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Zerbe, Wilfred Joachim. "Mood, motivation, and task me." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/29224.
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Theorists in organizational behavior have generally ignored emotional determinants of behavior. A task of this dissertation was to extend the use of emotions for understanding organizational behavior in general and work motivation in particular.
Two theories, expectancy theory and network theory, are used to make predictions about the relationship between mood and perceptions of the relationship between effort and performance. According to expectancy theory, the effort that people choose to expend at tasks is a function of their belief about the degree to which effort and performance covary. Network theory predicts that memories are connected by a network of associations. The accessibility for recall of a memory is a function of the activation of these associations. In this way positive events are more accessible for recall when individuals are in a positive mood state because of associations based on the affective valence of memories. Such accessibility of events for recall has been shown to be a determinant of probability judgements. On this basis it was predicted that mood would bias individuals' judgements of the probability that specific levels of effort lead to specific levels of performance. In other words, that mood affects expectancy. Specifically, it was predicted that individuals in an elated mood would report higher expectancy than individuals in a depressed mood. Mood was defined as a self-evaluative feeling state. Two other hypotheses were formed: that mood would influence how cause for behavior is attributed, and that individual differences in self esteem would moderate the relationship between mood and expectancy.
Three studies were performed to provide a foundation for the testing of these hypotheses. In a fourth study they were tested. Study One assessed the psychometric properties of measures of mood states, individual differences, and task perceptions.
Study Two concerned the experimental induction of mood. Mood manipulations used in the experimental literature were reviewed and one, a musical procedure, was chosen. The validity of this manipulation was then tested by having participants listen to the music of an elated, neutral, or depressed mood induction procedure. The results of Study Two provided strong evidence for the validity of the manipulation. Both self-report measures of mood and an unobtrusive behavioral measure were significantly affected. The results of Study Two also showed the utility of a conceptualization of mood as comprising two components: arousal and pleasure. It was shown that depression is characterized by low arousal and displeasure, and elation by high arousal and pleasure.
Study Three reviewed the conceptualization and measurement of expectancy. It was argued that expectancy is properly conceptualized as the perceived covariation between effort and performance. This requires measurement of the relationship between multiple levels of effort and multiple levels of performance and calculation from these measures of an index of perceived effort -- performance covariation. Most prior measurement has only considered the relationship between high effort and high performance. Further, it was argued that such appropriate measurement allows predictions to be made about expectancy across individuals, in contrast to the argument that expectancy theory is a within-subjects theory.
Previous authors have used such an approach to measure expectancy but have not demonstrated its validity. Study Three undertook such validation. Participants completed one of two experimental tasks: one with high objective expectancy, the other with low objective expectancy. As predicted, scores on the perceived covariation measure of expectancy were significantly higher in the high objective expectancy task. Measures of related constructs were influenced in a manner consistent with this finding. It was concluded that strong support for the expectancy measure existed.
On the foundation of Studies One, Two, and Three, Study Four undertook to test the formal hypotheses of the dissertation. In each of three experimental sessions, participants completed a business decision-making task, underwent either an elation, neutral mood, or depression induction procedure, and then completed measures of their mood state, expectancy, and other task perceptions.
The results of Study Four indicated that significant differences in mood resulted from the manipulation. However, none of the experimental hypotheses were supported. Mood did not influence expectancy or task attributions. A number of alternate explanations for this finding were considered, including failure of the mood manipulation, measurement error, and lack of statistical power. Of these, it was concluded that while Study Four lacked power to detect a large effect, this did not fully explain the failure to support the experimental hypotheses. Also compelling was the argument that the mood manipulation was not sufficiently powerful.<br>Business, Sauder School of<br>Graduate
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Marion, Curtis George. "The task-resource allocation model : a perspective on task attributes, motivation and the dedication of time and effort to tasks /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487779120906091.
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Mat, Shafizal. "Employee motivation and learning behaviours in selected manufacturing industries." Thesis, Loughborough University, 2016. https://dspace.lboro.ac.uk/2134/23158.
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The topics of motivation and job satisfaction have been of interest to researchers over the past decades. Many researchers and practitioners have studied the driving factors to motivate staff in the workplace, but no specific findings have shown correlation between motivation and job satisfaction. Problems of motivation and job satisfaction have continued to plague many developing countries like Malaysia. This study is an attempt to improve the understanding of the human contribution to variability in manufacturing industries and the focus areas are work motivation, satisfaction and performance as well as relationships with learning behaviours of employees in the workplace. The research work can be categorized into three parts. The first part consists of pilot study which was conducted to determine the practicality and validity of method/instruments used in the research. The pilot study also helped to correct the flaws/weaknesses of the method before employing it in the full-scale research study. Secondly, an experimental study was carried out to identify the motivation, satisfaction, performance and learning behaviour of unskilled and skilled employees doing simple or complex tasks individually or in group. The final part was an industrial study conducted with 356 employees from various positions and backgrounds in selected manufacturing industries in Malaysia. Based on the findings, it has been shown that unskilled employees preferred doing complex tasks in a group rather than doing simple tasks and skilled employees preferred doing complex tasks individually rather than in a group. It increased their work motivation, satisfaction and performance. It was found that task identity (simple tasks) and learning behaviours (individual learning of unskilled employees) can be the reason for employees to leave in the future. The task identity (task complexity) can be an important factor in job design in organisations and it is significant in the learning process of unskilled and skilled employees in manufacturing industries, particularly in Malaysia. It was also found that learning in a team (group) appears to be a very significant factor in workplace learning for both unskilled and skilled employees. The study has shown that there are relationships between motivational and learning behaviours of skilled and unskilled employees and this knowledge is expected to be useful for employers and policy makers in organisations especially in manufacturing industries in Malaysia.
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Farkas, Maia Jivkova. "Multi-Task Setting Involving Simple and Complex Tasks: An Exploratory Study of Employee Motivation." Scholar Commons, 2014. http://scholarcommons.usf.edu/etd/4887.
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In this study, employees are given autonomy in effort allocation across two tasks - complex and simple tasks, where the return to the organization is significantly higher for the complex task requiring high skill than for the simple task requiring low skill. An unavoidable feature of multi-task settings is that effort expended on one task detracts from effort that can be expended on another task. This effort trade-off among tasks becomes problematic when the returns from different tasks are unequal, with important consequences for a firm's overall performance. The design of management accounting control systems in such multi-task setting is difficult because organizations have to achieve multiple objectives: to improve productivity on both simple and complex tasks (i.e., performance) and to direct employee effort to more complex tasks given that the complex tasks are more valuable to firms (i.e., effort allocation). In a laboratory experiment, I examine the effects of two motivational mechanisms, financial compensation and relative performance information (RPI), on employee performance and effort allocation between simple and complex tasks. I find that the effects of RPI and financial compensation are independent such that each motivational mechanism affects performance and effort allocation separately. In addition, I find that the effects of RPI or financial compensation depend on whether a worker is a top performer or a bottom performer. Also, findings demonstrate that the effects of these motivational mechanisms on employee effort allocation and performance depend on the complexity of the task. Future research studies and managers who design incentive systems should consider the implementation of different types of incentives for different performer levels. Organizations should consider the degree of complexity of the tasks that workers must perform in multi-task settings.
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Cipiti, Ashley Faye. "Condense the Nonsense: On-task versus Off-task Sustained Silent Reading as Related to Reading Motivation." Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1269270263.
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Pinegar, Shannon K. "Are there Deleterious Effects of Accuracy Motivation and Reward on Intuitive Performance?" Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1416486838.
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Birkby, Josefin. "What was the purpose of this task? : An investigative study of students' perceptions of explicit task objectives." Thesis, Linnéuniversitetet, Institutionen för utbildningsvetenskap (UV), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-39411.
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Taking its starting point in the often debated subject of Swedish compulsory school students’ performance scores in surveys such as PISA and a lack of motivation towards schoolwork that transfers to low performance and does not facilitate a good learning climate, this study aims to investigate how teaching practice can affect this. The study is partly connected to formative assessment in that it focuses on one of the key strategies of the process; making the objectives and goals of schoolwork transparent to students and sharing these with them. Grounded in research both on formative assessment but also on motivation in connection to foreign language learning, it is hypothesised that sharing the objectives of a task with students will improve not only their performance on it, but also their motivation level and their perceptions of the task being of value to them and of benefit for their learning.The study employed a quasi-experimental approach where a group of 50 students were given five pairs of tasks out of which five were given without any explanation of the objectives (the A version) and five were given with an explanation of the objectives (the B version). Accompanying each task was a questionnaire and the answers to the questionnaires together with performance scores on the tasks served as the raw data for analysis. The study can be said to have strong ecological validity since it investigates teaching practice that commonly occurs in classrooms as teachers on an everyday basis choose to either share the objectives of schoolwork with their students, or do not.The analysis of the data gathered showed that there was no general improvement in performance scores on the B-version tasks where students were given an explanation of the objectives beforehand. Neither were they more motivated, nor felt that the tasks were more valuable or perceived they had learnt more. The findings thus pointed to the opposite of the hypothesised outcome. However, there proved to be a correlation between performance scores and motivation which in turn could encourage further research on the motivation of students in foreign language learning. A discussion of the manner in which the objectives and goals of tasks are communicated to students further opened up for a possible research angle to pursue where the focus would be not only on sharing the objectives with students but on discussing these and making them meaningful to students on a personal level.
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Szabo, Anita M. "Students’ Task-related Perceptions and Task Engagement in the ESL Classroom through Qualitative Lenses." University of Cincinnati / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1406880509.
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伊田, 勝憲, та Katsunori IDA. "課題価値評定尺度作成の試み". 名古屋大学大学院教育発達科学研究科, 2001. http://hdl.handle.net/2237/3072.
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Berkovsky, Kathryn Lee. "The influence of cognitive ability, goal orientation and self-regulatory factors on task performance." Diss., Georgia Institute of Technology, 1995. http://hdl.handle.net/1853/29978.
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Irwing, Paul. "Towards an integrated theory of task motivation : the influence of task characteristics, goals and self-concept on performance and satisfaction." Thesis, University of Ulster, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250681.
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Schmidt, Jean-Anne Hughes. "The Influence of Feedback Interventions on Attention to Task-Motivation and Meta-Task Processes: An Examination of Feedback Intervention Theory." Thesis, Virginia Tech, 1998. http://hdl.handle.net/10919/45204.
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The purpose of this study was to test the premise that feedabck intervention cues differentially direct attention to a level of a processing hierarcy proposed by Kluger and DeNisi (1996). The hierarchy consists of task details, task motivation (general task), or meta-task processes (attention to "self"). Feedback designed to initiate different level of processing was manipulated and performance on a typing task was measured. The relationship between the feedback manipulation and performance was analyzed through analysis of covariance and repeated measures analysis of variance. For the analysis of covariance, the assumption of equality of slopes was violated, so data were analyzed through an ATI design. The feedback manipulation was associated with changes in performance, and these changes depended on ability.<br>Master of Science
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Tam, Win-gee, and 譚穎知. "The moderation effect of original motivation level on the relation between task instrumentality and the change in motivation level." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hdl.handle.net/10722/196511.
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This experiment investigated the motivational effect of task instrumentality in a group of 8th grade students (N = 92). It investigated whether telling students that memory skills were instrumental could produce motivational effect. With reference to the self-determination theory, it was hypothesized that the original level of motivation would serve as the moderator of the effect of instrumentality on the change in motivation. It was believed that instrumentality would have more impact on students with low level of motivation at the first place; while the impact of instrumentality would be less on students with high level of motivation at the first place. The experiment was successful in the manipulation of instrumentality of memory skill. There was an increase in students’ introjection after the intervention. The main effects showed that the teaching session was effective in reducing students’ external regulation. Marginal significant main effect was found in the experimental group, where they had higher identification to the mnemonic session compared to the control group. Regarding the moderation effect, there was no significant moderation effect of original motivation level on the relation between task instrumentality and the change in motivation level. Implications of these findings on education were discussed.<br>published_or_final_version<br>Educational Psychology<br>Master<br>Master of Social Sciences
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Calderhead, William J. "Effects of interspersed math problems on the task engagement of middle school students /." view abstract or download file of text, 2003. http://wwwlib.umi.com/cr/uoregon/fullcit?p3113002.
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Thesis (Ph. D.)--University of Oregon, 2003.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 81-86). Also available for download via the World Wide Web; free to University of Oregon users.
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Dembovskaya, Svetlana Borisovna. "Task-based instruction: the effect of motivational and cognitive pre-tasks on second language oral French production." Diss., University of Iowa, 2009. https://ir.uiowa.edu/etd/231.
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The study investigated the effects of a motivational and cognitive pre-tasks on oral task production by intermediate and low advanced college learners of French at a large public university in the United States. The motivation and cognitive groups engaged in an information-gap group discussion task in French following brief motivationally and strategically oriented pre-tasks conducted in the participants' native language, while the control group completed the discussion task without a pre-task. In addition, all groups completed a dictation as a measure of proficiency and a post-task motivation survey.
The results of the study did not show any significant differences between the motivation, cognitive and control treatments in terms of accuracy, fluency or complexity of their speech. Possible reasons contributing to the findings are discussed and interpretations are proposed. Particularly, it is suggested that strategies for motivating students and providing cognitive support for a language task need to be coupled with focus on the task content and/or form, addressed in the target language, in order to differentially affect the fluency, accuracy, and complexity aspects of the second language speech.
At the same time, the motivation group participants reported significantly higher interest in the task, higher perception of its value, and higher perception of their own autonomy, which indicates that the motivation pre-task did positively affect their motivation in relation to the task. Interest and value subcategories of the motivation survey were particularly sensitive to differences between the groups. It is suggested that regular support and promotion of positive motivational dispositions in a language class may, in the long run, result in an observable positive effect on certain aspects of the learners' speech.
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Tremont, Geoffrey. "The effect of induced mood on causal attributions for task performance." Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/834130.
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The purpose of this study was to investigate the relationships among mood, task performance, and attribution. It was hypothesized that type of mood would affect task performance and causal attributions for success and failure. Subjects viewed one of three films, selected for their humorous (positive mood), educational (neutral mood) and violent (negative mood) content and performed an anagram task in which success and failure was manipulated. After completing the task, subjects were asked to write down the most important cause of their success or failure and rate the cause on three 9point subscales, one subscale for each of the attributional dimensions of internality, stability, and controllability. In addition, subjects responded to an ascription scale that assesses the extent to which specific factors (e.g., task difficulty) are perceived to influence performance. The study found the expected effect of outcome on the causal ascription measure of attributions but not for the dimension measure. Contrary to the hypothesis, there was no effect of mood on attributions or task performance. These results raise the question of the measurement of attribution by causal ascriptions versus dimensions, and leave unresolved the questions of the relationships of mood to attribution and task performance. Possible explanations for the discrepancy between ascriptions and attributions and the lack of an effect of mood are discussed. Implications for future research are examined and suggestions are proposed.<br>Department of Psychological Science
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速水, 敏彦, Toshihiko HAYAMIZU, 史高 安藤, Fumitaka ANDO, 雅仁 木下 та Masahito KINOSHITA. "Task-based Syllabusの開発の試み : Long Term Projectsが生徒の学業達成・動機づけに及ぼす影響". 名古屋大学大学院教育発達科学研究科, 2003. http://hdl.handle.net/2237/3168.
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Aper, Julie A. "Task and ego oriented athletes and zone of optimal function." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/879852.
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The purpose of this study is to determine the relationship between task and ego goal orientation and ZOF. The subjects consisted of interscholastic athletes of the men's varsity and junior varsity baseball, men's track and field, and women's track and field teams from a local Midwestern high school. By providing a more concise zone of optimal function (ZOF) by breaking down the zone into three components: psychological, physiological, and competitive (evaluated by the Sport Participation Questionnaire) the athletes may be able to manipulate their ZOF by using the characteristics of their task and ego orientation (evaluated by the TEOSQ). The data was analyzed by doing a series of factor analyses and multiple regressions. After finding four significant factors (two separate psychological, one physiological, one competitive) a multiple regression was employed to determine the relationship between the factors and task and ego orientaXon.Nearly significant was the regression with ego-oriented athletes and the thinking construct which consisted of items 16-18 of the Sport Participation Questionnaire. Also, significant were relationships of the task or ego score and the demographic findings.<br>School of Physical Education
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Buehl, Michelle M. "At the crossroads of epistemology and motivation modeling the relations between students' domain-specific epistemological beliefs, achievement motivation, and task performance /." College Park, Md. : University of Maryland, 2003. http://hdl.handle.net/1903/317.
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Thesis (Ph. D.) -- University of Maryland, College Park, 2003.<br>Thesis research directed by: Human Development. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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伊田, 勝憲, та Katsunori IDA. "高校生版・課題価値測定尺度の作成 : 英語における学習動機づけを例に". 名古屋大学大学院教育発達科学研究科, 2003. http://hdl.handle.net/2237/3174.
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Sutz, Steven S. "Sources and consequences of intrinsic task motivation in engineers at the Naval Avionics Center." Thesis, Monterey, California. Naval Postgraduate School, 1991. http://hdl.handle.net/10945/27278.
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Approved for public release; distribution is unlimited<br>This thesis examines the sources and consequences of intrinsic task motivation in civilian engineers. Using Thomas/Velthouse's model, intrinsic task motivation is measured in terms of four rewards that workers get directly from their work tasks: 1) impact or the sense that one is accomplishing task goals, 2) competence or performing task activities skillfully, 3) meaningfulness or the value of the task purpose to the individual, and 4) choice or one's ability to choose how to do the task. The analysis is based on data from 372 engineers at the Naval Avionics Center in Indianapolis. Results of the analysis show that the amount of intrinsic task motivation that an engineer feels is strongly related to variables with significant financial implications for the organization, including professional development, stress symptoms, and incentive to leave the job. Further, an engineer's "interpretive styles," his/her manager's behavior, and aspects of work group climate were shown to influence the engineer's intrinsic task motivation. Implications regarding management development programs, performance appraisals, and other activities are discussed.
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Berditchevskaia, Aleksandra. "Electrophysiological and behavioural correlates of motivation and choice in a simple visually guided task." Thesis, Imperial College London, 2015. http://hdl.handle.net/10044/1/24881.
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Motivation is a fundamental driving force in animal behaviour. As such, it is vital that we are aware of its influence in shaping the behaviour examined in a laboratory setting. We set out to explore how changes in motivation affected the performance of a simple visual task using both behavioural analyses and multi-unit recordings in primary visual cortex (V1) of behaving mice. To address the question we trained water-restricted mice to selectively lick for a water reward during a 'Go' stimulus in a Go/NoGo version of a two-category discrimination. This simple paradigm is widely used across the neuroscience community due its relative ease of implementation. On the level of behavioural analysis we show that depending on motivation, performance of the task is reliant on a balance of different behavioural processes. Specifically, we demonstrate the novel result that in a state of overmotivation, goal-directed instrumental contingencies are 'masked' while Pavlovian processes dominate over action selection. Secondly, we investigated the multi-unit neural correlates of a simple visual discrimination task recorded in V1. We hypothesized that the typical changes to motivational state within a behavioural session would affect sensory processing, and that the neural signature of this effect could be found in V1. Our choice of time frame for the focus of our analysis brings valuable insights to an increasingly encountered behavioural paradigm. Furthermore, we show novel evidence of temporally specific correlates of motivation and choice behaviour in mouse V1. The recent shift to experiments using head-fixed, behaving rodents by many neurophysiologists makes a thorough understanding of underlying processes paramount. Exploring the boundary between intentional choices and overt interference by motivational states cannot be underestimated. Throughout this work we aim to incorporate existing behavioural psychology literature within the context of modern neuroscience approaches; thus providing a valuable resource for both of these communities.
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Amoss, Richard Toby. "Frontal Alpha and Beta EEG Power Asymmetry and Iowa Gambling Task Performance." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/psych_theses/58.
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Frontal electroencephalographic (EEG) alpha (α) asymmetry may index the activation of lateralized affect and motivation systems in humans. Resting EEG activation was measured and its relationship to Iowa gambling task (IGT) performance was evaluated. No effects were found for α power asymmetry. However, beta (β) power asymmetry, an alternative measure of resting EEG activation, was associated with the number of risky decisions made in the early portion of the task. Additionally, IGT deck selection patterns suggest there are at least three distinct performance styles in healthy individuals. Interestingly, β power asymmetry contradicts performance predictions based on accepted frontal asymmetry affect and motivation models.
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Ng, Hoi-yan, and 吳凱欣. "The mediating role of engagement in the relation between incentives and task value." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hdl.handle.net/10722/196512.
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The present study examined the relations between incentive, engagement and task value with reference to the Regulatory Engagement Theory (Higgins, 2006).With two incentive interventions (reward and utility), contribution of engagement on task value was tested through a mediation analysis. Significant results were obtained in the utility intervention group. Participants demonstrated higher task value and stronger engagement after intervention, a significant mediated effect also revealed that engagement explained the effects of intervention on task value. Results in the reward intervention group did not yield statistical significance but were in expected direction. The mediating effect of engagement in the relation between incentive and task value was generally supported, but the strength of effect varied upon the choice of incentives. Theoretical and practical implications were discussed.<br>published_or_final_version<br>Educational Psychology<br>Master<br>Master of Social Sciences
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Lau, William, and 劉威倫. "Task motivation and student motivation in an English for occupational purposes course at the tertiary level in Hong Kong: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27055255.
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Kumar, Arati. "Level of challenge and task persistence : a study of children in a cognitive activity /." Thesis, This resource online, 1991. http://scholar.lib.vt.edu/theses/available/etd-11072008-063215/.
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Li, Na. "Practitioner research on task motivation in a Chinese university context : integrating macro and micro perspectives." Thesis, University of Warwick, 2007. http://wrap.warwick.ac.uk/2394/.
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This qualitative research on task motivation is based on a four-month fieldwork in a university context in China, with myself performing dual roles as a teacher researcher working closely with two classes of final-year English majors (about 120 students in total). Positioning this research in an authentic classroom setting aims to explore task-intrinsic features perceived to be motivating (`motivating tasks'). and learner-intrinsic motivational processes during task engagement ('task motivation') in this particular context. Throughout the process, my research perspectives experienced an interesting movement: macro - micro - macro. I began my research with a broad interest in the motivation area, and increasingly narrowed my focus on `task motivation' which corresponds to the recently advocated `situation-specific' approach to motivation research. However, my following involvement in the teaching/data-gathering fieldwork pushed me to bring back the macro perspective into my research, as I found that the complex concept of task motivation could not be fully understood without taking the broader motivational influences into consideration. That is, apart from investigating how the immediate task situation influences learners, it is also very important to understand how the wider institutional, social, educational, and cultural factors influence learners' various motivational perspectives in the classroom, which may in turn shape their specific task-engagement motivation. Based on content analysis of qualitative data including written task feedback, personal letters, and group interviews, it was found that in this context there are three underlying dimensions of task motivation, that is, academic motivation, personal development motivation, and affective motivation. The study also explored what aspects of task design could effectively motivate students and why. In general, this research contributes to our understanding of Chinese university students' task motivation. It implies that adapted tasks can be appropriately integrated into the traditional English class in China and perhaps in other similar EFL contexts, and can certainly facilitate the teaching of the prescribed textbooks. It also implies that the researcher's personal involvement in the authentic teaching context is a very valuable point for both motivation research and task-oriented research.
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Morey, Raphael. "A Path to Motivation| A Mediated Moderation Analysis of the Relationships between Task-Contingent Rewards, Psychological Ownership, and Intrinsic Motivation Using Path Analysis." Thesis, Long Island University, C. W. Post Center, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10690283.
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<p> Private sector businesses employ performance pay compensation plans in order to incentivize increased employee effort. Legislation offers opportunities for school districts to experiment with performance pay plans in an attempt to encourage teacher effort, productivity, competition, and recruitment. Despite the potential benefits of performance pay, providing a task-contingent reward for an interesting activity has the tendency to undermine an individual’s intrinsic motivation for a task. This study sought to assess psychological ownership as a potential moderator for the undermining effect, which may shield an individual’s feelings of autonomy, competence, and relatedness, allowing for intrinsic motivation in light of a task-contingent reward. This study analyzed data from 127 undergraduates and graduate students enrolled at Long Island University, CW Post Campus and an additional 27 teachers from Brooklyn, New York. Full and trimmed path analyses were conducted on a series of Likert-type scales to test three primary hypotheses. The findings confirmed that a task-contingent reward undermined intrinsic motivation for an interesting task. This study’s psychological ownership intervention and the combination of the intervention with a task-contingent reward also negatively effected intrinsic motivation. Job-based psychological ownership, a measurement of feelings of possession, however, did positively effect intrinsic motivation providing evidence that feelings of psychological ownership lead to feelings of intrinsic motivation. This study contributes to the fields of psychological ownership theory and self-determination theory by presenting empirical evidence connecting these two theories. Recommendations are offered for the improvement of teacher motivation, job design, compensation and educational policy. </p><p>
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Heffner, Jaimee L. "The Effect of Competitive Motivation on the Attentional Focus of Distance Runners." Ohio University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1127231288.
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Ong, Michael. "Gamification and its effect on employee engagement and performance in a perceptual diagnosis task." Thesis, University of Canterbury. Psychology, 2013. http://hdl.handle.net/10092/7640.
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Gamification is an emerging phenomenon that has been advocated for its potential to improve organisational outcomes. The present study aimed to examine the effect of gamification in a perceptual diagnosis task. Forty participants completed a 22-minute visual search task. To investigate the role of game mechanics participants were divided into four conditions resulting from the factorial combination of the narrative mechanic (narrative and control condition) and the points mechanic (Points and no-points control condition). Attention effort, motivation, and work engagement were measured through performance metrics, functional near-infrared spectroscopy (fNIRS), and self-report questionnaires. The results revealed points significantly increased task performance while narrative significantly increased intrinsic motivation and prefrontal oxygenation. These findings may provide much needed contributions to the literature surrounding gamification. It was also revealed that fNIRS measures of frontal activation may be a reasonable objective indicator of initial cognitive effort. This presents significant real world applications for objectively measuring motivation.
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Rice, Jennifer Renee. "Quality or quantity?: Refining the definition of the means efficacy construct and its relationship to task specific self-efficacy." CSUSB ScholarWorks, 2011. https://scholarworks.lib.csusb.edu/etd-project/3326.
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The purpose of this study was to expand on the definition of the means efficacy construct and its relationship to task-specific self-efficacy. The current research has three studies: assesssing quality means efficacy from a self-report method, study two assessing quality means efficacy from a self-report method, and study three comparing quality and quantity means efficacy to determine which would be a better predictor of confidence in various tasks.
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Rensvold, Roger Bury. "The effects of performance, individual differences, and arousal on feedback-seeking behavior in a novel computer-based task." Diss., Georgia Institute of Technology, 1994. http://hdl.handle.net/1853/30649.
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Ernst, Christoph, and Henri Valvanne. "Perceived Employee Motivation in Social Businesses : A Case Study of a Finnish Social Business." Thesis, Högskolan i Jönköping, Internationella Handelshögskolan, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-18822.
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In the past few years we have seen the near collapse of the world financial system, and we still have yet to find solutions for world poverty or the food crisis. People have started looking for new solutions in order to solve these problems and are considering new employment options besides the traditional for-profit business sector. Employees are increasingly looking for work in organizations that have a more sustainable approach to business. One organization type that fits these criteria is a social business. Most of the research in social entrepreneurship and social businesses, however, has concentrated on the social entrepreneur and the entrepreneurial process so far. Only few studies have explored the employee side. Similarly, research on perceived employee motivation has mainly concentrated on the traditional for-profit businesses and on non-profit organizations. Although employee motivation is considered as crucial to the success of any business, perceived employee motivation in established social businesses has scarcely been researched yet. The purpose of this thesis is to understand why people choose to work in a social business, and what motivates them to work there. This research was conducted as a single case study following Stake (1995). It was carried out in the Helsinki Metropolitan Area Reuse Centre Ltd in Finland. In order to achieve our goal, we have found it helpful to combine relevant motivation theories such as intrinsic motivation, task significance, prosocial motivation, value congruence, and meaningfulness, with current social business theories. As a result of our research, we have developed a model that elaborates how employees make their decision on employment and what influences their perceived motivation. Our findings suggest that both, the distinct business model and the mission of a social business have a great impact on people’s choice of employment. Moreover, the company values, which are partly derived from the mission of a social business, also influence prospective employees’ choice of employment. In addition, the employees’ educational background impacts their choice as their values reflect their education. They are also looking for such work, whose content fits their education. In our study we have tried to point out that perceived employee motivation in a social business is also strongly influenced by value congruence. Moreover, the perceived meaningfulness that derives from the social business’ mission has an impact on the perceived employee motivation. The employees feel that their work is positively affecting people, society, and the environment, which results in task significance and prosocial motivation. Finally, the flexibility of the work, the ability to influence the work content, and the work atmosphere, are also shown to exercise a great influence on perceived employee motivation.
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Velez, Jonathan J. "Instructor Communication Behaviors and Classroom Climate: Exploring Relationships with Student Self-Efficacy and Task Value Motivation." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1211151901.
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Lu, Tingting. "Effects of Multimedia on Motivation, Learning and Performance: The Role of Prior Experience and Task Constraints." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1218660147.
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Narayan, Sowmya Shankar. "Satisficing in attitude surveys: the impact of cognitive skills, motivation, and task difficulty on response effects /." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487868114114845.
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Lu, Tingting. "Effects of multimedia on motivation, learning and performance the role of prior knowledge and task constraints /." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1218660147.
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Ilies, Remus. "A dynamic multilevel model of task motivation linking personality, affective reactions to feedback and self-regulation." [Gainesville, Fla.] : University of Florida, 2003. http://purl.fcla.edu/fcla/etd/UFE0000921.
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Bergman, Gustav. "Visualizing time-on-task in second language learning : A case study." Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-259556.
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With globally increased migration and mobility between countries, it has become critical for many people to learn to speak a second language. The focus of this study is on adult migrant language learners that are learning a second language of the host country on the side of their working life. This study aims to support learners in their second language acquisition outside classrooms settings. In particular, it explores how the use of a specially designed application aimed at helping learners to keep track on how much time they spend on studying a second language affects their engagement and motivation to continue study the target language. To support migrant learners keeping track of the time spent on language learning activities (e.g., speaking, writing, reading and listening), a web-based application, the TimeTracker App, accessible through users’ mobile device has been developed by the researcher and offered to the learners. Participants in this study used the application for around two weeks. A mixed method approach was employed: data was collected through semi-structured interviews and by extracting log data from the application’s database. Interview data was analysed by means of a conventional content analysis and log data by using descriptive statistics. Overall, the study’s results show that the use of the TimeTracker App enabled the respondents to feel more aware of how much time they spent on their studies, and inspired them to devote more time to study the target language compared to before using the application. The findings suggest that migrant learners become more motivated and engaged in their second language learning when using the application.<br>Globalt ökad migration och rörlighet mellan länder har gjort det kritiskt för många att lära sig att tala ett andraspråk. Denna studie fokuserar på arbetande migranter som lär sig ett andraspråk vid sidan av sitt arbetsliv. Studien syftar till att stödja de studerande i sitt lärande av ett andraspråk utanför klassrummet. I synnerhet undersöker den hur användningen av en speciellt utformad applikation som syftar till att hjälpa eleverna att hålla reda på hur mycket tid de spenderar på att studera ett andraspråk påverkar deras engagemang och motivation för att fortsätta studera målspråket. För att hjälpa studerande migranter hålla reda på den tid som spenderas på språkinlärning (t ex att tala, skriva, läsa och lyssna) har en webbaserad applikation, TimeTracker App, som är tillgänglig via användarnas mobiltelefon, utvecklats av författaren och erbjudits till eleverna. Deltagarna i denna studie använde applikationen i cirka två veckor. En blandad metod användes: data samlades in genom halvstrukturerade intervjuer och genom att extrahera loggdata från applikationsdatabasen. Intervjudata analyserades med hjälp av en konventionell innehållsanalys och loggdata med hjälp av beskrivande statistik. Sammantaget visar studiens resultat att användningen av TimeTracker App gjorde det möjligt för respondenterna att bli mer medvetna om hur mycket tid de spenderade på sina studier och det inspirerade dem att ägna mer tid att studera målspråket jämfört med innan man använde applikationen. Resultaten tyder på att arbetande migranter blir mer motiverade och engagerade i sitt studerande av ett andraspråk när de använder applikationen.
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伊田, 勝憲, та Katsunori IDA. "学習動機づけの統合的理解に向けて : 課題価値研究の意義と今後の方向性". 名古屋大学大学院教育発達科学研究科, 2002. http://hdl.handle.net/2237/3124.
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Backels, Kelsey Kime. "Developing purpose as a psychosocial task related to college students' perceived tendency to seek help from counseling centers." Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/776721.
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This study examined the relationship between college students' level of "developing purpose" as a psychosocial task and their tendency to seek help from a professional counselor at a university counseling center for a variety of personal and vocational concerns. Chickering's (1969) theory of college student development provided the theoretical basis for this study. The association between students' sex, educational status and type of problem, and their tendency to seek help was also investigated. Finally, this project explored students' likelihood of seeking help from persons other than professional counselors. Students' level of "developing purpose" was measured by the Student Developmental Task and Lifestyle Inventory (Winston, Miller, & Prince, 1987), while their tendency to seek help was assessed by the Tendency to Seek Help scale (Tinsley, de St. Aubin, & Brown, 1982).Preliminary analyses revealed a connection between previous counseling experience and students' tendency to seek help; therefore, data from 180 respondents reporting no previous counseling experience were used to test the hypotheses. The main analyses involved a 2 x 2 x 2 fully crossed fixed effects MANOVA design where the variables were sex, educational status, and level of "developing purpose." The dependent variables were respondents' rankings for seeking assistance from a professional counselor for personal and career concerns. Each effect was tested having first controlled for all other effects at or below the effect level. Friedman's analysis of variance were also employed to examine respondents' rankings of their perceived tendency to seek help for personal and career problems. Results indicated that there was no significant relationship between students' level of "developing purpose," sex, or educational status and their tendency to seek help. Based on a t-test, however, results suggested that students perceived themselves as more likely to seek help from a professional counselor for personal as compared to vocational concerns.Supplementary analyses revealed that, in general, participants were more likely to seek help from close friends and relatives than any other potential helpers for all personal problems. In contrast, assistance with career problems would most likely be sought from academic advisors,instructors, close friends and relatives. Implications of the findings and suggestions for future research, including a more comprehensive study of Chickering's (1969) theory of student development are offered.<br>Department of Counseling Psychology and Guidance Services
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Cheung, Gordon Wai-hung. "How goals affect performance : task complexity as a moderator on the cognitive processes of goal setting /." Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-06062008-172122/.
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Loughlin, Natasha. "Social facilitation : the effects of audience, personality and achievement motivation on performance of a decision-making task /." Title page, contents and abstract only, 2001. http://web4.library.adelaide.edu.au/theses/09ARPS/09arpsl887.pdf.
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Haile, Leslie Christine. "The effect of individualized versus cooperative learning on achievement and task performance." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1269.
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The present study investigates whether individuals who are trained in groups will benefit from a more enhanced facilitation of the information than those trained in a more traditional, individualistic, classroom setting. Participants who learn in a cooperative, group setting are expected to exhibit better performance on a subsequent knowledge test than participants who learn individually.
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Perez, Anthony Charles. "Valuing STEM majors: The Role of Occupational-Academic Ego-Identity Status and Task Values in STEM Persistence." Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/213109.
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Educational Psychology<br>Ph.D.<br>Students who initially choose STEM majors frequently switch to non-STEM majors. Additionally, there are national concerns over the paucity of homegrown scientists, and college is a potentially critical period when many potential scientists are lost. The aim of this study was to examine, over the course of a semester, the role of identity formation and motivation in students' intent to leave a STEM major. Participants included 363 diverse undergraduate science students enrolled in chemistry II. Measures of achieved ego-identity status, competency beliefs, task values, perceived costs, interest, self-efficacy, chemistry II grades, and intent to leave a STEM major were given over four waves of data collection. Regression analysis and cross-lagged path analysis were the primary analytical methods. Results revealed that achieved ego-identity status significantly predicted competency beliefs, values/interest, and effort costs; however, achieved ego-identity status was not related to opportunity or psychological costs. Competency beliefs of the major was a significant predictor of chemistry II grades, and values and effort cost were significant predictors of intent to leave STEM. Opportunity cost was only significantly related to intent to leave STEM at the end of the semester and psychological cost was not significantly related to students' intent to leave STEM. These results provide evidence for theorized relationships between identity formation, competency beliefs, task values, and perceived costs. Furthermore, perceived cost was demonstrated to be a multi-dimensional construct with important implications for students' intent to leave STEM.<br>Temple University--Theses
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Pozas, Guajardo Marcela Gerardina [Verfasser], Wolfgang [Akademischer Betreuer] [Gutachter] Schnotz, and Alexander [Akademischer Betreuer] [Gutachter] Kauertz. "Examining context-based task characteristics: the effects of task characteristics on students' motivation and metacognitive experiences / Marcela Gerardina Pozas Guajardo ; Gutachter: Wolfgang Schnotz, Alexander Kauertz ; Wolfgang Schnotz, Alexander Kauertz." Koblenz, 2016. http://d-nb.info/1115723529/34.
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Hagemeier, Nicholas E., and Matthew M. Murawski. "An Instrument to Assess Subjective Task Value Beliefs Regarding the Decision to Pursue Postgraduate Training." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/1472.
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Objectives. To develop and validate an instrument to assess subjective ratings of the perceived value of various postgraduate training paths followed using expectancy-value as a theoretical framework; and to explore differences in value beliefs across type of postgraduate training pursued and type of pharmacy training completed prior to postgraduate training.
Methods. A survey instrument was developed to sample 4 theoretical domains of subjective task value: intrinsic value, attainment value, utility value, and perceived cost. Retrospective self-report methodology was employed to examine respondents’ (N=1,148) subjective task value beliefs specific to their highest level of postgraduate training completed. Exploratory and confirmatory factor analytic techniques were used to evaluate and validate value belief constructs.
Results. Intrinsic, attainment, utility, cost, and financial value constructs resulted from exploratory factor analysis. Cross-validation resulted in a 26-item instrument that demonstrated good model fit. Differences in value beliefs were noted across type of postgraduate training pursued and pharmacy training characteristics.
Conclusions. The Postgraduate Training Value Instrument demonstrated evidence of reliability and construct validity. The survey instrument can be used to assess value beliefs regarding multiple postgraduate training options in pharmacy and potentially inform targeted recruiting of individuals to those paths best matching their own value beliefs.
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Baker, Amanda Rose. "Investigating the Connection between Task Value Beliefs and Engagement in a Sample of Graduate and Undergraduate Students." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1417778044.
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Giustiniani, Julie. "Neuromarqueurs décisionnels et motivationnels du jeu pathologique." Thesis, Bourgogne Franche-Comté, 2019. http://www.theses.fr/2019UBFCE014.
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Les altérations des capacités décisionnelles évaluées par l’« Iowa Gambling Task » (IGT) sont connues depuis longtemps dans la population des joueurs pathologiques. Plus récemment, le rôle de la motivation dans l’activité de jeu pathologique a été soulevée. Dans ce contexte, l’objectif de cette thèse est de préciser si les neuromarqueurs décisionnels et motivationnels peuvent constituer des indicateurs fiables du risque de développer une activité de jeu pathologique. Pour répondre à ce questionnement, nous avons inclus des joueurs de poker en ligne dont le niveau de risque de développer une activité de jeu pathologique est contrôlé. Avant de procéder à l’analyse en population spécifique, nous avons inclus des volontaires sains afin de décrire les variations et les intrications des capacités décisionnelles et motivationnelles au sein d’une population exempt de toute pathologie. Nous avons ainsi identifié deux PE indicateurs du niveau motivationnel : le « Stimilus Preceding Negativity » (SPN) et la P300. Cette première étape nous a permis d’établir les liens entre les différents niveaux motivationnels et les performances à l’IGT. Plus particulièrement, la P300 apparait être un excellent indicateur de l’engagement à la bonne réalisation de la tâche, mais aussi un témoin de la sensibilité aux récompenses immédiates. Les données préliminaires issues de notre population de joueur a mis tout d’abord en évidence que plus les joueurs présentent de mauvaises performances à l’IGT, plus ils sont à risque de développer une activité de jeu pathologique. L’ensemble des joueurs montrent de faible niveau de motivation lors de la passation de l’« Effort Expenditure for Reward Task » . Alors que les joueurs à bas risque montrent un profil neurophysiologique en accord avec leurs résultats comportementaux, c’est-à-dire un émoussement de la P300, les joueurs qui présentent un risque élevé de développer une activité de jeu pathologique ont une amplitude de P300 qui témoignent d’un traitement important du résultat immédiat et d’un haut niveau motivationnel. De plus, nous montrons que l’amplitude de la P300 est corrélée au niveau de risque de développer une activité de jeu pathologique. Au terme de ce travail, la P300 semble être un biomarqueur de choix dans l’évaluation du risque de développer une activité de jeu pathologique. La poursuite des inclusions et de nos investigations devrait permettre de confirmer cette hypothèse<br>It is known from a long time that gambling disorder population suffers from a decision-making impairment, as evaluated by the "low Gambling Task" (IGT). Recently, the impact of motivation in gambling disorder has been mentioned. In thie context, the aim of the preser work was to clarity if decisional and motivational neuromarkers could constitute a reliable indicator to develop a gambling disorder. In first step, we inclued healthy volunteers in the aim to validate the motivational indicators of two Event Related Potentials (ERPs), the stimulus preceding negativity and the P300. thus, this first step led to define the link between motivation and decision-making in behavorial and neurophsysiological way. In addition, the P300 appeared to be an excellent indicator of motivation and reward sensitivity. We included video pokers players whose risk level to develop and excessive gambling was controlled. Preliminary data from thie gambler population conclude to a link between the inability to develop a successful strategy at the IGT and the risk to develop an excessiv gambling activity. All gamblers showed lesser motivation at the "Effort Expenditure for Reward Task". Whereas gamblers with a low risk to develop a gambling disorder showed a blunted P300, a neural marker of reduced interest about outcomes and a lesser motivation gamblers with high risk showed a P300 amplitude testifying of a great interest to immediate outcomes and a strong motivational level. It addition, the P300 amplitude was correlated to the risk level to develop a gambling disorder. At the end of this work, the P300 appears to be a reliable biomarker in the risk evaluation of gambling disorder. The pursuit of our investigations should confirm ou hypothesis
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Kidd, Karen Danise. "Control of level of challenge and its effect on task persistence: a study of Csikszentmihalyi's concept of flow." Thesis, Virginia Polytechnic Institute and State University, 1985. http://hdl.handle.net/10919/53078.
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Csikszentmihalyi’s (1975) concept of flow was examined in a sample of 81 four-year-olds. Intrinsic motivation to continue playing, measured by the number of attempts to toss a bean bag through a target, was observed in both a choice and an assigned condition, order counterbalanced. In the assigned condition, subjects were randomly assigned to an easy or hard level of challenge, whereas in the choice condition, subjects could control the level of difficulty of the game by varying their distance from the target. Children in the choice condition made significantly (p < .05) more attempts than did children in the assigned-hard condition, and subjects in the assigned-easy condition made significantly (p < .05) more attempts than those in the hard condition, but there was no difference between the choice and easy conditions. No effect was found due to order in which conditions were received. Significant school differences were found in the choice condition only. Findings were interpreted as supporting the hypothesis that choice of level of difficulty has a significant positive effect on intrinsic motivation to continue an activity.<br>Master of Science