Journal articles: '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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Montoya Restrepo, Iván Alonso, and Juan Manuel Vélez Restrepo. "Motivational theories in the study of entrepreneurship." Revista científica Pensamiento y Gestión 36 (January 1, 2014): 204–36. http://dx.doi.org/10.14482/pege.36.5571.

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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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TKACHUK, Natalia. "CONCEPTUAL THEORIES OF BANK CONSOLIDATION." WORLD OF FINANCE, no. 4(69) (2022): 104–17. http://dx.doi.org/10.35774/sf2021.04.104.

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Introduction. Consolidation of banks is their attempt to adapt to radical changes in the external environment. To characterize the processes of consolidation of banks and identify their features, it is necessary to explore motivational theories that justify the goals and effectiveness of integration processes in the banking sector. The purpose of the article is to substantiate the conceptual nature and features of motivational theories of bank consolidation for their systematization. Methods. Methods of induction, deduction, formalization were used in the research process. Methods of abstract-logical and systematic analysis are used to substantiate theories of bank consolidation. Methods of analytical and logical generalizations are used to identify the evolutionary features of the studied theories of bank consolidation. Results. Conceptual approaches to the explanation of integration processes in the banking sector are substantiated: VBM-theories, agency theories and theories of conditionality of decisions, which are taken as the basis for typology of motivational theories of bank consolidation. It is emphasized that the synergetic theory provides the most universal tools for explaining the motives for bank consolidation. Perspectives. Further research will be aimed at deepening the study of synergetic theory and motivational theories of conditionality of decisions of consolidation processes in the banking sector.

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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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Farrington, David P. "Motivations for conduct disorder and delinquency." Development and Psychopathology 5, no. 1-2 (1993): 225–41. http://dx.doi.org/10.1017/s0954579400004363.

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AbstractMotivational ideas in psychology and their relation to causes are reviewed. Key ideas include hedonism, arousal, rational decision-making, reinforcement, and impulsivity. Motivations proposed for different acts classified as conduct disorder or delinquency are discussed as well as motivational constructs in delinquency theories. It is concluded that theories should include energizing, directing, inhibiting, and decision-making stages at a minimum. Empirical studies of motivations for delinquency that involve asking youth to give reasons for their acts are also reviewed. The most common motivations reported are utilitarian (seeking money or material goods) and hedonistic (seeking excitement or pleasure). It is pointed out that the validity of motivational theories is a separate issue from the validity of verbal reports of motivations. People may be aware of immediate situational motivations but unaware of longer term biological, psychological, or social factors. A program of research on the energizing, directing, and inhibiting of antisocial behavior is recommended and on the relative effectiveness, in reducing conduct disorder and delinquency, of programs targeting these different stages.

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Boag, Simon. "Personality Dynamics, Motivation, and the Logic of Explanation." Review of General Psychology 22, no. 4 (December 2018): 427–36. http://dx.doi.org/10.1037/gpr0000150.

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Dynamic personality approaches provide an important step forward for twenty-first century personality theories because they promise greater explanatory power compared with latent trait approaches. Nevertheless, whether dynamic personality theories satisfactorily address motivated action remains unclear. To address this, this article discusses the logic of explanation and problems with latent trait approaches in terms of circularity and reification. The article then assesses explanation within dynamic personality accounts and the putative role of motivation. While dynamic personality approaches avoid many of the problems associated with latent trait accounts, a satisfactory account of motivational systems and “human nature” is currently missing. Suggestions for addressing the dynamics of human nature in terms of criteria for motivational systems are discussed. Attachment theory is offered as one possible foundation for addressing the motivational dynamics of personality.

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Le Grand, Julian, and Jonathan Roberts. "The Public Service Mutual: Theories of Motivational Advantage." Public Administration Review 78, no. 1 (September 5, 2017): 82–91. http://dx.doi.org/10.1111/puar.12819.

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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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Sinclair, James, Katherine W. Bromley, Karrie A. Shogren, Christopher Murray, Deanne K. Unruh, and Beth A. Harn. "An Analysis of Motivation in Three Self-Determination Curricula." Career Development and Transition for Exceptional Individuals 40, no. 3 (October 25, 2016): 175–85. http://dx.doi.org/10.1177/2165143416676081.

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Self-determination skill development is a central construct in the field of secondary special education. Recently, there has been discussion to revisit the motivational theoretical roots that influence the conceptualization of self-determination in special education, and merge motivational theories with instructional practices. Self-determination can be taught in a variety of formats, but one popular means is through self-determination curricula. To determine how motivational theories are reflected in self-determination instruction, a curriculum analysis was completed. Three motivational theories (contextual theory, self-determination theory, achievement goal theory) and three self-determination curricula (Steps to Self-Determination, Whose Future Is it Anyway?, and ME! Lessons for Teaching Self-Awareness and Self-Advocacy) were analyzed. Results indicated variability of the presence of motivational theory across curriculum.

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Markman, Arthur B., Serge Blok, John Dennis, Micah Goldwater, Kyungil Kim, Jeff Laux, Lisa Narvaez, and Jon Rein. "Money and motivational activation." Behavioral and Brain Sciences 29, no. 2 (April 2006): 190. http://dx.doi.org/10.1017/s0140525x06389042.

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Different aspects of people's interactions with money are best conceptualized using the drug and tool theories. The key question is when these models of money are most likely to guide behavior. We suggest that the Drug Theory characterizes motivationally active uses of money and that the Tool Theory characterizes behavior in motivationally cool situations.

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Mata, Carlos, Marcos Onofre, João Costa, Madalena Ramos, Adilson Marques, and João Martins. "Motivation and Perceived Motivational Climate by Adolescents in Face-to-Face Physical Education during the COVID-19 Pandemic." Sustainability 13, no. 23 (November 25, 2021): 13051. http://dx.doi.org/10.3390/su132313051.

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The COVID-19 pandemic impacted adolescents’ lives, leading to unprecedented changes in their routines, especially in education. Face-to-face physical education (PE) classes during COVID-19 were affected in organization, possibly conditioning students’ participation, motivation and learning. Based on the achievement goal and self-determination theories, the aim of this study was to analyze and compare the motivational indicators of adolescents in face-to-face PE classes during COVID-19, according to gender, educational level and physical activity (PA). A total of 1369 students participated in the study (621 boys and 748 girls; mean age: 14.4 years; SD: 1.74). Data were collected via an online questionnaire and analyzed using MANCOVAs adjusted for age, pre- and post-COVID-19 PA, socioeconomic status and BMI (Z-score). Differences in achievement goals, motivational climate and motivational regulation levels were found in different groups by gender, PA and educational level, favoring older and more active participants. A more positive motivational profile was found for girls in general and, specifically, for active boys, regarding more self-determined motivations and mastery goal orientations. Overall, this study’s findings suggest that the restrictions related to face-to-face PE classes during the COVID-19 pandemic had a negative impact on students’ motivation.

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Petrova, Elitsa Stoyanova. "STUDENTS’MOTIVATION IN THE TRAINING PROCESS AND ITS RELATIONTO THE REWARDS FROM SUPERIORS FOR GETTING BETTER PERFORMANCE." Annals of Spiru Haret University. Economic Series 17, no. 3 (September 30, 2017): 75–83. http://dx.doi.org/10.26458/1736.

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This article presents a research on the influence of positive reinforcements on the motivation of civilian and military students in the training process and its relation with therewards given from the superiors for getting better performanceat the university. The study is conducted in a real educational environment. The subject of the study is the positive reinforcements and the end results in the training process. The object of the study is cadets in the last year of their education in the Military Science professional field, specialising in Organisation and Management of Military Units at a Tactical Level at the National Military University in Bulgaria. In the course of theoretical research were studied motivational theories of needs, socially acquired knowledge, behavioural, cognitive, psychoanalytic and biological motivational theories.

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Glavaš, Jerko, Ivan Ljubimir, and Bruno Mandić. "CULTURALLY PREDISPOSED MOTIVATION THROUGH IDENTITIES AND IMPLICATIONS FOR MULTICULTURAL ORGANIZATIONAL ENVIRONMENT." Economic Perspectives, no. 1 (October 8, 2021): 6–23. http://dx.doi.org/10.46779/epj.v1i1.9.

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In this paper authors argue the impact of culture on motivational processes through various identities. The paper combines the most recent findings from cultural, identity and motivation theories in order to determine cultural impact on each of the elements of motivational cycle. By analyzing each theory, applicable analogous similarities are compiled to distinguish important factors and determine psychological processes that are relevant for understanding cultural impact on human motivation and behavior. Results derived from compilation are used to create implications for multicultural organizational environment. This paper concludes that among others, culture has substantial impact on individual's motivation and behavior which creates specific psychological and cognitive patterns that serve as guidance in future situations that individual encounters. Such patterns become integrated in individual and applied to various social groups and environment. Furthermore, paper provides implications stressing the importance of implementation of organizational identity, comprehensive and transparent communication and verification of social, work-related and personal identities of employees. This paper has limitations due to its theoretical framework. Since this topic implies broad interdisciplinary research, additional theoretical and empirical contributions are required in order to provide more detailed insight and implications. However, this paper contributes to the existing theories by providing compilation of their common elements from motivational perspective and arguments for stated implications

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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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Kuhlman, Thomas L. "A study of salience and motivational theories of humor." Journal of Personality and Social Psychology 49, no. 1 (1985): 281–86. http://dx.doi.org/10.1037/0022-3514.49.1.281.

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Kuwabara, Ko, Claudius Alexander Hildebrand, and Xi Zou. "Lay Theories of Networking: A Motivational Psychology of Networking." Academy of Management Proceedings 2015, no. 1 (January 2015): 12190. http://dx.doi.org/10.5465/ambpp.2015.12190abstract.

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Reisinger, William M. "Situational and Motivational Assumptions in Theories of Coalition Formation." Legislative Studies Quarterly 11, no. 4 (November 1986): 551. http://dx.doi.org/10.2307/439933.

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Parker, Katie, and Ping Zhang. "Examining applications of motivational theories to the IT field." Proceedings of the American Society for Information Science and Technology 43, no. 1 (October 10, 2007): 1–5. http://dx.doi.org/10.1002/meet.14504301266.

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TENENBAUM, Gershon, and Jeff J. SUMMERS. "Reconsideration of Motivational Theories in Sport: An Integrated Model." Asian Journal of Physical Education & Recreation 2, no. 1 (June 1, 1996): 3–15. http://dx.doi.org/10.24112/ajper.21163.

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LANGUAGE NOTE | Document text in English; abstract also in Chinese.This article is proposed to develop an objective testing procedure which is believed to have predictive for measuring adherence, consistency, and performance in sport. The model and testing procedures are theoretically based, but the assessment procedures are new. They are aimed at replacing the introspective measures which have been in use for many years and found to be very insufficient in the sport milieu. Despite the conceptual development from trait personology to transactionism (person-task-environment) the introspective measures and their inherited biases were believed to be the main cause for failing to account for objective sport behaviours such as adherence, consistency, and performance (Auweele et al., 1993). In this article the authors extensively review the literature related to achievement and competitive behaviours and postulate an alternative model to better account for the development process of skilled athletic behaviours.本文作者建議製訂一套可供運動上的依附，穩定和表現等行為的客觀預測程序。所用的程序及模式雖源自理論基礎，但評核程序是新的。使用此法的目的在於取代在運動界採用多年但嫌不足的內省測量法。縱使內省測量法的概念架構已由注重人格特質轉變為兼顧個人與工作和環境相互影嚮的關係模式，但其測量法本身存在的偏見卻被視為導致運動上的依附，穩定和表現等行為的預測不夠客觀的主要原因。透過有關成就與競賽行為方面的文獻的詳盡檢討和分析，作者提出一種更有效地評估運動行為的模式。

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Romero, R., MÂª A. De las Heras, P. SÃ¡enz-LÃ³pez, and E. J. FernÃ¡ndez Ozcorta. "One Step Closer to Understanding Motivation in Scientific Education: The Incorporation of Science Textbooks as a Predictor, Together with Motivational Climate and Basic Psychological Needs." Jurnal Pendidikan IPA Indonesia 9, no. 4 (December 31, 2020): 590–99. http://dx.doi.org/10.15294/jpii.v9i4.24864.

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Studentsâ€™ increasing lack of interest in science has led to a disturbing situation that compels us to continue researching educational motivation, in this line, and within the framework provided by self-determination and achievement goal theories. The great importance of this variable can be attributed to its relevance in classes and its competence-related nature, which in principle makes it a motivating resource, as is the case with science textbooks. In particular, this study provides an in-depth understanding of motivation using various motivational predictors, while incorporating the motivational competence relevance of science books. One thousand students between the ages of 10 and 14 years participated. The research instrument used was a questionnaire consisting of 4 scales that measured the motivational competence relevance of science books, the task-oriented motivational climate, the basic psychological need for competence and the intrinsic motivation. Data were analyzed using correlation analysis and a structural equations model. The results showed that, among other aspects, motivation is influenced by competence, while competence is influenced by the task climate and the motivational competence relevance of science books. These findings suggest that in order to increase studentsâ€™ intrinsic motivation, teachers must create a task-oriented climate, emphasize the value that student should attribute to science books from a motivational competence perspective, and satisfy the need for competence.

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Wyse, Robert De Moraes. "Motivação: Teorias Motivacionais do Comportamento Humano." Revista de Ciências Gerenciais 22, no. 36 (December 30, 2018): 134. http://dx.doi.org/10.17921/1415-6571.2018v22n36p134-141.

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Este artigo tem por objetivo discorrer sobre algumas teorias da motivação humana, expor um breve resumo das principais teorias motivacionais. Inicialmente, traz-se o conceito de motivação, abordando alguns autores da área, em seguida, algumas teorias motivacionais são abordadas, contextualizando relatos de autores da área através de pesquisa bibliográfica em livros e também em artigos. São abordadas as Teorias das Necessidades de Maslow, com a pirâmide das necessidades humanas, enfocando-se, dessa forma, a escala das cinco necessidades humanas hierarquizadas pelo autor; a Teoria dos Dois Fatores de Herzberg, em que são abordados os fatores Higiênicos, que são os fatores do ambiente de trabalho, e Motivacionais, que são os fatores internos do ser humano, que estão relacionados com a motivação interna do indivíduo para desempenhar suas atividades; a Teoria de ERG de Alderfer, em que a motivação humana é dividida em três categorias: Existência, Relacionamento e Crescimento; a Teoria X e Y de McGregor, em que são considerados comportamentos humanos antagônicos, como o homem detestar trabalhar, no caso da teoria X, e pela teoria Y o ser humano ser esforçado e gostar de ter uma atividade; e a Teoria da Expectativa de Vroom, que relata sobre a motivação da expectativa humana, em que defende que o ser humano realiza algo através de uma expectativa, visando a atingir um objetivo. E por último são realizadas algumas considerações finais. Palavras-chave: Motivação. Teorias Motivacionais. Maslow. Herzberg. Comportamento Humano. AbstractThis article aims to discuss some theories of human motivation, to bring a brief summary of the main motivational theories. Initially, it brings the concept of motivation, approaching some authors of the area, then some motivational theories are approached, contextualizing reports of authors of the area through bibliographical research in books as well as in articles. Maslow's Theories of Needs, with the pyramid of human needs, are approached, thus addressing the scale of the 5 human needs hierarchized by the author; Herzberg's Theory of Two Factors, which addresses the Hygienic factors, which are the factors of the work environment, and Motivational, which are the internal factors of the human being that are related to the individual’s internal motivation to perform their activities; Alderfer's ERG Theory in which human motivation is divided into 3 categories: Existence, Relationship and Growth; McGregor's Theory X and Y, in which are considered antagonistic human behaviors, as man hates to work, in the case of theory X, and by the theory Y the human being is endeavored and likes to have an activity; and the Theory of Vroom Expectation, which reports on the motivation of human expectation, in which he argues that the human being accomplishes something through an expectation, aiming to achieve a goal. And finally, some final considerations are made. Keywords: Motivation; Motivational Theories. Maslow. Herzberg. Human behavior.

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Lundmark, Mikael. "Vocation in Theology-Based Nursing Theories." Nursing Ethics 14, no. 6 (November 2007): 767–80. http://dx.doi.org/10.1177/0969733007082117.

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By using the concepts of intrinsicality/extrinsicality as analytic tools, the theology-based nursing theories of Ann Bradshaw and Katie Eriksson are analyzed regarding their explicit and/or implicit understanding of vocation as a motivational factor for nursing. The results show that both theories view intrinsic values as guarantees against reducing nursing practice to mechanistic applications of techniques and as being a way of reinforcing a high ethical standard. The theories explicitly (Bradshaw) or implicitly (Eriksson) advocate a vocational understanding of nursing as being essential for nursing theories. Eriksson's theory has a potential for conceptualizing an understanding of extrinsic and intrinsic motivational factors for nursing but one weakness in the theory could be the risk of slipping over to moral judgments where intrinsic factors are valued as being superior to extrinsic. Bradshaw's theory is more complex and explicit in understanding the concept of vocation and is theologically more plausible, although also more confessional.

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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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Cister dos Santos, Vivian. "A IMPORTÂNCIA DA MOTIVAÇÃO NO COMPORTAMENTO ORGANIZACIONAL." Revista Científica Semana Acadêmica 9, no. 209 (September 17, 2021): 1–22. http://dx.doi.org/10.35265/2236-6717-206-9145.

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The study aimed to analyze the motivational factor, when positively applied in organizations, which can generate greater success and job satisfaction. It also presents the organization's motivational resources, through literary studies, quotes and examples present in a company's day-to-day, for this purpose, the main motivational theories are addressed, which allow analyzing factors capable of motivating employees and which when applied efficiently make the employee feel good in the work environment. In conclusion, the article highlights the need and the practical importance of knowledge, on the part of the managers of organizations, on the theme of motivation, whether to avoid low efficiency of productivity, of the employees and collaborators of the company.

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Goharimehr, Nooshin. "Identity, Motivation and English Learning in a Japanese Context." World Journal of English Language 7, no. 4 (December 19, 2017): 18. http://dx.doi.org/10.5430/wjel.v7n4p18.

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Founded upon motivation, identity and self theories, this qualitative case study explored the motivational self systemand identities of Japanese EFL learners and their influence on motivation and English language learning. Data wascollected through online surveys among 22 graduate and undergraduate university students. The survey resultsindicated high motivation, international orientation and positive attitudes toward English language learning. Thethematic analysis of students’ detailed responses to the open-ended questions showed a stronger instrumentalmotivation and lack of desire to join and identify with the English communities and culture. International orientationappeared to be a better measure of motivation as opposed to integrative motivation. Moreover, the learners hadinhibitory factors operating against English learning motivation and speaking practices such as anxiety and lowlinguistic self-confidence. Resistance to new cultural identities or identity conflicts resulted from different culturalcontexts show to be an influencing factor in L2 learning. In sum, combining Gardner’s views on motivation,Norton’s conceptions of identity and Dörnyei's L2 Motivational Self System together with qualitative approachesmight render a deeper understanding of motivational barriers of Japanese EFL learners.

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Sik, Domonkos. "Towards a social theory of fear: A phenomenology of negative integration." European Journal of Social Theory 23, no. 4 (May 30, 2019): 512–31. http://dx.doi.org/10.1177/1368431019850074.

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Despite its undisputed importance, fear is yet to become a distinct research area for social theory. However, without a clear conceptualization of fear, the explanation of significant phenomena, such as the risk-related anxiety or the conflict of the global and the local, remains incomplete. This article aims at reintroducing fear at the fundamental level of social integration. First, the social contract theories of Hobbes and Rousseau are reinterpreted in order to identify a negative (based on fear) and a positive (based on hope) motivational basis of self-limiting one’s freedom of pursuing individual goals. These motivations for cooperation are the prerequisite of any society, as their absence results in disintegration. While social contract theories analyse them in detail, social theories forget about this level and focus on the mechanisms of action coordination. From the perspective of the two types of motivation for cooperation, two modalities of integration mechanisms identified by classical (Weber, Durkheim, Habermas) and late modern (Beck, Castells) social theories are elaborated. Based on such a model, the contemporary expansion of fear is explained as a consequence of the upset balance of the two modalities, leading to the predominance of negative integration.

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Yeshchenko, M. "Motivational component of personnel management." Galic'kij ekonomičnij visnik 67, no. 6 (2020): 161–66. http://dx.doi.org/10.33108/galicianvisnyk_tntu2020.06.161.

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The problem of low employees motivation which is frequently observed at modern enterprises is considered in this paper. It is defined that labour motivation is an important phenomenon for both scientists and experts. Labour motivation is described as psychological processes that guide, energize, and support actions in relation to job, task, role, or project. The main objective is to give an overview of the key theoretical aspects. Much attention is also paid to current topics and new directions of the theory of labour motivation and research, as well as to current contradictions and unresolved issues. The main theoretical perspectives of labour motivation are considered. It is established that scientists distinguish two main types of labour motivation theories: the theory of endogenous processes and the theory of exogenous reasons. Endogenous theories of processes focus primarily on the psychological mechanisms explaining motivation within the employee's head, while theories of exogenous causes focus primarily on contextual motivation, which can be changed or altered depending on the circumstances. Material and financial incentives are awards of the employees by monetary benefits for the results of their work activities. The use of material and monetary incentives contributes to the regulation of behaviour of management objects on the basis of different financial awards and penalties application. According to the theory of expectations, the workers prefer to invest in action, taking intoaccount their relative advantages, i.e. the probability of achieving the desired results is a function of three beliefs: expectation, instrumentality (performance will lead to results) and priority (these results are important or valued). These beliefs are considered to be dependent, and if any of them are absent, the course of action will not exist. Without achieving the result, the employees find it useless; without tools and priorities, the employees distrust whether productivity is worth it. It is very important that the theory of expectations is developed taking into account personal decisions that employees make about the reasonableness of spending their time and energy, and if so, where and how, and not on any differences between them. The types and methods of motivativation, which ensure the activation of employee motivation, are revealed.

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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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Pryima, L. Yu, N. O. Sherstiuk, and B. S. Kolomiiets. "PSYCHOLOGICAL NATURE AND STRUCTURE OF MOTIVATION." Актуальні проблеми сучасної медицини: Вісник Української медичної стоматологічної академії 20, no. 2 (July 6, 2020): 240–44. http://dx.doi.org/10.31718/2077-1096.20.2.240.

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The aim of this study is to provide theoretical rationale for integrative model of motivation as a unified structure that ensures achieving different types of results of human activity. The methodology of this study includes induction and deduction methods, scientific literature analysis, as well as comparative analysis. There have been defined the notions of «motive», «need» and «motivation», in particular, we have identified major differences and similarities between these concepts as well as their points of contact. The motives have been classified into conscious and unconscious with subsequent justification of such division. The article discusses the difference between external and internal motivation and proves the particular effectiveness of the latter. There has been analyzed the structure of the human motivational system encompassing all its components such as interests, needs, values, attitudes, beliefs, stereotypes, etc. We have identified the basis of motivational system, which determines personality's orientation and its peripheral parts. There has been conducted a comparative analysis of major motivation theories, which explain the structure and significance of human needs, their relationship with motivation to act. For example, we found out that K. Alderfer's ERG paradigm corresponds to A. Maslow's hierarchy of needs paradigm in regards to the main groups of needs. However, most theories of motivation use different criteria for distinguishing needs which makes it more difficult to compare them. For instance, D. McClelland's acquired needs paradigm is based on identifying the needs for power and complicity, while Porter-Lauler model is based on analysing concepts of expectations and justice within the motivational system of an individual. However, all authors seem to agree on one thing: motivation is a complex system-based integrative psychostructure that encourages a person to perform various types of activities. Thus, we can conclude that despite various explanations of the concepts of «motive» and «motivation», different criteria for distinguishing needs and interpreting their impact on motivation, human motivational system is a holistic unified structure that affects human behaviour in a specific way.

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Karimi, Kianoosh, and Javad Nickpayam. "Gamification from the Viewpoint of Motivational Theory." Emerging Science Journal 1, no. 1 (July 8, 2017): 34. http://dx.doi.org/10.28991/esj-2017-01114.

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Gamification is defined as the use of game elements and game design techniques in non-game contexts. It is expected that global gamification market will grow to USD $5.5 Billion by 2018. This tremendous market growth relies on basic human instinct to get enticed by both extrinsic and intrinsic motivations. This study aims to provide insights into gamification approach from motivation perspective. For this purpose, conceptual foundations of gamification described, including the structure and Benefits of Gamification, and then related motivation theories reviewed.

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O'Rourke, Daniel J., Ronald E. Smith, Frank L. Smoll, and Sean P. Cumming. "Parent-Initiated Motivational Climate, Self-Esteem, and Autonomous Motivation in Young Athletes: Testing Propositions from Achievement Goal and Self-Determination Theories." Child Development Research 2012 (September 13, 2012): 1–9. http://dx.doi.org/10.1155/2012/393914.

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Interactions with parents are known to have a significant impact on children's self-esteem. In this study, designed to test propositions derived from Achievement Goal Theory and Self-Determination Theory, we assessed the influence of perceived parent-initiated mastery and ego motivational climates on self-esteem and self-esteem change in competitive youth swimmers over the course of a 32-week sport season. At each of three measurement points (early, mid, and late season), mastery climate scores on the Parent-Initiated Motivational Climate Questionnaire-2 scale were positively related to global self-esteem scores and to a measure of relative motivational autonomy that reflects the intrinsic-extrinsic motivation continuum, whereas ego climate scores were negatively related to self-esteem and autonomy. Longitudinal analyses revealed that early-season mastery climate predicted positive changes in self-esteem over the course of the season, whereas ego climate predicted decreased self-esteem. Consistent with predictions derived from Self-Determination Theory, a meditational analysis revealed that these self-esteem changes were mediated by changes in autonomous motivation.

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Pepi, Annamaria, Marianna Alesi, and Maria Geraci. "Theories of Intelligence in Children with Reading Disabilities: A Training Proposal." Psychological Reports 95, no. 3 (December 2004): 949–52. http://dx.doi.org/10.2466/pr0.95.3.949-952.

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A recent trend in the study of reading difficulties promotes multidimensional intervention, focusing on the reciprocal influences exerted by cognitive and emotional-motivational variables. This study evaluated improvements in reading performance as a function of metacognitive training in 36 children ( M age = 8.7 yr.) with different representations of intelligence. Posttest evaluations show significantly more improvement in reading comprehension in children with an incremental theory of intelligence. These results indicate the importance of treatment programmes that take into account both the specificity of deficits and factors relating to the domain of motivation.

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Fernandez-Aviles, Daniel, Angelica De Antonio, and Elena Villalba-Mora. "A Systematic Mapping Study on the Use of Motivational Theories in the Design of Motivational Software." IEEE Access 8 (2020): 176840–63. http://dx.doi.org/10.1109/access.2020.3018258.

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Ribeiro, Rejane Maria Rosa. "Motivação dos recursos humanos em bibliotecas universitárias." RDBCI: Revista Digital de Biblioteconomia e Ciência da Informação 2, no. 1 (December 15, 2004): 71. http://dx.doi.org/10.20396/rdbci.v2i1.2074.

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Aborda sobre motivação no campo organizacional, descrevendo sucintamente as teorias motivacionais mais conhecidas, dando ênfase a Teoria das Necessidades de Maslow e a Teoria dos Fatores Higiênicos e Motivacionais de Herzberg, pois as mesmas são voltadas para motivação no trabalho. Descreve os passos para motivar os recursos humanos em bibliotecas universitárias que são: comunicação eficiente, busca de soluções de problemas, reconhecimento e valorização da equipe, delegar responsabilidades e estimular as iniciativas. Apresenta o método proposto por Nicholson para motivar pessoas apáticas ou intransigentes. Abstract It refers to motivation in the organizational environment, describing briefly the most well-known motivational theories, giving emphasis to the Theory of Needs by Maslow and the Theory of the Hygienic and Motivational factors by Herberg, since these theories discuss motivation at work. It describes the steps to motivate human resources in college libraries: effective communication, how to solve problems, recognition of the team’s importance and efficiency, to delegate responsibilities and stimulate initiatives. It presents the method proposed by Nicholson to motivate apathetic or intransigent people.

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Amirian, Zahra, Mitra Shayanfar, and Mohsen Rezazadeh. "STRUCTURAL EQUATION MODEL OF TEACHERS' MINDSETS, SELF-EFFICACY, AND EMOTIONAL EXPERIENCES AND IRANIAN EFL LEARNERS' WILLINGNESS TO COMMUNICATE AND L2 MOTIVATIONAL SELF SYSTEM." Journal of Languages and Language Teaching 9, no. 4 (October 25, 2021): 356. http://dx.doi.org/10.33394/jollt.v9i4.4286.

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This study aimed at investigating the interrelationships between EFL teachers' mindsets, self-efficacy, and emotional experiences and Iranian EFL learners' willingness to communicate (WTC) and L2 motivational self system (L2MSS). The participants of this study were 100 Iranian teachers and 501 students of the same EFL teachers, both male and female randomly selected from high schools. To fulfill the purpose of the study, teachers were asked to complete four questionnaires to measure their implicit theories of intelligence, efficacy, and emotional experiences including their burnout symptoms. Learners were required to complete two questionnaires to measure their willingness to communicate and L2 motivational self system. The results of Structural Equation Modeling (SEM) revealed a significant structural relationship among all variables. Results also indicated that motivation was the strongest direct predictor of willingness to communicate. WTC was also indirectly correlated with teachers' implicit theories, efficacy, and emotional experiences through the mediating effect of L2MSS.

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Larrick, Richard P. "Motivational factors in decision theories: The role of self-protection." Psychological Bulletin 113, no. 3 (1993): 440–50. http://dx.doi.org/10.1037/0033-2909.113.3.440.

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Levy, Paul E., and Robert G. Lord. "Self-regulation: Bridging the Gap between Cognitive and Motivational Theories." Applied Psychology 41, no. 2 (April 1992): 139–44. http://dx.doi.org/10.1111/j.1464-0597.1992.tb00691.x.

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Sevincer, A. Timur, Lena Kluge, and Gabriele Oettingen. "Implicit theories and motivational focus: Desired future versus present reality." Motivation and Emotion 38, no. 1 (April 6, 2013): 36–46. http://dx.doi.org/10.1007/s11031-013-9359-0.

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McKay, Ryan, Robyn Langdon, and Max Coltheart. "Models of misbelief: Integrating motivational and deficit theories of delusions." Consciousness and Cognition 16, no. 4 (December 2007): 932–41. http://dx.doi.org/10.1016/j.concog.2007.01.003.

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Shurrab, Mohammed, Ghaleb Abbasi, and Razan Al Khazaleh. "Evaluating the effect of motivational dimensions on the construction project managers in Jordan." Engineering, Construction and Architectural Management 25, no. 3 (April 16, 2018): 412–24. http://dx.doi.org/10.1108/ecam-01-2017-0001.

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Purpose Construction organizations and companies are concerned with the motivational factors of the project managers that influence the project success. Therefore, the purpose of this paper is to use a questionnaire based on five Likert-scales to identify and investigate the importance of the motivational dimensions on the construction project managers in Jordan Design/methodology/approach Therefore, this study aims at using a questionnaire based on five Likert-scales to identify and investigate the importance of the motivational dimensions on the construction project managers in Jordan. The six motivational dimensions were interpersonal interaction, task, general working conditions, empowerment, personal development, and compensation. Hypotheses testing were also developed to study the influence of both the characteristics of the project manager and the characteristic of the project on the motivational dimensions. Findings The results showed that the construction project managers in Jordan were motivated more by compensation and personal development. Moreover, the level of education for the project manager was positively related to the motivation by task. It was also noticed that the project manager, who had higher experience, was motivated more by empowerment. The study is valuable in providing important information for the construction organizations in Jordan to actively influence the construction project managers’ motivation. Originality/value The urgent needs for increasing project managers’ motivation is the major concern for organizations and companies. Increasing the project managers’ motivation has a major influence on increasing the project success rate and productivity. Construction sector is typically country’s most important asset economically and socially. Currently, no studies were shown to investigate the construction project manager’s motivation in Jordan. This study is, therefore, aims to evaluate the factors that influence the construction project manager’s motivation in Jordan based on content and process motivational theories’ perspectives. This research also utilizes the motivational factors instrument to test its validity in Jordan construction sector.

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Journal articles on the topic 'Motivational theories'

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