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Relevant bibliographies by topics / Motivational theories

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Academic literature on the topic 'Motivational theories'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 April 2022

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Journal articles on the topic "Motivational theories"

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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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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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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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Cubbon, Mark. "Motivational theories for clinical managers." Nursing Management 7, no. 6 (October 1, 2000): 30–35. http://dx.doi.org/10.7748/nm.7.6.30.s12.

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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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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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Smith, Sandra, and Michelle Carron. "Applying Motivational Theories to Intramural Participation." Recreational Sports Journal 16, no. 2 (February 1992): 50–53. http://dx.doi.org/10.1123/nirsa.16.2.50.

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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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Gregory, Alex. "Are All Normative Judgments Desire-Like?" Journal of Ethics and Social Philosophy 12, no. 1 (September 28, 2017): 29–55. http://dx.doi.org/10.26556/jesp.v12i1.212.

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In this paper I first argue against one attractive formulation of the motivation argument, and against one attractive formulation of noncognitivism. I do so by example: I suggest that other-regarding normative judgments do not seem to have motivational powers and do not seem to be desires. After defending these two claims, I argue that other views can accommodate the motivational role of normative judgment without facing this objection. For example, desire-as-belief theories do so, since such theories only say that some normative judgments constitute desires, not that all such judgments do so. (I also briefly present similar reasoning in favor of the claim that desire-as-belief is superior to noncognitivism with respect to the Frege-Geach objection.) In short, I argue that, if we are seeking a theory that explains the motivational role of normative judgement, some theories are better than others insofar as they do so without committing to the claim that all normative judgements play such a motivational role.

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Gorsuch, Richard L. "Toward Motivational Theories of Intrinsic Religious Commitment." Journal for the Scientific Study of Religion 33, no. 4 (December 1994): 315. http://dx.doi.org/10.2307/1386491.

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Dissertations / Theses on the topic "Motivational theories"

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Dodd, Julia. "Theories of Behavior Change and Motivational Interviewing." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/7346.

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Dodd, Julia. "Theories of Behavior Change and Motivational Interviewing." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/7349.

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Thomas, Laura Bethan. "The 'when' and 'why' of motivational dynamics : a synthesis of contemporary theories." Thesis, Aberystwyth University, 2015. http://hdl.handle.net/2160/1a0132e8-bfb4-4c54-9829-9ba9c91f7937.

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The thesis draws from two contemporary theories of human motivation: self-determination theory (SDT; Deci & Ryan, 1985, 2000) and reversal theory (Apter, 1982) to enhance our understanding of the dynamics of motivation and its e ects on well-being. The thesis tests basic psychological needs theory (a sub theory of SDT) in which well-being and psychological growth are predicated by satisfaction of needs for autonomy, competence, and relatedness. Optimum well-being is associated with a balanced satisfaction of these three needs (Sheldon & Niemiec, 2006), whilst thwarting of any need is associated with functional costs (Deci & Ryan, 2000). These relationships are examined in conjunction with the ideas of reversal theory. This posits that an individual's motivation moves dynamically through four mutually exclusive pairs of meta-motivational states, each characterised by a certain way of interpreting some aspect of one's own motivation and associated with their own range of emotions (Apter, 1989, 2001). To be considered \psychologically healthy" people should reverse between states on a regular and frequent basis, thus experiencing a broad range of felt emotions (Apter, 2001). Currently reversal theory literature presents three reversal inducing agents: frustration, satiation, and contingent events, however, literature surrounding the reversal process lacks depth and clarity, particularly in regard to frustration and satiation-induced reversals. Within the present thesis, I posit that examining the conceptual links between reversal the- ory and SDT might enhance our understanding of the dynamic nature of motivation: how people switch motivational foci, why and when this might occur, and examine ways of triggering motivational switches to enhance well-being. Speci cally, the thesis proposes that the active satiation and thwarting of basic psychological needs induces satiation and frustration based reversals. The movement between meta-motivational states is argued to help regulate balanced need satisfaction; although needs cannot all be satis ed at one time, they can be satis ed over time, the purpose of the reversal. Consisting of ve chapters: a general introduction including a theoretical integration of SDT and reversal theory, three experimental chapters, and a general discussion, the thesis had four main aims. First, to advocate a movement from working in theoretical silos to examining the meaningful concordance. The advantages of this are demonstrated through the interplay between SDT and reversal theory to better understand the dynamics of motivational focus. Second, to develop and validate an implicit measure of active meta-motivational state, enabling examination of acute changes in motivational focus. Third, to test a novel framework of the antecedents of meta-motivational state changes. Finally, to test the use of meta-motivational state reversals as a mechanism by which individuals may achieve balanced need satisfaction. Taken together the main ndings of the thesis were as follows: (1) that an implicit measure of meta-motivational state capable of assessing the full spectrum of states within 90s has utility; (2) evidence that need satisfying and thwarting environments trigger meta-motivational state reversals; (3) indications that people are motivated and able to correct acute imbalance in their need satisfaction as demonstrated through attempts to recoup deprived needs; (4) the proposition that contingent reversals, historically de ned as reversals induced by situational changes, might also be induced through cognitive changes; leading to a general conclusion that (5) examination of the meaningful concordance between SDT and reversal theory to understand dynamic motivation appears promising. The thesis has made a number of novel contributions to understanding of human behaviour. For the rst time the process of reversing between meta-motivational states has been empirically examined and a mechanism for inducing satiation and frustration reversals has been identi ed. Furthermore, an implicit measure of meta-motivational state has been developed and validated, which facilitates future research examining the reversal process (e.g., frequency, lability, and pur- pose). A framework for regulating balanced need satisfaction has been proposed and supported by initial self-report and behavioural data. From an applied perspective the ability to induce reversals and achieve a balance of need satisfaction may prevent maladaptive outcomes associated with both need thwarting and inhibited reversals.

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Banks, Claretha Hughes. "A Descriptive Analysis of the Perceived Effectiveness of Virginia Tech's Faculty Development Institute." Diss., Virginia Tech, 2002. http://hdl.handle.net/10919/27305.

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Virginia Tech's Faculty Development Institute (FDI) was developed to address issues related to the computer technology revolution; training and education of faculty; faculty professional development; and the university adjusting to change. The purpose of this study was to identify and compare the goals, expectations, and perceived outcomes that the university, FDI developers, and the initial participants had for Virginia Tech's FDI initiative as originally implemented. Both qualitative and quantitative research methods were used in this study to identify the perceived outcomes for the developers and initial participants. The fundamental concepts of motivation theory, evaluation, personal recall, and self-perception theory are used help to describe and explain the findings of the study. Interview results from the five developers and historical document analysis were used to develop surveys for the 49 initial participants and the developers in order to provide validity for the results. Interviews, historical documents and the survey results show that initial participants, developers and the university had very similar expectations for the outcomes during and/or immediately following the initial FDI workshop. There were wider differences in expectations of long-term outcomes as a result of the FDI initiative. The results also differ in terms of the extent to which participants and developers believed that their expectations were met short and long term.
Ph. D.

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Berglund, Evelina, and Frida Sjödin. "Motivation inom ämnet Idrott och hälsa : En intervjustudie av lärares uppfattningar om motivationens betydelse för ämnet Idrott och hälsa." Thesis, Umeå University, Education, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-452.

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We wanted to study if and how students become motivated and stimulated towards a permanent interest for regular physical activity, from a pedagogical perspective. Our goal was to examine how physical education teachers create motivation for the students and how you, as a physical education teacher, can motivate those students who are physically inactive due to obesity or other various kinds of problems. In the theoretical background, we have made a summary of sports and development of the physical education subject over the years. We also describe society´s perspective on public health. The motivation concept is definded and we explain different motivational theories. The study shows how teachers can help motivate their students and we discuss earlier research concerning motivation. The examination consisted of semi-structured interviews interpreted on the basis of research questions. When it comes to creating motivation for physical activity among students, the result shows that physical education teachers are of utmost importance. The students´ motivation can be influenced in a positive way if teachers encourage and praise all children and vary the education, adapting it to needs of the students.

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Fontecilla, Apablaza Walezka. "A characterization of motivational theories present in MINEDUC's textbook: strategies for motivating and managing the chilean classroom." Tesis, Universidad de Chile, 2018. http://repositorio.uchile.cl/handle/2250/170317.

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Tesis para optar al grado de Magíster en Lingüística mención Lengua Inglesa
The study reported in this thesis had the objective of analysing the theoretical basis of the textbook Strategies for motivating and managing the Chilean classroom by examining the main motivational theories and approaches present in it. It can be characterised as an exploratory and descriptive study and takes a qualitative form based and supported by observations of teaching activities. Strategies for motivating and managing the Chilean classroom was written in 2011 by Martha Epperson and Michelle Rossman, two English language experts from Georgetown University. The objective of Epperson’s book is to propose strategies and activities to put into practice in Chilean language classroom in order to manage and motivate the students to learn the English language. Each section of the book contains suggestions and activities to apply in an English language classroom in Chile. The authors claim that all the activities and strategies in the textbook were proved in the Chilean language classrooms context up to forty-five students. The textbook was analysed using a taxonomy elaborated considering the four historical periods of the research of motivation and the most important contemporary theories of motivation according to Dörnyei (2001, 2011). The results of the study showed a predominance of the social approaches in the activities analysed even though it was found that the theoretical basis for motivation were not indicated explicitly in the textbook.

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Rosenthal, Erica Lynn. "Overcoming Cognitive and Motivational Barriers to Media Literacy: A Dual-Process Approach." Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/cgu_etd/32.

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In today's fast-paced, hyper-mediated society, the ability to balance accuracy and efficiency is essential. Media literacy educational programs have arisen to meet this need and proliferated in recent years. Although the practice of media literacy is thriving, its underlying mechanisms are poorly understood and evidence of effectiveness is mixed (e.g., Bergsma & Carney, 2008). A social psychological perspective has the potential to illuminate previously overlooked variables and inform research and practice in this growing field. In particular, whereas media literacy efforts typically emphasize thorough processing of media messages, dual-process theories of persuasion (e.g., Eagly & Chaiken, 1993; Petty & Cacioppo, 1986) suggest this is not always realistic. When motivation or ability is compromised, individuals default to a low-effort processing mode, relying on peripheral cues or heuristics rather than carefully evaluating message arguments. In this mode, media messages can persuade unconsciously. Using a dual-process approach, the present research investigated how specific barriers to motivation (perceptions of personal invulnerability) and processing ability (emotion-based advertising, environmental distractions) influence the processes of media literacy. Participants (N = 882) were randomly assigned to 16 conditions in a 2 [vulnerability: demonstrated, control] x 2 [distractions: present, absent] x 2(2) [ad type: informational, emotional; two replicates of each type] between-subjects nested design. The vulnerability manipulation increased distrust in the target ads and reduced their persuasiveness, not through the hypothesized mechanism of heightened perceptions of vulnerability, but mediated by increased counterarguing. Relative to informational ads, emotional ads were judged more persuasive, attractive, similar to personal experience, and elicited greater identification. However, they were also rated less trustworthy than informational ads, suggesting emotional advertising largely bypasses logical decision-making processes. Distraction reduced counterarguing only among those who found the ad relatively unpersuasive. The results of this research highlight the central role of trust in media literacy processes. Although individuals recognize and distrust emotional forms of advertising, they are nonetheless persuaded by such appeals. Given the sophistication of contemporary advertising techniques and the ubiquity of distractions, the present research suggests new approaches to media literacy are needed, specifically tailored to decision-making under these more realistic media-use conditions.

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Madarová, Kateřina. "Motivační program vybrané vzdělávací instituce." Master's thesis, Vysoká škola ekonomická v Praze, 2011. http://www.nusl.cz/ntk/nusl-125013.

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The diploma thesis aims to explore work motivation and satisfaction of employees in chosen company, based on the assumption that these are at the lower level. On the ground of gained information subsequently proposes a suitable motivational program for language school employees. Considering low number of respondents there are several research methods used in the thesis, including personal and written questioning of employees, interviews with former employees, Bales interaction analysis, and comparison with another institution of similar nature. Based on the research has been confirmed the hypothesis about dissatisfaction of employees on the workplace. Taking into account the structure of statements is whole research and its conclusions grounded in Herzberg theory of work motivation and proposed program includes both hygienic and motivational elements.

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Němečková, Monika. "Motivační systém vybraného hotelu." Master's thesis, Vysoká škola ekonomická v Praze, 2010. http://www.nusl.cz/ntk/nusl-74665.

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The subject of this dissertation is "Employee motivation structure of a chosen hotel". It is an employee work satisfaction study done at hotel Palace in Prague, which belongs to the Vienna International Hotels & Resorts. Analysis of the current situation as well as recommendations for improvement are included. The paper consists of two parts. The first theoretical part focuses on various concepts in the area of motivation, development of motivational theories, impact of employee motivation on performance and the characteristics of factors affecting work satisfaction. The second part analyses employee work satisfaction and describes the current state of the hotel's motivational structure. The conclusion focuses on suggestions for improvement based on the analysis presented in this paper.

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Santos, Adriele Valéria Pereira dos. "Análise do efeito do sistema de recompensas na motivação dos colaboradores do grupo “Good Gastronomy”." Master's thesis, Instituto Superior de Economia e Gestão, 2017. http://hdl.handle.net/10400.5/14910.

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Mestrado em Gestão de Recursos Humanos
Num ambiente caraterizado pela escassez de recursos valiosos, que encaixem nos objetivos estratégicos das organizações, torna-se fundamental a atração e retenção de colaboradores que acrescentem valor ao negócio da empresa. Atualmente a gestão de recompensas é reconhecida como um dos fatores que influenciam a motivação dos colaboradores e consequentemente a retenção dos mesmos. O presente estudo analisou o efeito do SR (sistema de recompensas) do grupo ?Good Gastronomy? e concluiu que a motivação dos colaboradores do grupo é determinada principalmente pela componente extrínseca proporcionada pelo SR do grupo.
ABSTRACT: In an environment characterized by the scarcity of valuable resources that fit the strategic objectives of organizations, it is fundamental to attract and retain employees who add value to the company's business. Rewards management is currently recognized as one of the factors that influence employees' motivation and consequently their intention to stay with the organization. The present study analyzed the effect of the SR (reward system) of the group "Good Gastronomy" and concluded that the motivation of the employees of the group is determined mainly by the extrinsic component provided by the SR of the group.
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Books on the topic "Motivational theories"

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Malxolm D. S. K. Rainton. The applicability of wester motivational theories to the Nigerian workforce: A case study of Flour Mills of Nigeria plc. Oxford: Oxford Brookes University, 2004.

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Role motivation theories. London: Routledge, 1993.

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

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

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

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Human motivation: Metaphors, theories, and research. Newbury Park, Calif: 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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Book chapters on the topic "Motivational theories"

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van Linder, B., W. van der Hoek, and J. J. Ch Meyer. "Formalising motivational attitudes of agents." In Intelligent Agents II Agent Theories, Architectures, and Languages, 17–32. Berlin, Heidelberg: Springer Berlin Heidelberg, 1996. http://dx.doi.org/10.1007/3540608052_56.

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Davis, Darryl N. "Reactive and motivational agents: Towards a collective minder." In Intelligent Agents III Agent Theories, Architectures, and Languages, 309–23. Berlin, Heidelberg: Springer Berlin Heidelberg, 1997. http://dx.doi.org/10.1007/bfb0013594.

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Güntert, Stefan T., Theo Wehner, and Harald A. Mieg. "Volunteering as a Psychosocial Resource." In Organizational, Motivational, and Cultural Contexts of Volunteering, 31–43. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-92817-9_4.

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AbstractIt may seem paradoxical that working without remuneration can contribute to well-being, yet this is precisely what has been observed in empirical studies: Volunteer work can act as a psychosocial resource. In order to understand this rationale, it is important to see volunteering within the context of the salutogenic model and role theories. This helps explain how volunteering can contribute to maintaining health and promoting well-being; complement or compensate other areas of activity, especially paid employment; and contribute to a better work–life balance.

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Foktas, Povilas, and Palmira Jucevičienė. "Which Motivational Theories Are Suitable to Motivate Employees Belonging to Generation Y?" In Eurasian Studies in Business and Economics, 249–64. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71869-5_16.

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Aghayeva, Konul Asaf. "Application of the Modern Motivational Theories for Increasing Competitive Advantages of Construction Companies." In Lecture Notes in Civil Engineering, 525–31. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-42939-3_52.

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Mustafa, Abdulsalam S., Nor’ashikin Ali, and Jaspaljeet Singh Dhillon. "A Systematic Review of the Integration of Motivational and Behavioural Theories in Game-Based Health Interventions." In Lecture Notes on Data Engineering and Communications Technologies, 263–78. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-70713-2_26.

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Daxböck, Jennifer, Maria Laura Dulbecco, Sintija Kursite, Tommy Kristoffer Nilsen, Andrada Diana Rus, Joanne Yu, and Roman Egger. "The Implicit and Explicit Motivations of Tourist Behaviour in Sharing Travel Photographs on Instagram: A Path and Cluster Analysis." In Information and Communication Technologies in Tourism 2021, 244–55. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65785-7_22.

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AbstractInstagram has been an emerging platform for tourists to share their experiences and connect with other users in the multiphasic travel stages. Despite the huge number of photographs shared on Instagram on a daily basis, it remains ambiguous regarding the underlying motives of tourists’ posting behaviour. Thus, this study aims to conceptualise a framework based on the internal and external triggers of sharing travel photographs through a mix methods design involving diary studies and questionnaires. By conducting a path analysis, this study presents and validates a theoretical model including various motivational factors; namely enjoyment, self-esteem, recognition, interests, social norms, goals, social ties, social status and prestige, self-efficiency, outcome expectations and memorabilia. Meanwhile, this research clusters young techsavvy tourists into four distinct segments based on their behaviour of using Instagram while traveling. By bridging motivational theories, social psychology, and social media in the context of tourism, this research extends literature related to user-generated content and Instagram. Practically, this research allows marketers to optimise the effectiveness of marketing strategies based on the characteristics of tourists and their behaviour on social media platforms.

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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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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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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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Conference papers on the topic "Motivational theories"

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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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Unkelos-Shpigel, Naomi, and Irit Hadar. "Leveraging motivational theories for designing gamification for RE." In ICSE '18: 40th International Conference on Software Engineering. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3195836.3195843.

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Amraouy, Mohammed, Abdellah Bennane, Mohammed Majid Himmi, Mostafa Bellafkih, and Aziza BenOmar. "Detecting the Learner's Motivational State in Online Learning Situation Towards Adaptive Learning Environments." In SITA'20: Theories and Applications. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3419604.3419760.

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Hadad, Shahrazad, Razvan Bucur, and Adriana Agapie. "Quantifying Perceptions Over the Students’ Main Rewards in Higher Education: Motivational Theories Versus Specific Constructs." In International Symposium on the Analytic Hierarchy Process. Creative Decisions Foundation, 2014. http://dx.doi.org/10.13033/isahp.y2014.141.

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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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Mojsa-Kaja ab, Justyna, Magda Gawlowska b, Ewa Beldzik ab, Aleksandra Domagalik ab, and Tadeusz Marek ab. "The Error-Related Negativity as a Neural Indicator of Error Processing and its Modulation by Individual Differences." In Applied Human Factors and Ergonomics Conference. AHFE International, 2020. http://dx.doi.org/10.54941/ahfe100385.

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The error-related negativity (ERN) is a negative deflection in the event-related potential that is maximal approximately 50 ms after the commission of an error. The ERN is generated in the anterior cingulate cortex (ACC), a region implicated in both cognitive and emotional processing. Despite a growing body of research concerning the ERN, discussion regarding its functional significance remains open. The conflict and reinforcement-learning theories point at specific, ACC-related processes, involved in generation of the ERN and describe the process of error monitoring itself in human brain. Above mentioned theories explain what happens on neuronal level when individual commits an error, but they do not emphasize the crucial role of individual differences in modulating the ERN magnitude. On the other hand, there is a dynamically growing area of research suggesting that ERN is heritable, stable over time and linked with several dimensions of personality, that may interact with motivational, contextual factors and moderate the magnitude of the ERN. This approach defines ERN as a neural marker of a neurobehavioral trait and variation in its amplitude is linked with individual differences having impact on emotional or motivational aspects of error processing. Therefore, we would focus on selective literature review concerning ERN in the light of motivational factors and individual differences and present implications and future research directions in this area.

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Placencia, Greg. "Psychological and Cultural Components Affecting Rail Worker Culture: A Literature Review." In 2015 Joint Rail Conference. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/jrc2015-5609.

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Developing and maintaining a healthy work environment is an important consideration to the rail industry. Several theories have been advanced to examine, understand, and influence how workers function and interact within their working environments. These include motivational theories such as Taylor’s Theory of Scientific Management and Maslow’s Hierarchy of Needs, models of moral develop such as developed by Kohlberg and Gilligan, theories of personality types like Myers–Brigg and Keirsey, and the theory of cultural dimensions developed by Hofstede. Positive work environments can contribute to safe and efficient operations, while negative work environments almost inevitably degrade performance and increase the potential for injury and accidents. Therefore understanding and managing these elements properly can greatly contribute to better organizational outcomes. This paper will then examine the underlying role of human behavior as determined by these theories appear to have played in 5 incidents at Metro–North Railroad in 2013–2014.

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Sun, Yin Tung Albert, and Ming-Jen Chiou. "Online Platform to Evolve and Develop Motivational Theories on Manufacturing Management Learning to Achieve Pandemic Curriculum Outcomes." In 2020 6th International Conference on Education and Technology (ICET). IEEE, 2020. http://dx.doi.org/10.1109/icet51153.2020.9276615.

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Mackie, Calvin. "Promoting the Study of Science, Mathematics, Engineering and Technology in Urban School Districts via Video Programming." In ASME 1999 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 1999. http://dx.doi.org/10.1115/imece1999-0637.

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Abstract This paper describes methods and theories used to alter the attitudes and motivation of the 83,000 students of the New Orleans Public School system. The project attempts to affect systemic change in the study of science, mathematics, engineering and technology via development of a motivational and informational video series from live presentations at target schools. The city of New Orleans and the New Orleans Public School system are demographically 75% and 85% African-American, respectively, and there is an overwhelming need to expose the students to role models beyond athletes and entertainers. The author has developed a comprehensive program to assist the New Orleans Public School system in developing motivation and fostering positive attitudes toward education, in general, and the study of science, math, engineering and technology, in particular. The program’s goal and vision are to convince students that they can be whatever they choose with math, science, engineering and technology as possible alternatives, presenting career opportunities well into the next century by developing the whole individual into a motivated, critical thinking human being with the ability to make life-sustaining decisions. The videos are based on successful theories and presentations the author has developed and presented. Students at target schools are pre- and post-tested to determine the presentations’ effectiveness. The videos are aired continuously on community and educational access channels across the city, reaching over 300,000 homes. Furthermore, a presently functional web site whereby students receive additional information and resources in the all areas of education including science, math and engineering complements the video series.

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McGovern, Terry. "Exploratory Study: Digital Badging." In InSITE 2020: Informing Science + IT Education Conferences: Online. Informing Science Institute, 2020. http://dx.doi.org/10.28945/4556.

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Aim/Purpose: To inform educational stakeholders about of the emerging digital educational badging technology, the industry, and how it applies to adult learning. Background: An overview of the developing badging system, concepts, key terminology, advantages, challenges, and examples of badge utilization. Methodology: Exploratory study. Contribution: Makes known how the current state of the badging system, its fit with adult learning theories, its features, its issues, and offers avenues for future research. Findings: Digital badges align well with adult learning theories. Badges can improve adult student access to higher education, aid in reducing credential fraud, increase granularity of academic records, and allow for more personalized learning. The challenges include a crowded badging platform market and concerns with the value proposition of badges by employers. Recommendations for Practitioners: Before an organization engages in a badging strategy for adult learners, it needs to understand the badging system to include the advantages and challenges of this rapidly growing practice. Recommendation for Researchers: Understand the badging system, how adult learning theories apply to digital badging, and the research needs associated with this developing credential. Impact on Society: Badging marks a shift in how we think about formal human development; from institution-centric and bounded to learner-centric and unbounded. Future Research: Most current research involves motivational impacts on K-12 learners. This article highlights the need for more research regarding impact of badges on adult learning is needed.

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Reports on the topic "Motivational 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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