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Journal articles on the topic 'Motivational theory'
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Bahari, Akbar. "Nonlinear Dynamic Motivation-oriented Taxonomy of L2 Strategies based on Complex Dynamics Systems Theory." Journal of Language and Literature 19, no. 1 (April 1, 2019): 9–29. http://dx.doi.org/10.24071/joll.v19i1.1805.
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The need for a revisited framework of strategies in keeping with the nonlinear dynamic nature of motivational factors in L2 teaching led to the introduction of a taxonomy of nonlinear dynamic motivation-based strategies (NDMSs). This psycho-socio-cultural template suggests discovering dynamic motivational factors at individual level and integrating them into multiple parallel groups within a learner group instead of creating them which is a traditionally established function of motivational strategies to impose superficial cohesion on a learner group without catering for chaotic, emergent and dynamic individual motivational factors. Given the heterogeneity, dynamicity, and nonlinearity of the motivational factors at individual level, the first implication of the study is that NDMSs have the potential to activate identified motivational factors toward an adaptive and autonomous L2 motivation state regardless of their homogeneity or heterogeneity. Secondly, NDMSs have the potential to enable teachers to recruit the learning energy (i.e. motivation) from every member of the group via a dynamic and nonlinear set of motivational strategies instead of imposing a preset set of motivational strategies to all members of the group to elicit/facilitate/encourage equal performance from a motivationally heterogeneous learner group under the pretext of generating a cohesive learner group. Keywords: L2 motivation, nonlinear dynamic motivation-based strategies (NDMSs), complex dynamics systems theory (CDST)
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Suja S. Nair, B. Chandra Sekhar,. "Motivational Theories and Their Relevance in Military Motivation." Proceeding International Conference on Science and Engineering 11, no. 1 (June 12, 2023): 2125–36. http://dx.doi.org/10.52783/cienceng.v11i1.381.
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Motivation is an important aspect that determines human behaviour and various studies have been carried out to establish the determinants of human behaviour and its motivational aspects. Military profession offers a different set of working conditions where the magnitude of challenges is well above those found in commercial and other business organisations. The aspects of motivation are peculiar to the military profession and Military motivation is in a league of its own. Militaries across the world face physical and psychological challenges at work that most other people don't. Being armed with the right set of motivational techniques is critical for rising to the demands of such challenges and ensuring the best performance from the soldiers.
 This study aims to review the different motivational theories and determine their relevance in the context of military motivation. Four of the primary motivation theories in practice today have been reviewed for this purpose. These motivational theories include Maslow’s Hierarchy of Needs Theory, Herzberg’s Motivation-Maintenance Theory, McClelland’s Theory of Need Motivation and McGregor’s Theory X/ Theory Y. These theories show how employees can be motivated to achieve tasks set upon them in the workplace.
 The relevance of these theories to Military motivation is analysed. Given the peculiarities of the working conditions of the military and the challenges faced therein, these motivational theories can be suitably adapted to modify the functional aspects of military and institute suitable changes in the leadership styles and working mechanisms to improve motivation and enhance task achievement. It has been found that all these motivational theories are still relevant in military environment and can be factored in effectively in the Armed forces.
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Seng, Thoh Ging. "Proposed Framework for Investigating Motivating Factors Influencing Dietary Supplement Purchase Intentions: The Mediating Role of Attitude." International Journal of Research and Innovation in Social Science IX, no. I (2025): 2400–2423. https://doi.org/10.47772/ijriss.2025.9010193.
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The global dietary supplements market is expanding rapidly, driven by consumer interest in health and wellness. Despite this growth, little empirical research has been conducted on consumer purchase behavior within the Malaysian context. This study integrates Self-Determination Theory (SDT), Theory of Planned Behavior (TPB), and Protection Motivation Theory (PMT) to explore intrinsic and extrinsic motivational factors, health motivation, and the mediating effect of attitude on dietary supplement purchase intentions. The study contributes to understanding how these factors interrelate, filling a critical gap in consumer behavior and dietary supplement marketing literature. Introduction. The dietary supplement market has shown remarkable growth, with Malaysia emerging as a significant player. However, the country still lags behind others in dietary supplement consumption. With increasing public awareness of health issues, it is crucial to understand the motivators behind consumer behavior in this industry. This study examines the determinants influencing dietary supplement purchase intentions, offering insights for marketers and public health campaigns. While prior research has extensively explored socio-demographics and frequency of dietary supplement use, less attention has been paid to motivational constructs. This study focuses on the integration of SDT, TPB, and PMT to provide a holistic understanding of intrinsic and extrinsic motivations, health motivations, and attitudes toward dietary supplements. It also investigates the mediating effect of attitude on purchase intention. The conceptual framework integrates motivational theories, highlighting how intrinsic and extrinsic motivations and health-related behaviors influence attitudes and purchase intentions. The framework hypothesizes that attitude mediates the relationship between motivational factors and purchase intention. This study adopts a theory-driven conceptual modeling methodology, leveraging systematic literature review, theoretical synthesis, and analytical validation.
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Songnuan, Natthinee, and Singhanat Nomnian. "Science Students’ Motivational Orientations of EFL Reading through the Lens of Self-Determination Theory." rEFLections 30, no. 1 (April 28, 2023): 104–31. http://dx.doi.org/10.61508/refl.v30i1.265147.
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This mixed-method study aims to investigate science students’ motivational orientations and their self-perceived experiences contributing to self-determination in EFL reading at a secondary school in Thailand. Drawing upon the questionnaire and semi-structured interviews, the findings revealed that the overall science students’ EFL reading motivations were moderate. Each of their motivational orientations was ranked as follows: identified regulation (ID), intrinsic motivation (IM), external regulation (ER), introjected regulation (IJ), and amotivation (AM), accordingly. ID, a motivational orientation with regard to autonomous motivation, seemed to best correspond with the science students’ perceptions. They also valued the influence of social-contextual variables (i.e., families, peers, and teachers) as relatively important to their behavioural control toward EFL reading (ER and IJ). This study offers pedagogical implications to improve science students’ EFL reading motivation.
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Thomas, Almut E. "Gender Differences in Students’ Physical Science Motivation." American Educational Research Journal 54, no. 1 (December 6, 2016): 35–58. http://dx.doi.org/10.3102/0002831216682223.
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Implicit stereotypes associating science with male might play a role in the development of gender differences in students’ motivations for physical science. Particularly, the stereotypes of influential adults may induce students’ regulatory foci and subsequently their motivational beliefs. Drawing on expectancy-value theory, this study investigated whether teachers’ implicit science-is-male stereotypes predict between-teacher variation in males’ and females’ motivational beliefs regarding physical science. Results showed that teachers’ implicit science-is-male stereotypes are positively related with males’ self-concept and intrinsic value but negatively associated with females’ motivational beliefs. The findings of this study corroborate the notion that teachers’ implicit stereotypes can contribute to gender differences in motivational beliefs and probably also to gendered educational choices.
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Brizga, Janis, and Aivaras Vijaikis. "Energy Citizenship: Revealing the Intrinsic Motivational Factors Suggested by Self-Determination Theory." Sustainability 16, no. 21 (October 28, 2024): 9365. http://dx.doi.org/10.3390/su16219365.
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This study investigated the motivational factors driving energy citizenship through the lens of self-determination theory. Utilizing data from a survey of 749 respondents, we examined the role of intrinsic and extrinsic motivations in predicting energy citizenship. Our findings reveal that intrinsic motivations, such as personal responsibility for climate change, community involvement, and the desire to reduce one’s carbon footprint, significantly predict engagement in energy citizenship. Conversely, extrinsic motivations, including financial incentives and external pressures, were not significant predictors. The study underscores the importance of intrinsic motivations in fostering sustained pro-environmental behaviours, particularly as the complexity of these behaviours increases. These insights suggest that policymakers should focus on enhancing intrinsic motivations through education, community engagement, and autonomy-supportive initiatives to promote active participation in sustainable energy practices.
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Abel, Simeon. "The STTELLS Theory: A Motivational Process Theory." International Journal of Advances in Scientific Research and Engineering 07, no. 12 (2021): 23–25. http://dx.doi.org/10.31695/ijasre.2021.34119.
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Fosshage, James L. "An expansion of motivational theory: Lichtenberg's motivational systems model." Psychoanalytic Inquiry 15, no. 4 (January 1995): 421–36. http://dx.doi.org/10.1080/07351699509534050.
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Ayasha Siddiqua, Most. "Exploring Motivation in Organizational Behavior: A Review." South Asian Journal of Social Studies and Economics 20, no. 3 (September 27, 2023): 169–79. http://dx.doi.org/10.9734/sajsse/2023/v20i3721.
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This review explores the multifaceted field of motivation within organizational behavior by synthesizing insights from some research. The research is founded on an extensive literature review encompassing various studies that address motivation-related issues within organizational behavior. Spanning foundational theories to contemporary paradigms, the review delves into intrinsic and extrinsic motivational factors, justice perceptions, emotional influences, and the interplay of creativity. It highlights the evolution of motivational theories, ranging from Adams' equity theory to modern constructs like self-determination theory and goal-setting theory, emphasizing the dual nature of motivation. Justice perceptions emerge as crucial influencers of behavior, while transformational leadership behaviors amplify motivation, job satisfaction, and commitment. The relationship of emotions adds another layer, where positive affect enhances expectancy and motivation. The temporal dynamics of motivation and its creative potential are also explored. The review culminates in a nuanced understanding of motivation's essence, guiding organizations toward fostering engagement and productivity. It serves as a foundation for further exploration, reflecting the intricate variety of motivational factors that influence organizational behavior.
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Cunningham, George B., and Ping Xiang. "Testing the Mediating Role of Perceived Motivational Climate in the Relationship between Achievement Goals and Satisfaction: Are These Relationships Invariant across Sex?" Journal of Teaching in Physical Education 27, no. 2 (April 2008): 192–204. http://dx.doi.org/10.1123/jtpe.27.2.192.
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Guided by achievement goal theory, the current study examined whether perceived motivational climate mediated the relationship between achievement goals and satisfaction with physical activity among college students, as well as whether this mediation differed by sex. Participants (N = 304) completed questionnaires assessing their achievement goals, perceived motivational climate, and satisfaction with physical activity. Perceptions of a mastery-focused climate were found to be a mediator of the relationship between mastery goals and satisfaction. The mediating role of perceived motivational climate did not differ based on the sex of the student. Collectively, results of this study support the view that mastery goals and perceived mastery climate are motivationally beneficial to students in the physical activity domain.
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Liu, Liangxing. "Why Do Chinese College Students Learn ESP: An Analysis of Language Learning Motivations within SDT Framework." English Language Teaching 9, no. 4 (March 7, 2016): 92. http://dx.doi.org/10.5539/elt.v9n4p92.
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<p>This study mainly investigates the motivational characteristics of Chinese college students learning English for Specific Purposes (ESP). By critically examining and comparing Gardner’s (1985) Integrative-Instrumental model and the Self-determination Theory (SDT) by Deci and Ryan(1985), the researcher finds out that the latter one is more comprehensive and applicable to the case of Chinese college ESP learners (the subjects). Thus the researcher develops a questionnaire within the SDT framework to analyze the subjects’ motivations. Drawing upon a follow-up statistical analysis, the research discovers the motivational propensities of the subjects. A discussion of corresponding motivational methods to help improve the subjects’ ESP learning is provided at the end of the article.</p>
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Pjesivac, Ivanka. "What moves young people to journalism in a transitional country? Intrinsic and extrinsic motivations for working in journalism in Serbia." Journalism 21, no. 11 (November 29, 2017): 1676–93. http://dx.doi.org/10.1177/1464884917738428.
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This study examined the motivations among journalism students in Serbia through a survey at four major journalism programs in the country. Both intrinsic and extrinsic motivations had a significant impact on willingness to work in journalism, with the moderating effect of work experience. The results are discussed in the context of the self-determination theory of motivations. The study contributes to the theoretical development of the motivational theory in journalism and expands it to a transitional region, in which professional journalists as well as journalism students are facing particular difficulties in fulfilling their duties.
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Mousumi, Sengupta, and Peter Helen. "Investigating the SDT theory of motivation: A study among Indian banking sector employees." Empirical Economics Letters 24, March Special Issue 4 (March 30, 2025): 47–64. https://doi.org/10.5281/zenodo.15107660.
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<strong>Abstract: </strong>The banking sector in India is characterized by intense competition, rapid technological advancements, and a strong focus on customer service. Self-determination theory (SDT) of motivation offers insights into the different motivations that drive employee performance. Keeping this in mind, Motivation at Work Scale (MAWS) was administered among 289 employees of the Indian banking sector and 32 respondents were interviewed, to investigate the motivation factors. In general, the respondents perceived all motivational factors as the reasons for which they were performing their job roles. The study revealed that respondents’ perception significantly differed in relation to the motivational factors, responsible for their job performance. Respondents’ perception significantly differed in relation to motivational factors, responsible for their job performance. It is also revealed that respondents differed in perceiving intrinsic motivation, identified regulation, introjected regulation, and external regulation based on demographic factors. Findings support the existing literature, in terms of motivation at work. They highlight the complexity of workplace motivation, emphasizing that no one-size-fits-all solution exists. <strong>Keywords</strong>: Intrinsic Motivation, Extrinsic Motivation, Job Performance, Employee Engagement <strong>JEL Classification Number</strong>: M540, M120, M100, M10
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Tu, Yangming. "The Intergenerational Theoretical Perspective on Motivation in the Medical Workplace, a Literature Review." Lecture Notes in Education Psychology and Public Media 56, no. 1 (July 11, 2024): 41–47. http://dx.doi.org/10.54254/2753-7048/56/20241602.
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Psychodynamics profoundly influences society, where intrinsic motivations, extrinsic motivations, job engagement, and orientations toward public service play key roles in shaping organizational structures. This review article explores the intersections of psychodynamic principles and generational theory, particularly their applications in the medical field during the COVID-19 pandemic. By referencing academic databases such as Frontiers in Psychology, MDPI, GALE ACADEMIC ONEFILE, IEEE Xplore, and Oregon State University Library, this study delves into how intrinsic and extrinsic motivational factors, along with job resources and motivations for public service, impact job engagement and occupational well-being across different generations. The article highlights the unique attitudes and expectations of Generations Y and Z, gathering observed changes in their career values and work-life balance preferences. The study examines how these intergenerational theoretical views interact with motivational dynamics, especially under the prolonged pressures of the pandemic. Integrating psychodynamic theories with empirical data on motivational factors and generational differences, this review aims to provide insights into the evolving nature of job engagement and its implications for future workforce management.
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Shyam, B. R., and S. Aithal P. "Blood Type and their Relationship with Motivational Behaviours." International Journal of Health Sciences and Pharmacy (IJHSP) 6, no. 1 (June 30, 2022): 72–81. https://doi.org/10.5281/zenodo.6781619.
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<strong>Purpose: </strong><em>All people, including you and me, have motivational behaviors, and every individual comes up with different factors to influence their motivational behavior. It is what makes us the person we are. Our motivational behaviors take care of our behavior, thinking ability, emotions, thoughts, and even individual feelings, even at their unconscious levels. Such that, the mentioned things will always help in forecasting the future and also their behavioral changes in different situations. Many of the earlier studies have proved that there is no correlation between motivation levels of the individual through their blood group, but the concept remains more popular in all dimensions.</em> <strong>Objective:</strong> <em>The researchers have set the following primary objective and the current study investigates a broad research question to identify whether blood type has a relationship with motivational behaviors.</em> <strong>Methodology: </strong>The study is based on secondary evidence. In this regard, various libraries were visited and some online journals were also reviewed in this direction. <strong>Findings/Result:</strong> <em>Researchers have found that blood type does have a relationship with personality and behaviors in countries where belief in the blood type personality theory is strong. This study concluded that people changed their personality to fit their blood type instead of in a self-fulfilling prophecy. Thus, blood type does have </em><em>a relationship with motivational behaviors like motivation is an internal process, the anatomy of motivation, motivational traits, character motivation, and neuro motivation, intrinsic and extrinsic &major determinants of motivation.</em> <strong>Research Implications:</strong> <em>Motivational behaviors need to be tackled with the weapon of trend motivational techniques i.e., beyond monetary compensation for which the blood type and their relationship with motivational behaviors help a lot.</em> <strong>Originality/Value: </strong><em>Other researchers have found that blood type does have a relationship with personality and behaviors. </em><em>Similarly, blood type affects motivational behaviors. In countries like Japan, Korea, Asia, etc., where belief in the blood type personality theory is strong. This study concluded that people changed their motivation & personalities to fit their blood type instead of in a self-fulfilling prophecy. In this way, it is similar to the use of astrological signs, which is also popular in Japan.</em> <strong>Paper Type: </strong><em>The present study made an attempt to identify whether blood type has a relationship with motivation. The study is based on secondary evidence.</em>
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Kappel, Klemens. "Against Hegemonism in Moral Theory." Utilitas 14, no. 2 (July 2002): 219–39. http://dx.doi.org/10.1017/s0953820800003526.
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What I call hegemonism holds that a satisfactory moral theory must in a fairly direct way guide action. This, the hegemonist believes, provides a constraint on moral theorizing. We should not accept moral theories which cannot in the proper sense guide us. There are two alternatives to hegemonism. One is motivational indirection, which is the idea that while agents remain motivated by a moral theory, they may be only indirectly motivated. The other is non-hegemonism, which holds that a correct moral theory need not in any direct or indirect sense guide or motivate actions. In the main part of the paper I discuss widely endorsed objections to motivational indirection and nonhegemonism, and I argue that these objections all fail. Hence, motivational indirection and non-hegemonism remain viable conceptions of moral theory.
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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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Hammersley, Richard. "Constraint theory: A cognitive, motivational theory of dependence." Addiction Research & Theory 22, no. 1 (April 9, 2013): 1–14. http://dx.doi.org/10.3109/16066359.2013.779678.
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MacIntyre, Peter D., Ben Schnare, and Jessica Ross. "Self-determination theory and motivation for music." Psychology of Music 46, no. 5 (August 18, 2017): 699–715. http://dx.doi.org/10.1177/0305735617721637.
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Learning the skills to be a musician requires an enormous amount of effort and dedication, a long-term process that requires sustained motivation. Motivation for music is complex, blending relatively intrinsic and extrinsic motives. The purpose of this study is to investigate the motivation of musicians by considering how different aspects of motivational features interact. An international sample of 188 musicians was obtained through the use of an online survey. Four scales drawn from Self-Determination Theory (intrinsic, identified, introjected, and extrinsic regulation) were utilized along with other motivational constructs, including motivational intensity, desire to learn, willingness to play, perceived competence, and musical self-esteem. To integrate the variables into a proposed model, a path analysis was conducted among the motivation variables. Results showed that the intrinsic motives are playing the major role in the maintenance of the motivational system, while extrinsic motives are less influential. Support was found for a feedback loop, whereby desire to learn feeds into increased effort at learning (i.e., motivational intensity), leading to the development of perceived competence, which is then reflected back into increasing desire to learn. Increases in these variables help to create a virtuous cycle of motivation for music learning and performance.
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Park, JiHyeon, and JaeYoon Chang. "Exploration of work motivation structure and profiles based on self-determination theory among Korean employees." Korean Journal of Industrial and Organizational Psychology 29, no. 1 (February 28, 2016): 27–60. http://dx.doi.org/10.24230/kjiop.v29i1.27-60.
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The Self-determination theory (SDT) posits the existence of distinct taxonomy of motivation (i.e., amotivation, external, introjected, identified, integrated, and intrinsic motivation). The purpose of this study was to explore whether SDT’s work motivation structure can be applied to the understanding that of Korean employees, and to identify the motivational profiles for Korean employees together with their relationships with a variety of organizational outcomes. Data was collected from two separate samples of Korean employees(Study 1: 509 employees; Study 2: 153 employees). The results showed that unlike SDT taxonomy, autonomous motivations were not classified into three distinctive categories(identified, integrated, and intrinsic motivation). The results also revealed that there were three distinct motivational profiles(i.e., autonomous motivated, controlled motivated, and amotivated), and the largest proportion of Korean employees was covered by controlled motivated cluster. The autonomous motivated cluster had the most favorable levels of adaptive organizational outcomes(i.e., organizational commitment, job satisfaction), whereas the amotivated cluster was strongly related to non-adoptive organizational outcomes(i.e., turnover, emotional exhaustion). Based on these results, discussion was made regarding the distinct features of work motivation structure and motivational profiles in Korean work setting, and also future research directions were suggested.
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Kaczmarek, Łukasz D., Piotr Haładziński, Lech Kaczmarek, Błażej Bączkowski, Michał Ziarko, and Stephan U. Dombrowski. "Validation of the voluntary participation in online surveys scale." Polish Psychological Bulletin 43, no. 3 (November 9, 2012): 210–14. http://dx.doi.org/10.2478/v10059-012-0023-4.
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A comprehensive understanding of participants’ motives to complete web-based surveys has the potential to improve dataquality. In this study we tested the construct validity of a scale developed to measure motivation to participate in webbasedsurveys. We expected that 7 different motivations observed in our previous study will form a 3-factor structure, aspredicted by Self-Determination Theory. This web-based questionnaire study comprised 257 participants completing theVoluntary Participation in Online Studies Scale. Their responses to 21 items underwent a principal component analysisand confi rmatory factor analysis. As we expected, three factors were identifi ed: intrinsic motivation, extrinsic motivationand amotivation. In line with Self-Determination Theory there are three distinct groups of motives among web-surveysparticipants with amotivation as an understudied motivational state. We discuss the results suggesting which types ofmotivation might lead to higher quality of data with an emphasis on possible negative effects of amotivation.
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Mahmood, Qaisar Khalid, Muhammad Babar Akram, Muhammad Siddique Akbar, and Muhammad Ishaq. "Development and Validation of a Scale for Measuring Motivations to Use Facebook: Results of Second-Order Confirmatory Factor Analysis." Human Behavior and Emerging Technologies 2023 (February 22, 2023): 1–9. http://dx.doi.org/10.1155/2023/4663586.
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This study is aimed at investigating the motivational needs of Pakistani Facebook users and intended to develop a scale to measure motivation to use Facebook among Pakistani users. Opting uses and gratifications theory and reviewing the relevant literature, the researchers developed a scale comprised of six motivations. A cross-sectional survey was conducted with the university students, and 1245 university students participated in this study. The results of first- and second-order confirmatory analyses indicate that the scale was reliable and had construct validity as well. This scale confirmed six motivations as motivational needs of Pakistani Facebook users. This scale covers both social and personal needs. The findings of this study confirm that Facebook users utilize Facebook for various purposes.
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Blašková, Martina. "Creative Proactive-Concluding Theory of Motivating." Business: Theory and Practice 11, no. (1) (March 15, 2010): 39–48. https://doi.org/10.3846/btp.2010.05.
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The article deals with necessity to change the understanding of human resource philosophy to the new philosophy: philosophy of human potential. In these intentions, it is very important to motivate human potential in the organisations. But, in the area of motivating, situation within the organisations isn't sufficient. Thereto the article gives an introductive presentation of a new theory of motivating: creative proactive-concluding theory of motivating. The theory leads the managers to utilize an individual approach to their employees and use perceptiveness to the needs and expectations of the employees and organisational environment. The model of theory contains a demand to harmonize existing motivational programs with new original motivational elements. It is based upon the trust between the manager and employee. The model also reflects the need to create differenced motivational programs for each employee and manager.
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Nirbhik, Dey. "MOTIVATIONAL FACTORS AND ACADEMIC ACHIEVEMENT IN BENGALI LANGUAGE AMONG SECONDARY STUDENTS." Scholarly Research Journal For Humanity Science & English Language 11, no. 59 (October 1, 2023): 30–37. https://doi.org/10.5281/zenodo.8416494.
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Language acquisition and proficiency play a vital role in educational attainment, with motivation serving as a crucial determinant of success. This study delves into the complex interplay between motivational factors and academic achievement in Bengali language learning among secondary students. Recognizing Bengali's profound cultural and societal significance, we aim to uncover the nuanced motivations that drive students towards linguistic mastery and subsequent academic success. Drawing on a qualitative research approach, we engaged fifteen secondary students in individual semi-structured interviews. Thematic analysis revealed five key motivational themes: intrinsic motivation and personal goals, teacher support and encouragement, perceived relevance to future goals, peer influence and collaborative learning, and resilience in overcoming challenges. These findings underscore the importance of recognizing students' personal goals and aspirations in language learning. Supportive teacher-student relationships emerged as pivotal in fostering motivation, as did the perceived practical relevance of Bengali proficiency in future endeavors. Peer interactions and the ability to surmount challenges further contributed to students' motivation. Theoretical frameworks, including Social Cognitive Theory, Self-Determination Theory, and Expectancy-Value Theory, offer valuable insights into the motivational dynamics at play. Implications for practice highlight the need for tailored interventions that nurture intrinsic motivation, promote positive teacher-student interactions, emphasize the practical value of language proficiency, and encourage collaborative learning. While this study provides valuable insights, it is essential to acknowledge its limitations, including the specific demographic focus. Future research could explore motivational factors in broader contexts and consider additional variables that may impact language learning motivation. This research advances our understanding of the motivational landscape in Bengali language learning among secondary students. The findings offer practical guidance for educators and policymakers to enhance language education practices, with broader implications for language acquisition in diverse educational settings. Keywords: Motivation, Bengali Language Learning, Secondary Students, Academic Achievement
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Renushka, Madarie. "Hackers' Motivations: Testing Schwartz's Theory of Motivational Types of Values in a Sample of Hackers." International Journal of Cyber Criminology 11, no. 1 (April 9, 2017): 78–97. https://doi.org/10.5281/zenodo.495773.
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<em>Although much has been written on topic of hacker motivations, little empirical research has been conducted and even less research has attempted to quantify hackers’ motivations. The present study analyses relationships between the frequency of several hacking behaviours and motivations to hack in a sample of male hackers and potential hackers. Motivations frequently recurring in the literature are assessed and Schwartz´s (1992) Theory of Motivational Types of Values is applied. A preference for self-transcendence and openness to change values was found in the whole sample. Intellectual challenge and curiosity were rated as the most important motivators to circumvent security systems. However, correlation analyses signified the importance of aversion of conservation values. Hackers appear to be more motivated by what they dislike rather than by what they value. Future studies are needed to further examine the discrepancy between hackers’ ranking of motivations and the relationship between motivations and hacking behaviours. </em>
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Miller, William R., and Gary S. Rose. "Toward a theory of motivational interviewing." American Psychologist 64, no. 6 (2009): 527–37. http://dx.doi.org/10.1037/a0016830.
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Hyland, Michael E. "Motivational control theory: An integrative framework." Journal of Personality and Social Psychology 55, no. 4 (1988): 642–51. http://dx.doi.org/10.1037/0022-3514.55.4.642.
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Markland, David, Richard M. Ryan, Vannessa Jayne Tobin, and Stephen Rollnick. "Motivational Interviewing and Self–Determination Theory." Journal of Social and Clinical Psychology 24, no. 6 (September 2005): 811–31. http://dx.doi.org/10.1521/jscp.2005.24.6.811.
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David, Clarissa, and Jenna Mae Atun. "Learning from the News: Towards a Comprehensive Theory of Motivational Effects." Plaridel 6, no. 2 (August 1, 2009): 1–32. http://dx.doi.org/10.52518/2009.6.2-01dvdatn.
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While many research studies on political knowledge investigate how motivation can influence learning, the theoretical process of influence is yet to be mapped out. There are identifiable gaps in the existing literature, such as the conceptualization of motives, relationships between different motives, and their impacts on news seeking and learning outcomes. The author describes a process of learning comprised of distinct steps from exposure to knowledge, with each step viewed as a behavioral decision determined by the individual-level factors opportunity, ability, and motivation. Findings in the literature on knowledge gaps, uses and gratifications, and the information processing approach to learning are all brought to bear in developing an organized theory of motivational effects. A model that traces the influence of motivations on each step of the learning process is proposed. Such a model allows for a systematic examination of the many direct and indirect effects that motivations have on learning of political information from the news. Implications for Philippine communication research in the area of political learning from the news are discussed.
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Ullah, Farhad, Amara Ndiaye, Djyad Lebbada, and Altaf Ur Rahman Zar Pio Mir Pio Khattak. "Investigating Linguistic Choices Affecting Motivation in Motivational Speakers’ Speeches." Journal for the Study of English Linguistics 13, no. 1 (April 14, 2025): 45. https://doi.org/10.5296/jsel.v13i1.22793.
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Motivation remains one of the important factors in current research (Altalib, 2019; Dörnyei, 1998, 2003; Furman et al., 2022; Moskovsky et al., 2013; Oxford & Shearin, 1994; Ryan & Deci, 2000a; Steinmayr et al., 2019). Moreover, research has been done on the stylistic analysis of motivational speeches (Aflahah, 2017; Rahayu & Kurniawan, 2020; Sutrisno & Sunarsi, 2019). Very little research has been done on the linguistic choices in the speeches of motivational speakers. This article aims to find out linguistic choices of motivational speakers affecting the motivation of their audience. It will also highlight the two categories (intrinsic and extrinsic) of motivational word choices, motivational speakers use in their speeches. Eric Thomas, one of the reputed motivational speakers, speeches are selected for the current research work. Data will be collected from his speeches. Self-determination theory of Deci and Ryan (1985) will be applied. The result will be the linguistic choices (lexical) affecting the type of motivation whether intrinsic or extrinsic. Even though, the current study is limited to Eric Thomas’ speeches, it can be used to investigate the speeches of other motivational speakers.
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Kornieiev, Vitalii, and Tetiana Sashchuk. "Conceptual Qualification of Motivation in the Design of Communication Environments: ab ovo." Scientific notes of the Institute of Journalism, no. 2 (85) (2024): 56–75. http://dx.doi.org/10.17721/2522-1272.2024.85.5.
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Contemporary studies on communication impacts, conditions, methods of public opinion formation, and the functioning of the communication environment often overlook motivational components, which may be crucial for effective communication activities. At best, scientific research highlights widely recognized theories, such as Abraham Maslow’s theory, establishing links between communication actions and potential motivations or motives. However, empirical studies on motivation within any field of activity in the socio-communication paradigm remain limited due to both objective (such as research complexity and audience reach) and subjective reasons. The relevance of the proposed study primarily lies in integrating motivational and needs theories into the scientific paradigm of communication impact studies, which will ultimately encourage the active use of these categories in communication activity modeling and enhance scientific interpretations of these activities. The main objective of this study is to consolidate the approaches of 20th-century researchers and their successors into a single model that accounts for the correlation between established and validated tools for typical communication needs. A comparative analysis of definitions of motivation and needs, along with globally recognized theories and approaches to classifying these phenomena, has been conducted to establish the communicative potential of their actualization within the communication environment. The methodology used in this study is shaped by the content of the examined materials and the approach to their classification. Key methods applied to the research sources (definitions and descriptions of theories) include formalization and generalization for identifying core parameters of motivation and needs understanding, qualification of the communication determinants of motivational and needs theories, comparative analysis to contrast interpretations of motivations and needs, and the hypothetico-deductive and modeling methods, which were used to form the primary indicators of communicative actualization in motivational theory and suggest the categories for communication analysis to define the potential for using communication techniques and tools for specific approaches to understanding motivation. A significant finding of this research is the disclosure of the communicative potential of various motivational and needs theories, as well as the identification of marker categories for the effective use of communication tools in positioning motivational theories within a discrete communication environment.
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Raposo, Frederico Zarazaga, David Sánchez-Oliva, Eliana Veiga Carraça, António Labisa Palmeira, and Marlene Nunes Silva. "The Dark Side of Motivational Practices in Exercise Professionals: Mediators of Controlling Strategies." International Journal of Environmental Research and Public Health 17, no. 15 (July 26, 2020): 5377. http://dx.doi.org/10.3390/ijerph17155377.
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According to the Self-Determination Theory, perceived job pressures can coerce professionals to develop more controlled motivations towards their work, and consequently increase the probability of using controlling motivational strategies. This study sought to analyze work-related motivations as mediators between two types of perceived job pressures: organizational constraints and perceptions of clients’ controlled motivation and the use of controlling motivational strategies by exercise professionals. Using a cross-sectional design, involving 366 exercise professionals (172 women), mediation paths were assessed following Preacher and Hayes statistical procedures. Models were adjusted for gender, work experience (years), and the internal tendency to feel events as pressuring. Organizational constraints were associated with lower autonomous motivation for work and the use of controlling strategies. Perceptions of clients’ controlled motivation were associated with work-related amotivation and the use of controlling strategies. Amotivation mediated the association between organizational constraints and controlling strategies. Overall, results support theoretical predictions and previous research, extending it to the exercise domain, highlighting the interplay between job pressures, work-related motivations, and the use of controlling strategies. The understanding of what influences exercise professionals’ motivation, and consequently the motivational strategies they use, is of paramount importance for exercise promotion and the benefit of those who seek their expert guidance.
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Malerstein, A. J. "Comparison of Attachment Theory and Cognitive-Motivational Structure Theory." American Journal of Psychotherapy 59, no. 4 (October 2005): 307–17. http://dx.doi.org/10.1176/appi.psychotherapy.2005.59.4.307.
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Yanay, Niza. "THE SOCIAL CONSTRUCTION OF AUTONOMY: A MOTIVATIONAL MODEL." Social Behavior and Personality: an international journal 22, no. 3 (January 1, 1994): 209–26. http://dx.doi.org/10.2224/sbp.1994.22.3.209.
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This paper argues for a pluralistic, experientially constructed self-concept of autonomy that is embodied in self-feelings and is motivationally defined. Such a motivational model of autonomy is proposed in place of the commonly accepted personality-based model, grounded in the analytic tradition in psychology. Using the self-concept approach of the interpretative school as a springboard, the paper reconceptualizes autonomy as constructed within specific social conditions. On the basis of female experience, autonomy is conceived of as a self-authoring experience emanating from the struggle to meet one's needs and achieve one's significant goals. The notions of struggle and significant goals are suggested as key concepts viable for a motivational theory of autonomy.
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Rönnedal, Daniel. "The Ideal Observer Theory and Motivational Internalism." KRITERION – Journal of Philosophy 29, no. 1 (January 1, 2015): 79–98. http://dx.doi.org/10.1515/krt-2015-290106.
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Abstract In this paper I show that one version of motivational internalism follows from the so-called ideal observer theory. Let us call the version of the ideal observer theory used in this essay (IOT). According to (IOT), it is necessarily the case that it ought to be that A if and only if every ideal observer wants it to be the case that A. We shall call the version of motivational internalism that follows from (IOT) (moral) conditional belief motivational internalism (CBMI). According to (CBMI), it is necessarily the case that, for every x: if x were an ideal observer, it would be the case that x believes that it ought to be that A only if x wants it to be the case that A. Given that it is necessarily true that no ideal observer has any false beliefs, (IOT) entails (CBMI). Or, so I shall argue
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Hecht, Gary, Jessen L. Hobson, and Laura W. Wang. "The Effect of Performance Reporting Frequency on Employee Performance." Accounting Review 95, no. 4 (October 11, 2019): 199–218. http://dx.doi.org/10.2308/accr-52601.
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ABSTRACT Conventional wisdom suggests that frequent performance reporting is beneficial for decision making, as it can enhance timeliness and usefulness of the reported information for decision making. We investigate a potential motivational cost of frequent performance reporting. Using goal orientation theory, we predict and find that frequent performance reporting has negative motivational and performance implications when employees know or assume that the information they report will be used to evaluate their task-related skill. Our theory and results suggest that organizations need to balance the informational benefits and motivational costs of frequent reporting when designing their performance reporting systems. In addition, our theory and results can help organizations begin to design solutions that take advantage of the informational advantage of frequent reporting while minimizing its motivational costs.
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Chu, Tsz Lun (Alan), and Tao Zhang. "Motivational processes in Sport Education programs among high school students." European Physical Education Review 24, no. 3 (January 30, 2018): 372–94. http://dx.doi.org/10.1177/1356336x17751231.
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The purpose of this study was to conduct a literature review on the motivational processes in a Sport Education curriculum model among high school-aged students using self-determination theory and achievement goal theory as theoretical frameworks. Literature for analysis was searched through electronic databases including Academic Research Complete, ERIC, PsycINFO, SPORTDiscus, and Web of Science by entering ‘Sport Education’, ‘physical education’, and ‘high school’ or ‘secondary school’ as keywords. Articles for review were then selected using the following criteria: (a) written in English; (b) published in a peer-reviewed journal; (c) a Sport Education curriculum model implemented in high school settings with three season phases; (d) providing empirical findings; and (e) investigating motivational variables as main outcomes. A total of 18 articles were identified of moderate and high quality based on a quality assessment. A systematic review of the articles resulted in three main findings: (a) self-determination theory and achievement goal theory strongly support the positive motivational influence of Sport Education; (b) Sport Education is relatively consistent in promoting motivational outcomes across genders, grade levels, sports, and motivational profiles; and (c) more research with long-term follow-up data and teacher participants in diverse school settings is needed to examine potential differences in the motivational impact of Sport Education programs.
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Dzisi, S. Dzisi. "Ghanaian women and entrepreneurship." Pentvars Business Journal 5, no. 4 (December 31, 2011): 74–87. http://dx.doi.org/10.62868/pbj.v5i4.91.
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Little is known about the factors which influence women entrepreneurs in developing countries (especially Ghana) to go into business even though majority of women in these countries are entrepreneurs. The 'Push and Puli'factor theory is used as a theoretical framework to study the motivations of women entrepreneurs in Ghana and to find out whether these motivations are similar to those of women entrepreneurs in developed countries. Interviews with 150 Ghanaian women entrepreneurs reveal that the major motivations for business ownership by Ghanaian women entrepreneurs are financial and the need for flexible hours to suit family life. The study further finds that while some of the motivational factors for women entrepreneurs in Ghana are similar to the motivations of their counterparts in developed countries, the 'push' motivational factors for the women in Africa are 'puli' factors for their counterparts in developed countries and vice versa. This paper therefore suggests that research findings regarding women entrepreneurs in developed countries need to be carefully examined before being applied to developing countries.
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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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Willem, Annick, and Michiel Coopman. "Motivational paradigms for the integration of a Belgian hospital network and merger presented in the printed press." International Journal of Organizational Analysis 24, no. 5 (November 7, 2016): 811–34. http://dx.doi.org/10.1108/ijoa-04-2013-0656.
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Purpose Legitimizing health-care networks over time is crucial to the survival of the networks, but studies providing insight into the motivational paradigms used to legitimize networks and mergers are missing. This study aims to contribute by analyzing which motivational paradigms, namely, transaction costs economics, resource dependency, stakeholder theory, organizational learning and institutional theory, are used over time to motivate the formation, integration and eventually merger of a health-care network. Design/methodology/approach The theoretical paradigms from the literature are matched with the motivational arguments that were found in the communication around the formation and evolution of a specific health-care network. Secondary data in the printed press were analyzed in three ways to obtain triangulation in method. Findings Five theoretical paradigms matched the communication during significant parts of the time-scope of the study, but not always equally strong. It, therefore, confirms the usefulness of an integrated and evolutionary perspective on the paradigms, not only during the formation but also during the life-span of the organization. Originality/value Insight into the motivational paradigms that dominate in the press during an integration and merger process allows for health-care managers and policy makers to manage the process of legitimizing. This might prevent network failure because of lack of legitimacy, misperceptions of the motivations, overemphasizing one motivation or inability to move to a next layer of motivation when the integration process evolves.
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Vallerand, Robert J., Brian P. O'Connor, and Marc Hamel. "Motivation in Later Life: Theory and Assessment." International Journal of Aging and Human Development 41, no. 3 (October 1995): 221–38. http://dx.doi.org/10.2190/ylfm-dgue-hrl2-vwlg.
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A framework that has been found useful in research on young adults, Deci and Ryan's self-determination theory [1, 2], is suggested as a promising direction for research on motivation in later life. The theory proposes the existence of four types of motivation (intrinsic, self-determined extrinsic, nonself-determined extrinsic, and amotivation) which are assumed to have varying consequences for adaptation and well-being. A previously published French measure of motivational styles which is known to be reliable and valid was translated into English and was tested on seventy-seven nursing home residents (aged 60 to 98 years). It was found that the four motivational styles can be reliably measured; that the intercorrelations between the motivational styles are consistent with theoretical predictions; and that the four types of motivation are related to other important aspects of the lives of elderly people in a theoretically meaningful manner. Suggestions are made for further research using self-determination theory and the present scales.
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Rummel, Amy, and Richard Feinberg. "RE-EVALUATION OR REINFORCEMENT?: A NEW LOOK AT COGNITIVE EVALUATION THEORY." Social Behavior and Personality: an international journal 18, no. 1 (January 1, 1990): 65–79. http://dx.doi.org/10.2224/sbp.1990.18.1.65.
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Cognitive Evaluation Theory was developed to explain the detrimental effects of extrinsic rewards on intrinsic motivation, a phenomenon contrary to Reinforcement Theory prediction. However, it was suggested that if a person's intrinsic or extrinsic motivational orientation was taken into account, Reinforcement Theory might be able to explain this phenomenon. A 2 (extrinsic x intrinsic motivational orientation) by 2 (competence feedback x controlling feedback) was employed to examine the effect of motivational orientation on intrinsic motivation. Use of the Jonckheere Test of Order suggested that the detrimental effect of extrinsic rewards on intrinsic motivation might be explained within the reinforcement paradigm.
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Burgueño, Rafael, José Macarro-Moreno, Isabel Sánchez-Gallardo, María-Jesús Lirola, and Jesús Medina-Casaubón. "Analysis of Motivational Profiles on Sportspersonship Orientations in Secondary School Physical Education Students: A Self-Determination Theory-Based Perspective." Journal of Teaching in Physical Education 39, no. 4 (October 1, 2020): 518–26. http://dx.doi.org/10.1123/jtpe.2019-0105.
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Purpose: This research aimed to examine the possible difference of secondary school students’ motivational profiles on their sportsmanship orientation in physical education. Methods: The participants were 707 (53.61% men; Mage = 14.97, SDage = 1.58) secondary school students, who completed measures on their perception of behavioral regulation and sportsmanship orientation in physical education. A two-step cluster analysis was performed to explore the motivational profiles, and multivariate analysis of variance tests was conducted to examine differences on sportsmanship orientation among motivational profiles. Results: The cluster analysis identified four motivational profiles (controlled, amotivated, high motivational regulation, and autonomous). The multivariate analysis of variance tests found that the students in the four motivational profiles reported different levels in respect for social conventions, respect for rules and teachers, full commitment, and respect for classmates. Discussion/Conclusions: The motivational profiles provided a more comprehensive understanding of the motivational processes for each sportsmanship orientation in secondary school students in physical education.
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Si and Nga. "MOTIVATIONAL FACTORS INFLUENCING KHMER VIETNAMESE EFL TEACHERS’ CAREER CHOICE." Tạp chí Nghiên cứu Dân tộc 14, no. 2 (April 1, 2025): 74–82. https://doi.org/10.54163/ncdt/432.
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Drawing on Self-Determination theory, the current study examined how intrinsic, altruistic and extrinsic factors affected their career choice within the sociocultural context of the Khmer ethnic community. Extrinsic motivations such as job stability and social respect were found to be secondary motivational factors. These findings provide an insightful understanding of what motivated teachers in ethnically diverse contexts to choose teaching career and highlight the importance of integrating cultural and social considerations into teacher recruitment and retention strategies.
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Xu, Wei, and Yi Zhang. "A Study on Motivation Orientations of English Learners in Management Major." International Journal of Languages, Literature and Linguistics 7, no. 2 (June 2021): 59–66. http://dx.doi.org/10.18178/ijlll.2021.7.2.288.
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Based on the motivation theory, this study aims to investigate the motivational orientations of the English learners from Management majors. 32 graduate students participated in the questionnaire and accomplished the interview in this research. Based on the statistics processed by SPSS, it is found that (1) instrumental orientation is significantly stronger than the integrative type; (2) among all the motivation items, the most three significant motivations are preparing for a future career, desiring to be a knowledgeable person and passing exams. Besides, based on the analysis of interview, a model of major-oriented, international and nested systems of instrumental motivation was constructed, indicating the interrelationship between motivational factors: globalization, social expectation, university policy, major needs and learner factors. It is expected that this study can provide some implications to English teaching to management students with the investigation of the systematic structure of their motivations.
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Rochat, Shékina. "Examining motivational interviewing in career counselling from a motivational system theory perspective." British Journal of Guidance & Counselling 46, no. 5 (June 19, 2018): 632–43. http://dx.doi.org/10.1080/03069885.2018.1483005.
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Frijda, Nico H. "Emotion theory?" Behavioral and Brain Sciences 23, no. 2 (April 2000): 199–200. http://dx.doi.org/10.1017/s0140525x00302424.
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The book contains a masterly review of Rolls's single-neuron research reflecting rewards. It places that research in the context of the neo-behaviorist theory of emotions. That theory provides a useful first approximation to emotion-eliciting conditions but has little to tell about emotions as motivational states or response dispositions: nor does it give a rationale for what are considered to be primary rewarding stimuli.
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Zhang, Xin, and Xiaofei Pan. "Motivational Dynamics of Intermediate Chinese Learners in a COVID-Induced Remote IPA-Informed CSL Curriculum: A Case Study From a CDST Lens." Chinese Journal of Applied Linguistics 46, no. 4 (November 1, 2023): 518–43. http://dx.doi.org/10.1515/cjal-2023-0403.
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Abstract Grounded in a complex and dynamic systems theory (CDST) perspective of L2 learning motivation, this year-long longitudinal study examines evolving motivational dynamics of two intermediate Chinese as a Second Language (CSL) learners at a Sino-US joint-venture university in China during the COVID-19 pandemic. Adopting Higgins’ framework of motivation, this case study focuses on the interplay of learner motivation for value, control, and truth effectiveness and contextual factors in shaping the contrastive motivational trajectories of two CSL learners who displayed discrepancy in the improvement of Mandarin oral proficiency. In particular, the two contextual factors of interest are an Integrated Performance Assessment (IPA) -informed CSL curriculum and COVID-induced remote online learning. We focus on how learners co-adapted with the “here-and-now” manifestations of these contextual factors and how their motivational dynamics and learning behaviors evolved based on multiple interrelated layers of the temporal-spatial context. The findings show that CSL learners’ motivational dynamics were shaped by multiple overlapping and interrelated motivations related to value, control, and truth effectiveness, which emerged out of the contingencies and affordances in the learning context. The learner-context co-adaptations play a significant role in directing relevant motivational dimensions and thereby shaping the overall identity of the whole system. This empirical study contributes to CSL and L2 motivational studies by exploring the applicability of a CDST approach and a global motivational framework to study intermediate CSL learners’ motivational dynamics and how they individually co-adapted with an innovative curricular design and the perturbance during the COVID-19 online teaching and learning process. The paper reflects on the effectiveness and applicability of IPA in an intermediate-level CSL curriculum from a motivational perspective and offers insights into understanding and promoting the complex learner motivation during COVID-19 for language educators.
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Bureau, Jean-François, Ariane J. Gauthier, Shanna With, Audrey-Ann Deneault, Nicole Racine, Simon G. Beaudry, Steve Lorteau, and Luc G. Pelletier. "Satisfied and Secured—An Integration of Self-Determination Theory and Attachment Theory in the Environmental Domain." European Journal of Investigation in Health, Psychology and Education 15, no. 4 (April 15, 2025): 62. https://doi.org/10.3390/ejihpe15040062.
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While environmental motivation research has investigated several factors that can facilitate and promote the adoption of pro-environmental behaviors, questions remain on how individuals can be brought to change their behaviors and habits. In the current study, we draw on attachment theory and self-determination theory to better understand why motivational interventions meant to increase pro-environmental behaviors are ineffective for some individuals. Using a person-centered approach, our analysis uncovered four latent profiles characterized by varying levels of attachment insecurity and basic psychological need satisfaction. Further analysis suggests that these four profiles are associated with distinct motivational pathways in the environmental domain. Our results suggest that self-determined motivation is a direct predictor of pro-environmental behaviors solely for individuals from the secure attachment and high-need satisfaction profile. This association was not observed in individuals arising from insecure attachment and low-need satisfaction profiles, suggesting that the association between motivation and pro-environmental behaviors commonly reported in the literature might be moderated by one’s social environment. Implications for motivation researchers and policymakers are discussed, such as the relevance of considering attachment when designing motivational interventions in the environmental domain.
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Leeming, Paul, and Justin Harris. "Self-Determination theory and tasks." TASK / Journal on Task-Based Language Teaching and Learning 2, no. 2 (December 31, 2022): 164–83. http://dx.doi.org/10.1075/task.21024.lee.
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Abstract Researchers investigating TBLT have used psycholinguistic and sociolinguistic theories in support of the approach, but there has been limited discussion of motivational frameworks. A framework for motivation within TBLT would enhance our understanding of learner motivation, and could be utilised in future studies. This paper argues that Self-Determination Theory is an appropriate framework. After briefly describing the key tenets of TBLT and SDT, the paper shows how SDT helps us understand the motivational benefits of tasks. It outlines the six mini-theories of SDT, and aligns them with existing studies to highlight how results may be explained by these theories. Some suggestions are then provided as to how these theories can be used for conducting future classroom-based research.