Relevant bibliographies by topics / Theory of work motivation

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Theory of work motivation'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Theory of work motivation"

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Michaelson, Christopher. "Meaningful Motivation for Work Motivation Theory." Academy of Management Review 30, no. 2 (April 2005): 235–38. http://dx.doi.org/10.5465/amr.2005.16387881.

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Basińska, Beata A. "Work Motivation Profiles and Work Performance in a Group of Corporate Employees: A Two-Step Cluster Analysis." Roczniki Psychologiczne 23, no. 3 (February 16, 2021): 227–45. http://dx.doi.org/10.18290/rpsych20233-3.

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Few studies have applied a person-centered approach to work motivation using cluster or profile analyses. Thus, little is known about which configurations of work motivations characterize professionals. The aim of this study is to establish the structure of work motivation profiles under the framework of self-determination theory and to examine the relationship between work motivation and subjective work performance. The study involved 147 corporate employees who completed the Multidimensional Work Motivation Scale and self-rated their work performance. The two-step cluster analysis was applied, followed by a one-way ANOVA and a post-hoc Bonferroni test. The findings revealed differences between the five profiles for all forms of motivational regulation on the self-determination continuum (large effect sizes). Further examination revealed that the employees’ current work performances differed across motivational profiles (medium effect size). Strongly and poorly motivated as well as autonomously motivated employees reported better subjective work performance compared to unmotivated individuals. In line with self-determination theory, the quantity and shape of motivation can be simultaneously considered in terms of both theoretical and practical implementation.
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Katzell, Raymond A., and Donna E. Thompson. "Work motivation: Theory and practice." American Psychologist 45, no. 2 (1990): 144–53. http://dx.doi.org/10.1037/0003-066x.45.2.144.

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Steers, Richard M., Richard T. Mowday, and Debra L. Shapiro. "Response to “Meaningful Motivation for Work Motivation Theory”." Academy of Management Review 30, no. 2 (April 2005): 238. http://dx.doi.org/10.5465/amr.2005.16387882.

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Al-Akeel, Nashwa, and Syeda Farhana Jahangir. "Relationship between Employees’ Cultural Background and Work Motivation (According to McClelland’s Need Theory of Motivation)." International Journal of Psychosocial Rehabilitation 24, Special Issue 1 (February 28, 2020): 156–63. http://dx.doi.org/10.37200/ijpr/v24sp1/pr201145.

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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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Putra, Eka Diraksa, Seonghee Cho, and Juan Liu. "Extrinsic and intrinsic motivation on work engagement in the hospitality industry: Test of motivation crowding theory." Tourism and Hospitality Research 17, no. 2 (August 1, 2016): 228–41. http://dx.doi.org/10.1177/1467358415613393.

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The aim of this study was to examine extrinsic and intrinsic motivations as the antecedents of work engagement and to empirically test the motivation crowding theory using hospitality employees. The findings showed that intrinsic motivation played an important role in improving employees’ work engagement. The study also found that there was no indication that employees’ intrinsic motivation diminished when extrinsic motivation entered. It is also suggested that employers need to understand that creating a comfortable workplace environment and making jobs more interesting and meaningful will increase employees’ intrinsic motivation, which will help employees to engage more at work. Motivational antecedents of work engagement have been rarely studied and no studies have been conducted to research impacts of extrinsic and intrinsic motivators on employees’ work engagement in the hospitality industry, particularly in small restaurant businesses. In addition, empirical studies on motivation crowding theory are needed due to the inconclusive results.
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Steers, Richard M., Richard T. Mowday, and Debra L. Shapiro. "The Future of Work Motivation Theory." Academy of Management Review 29, no. 3 (July 2004): 379–87. http://dx.doi.org/10.5465/amr.2004.13670978.

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Griffin, Ricky W., Sandy J. Wayne, and Craig C. Pinder. "Work Motivation-Theory, Issues, and Applications." Administrative Science Quarterly 30, no. 2 (June 1985): 299. http://dx.doi.org/10.2307/2393116.

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Gagné, Marylène, and Edward L. Deci. "Self-determination theory and work motivation." Journal of Organizational Behavior 26, no. 4 (April 14, 2005): 331–62. http://dx.doi.org/10.1002/job.322.

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Dissertations / Theses on the topic "Theory of work motivation"

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陸仲良 and Chung-leung Luk. "Toward an integrative theory of work motivation." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31239079.

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Luk, Chung-leung. "Toward an integrative theory of work motivation /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20717520.

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Brown-Crowder, Rhonda Rochelle. "Work Motivation Theory: Identifying Multi-Generational Values in the Workplace." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4043.

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The workforce is diverse on gender, race, ethnicity, culture, work styles, and age. Employees from different generations have varying expectations of what they value from the workplace and therefore approach work differently. Generational differences can lead to mistrust and communication breakdowns. They can also impact job satisfaction and productivity. The Generational Cohort Theory was utilized in this nonexperimental study, and the sample was recruited from CB Richard Ellis Real Estate Group. The purpose of this study was to determine the work values differences among the 4 generational cohorts: Silent, Baby Boomers, Generation X and Millennials. The research questions for this quantitative study first identified the preferred work values, utilizing the Minnesota Importance Questionnaire (MIQ), and sought if there was a statistically significant means difference in those preferred values from 1 generation to another. A 1-way MANOVA was used to analyze the effect of generation cohort affiliation with preferred work values, revealing a positive relationship between cohort and preferred work values. Results indicated that some work values are unique between generations, such as being busy all the time and doing things for other people, and some are shared, including telling people what to do and having good coworkers. Additional research is needed to address the gap in current literature in the areas of autonomy and recognition. The implications for social change include acquiring a greater knowledge of similarities and differences between older and younger workers.. This knowledge is essential for building high-performing teams, for successful recruitment, and employee retention.
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Mo, Kevin, and Davis Jawan Luangikone. "Employee Motivation in Remote Work : Intrinsic Motivation and Self-Efficacy’s Role in Employee Motivation for Remote Environments." Thesis, Linköpings universitet, Företagsekonomi, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-176419.

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Information technology (IT) has enabled organizations to implement significant, beneficial traits of virtual organizations into their own structure such as the ability to work remotely. However, due to the COVID-19 pandemic, the business world was forced to shift towards a virtual environment where remote working has become the new norm. Thus, this study seeks to contribute to the understanding of motivation and self-efficacy for workers in this relatively new environment. This is guided by three main research questions: (1) What are the aspects of intrinsic motivations that employees feel affect employee motivation in a remote work environment?, (2) How do employees perceive incentives and other extrinsic motivators within the remote work environment?, and (3) In which possible ways does an employee believe self-efficacy has altered due to remote work? Self-determination theory (SDT) and self-efficacy were utilized as the main theoretical tools to examine the motivation of remote workers within the engineering industry along with inductive reasoning. Data for this qualitative study was gathered through the conduction of seven semi-structured interviews on two engineering companies, which are identified as Sim Co. and Mech Co. It was found that extrinsic motivators within the more autonomy supportive environment—that is remote work—will not be as influential and prominent from the individual’s perspective. Hence, supporting an individual’s perceived locus of causality (PLOC) and intrinsic motivators will be much more beneficial to motivate remote workers. It was also observed that project burnout and personal disinterest continues to conflict with remote workers as the separation between work and personal life may be an issue for the individual. Vicarious experience and physiological and emotional states were primarily affected for the interviewees during the transition to remote work. This led to a change in self-efficacy for the individual along with competence and autonomy. This research has concluded: (1) remote employee motivation is influenced more by intrinsic motivations rather than extrinsic motivations similar to the in-office environment, and (2) self-efficacy judgment was affected in two components by remote work一vicarious experience and physiological and emotional states.
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Tan, Peter Kia Liang. "An evaluation of the motivational factors of network marketing independent distributors using Vroom's work motivation theory." Thesis, London Metropolitan University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.426482.

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Alexander, Keri M. "Generation Y knowledge workers' experience of work motivation| A grounded theory study." Thesis, Capella University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3682566.

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Despite the vast amount of research on work motivation, theorists still lack consensus regarding what truly motivates employees; yet employee motivation is widely recognized as critical to organizational survival in the global marketplace. In the knowledge economy, knowledge workers are the key to knowledge creation and, thus, organizational survival and success. Thus, organizations that wish to survive in the current economy must find ways to capitalize on the strengths of knowledge workers by developing an understanding of the motivating forces driving knowledge workers. Research suggests differences in employee motivation across age groups and generations. As Traditionalists and Baby Boomers approach retirement and exit the workforce, Generation Y, born between 1981 and 1997, is becoming a major part of the workforce. Thus, organizational leaders must develop an understanding of what motivates knowledge workers from Generation Y to contribute to the organization's goals and objectives, thereby contributing to higher levels of organizational performance; however, scholarly research has yet to address the work motivation experiences of Generation Y knowledge workers. This grounded theory study explored the work motivation experiences of Generation Y knowledge workers through a review of key motivation theories and exploratory, in-depth interviews with Generation Y knowledge workers in the healthcare industry, toward an understanding of Generation Y's intrinsic and extrinsic motivators, demotivators, and process of and approach to work motivation. The data revealed that Generation Y knowledge workers in the healthcare industry have a strong desire to contribute, both to their organizations and to their communities. The desire for purpose, which can be achieved through the attainment of social acceptance and self-worth, served as the primary motivator for the research participants.

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Valeskog, Eberhardsson Erik. "Perspektiv på arbetsmotivation : Om forskningsperspektiv och chefers syn på arbetsmotivation." Thesis, Umeå universitet, Sociologiska institutionen, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-58617.

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The aim of this master thesis is to examine research perspectives and a selection ofmanagers’ views on the concept of work motivation. With an exploratory approach,based on a literature review and interviews these views are examined and compared inrelation to a theoretical framework. This theoretical framework consists of three keyconcepts, the individual, the context and the regulation of work motivation. Theliterature review reveals two research perspectives, a classic economic perspectivebased on Principal–Agent Theory and a more up to date social psychologicalperspective based on Self-Determination Theory. Interviews with selected managersas informants reveal that both of these research perspectives are represented amongthe managers, but foremost the social psychological perspective. The comparisonbetween the research perspectives and the managers’ views also show that thesimilarities between the social psychological perspective and the managers’ views arestrongest in relation to the key concept of the individual, compared to the keyconcepts of context and regulation. A discrepancy between how managers view workmotivation and how managers deal with work motivation in practice can also be seenand related to the managers’ views on the key concepts named.
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Erman, Caroline, and Emma Apoy. "Motivation i grundskolans tidigare år : Var ligger elevers primära motivation?" Thesis, Linköping University, Linköping University, Department of Behavioural Sciences and Learning, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-19372.

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Sammanfattning

I samband med dagens socialisationsförändringar har lärares motivationsarbete med elever fått en allt mer betydande

roll. Begreppet motivation är centralt i läroplanerna samt omfattar majoriteten av alla skolor runt om i världen.

Lärares uppgifter innefattar inte enbart ett stärkande av elevers motivation för skolarbetet, utan en minst lika viktig

uppgift är att etablera goda relationer till sina elever samt elever emellan.

Vår studie inriktar sig på att utröna var elevers primära motivation ligger och hur lärare kan arbeta för att stärka den.

Studien utgår från Self - Determination Theory som innebär att människans valfrihet är central för lärandet. För att ta

reda på hur denna teori förhåller sig i praktiken samt för att undersöka om elever påverkas i störst grad av inre eller

yttre faktorer, har vi undersökt elevers beteende i klassrumssituationer samt deras egna reflektioner kring skolan. Vi

har även utfört enkäter och observationer samt intervjuer med tre olika klassföreståndare. En viktig aspekt i vår

studie var jämförelsen mellan olika åldersgrupper samt skillnader och likheter mellan pojkar och flickor.

Resultatet av vår studie visar att motivation är grundläggande för elevers intresse för skolarbetet och att de styrs av

både inre och yttre faktorer. De sociala relationerna till kamrater och klasslärare är av största vikt för stärkandet av

elevers drivkraft samt ökar intresset för arbetet. Eftersom elevers motivation är central för lärandet är det viktigt att

som lärare arbeta förebyggande för att skapa ett positivt och tryggt klassrumsklimat. Elevers bekräftelsebehov har

tydligt framkommit av våra observationer och beröm från läraren är en av de viktigaste faktorerna för motivationen.

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Norrman, Anthonia, and Maria Lidén. "Introjektiv motivation och dess förhållande till arbetsrelaterad stress." Thesis, Mälardalens högskola, Akademin för hälsa, vård och välfärd, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-19515.

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Syftet med denna studie var att undersöka introjektiv motivation och arbetsrelaterad stress. Studien grundades i Self-determination theory och delades upp i studie 1 och 2. Syftet med studie 1 var att undersöka huruvida introjektiv motivation kan delas upp i två motivationstyper. Ett mätinstrument utformades för att undersöka sambandet, med data från 77 respondenter. Resultatet visade på ett signifikant, positivt medelstarkt samband. Syftet med studie 2 var att undersöka huruvida det fanns ett samband mellan introjektiv motivation och arbetsrelaterad stress. Mätinstrumentet från studie 1 användes även i studie 2, med ett tillägg av Work Stress Questionnaire vilka 69 respondenter besvarade. Resultatet visade på ett signifikant, positivt svagt samband mellan introjektiv motivation och arbetsrelaterad stress. Studie 1 tyder på att introjektiv motivation kan vara ett unisont begrepp men vidare studier krävs. Studie 2 tyder på att introjektivt motiverade medarbetare upplever högre negativ stress alternativt att negativ stress leder till introjektiv motivation.
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Norberg, Daniella, and Andreas Svensson. "Motivation och arbetstillfredsställese hos förskollärare." Thesis, Högskolan i Halmstad, Akademin för hälsa och välfärd, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-34398.

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Syftet med studien var att undersöka den upplevda motivationen och arbetstillfredsställelsen hos förskolepersonal. Undersökningen genomfördes med en kvalitativ metod med hjälp av semistrukturerade intervjuer med totalt nio respondenter. Teorierna som användes var Warr´s vitaminmodell, Self - Determination Theory (SDT) samt subteorin Cognitive evaluation theory (CET). Resultatet visade att samtliga respondenter upplevde hög motivation kopplat till sitt arbete samt upplevde hög arbetstillfredsställelse. Majoriteten av respondenterna lyfte upp goda relationer med barn, föräldrar och kollegor som betydelsefulla för motivationen. Analysen visade att belöningar påverkade motivationen olika mycket, och den verbala belöningen var den belöning som majoriteten av respondenternas uttryckte vara deras främsta källa till motivation. Studien tydde vidare på att autonomi var viktigt för respondenternas upplevda arbetstillfredsställelse. Respondenterna uppgav att arbetstillfredsställelsen ökade när det fanns en högre grad av kontroll kopplat till arbetet. Studien visar även att det fanns en bra sammanhållning i organisationen, vilket kan vara en bidragande faktor till den höga motivation och arbetstillfredsställelse som rådde i organisationen när undersökningen genomfördes. Slutligen diskuterades det om den inre motivation som respondenterna uppvisade är så pass hög att respondenterna skulle kunna arbeta utan lön.
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Books on the topic "Theory of work motivation"

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Work motivation: History, theory, research, and practice. Thousand Oaks, Calif: Sage Publications, 2007.

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Work motivation: History, theory, research, and practice. 2nd ed. Thousand Oaks: SAGE, 2012.

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Robertson, Ivan T. Motivation and job design: Theory, research and practice. London: Institute of Personnel Management, 1985.

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Huang, Fali. Employee screening: Theory and evidence. Cambridge, Mass: National Bureau of Economic Research, 2006.

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Chambel, Maria José. Self-determination theory in new work arrangements. Hauppauge, New York: Nova Science Publishers, Inc., 2015.

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Jean, Allen Natalie, ed. Commitment in the workplace: Theory, research, and application. Thousand Oaks, Calif: Sage Publications, 1997.

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Change your day, not your life: A realistic guide to sustained motivation, more productivity and the art of working well. Hoboken, N.J: John Wiley & Sons Inc., 2014.

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Vincent, Miskell, ed. Motivation at work. Burr Ridge, Ill: Business One Irwin/Mirror Press, 1994.

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Vroom, Victor Harold. Work and motivation. San Francisco: Jossey-Bass Publishers, 1995.

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Motivation: Theory and research. 2nd ed. Belmont, Calif: Wadsworth Pub. Co., 1986.

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Book chapters on the topic "Theory of work motivation"

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Silverman, Melvin. "Putting Theory to Work: Motivation Prescribed." In The Technical Manager’s Handbook, 195–215. Boston, MA: Springer US, 1996. http://dx.doi.org/10.1007/978-1-4615-4127-1_7.

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Ilgen, Daniel R. "Work team motivation: Progress and perils." In The nature of work: Advances in psychological theory, methods, and practice., 51–67. Washington: American Psychological Association, 2014. http://dx.doi.org/10.1037/14259-004.

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Hartig, Terry. "Restoration in Nature: Beyond the Conventional Narrative." In Nebraska Symposium on Motivation, 89–151. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69020-5_5.

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AbstractThe restoration perspective on human adaptation offers a broad view of relations between environment and health; however, it remains underutilized as a source of insight for nature-and-health studies. In this chapter, I start from the restoration perspective in showing ways to extend theory and research concerned with the benefits of nature experience. I first set out the basic premises of the restoration perspective and consider how it has come to have particular relevance for understanding the salutary values now commonly assigned to nature experience. I then discuss the currently conventional theoretical narrative about restorative effects of nature experience and organize some of its components in a general framework for restorative environments theory. Extending the framework, I put forward two additional theories. These call attention to the restoration of resources as held within closer relationships and as held collectively by members of a population. In closing, I consider ways to work with the general framework and further develop the narrative about nature, restoration, and health. The extensions made here raise important considerations for nature preservation efforts, urban planning, health promotion strategies, and ways of thinking about human–nature relations.
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Truxillo, Donald M., Talya N. Bauer, and Berrin Erdogan. "Work Motivation." In Psychology and Work, 321–60. 2nd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9780429055843-12.

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Kroemer, N. B., C. Burrasch, and L. Hellrung. "To work or not to work." In Motivation - Theory, Neurobiology and Applications, 125–57. Elsevier, 2016. http://dx.doi.org/10.1016/bs.pbr.2016.06.009.

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Fay, Doris, and Michael Frese. "Self-Starting Behavior at Work: Toward a Theory of Personal Initiative." In Motivational Psychology of Human Development - Developing Motivation and Motivating Development, 307–24. Elsevier, 2000. http://dx.doi.org/10.1016/s0166-4115(00)80018-7.

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"Learning, Behavior Control, Social-Cognitive Theory, and Self-Management." In Work Motivation in Organizational Behavior, 437–86. Psychology Press, 2014. http://dx.doi.org/10.4324/9781315734606-25.

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"Methods of Inquiry in Work Motivation Theory and Research." In Work Motivation in Organizational Behavior, 37–72. Psychology Press, 2014. http://dx.doi.org/10.4324/9781315734606-10.

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"5. Job Satisfaction, Motivation and Meaning of Work." In Organization Theory and Technocratic Consciousness, 85–108. Berlin, Boston: De Gruyter, 1987. http://dx.doi.org/10.1515/9783110883916-007.

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Gagné, Marylène, Robert J. Vallerand, Nathalie Houlfort, and Jacques Forest. "Passion for Work." In The Oxford Handbook of Work Engagement, Motivation, and Self-Determination Theory. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199794911.013.009.

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Conference papers on the topic "Theory of work motivation"

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Liang, Ta-Ching, Yun-Chai Tsai, and Szu-Hsien Peng. "Motivation and Satisfaction of Community Volunteers on Their Work." In 3rd Eurasian Conference on Educational Innovation 2020 (ECEI 2020). WORLD SCIENTIFIC, 2020. http://dx.doi.org/10.1142/9789811228001_0119.

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Чернова, Надежда Васильевна. "OPPORTUNITIES OF THE INDIVIDUAL WORK FOR THE DEVELOPING OF STUDENTS’ PROFESSIONAL MOTIVATION." In Наука. Исследования. Практика: сборник избранных статей по материалам Международной научной конференции (Санкт-Петербург, Февраль 2021). Crossref, 2021. http://dx.doi.org/10.37539/srp295.2021.29.21.008.

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В статье рассматриваются отношения самостоятельной работы студентов и профессиональной мотивации, подчеркивается их взаимосвязь и взаимовлияние при переходе от одного уровня самостоятельной работы к другому, устанавливается зависимость формирования профессиональной мотивации от технологий самостоятельной работы. The article examines the relationship between students' independent work and professional motivation, emphasizes their interconnection and mutual influence during the transition from one level of independent work to another, establishes the dependence of the formation of professional motivation on the technologies of independent work.
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van Minkelen, Peggy, Carmen Gruson, Pleun van Hees, Mirle Willems, Jan de Wit, Rian Aarts, Jaap Denissen, and Paul Vogt. "Using Self-Determination Theory in Social Robots to Increase Motivation in L2 Word Learning." In HRI '20: ACM/IEEE International Conference on Human-Robot Interaction. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3319502.3374828.

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Whitby, Greg, Maura Manning, and Gavin Hays. "Leading system transformation: A work in progress." In Research Conference 2021: Excellent progress for every student. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-638-3_11.

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Internationally, the COVID-19 pandemic has profoundly disrupted the education sector. While NSW has avoided the longer periods of remote learning that our colleagues in Victoria and other countries have experienced, we have nonetheless been provoked to reflect on the nature of schooling and the systemic support we provide to transform the learning of each student and enrich the professional lives of staff within our Catholic learning community. At Catholic Education Diocese of Parramatta (CEDP), a key pillar of our approach is to create conditions that enable everyone to be a leader. Following the initial lockdown period in 2020 when students learned remotely, we undertook an informal teacher voice piece with the purpose of engaging teachers and leaders from across our 80 schools in Greater Western Sydney to reflect on and capture key learnings. This project revealed teachers and leaders reported very high feelings of self-efficacy, motivation and confidence in their capacity to learn and lead in the volatile pandemic landscape. These findings raised the question: how do we enable this self-efficacy, motivation and confidence in an ongoing way? This paper documents the systematic reflection process undertaken by CEDP to understand the enabling conditions a system can provide to activate everyone to be a leader in the post-pandemic future and the key learnings emerging from this process.
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Cooper, Lauren A., Daria Kotys-Schwartz, and Derek T. Reamon. "Project-Based Service-Learning and Student Motivation." In ASME 2011 International Mechanical Engineering Congress and Exposition. ASMEDC, 2011. http://dx.doi.org/10.1115/imece2011-62729.

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We know from motivation theory that enhanced motivation in students is positively correlated with engagement and active learning, interest, and value. We know less about the types of instructional strategies and curricular interventions that work to enhance student motivation in a typical engineering course. Grounded in motivation theory, the purpose of this research is to evaluate how the context of project-based service-learning affects aspects of student motivation in a required undergraduate Mechanical Engineering course. Our research aims to answer: 1) How does project-based service learning affect students’ motivation as compared to conventional (non-service) project-based learning? 2) How are women affected differentially by project-based service-learning? The research, which began in 2010, is being completed over a two-year period. The students and activities in Component Design, an existing junior-level course at the University of Colorado at Boulder, will serve as the research focus. Specifically, project-based service-learning curriculum will be implemented into a required design and build activity for Component Design students. Using a conventional design project as the control, how the context of project-based service learning affects aspects of student motivation will be studied. This paper will discuss the research design, theoretical framework, and the results from our first year of research. Our objective is to provide a more thorough understanding of the effects of service-learning on engineering education. Although service-learning may not be appropriate for every engineering course, we can strive to identify and implement specific elements of service-learning that are correlated with student motivation.
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Miura, Takahiro, Atsushi Hiyama, Masatomo Kobayashi, Hironobu Takagi, Naomi Yatomi, and Michitaka Hirose. "Investigation on work motivation of Japanese seniors and skill discovery from their résumés." In 2013 IEEE/SICE International Symposium on System Integration (SII). IEEE, 2013. http://dx.doi.org/10.1109/sii.2013.6776691.

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Newbold, Joseph W., Nadia Bianchi-Berthouze, and Nicolas E. Gold. "Musical Expectancy in Squat Sonification for People Who Struggle with Physical Activity." In The 23rd International Conference on Auditory Display. Arlington, Virginia: The International Community for Auditory Display, 2017. http://dx.doi.org/10.21785/icad2017.008.

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Physical activity is important for a healthy lifestyle. However, it can be hard to stay engaged with exercise and this can often lead to avoidance. Sonification has been used to support physical activity through the optimisation/correction of movement. Though previous work has shown how sonification can improve movement execution and motivation, the specific mechanisms of motivation have yet to be investigated in the context of challenging exercises. We investigate the role of music expectancy as a way to leverage people’s implicit and embodied understanding of music within move- ment sonification to provide information on technique while also motivating continuation of movement and rewarding its completion. The paper presents two studies showing how this musically-informed sonification can be used to support the squat movement. The results show how musical expectancy impacted people’s perception of their own movement, in terms of reward, motivation and movement behaviour and the way in which they moved.
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Sitinikov, Cătălina, Ionela Staneci (Drinceanu), Costinel Cristian Militaru, Mariana Paraschiva Olaru (Staicu), and Ionuț Riza. "MOTIVATION OF HUMAN RESOURCES IN MODERN ORGANIZATIONS." In Economic and Business Trends Shaping the Future. Ss Cyril and Methodius University, Faculty of Economics-Skopje, 2020. http://dx.doi.org/10.47063/ebtsf.2020.0033.

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Human Resources, along with material resources, directly influence the company's activity in its attempt to achieve its objectives. Their quantity and quality, which an enterprise has at its disposal, decisively influence the productivity of the company. Ensuring, maintaining and developing the Human Resources of companies are major concerns in modern management. The way Human Resources work can make a difference when material resources are the same. The choice of high quality Human Resources is a necessary condition for improving the company's performance. However, emphasizing the role of Human Resources does not mean an underestimation of other resources. The systematic design of the company involves the interdependent approach of resources starting from the fundamental objectives to whose achievement they compete together, from the essential connections that exist between them. Motivation is one of the traditional problems of studying organizational behavior and for years has aroused the interest of managers and researchers. In modern organizations, motivation has become even more important. This is due to the need for high productivity in order to become globally competitive. Knowing how to capture the creative and productive energy of the people who make up the enterprise is, in fact, the deep essence of the management of the Human Resources of the enterprise. The basic problem of a leader, in this context, should be how to succeed in influencing the performance of the people who work in the enterprise he leads. The main purpose of this article is to identify the main actions and decisions that determine the nature and content of the relationship between the organization and its employees.
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Shabani, Arafat. "THE CORRELATION BETWEEN EXTERNAL AND INTERNAL MOTIVATION OF TEACHERS AND THEIR COMPETENCIES FOR WORK WITH STUDENTS IN SCHOOL." In 4th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS Proceedings. STEF92 Technology, 2017. http://dx.doi.org/10.5593/sgemsocial2017/34/s13.080.

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Nilsen, Hallgeir. "Influence on Student Academic Behaviour through Motivation Self-Efficacy and Value-Expectation: An Action Research Project to Improve Learning." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3356.

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Pedagogic research has found that motivation, self-efficacy and value-expectancy are the most influencing factors on student academic behaviour (Bandura, 1997; Linnenbrink & Pintrich, 2002), which again are heavily influenced by how students experience success, confidence and well-being, lecturers motivation and enthusiasm, and how theory and practice is tied together. Universities will increase, maintain, or decrease motivation, self-efficacy, and value-expectancy. The author believes that in order to increase student learning universities need more focus on and more use of pedagogical knowledge, to even more positively influence student academic behaviour. Through implemented actions and interviews of bachelor students in IT and information systems, valuable information is collected on what influences motivation, self-efficacy, and value-expectations. The good news is that by simple means we can more likely have students that experience success, are confident and well-being, and who see the value in what they work on, which in turn will influence academic behaviour and academic success.
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Reports on the topic "Theory of work motivation"

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Landy, Frank J., and Wendy S. Becker. Adaptive Motivation Theory. Fort Belvoir, VA: Defense Technical Information Center, June 1985. http://dx.doi.org/10.21236/ada157440.

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Velaski, Denise. Isolating factors predicting cooperation in work groups : leader motivation and style. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5645.

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Denaro, Desirée. How Do Disruptive Innovators Prepare Today's Students to Be Tomorrow's Workforce?: Scholas' Approach to Engage Youth. Inter-American Development Bank, December 2020. http://dx.doi.org/10.18235/0002899.

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The lack of motivation and sense of community within schools have proven to be the two most relevant factors behind the decision to drop out. Despite the notable progress made in school access in countries in Latin America and the Caribbean, dropping out of school has still been a problem. This paper explores Scholas Occurrentes pedagogical approach to address these dropouts. Scholas focuses on the voice of students. It seeks to act positively on their motivation by listening to them, creating spaces for discussion, and strengthening soft skills and civic engagement. Scholas aims to enhance the sense of community within schools by gathering students from different social and economic backgrounds and involving teachers, families, and societal actors. This will break down the walls between schools and the whole community. This paper presents Scholas work with three examples from Paraguay, Haiti, and Argentina. It analyzes the positive impacts that Scholas' intervention had on the participants. Then, it focuses on future challenges regarding the scalability and involvement of the institutions in the formulation of new public policies. The approach highlights the participatory nature of education and the importance of all actors engagement.
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Ash, Elliott, and W. Bentley MacLeod. Intrinsic Motivation in Public Service: Theory and Evidence from State Supreme Courts. Cambridge, MA: National Bureau of Economic Research, November 2014. http://dx.doi.org/10.3386/w20664.

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Guinn-Collins, Shannon. Motivation in Late Learners of Japanese: Self-Determination Theory, Attitudes and Pronunciation. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.191.

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Nguyen, Anthony. Perceived Overqualification and Withdrawal among Seasonal Workers: Would Work Motivation Make a Difference? Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6240.

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Styugina, Anastasia. Internet game "Sign me up as an astronaut" for the formation of the social and psychological experience of younger adolescents with disabilities by means of game psychocorrection. Science and Innovation Center Publishing House, December 2020. http://dx.doi.org/10.12731/sign_me_up_as_an_astronaut.

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In the practice of a teacher-psychologist at the School of Distance Education, the game “Sign me up as an astronaut”, developed by the author, was tested, aimed at developing the skills of social and psychological interaction in younger adolescents with disabilities through the awareness and strengthening of personal resources by means of game psychocorrection. The specifics of the work of a psychologist at the School of Distance Education are determined by the following circumstances: - students have a severe disability and the corresponding psychophysical characteristics: instability of the emotional-volitional sphere, lack of motivation, severe physical and mental fatigue, low level of social skills, etc. - the use of distance educational technologies in psychocorrectional work; - lack of methodological recommendations for psychocorrectional work in conditions of distance technologies with school-age children. Such recommendations are available mainly for adults, they relate to the educational process, but they do not cover the correctional process. There is enough scientific and methodological literature on psychological and pedagogical correction, which is the basis for ensuring the work of a practicing psychologist, but there are difficulties in transferring these techniques, games, etc. - to the remote mode of correctional and developmental work, especially in the form of group work. During the game, various social and psychological situations are solved, which are selected strictly according to the characteristics of the social experience of the participants.
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Morgan, Nathaniel R., Donald E. Burton, and Konstantin Nikolay Lipnikov. Theory and motivation behind the Godunov-like staggered grid hydrodynamic approach in FLAG. Office of Scientific and Technical Information (OSTI), June 2013. http://dx.doi.org/10.2172/1083098.

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Pakes, Ariel. Theory and Empirical Work on Imperfectly Competitive Markets. Cambridge, MA: National Bureau of Economic Research, June 2008. http://dx.doi.org/10.3386/w14117.

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Means, Barbara, and Julie Neisler. Unmasking Inequality: STEM Course Experience During the COVID-19 Pandemic. Digital Promise, August 2020. http://dx.doi.org/10.51388/20.500.12265/102.

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This report describes the experiences of over 600 undergraduates who were taking STEM courses with in-person class meetings that had to shift to remote instruction in spring 2020 because of COVID-19. Internet connectivity issues were serious enough to interfere with students’ ability to attend or participate in their STEM course at least occasionally for 46% of students, with 15% of students experiencing such problems often or very often. A large majority of survey respondents reported some difficulty with staying motivated to work on their STEM courses after they moved online, with 45% characterizing motivation as a major problem. A majority of STEM students also reported having problems knowing where to get help with the course content after it went online, finding a quiet place to work on the course, and fitting the course in with other family or home responsibilities. Overall, students who reported experiencing a greater number of major challenges with continuing their course after it went online expressed lower levels of satisfaction with their course after COVID-19. An exception to this general pattern, though, was found for students from minoritized race/ethnicity groups, females, and lower-income students. Despite experiencing more challenges than other students did with respect to continuing their STEM courses remotely, these students were more likely to rate the quality of their experiences when their STEM course was online as just as good as, or even better than, when the course was meeting in person.
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