneriani Aboensis 22 (January 1, 2010): 24–37. http://dx.doi.org/10.30674/scripta.67360.

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This article is a discussion of the motivations for pilgrimage and it will draw upon theories of motivation to explore the continuing attraction of pilgrimage in contemporary times. This discussion is located within the field of Event Management. Event Management is a fast growing discipline which focuses on the design, production and management of planned events, such as festivals, celebrations, conferences, fund-raisers and so on. Clearly pilgrimages, as planned events, fit into this definition. In this context, it is essential to recognise the importance of understanding the motives and needs of event customers so that we can plan to help our customers satisfy their motives. Whilst it might seem abhorrent and commercial to talk of pilgrims as customers, pilgrimages and religious sites have become more and more commodified and increasingly are deemed to need professional management. Key theories of motivation will be compared in order to identify the prime motivating factors underpinning people’s decisions to make pilgrimages.

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Turgumbayeva, A., and O. Aimaganbetova. "The process theories of motivation in cross-cultural context." Journal of Psychology and Sociology 60, no. 1 (2017): 143–46. http://dx.doi.org/10.26577/jpss-2017-1-561.

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Shchegortsova, Viktoria Mykolaivna. "MOTIVATION OF CIVIL SERVANTS FROM ARCHETYPICAL APPROACH PERSPECTIVE: THEORY AND PROBLEM ISSUES." UKRAINIAN ASSEMBLY OF DOCTORS OF SCIENCES IN PUBLIC ADMINISTRATION 1, no. 14 (June 16, 2018): 356–66. http://dx.doi.org/10.31618/vadnd.v1i14.125.

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The theoretical bases of motivation of civil servants are considered in the article. The description of the basic motivational theories is presented. Substantive theories of motivation (A. Maslow, K. Alderfer, D. McCleland, F. Hertzberg) are based on the analysis of the motivational sphere of a person, on the direct relationship between satisfaction/dissatisfaction of human needs and motivation. In the procedural theories of motivation (V. Vroom, J. Adams, E. Lock, Porter-Lawler theory), the process of motivation is studied and attention is focused on the influence of external factors on the motivation of a person. On the basis of a review of the achievements of the scientific foundations of motivation, recommendations were made to the heads of the public administration authorities on the implementation of the motivation function. Generalized the main problems of labor motivation, typical for staff, regardless of the form of ownership of the organization. The following problems and obstacles in personnel motivation are identified: the complexity of research and determination of the motives of the individual, the problem of fairness in evaluating the performance of management and staff, dissatisfaction with hygiene factors, complex relationships in the team, inadequate expectations on the part of the employee, many innovations and changes in organization of work, monotony of activity, incompatibility of the worker’s qualification with the level of work, constant changes, stressful situations can cause apathy to slave father. Based on the results of the expert survey, the main problems of labor motivation in public administration bodies were identified. The system of motivating public servants has a number of shortcomings: dissatisfaction with the size of material security, the existence of state-wide interdepartmental and regional differences in the wage rates of civil servants, injustice with individual bonuses. The motivation of public servants is based on the opportunities for career growth, increasing competence, the prestige of working in government bodies, the stability of employment, job satisfaction, the amount of annual leave, good pensions and the opportunity to be involved in significant cases for society.

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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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Gribanova, Svetlana. "What motivates IT professionals? Case of Latvia." SHS Web of Conferences 110 (2021): 02013. http://dx.doi.org/10.1051/shsconf/202111002013.

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For successful motivation of professionals, it is important to understand accurately their goals, values and job expectations. Theories of motivation suggest different motives to improve productivity, but their effectiveness is not sufficiently validated in case of IT professionals. This study uses empirical data from online surveys of information technology professionals. The purpose of the study is to identify the factors that motivate professionals to work more efficiently, initiatively and productively. The results of the study show that to effectively solve the problem of motivating IT professionals, it is useful to use different theories of motivation, combine these theories and construct new concepts of motivation.

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Panchenko, Svitlana, and Svitlana Litovka-Demenina. "THE INFLUENCE OF CLASSICAL MOTIVATION THEORIES ON THE EFFECTIVENESS OF LEARNING IN MODERN REALITIES." Problems of Innovation and Investment Development, no. 27 (December 21, 2021): 76–84. http://dx.doi.org/10.33813/2224-1213.27.2021.8.

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The purpose of the article is to analyze the classical theories of motivation and their relevance in modern education. The research methodology consists in the application of methods of analysis, synthesis, comparison, generalization, forecasting. Scientific novelty lies in the adaptation of classical motivational models to modern learning in modern realities. Conclusions. As a result of the study, it was found that classical theories of motivation are quite effective in modern realities, but they require adaptation to modern online methods, since the pandemic has entailed a transformation in the field of education. Key words: motivation, incentive, online learning, offline learning, pandemic, theories of motivation, digitalization, time management.

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Reinermann, Jan, and Timothy Williams. "Motivational change in the perpetration of genocidal violence." Violence: An International Journal 1, no. 1 (April 2020): 144–65. http://dx.doi.org/10.1177/2633002420904283.

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While the study of perpetrators has benefited greatly from burgeoning work on motivations for participating in genocidal violence, there is a considerable gap regarding how these motivations change over time. This article draws on psychological theories to provide an approach to understanding such motivational change. In the interaction of situational and dispositional approaches, the article proposes that motivations derive from and are structured by hierarchies of needs and that these hierarchies can change through three processes of adaption within the hierarchy: motivation addition, motivation removal and hierarchy re-ordering. The article is primarily conceptual but draws on insights from various different cases in its development and illustrates the model with empirical examples of motivations for participating in genocidal violence.

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Muñoz-Restrepo, Ana, Marta Ramirez, and Sandra Gaviria. "Strategies to Enhance or Maintain Motivation in Learning a Foreign Language." Profile: Issues in Teachers´ Professional Development 22, no. 1 (January 1, 2020): 175–88. http://dx.doi.org/10.15446/profile.v22n1.73733.

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Motivation is one of the most important factors in the enjoyment and success in learning any subject, especially a foreign language. Many students approach the learning of a language based on academic mandates, family impositions, job requirements, and so on. These non-intrinsic motivations make learning a more difficult, frustrating, and non-pleasurable experience, both for students and teachers. Therefore, skills in motivating learners should be seen as central to teaching effectively. In this article, we provide a series of strategies for teachers to gradually lead students from an extrinsic motivation to a more internal and autonomous motivation. This approach is framed within one of the most recent and well-known theories of motivation: self-determination theory.

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Kovach, Mary. "A Review of Classical Motivation Theories." Journal of Interdisciplinary Studies in Education 7, no. 1 (December 6, 2018): 34–53. http://dx.doi.org/10.32674/jise.v7i1.1059.

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This manuscript demonstrates the value of understanding locus of control in higher education. Understanding this value provides educators with the ability to potentially predict academic outcomes, and have the foresight to guide students to achievement. First, the manuscript identifies and explores the classic theories of motivation from the mid-1900s. Then, a study is conducted that hypothesizes a correlation between demographic variables (age, gender, graduate/undergraduate classification) and locus of control using Rotter’s (1966) locus of control questionnaire. Finally, examples from four different disciplines are provided. This manuscript proposes suggestions for future research that will contribute to the findings of the overall construct of motivation, and more specifically, student locus of control in higher education.

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Al-Harthy, Ibrahim S. "Contemporary Motivation Learning Theories: A Review." International Journal of Learning Management Systems 4, no. 2 (July 1, 2016): 99–117. http://dx.doi.org/10.18576/ijlms/040205.

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Lord, Robert L. "Traditional Motivation Theories and Older Engineers." Engineering Management Journal 14, no. 3 (September 2002): 3–7. http://dx.doi.org/10.1080/10429247.2002.11415167.

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Spencer, David A., and Steen Scheuer. "Social and Economic Motivation at Work: Theories of Motivation Reassessed." Contemporary Sociology 31, no. 3 (May 2002): 283. http://dx.doi.org/10.2307/3089666.

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M. Badubi, Reuben. "Theories of Motivation and Their Application in Organizations: A Risk Analysis." INTERNATIONAL JOURNAL OF INNOVATION AND ECONOMIC DEVELOPMENT 3, no. 3 (2017): 44–51. http://dx.doi.org/10.18775/ijied.1849-7551-7020.2015.33.2004.

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The aim of this paper is to compare and contrast the theories of motivation and how they are used to inspire employees to develop the drive to achieve. The importance of motivation in organizations and job satisfaction is vital for the achievement of organizational goals and objectives. The consequences of organizations operating without any purpose of motivation towards its employees are far catastrophic, such as depression, turnover, burnout which can derail the success of organizations. For organizations to make employees their biggest asset and retention purposes, motivation should be a priority. The study tries to help organizations with suggestions to cultivate conducive atmospheres and relationships for employees to work under, to foster positive attitudes towards their work. A qualitative approach and theory based application were considered for this study.

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My, Truong Thi. "MOTIVATING SECOND LANGUAGE LEARNERS: FROM MAJOR L2 MOTIVATION THEORIES TO IMPLICATIONS FOR L2 CLASSROOM PRACTICE AND RESEARCH." VNU Journal of Foreign Studies 37, no. 1 (February 28, 2021): 55. http://dx.doi.org/10.25073/2525-2445/vnufs.4657.

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Motivation has long been emphasized as a determinant factor in a learning process in general, and second language (L2) acquisition in particular. Equivalent to such importance, a vast number of theories and models have been proposed in the literature to explain why students choose to learn a second language. The proliferation of L2 motivational theories and models in the literature, however, might have caused certain confusion to practitioners and researchers in choosing a suitable methodological and theoretical framework for their teaching practice and research. This paper aims to address this concern by critically reviewing the major L2 motivation approaches and their featured L2 motivational models to date, based on which several implications will be made for L2 teachers who seek to create a motivating language teaching practice, and for L2 researchers whose goal is to gain a comprehensive understanding of the construct in their empirical enquiries.

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Leeming, Paul, and Justin Harris. "Self-Determination theory and tasks." TASK / Journal on Task-Based Language Teaching and Learning 2, no. 2 (December 31, 2022): 164–83. http://dx.doi.org/10.1075/task.21024.lee.

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Abstract Researchers investigating TBLT have used psycholinguistic and sociolinguistic theories in support of the approach, but there has been limited discussion of motivational frameworks. A framework for motivation within TBLT would enhance our understanding of learner motivation, and could be utilised in future studies. This paper argues that Self-Determination Theory is an appropriate framework. After briefly describing the key tenets of TBLT and SDT, the paper shows how SDT helps us understand the motivational benefits of tasks. It outlines the six mini-theories of SDT, and aligns them with existing studies to highlight how results may be explained by these theories. Some suggestions are then provided as to how these theories can be used for conducting future classroom-based research.

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Abdel-kawi, Ola, and James Kole. "An Islamic Perspective on the Expectancy-Valence Theory." American Journal of Islam and Society 8, no. 3 (December 1, 1991): 453–60. http://dx.doi.org/10.35632/ajis.v8i3.2605.

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The most commonly used classification of motivation theories amongorganizational behavior scholars is the content and process theories (Altman,Valenzi, and Hodgetts 1985). While content theories address what motivatesemployees, process theories speculate about how to motivate them (Bedeian1980).When Muslim scholars have discussed motivation theories, they haveexplained the Islamic perspective on the content approach. For example,Sharafeldin (1988) compared content theories with the socialist approach ofmotivation. He emphasized the extrinsic motives of Islamic values andconcluded that these values are alternative motivators for Muslims to achievebetter performance. Ahmad (1988,3) also reviewed content theories and arguedthat the ritual aspect of the human personality is an intrinsic motive otherthan the “materialistic-orientation”o f the content theories. In addition, Shareef(1988, 11) noted that while certain Islamic actions will fulfill the selfactualizationneeds, “economic incentives are motivators only in life-threateningsituations.”Despite this focus on the content approach of motivation theories, Muslimscholars have given less attention to how to motivate employees. They alsohave not provided sufficient conceptualization for an Islamic process by whichMuslim employees make their motivational choices within an Islamic context.This paper addresses this gap in Islamic organizational behavioml literatureby a) presenting an Islamic model of motivation process dmwn from the @fan;b) discussing the model’s dynamics in relation to both social learning theoryand Vroom’s expectancy theory; and c) introducing an Islamic expectancyand exploring its instrumentalities and implications ...

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Takahashi, Chika, and Seongah Im. "Comparing self-determination theory and the L2 motivational self system and their relationships to L2 proficiency." Studies in Second Language Learning and Teaching 10, no. 4 (December 18, 2020): 673–96. http://dx.doi.org/10.14746/ssllt.2020.10.4.2.

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This study empirically compares two often-utilized motivation theories in L2 studies: self-determination theory and the L2 motivational self system. It also examines the relationships among their motivational constructs, learners’ intended L2 learning effort, and L2 proficiency. While a number of studies have utilized these models in order to examine second language learners’ motivation, there has not been a thorough comparison of the two. Furthermore, while many studies have demonstrated the structural relationships between the motivational constructs of the two theories and the learner’s self-reported amount of effort, fewer studies have examined their L2 achievement. The results of this study indicated that the constituents in the two theories are correlated as predicted. Furthermore, while internalized types of motivation in self-determination theory predicted intended learning effort, which then led to L2 proficiency, the strength of the ideal L2 self was much weaker than the L2 learning experience, unlike what is argued in the theory.

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Marwan, Hesty Ferdalina. "From Theory to Practice: The Pedagogic Application of Major L2 Motivation Theories in an IB School." Journal of English and Education (JEE) 8, no. 2 (November 30, 2022): 87–96. http://dx.doi.org/10.20885/jee.v8i2.25703.

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Motivation is believed to play a vital role in successful second language (L2) learning. Over the past five decades, L2 motivation theory has evolved significantly from static to more dynamic perspectives. This article reviews the four major second language (L2) motivation research phases (i.e., the social psychological period, the cognitive-situated period, the process-oriented period and the current socio-dynamic period); and contemplates the application of some motivational models that are relevant to a specific pedagogical context in an International Baccalaureate (IB), bilingual school in Indonesia, such as such as the instrumental motivation, the process-oriented model, the L2 Motivational Self System, and motivational teaching practices.

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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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Lujic, Claudia, Martin Reuter, and Petra Netter. "Psychobiological Theories of Smoking and Smoking Motivation." European Psychologist 10, no. 1 (January 2005): 1–24. http://dx.doi.org/10.1027/1016-9040.10.1.1.

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Abstract. Theories of smoking have been developed about the conditions and causes of smoking as well as for explaining its maintenance. Moreover, factors of smoking motivation have been identified, which describe incentives to smoke and types of smoking behavior. The most frequently reported motives are psychosocial smoking, sensorimotor smoking, indulgent smoking, stimulation smoking, sedation smoking, dependent smoking, and automatic smoking. In the first phase after the start of smoking, psychosocial smoking is the dominating motive, which is best represented by theories of social psychology. Sensorimotor smoking may be best explained by theories of classical and operant conditioning. Indulgent smoking (= smoking for pleasure) may be explained by neurochemical theories and by the neurobiological theories of dependence emphasizing nicotine-induced activation of mesolimbic dopaminergic reinforcement. Stimulation smoking and sedation smoking are related to arousal models. Moreover, sedation smoking is also explained by aspects of reducing negative affect (as claimed by theories of affect regulation) and by biochemical theories emphasizing serotonergic mechanisms in modulating anxiety as well as by theories of dependence. Dependent smoking, which is mostly based on negative reinforcement (suppression of withdrawal symptoms) may be explained by neurochemical theories as well as by neurobiological theories of psychological and physical dependence explaining blunted dopaminergic and serotonergic responsivity as due to desensitization of respective receptors. Also automatic smoking may be explained by processes of habit learning and neurobiological theories of dependence. Finally, personality theories have been applied to all of these smoking motives.

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Myrzakulov, Nurgissa, Ratbay Myrzakulov, and Lucrezia Ravera. "Metric-Affine Myrzakulov Gravity Theories." Symmetry 13, no. 10 (October 3, 2021): 1855. http://dx.doi.org/10.3390/sym13101855.

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In this paper, we review the so-called Myrzakulov Gravity models (MG-N, with N = I, II, …, VIII) and derive their respective metric-affine generalizations (MAMG-N), discussing also their particular sub-cases. The field equations of the theories are obtained by regarding the metric tensor and the general affine connection as independent variables. We then focus on the case in which the function characterizing the aforementioned metric-affine models is linear and consider a Friedmann-Lemaître–Robertson–Walker background to study cosmological aspects and applications. Historical motivation for this research is thoroughly reviewed and specific physical motivations are provided for the aforementioned family of alternative theories of gravity.

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Septiawan, Bambang, and Endah Masrunik. "Motivation of Generation Z at Work." Jurnal Studi Manajemen dan Bisnis 7, no. 2 (November 18, 2020): 74–82. http://dx.doi.org/10.21107/jsmb.v7i2.9044.

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This study aims to analyze the work motivation of Sultan Coffee employees in line with the main theories, process theories, and contemporary theories. The subjects of this research were 4 employees of Sultan Coffee, who were classified as Gen Z. This research is qualitative and focuses on descriptive description because it aims to test the theory mentioned earlier. The results of the study show that the work motivation of the Z generation of sultan coffee employees is proven to be in accordance with the three theories. Specifically to fulfill their interests, the work environment is full of peers, and to carry out the mandate of their teacher.

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Johnson, Thomas J. "Goal Theories of Motivation as Rigorous Humanism." Journal of Constructivist Psychology 18, no. 4 (October 2005): 311–25. http://dx.doi.org/10.1080/10720530500202860.

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Rogers, Glen. "Handbook of moral motivation: theories, models, applications." Journal of Moral Education 43, no. 1 (December 20, 2013): 130–33. http://dx.doi.org/10.1080/03057240.2013.866939.

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Muise, Amy, and Emily A. Impett. "Applying Theories of Communal Motivation to Sexuality." Social and Personality Psychology Compass 10, no. 8 (August 2016): 455–67. http://dx.doi.org/10.1111/spc3.12261.

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Ţicu, Dorina. "Theories of Motivation in Public Policies Process." Procedia - Social and Behavioral Sciences 92 (October 2013): 925–29. http://dx.doi.org/10.1016/j.sbspro.2013.08.778.

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Coates, Allen. "Ethical Internalism and Cognitive Theories of Motivation." Philosophical Studies 129, no. 2 (May 2006): 295–315. http://dx.doi.org/10.1007/s11098-004-1643-0.

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Abyad, Abdulrazak. "Project Management : Motivation Theories and Process Management." Middle East Journal of Business 13, no. 4 (October 2018): 18–22. http://dx.doi.org/10.5742/mejb.2018.93502.

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Hattie, John, Flaviu A. Hodis, and Sean H. K. Kang. "Theories of motivation: Integration and ways forward." Contemporary Educational Psychology 61 (April 2020): 101865. http://dx.doi.org/10.1016/j.cedpsych.2020.101865.

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Ta'rifin, Ahmad. "Motivation and Management: Flexibility of the Implementation of Motivation Theories in Pesantren Context." HIKMATUNA : Journal for Integrative Islamic Studies 4, no. 1 (June 15, 2018): 145. http://dx.doi.org/10.28918/hikmatuna.v4i1.1265.

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Motivation is viewed as the driving force that is employed to strengthen individuals for improving their performance so as to achieve well-established organizational goals. It is necessary to note that this driving force results from both intrinsic and extrinsic factors. Motivation theories, which were derived from Western countries, have been examined its implementation in business, industry, and education organizations there. Nonetheless, Robbins asserts that the motivation theories are not strictly implemented in the other half of the world. For instance, an educational institution such as pesantren (Islamic boarding school), whose organizational culture is much different from a formal one, has flexibly applied those theories of motivation. It can be noticed that the implementation of Abraham Maslow’s Hierarchy Theory and McClelland’s Needs Theory extremely depends on intellectual capital and organizational culture aspects of the pesantren.

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Tang, Li, and Miki Toyama. "Development of a Motivational Regulation Strategy Scale based on Theories of Motivation." Japanese Journal of Personality 28, no. 2 (November 1, 2019): 182–85. http://dx.doi.org/10.2132/personality.28.2.12.

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Elliott, Julian, Neil Hufton, Eric Anderman, and Leonid Illushin. "The psychology of motivation and its relevance to educational practice." Educational and Child Psychology 17, no. 3 (2000): 122–38. http://dx.doi.org/10.53841/bpsecp.2000.17.3.122.

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This paper briefly outlines a number of key theories in the psychology of motivation (reinforcement, attribution, self-efficacy, expectancy and goal orientation theories) and considers their relevance to educational practice. It then considers the impact of pedagogy upon motivation with particular reference to practice in Russia. In the light of this discussion, it is argued that much work in motivational theory has neglected to consider to a sufficient degree important cultural and pedagogical factors. The paper concludes by considering implications for professional educational psychology practice.

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Journal articles on the topic 'Motivation theories'

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