To see the other types of publications on this topic, follow the link: Types of motivation.
Journal articles on the topic 'Types of motivation'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Types of motivation.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Fyodorov, V. V., and I. D. Mileev. "Motivation in Teenage Users of Social Media." Social Psychology and Society 6, no. 3 (2015): 98–108. http://dx.doi.org/10.17759/sps.2015060307.
Full textAbstract:
The paper describes outcomes of a research on motivation in teenage users of virtual communicative spaces, that is, social networking sites. The hypothesis was that there is a correlation between teenagers' online activity in social media and features of their motivation. As it was revealed, types of teenagers' activities in social networking sites and types of motivation follow a certain hierarchy. Also, there are significant differences in motivations and time perspective in teenagers with different characteristics of online activity. The paper shows how these visible differences may be used in creating psychological motivational portraits of adolescents carrying out various activities in social media.
2
Ikonnikova, Anastasia Ye, and Elena V. Kizil. "MOTIVATION TYPES OF LABOR ACTIVITIES." Scholarly Notes of Komsomolsk-na-Amure State Technical University 2, no. 34 (June 26, 2018): 89–94. http://dx.doi.org/10.17084/iii-2(34).17.
Full text
3
Yudina, Alina V. "MODEL OF MOTIVATION TO SUCCESS AMONG EMPLOYEES OF PRODUCTION TEAMS: CONTENT AND ANALYSIS OF COMPONENTS." Bulletin of Alfred Nobel University Series "Pedagogy and Psychology" 2, no. 22 (2021): 146–53. http://dx.doi.org/10.32342/2522-4115-2021-2-22-17.
Full textAbstract:
The article describes the theoretical generalization and practical application of model motivation to success of employees from production collectives. The article presented the author’s model of motivation to success among employees from production collectives. We considered motivation to success in this model as an interaction of employees’ motivational types with entrepreneurial skills, communicative and organizational inclinations, team roles, position, and gender. We analyzed the motivation to success in the context of production companies’ work activity and in employees’ behavior in production collectives. To our mind, the motivation of employees is a combination of external and internal driving forces, which stimulate person’s activity and set forms of this activity to achieve the goal. The theoretical study considers the essence and content of employees’ work motivation. We created the author’s model of motivation to success in employees of production collectives. This model claims the motivation to success to be an interaction of motivational types in employees with their entrepreneurial skills, communication and organizational inclinations, team roles, position, and gender. Our empirical study reveals the peculiarities of motivation to success in employees of a chemical production enterprise. We developed some types of employees’ motivation: achieving to success – high motivation to success and low motivation to avoidance, motivated – high motivation to success and high motivation to avoidance, avoiding failures – low motivation to success and high motivation to avoidance, unmotivated – low motivation to success and low motivation to avoidance. The article studies differences in motivational types among employees. The motivational types of employees in production collectives have been related to communicative and organizational inclinations. The employees of production collectives, who refer to the motivational type for achieving success have higher level of communicative and organizational inclinations. The entrepreneurial skills in the context of studying psychological features of motivation to success in employees of production collectives were examined. The entrepreneurial skills of employees are: the needs for achievement, creativity inclination, commitment and determination, the ability to take reasonable risk, the need for independence. The employees’ communicative and organizational inclinations were also studied. We also presented types of motivation among employees from production collectives, which were developed by the author on the basis of an empirical study of motivation to success and motivation to avoidance of failure. We distinguished the following motivational types: achieving success, avoiding the failures, motivated, unmotivated. The article shows the results of the study of specificity in the relationship between motivational types and entrepreneurial skills, communicative, organizational inclinations, and team roles among employees from production collectives. We implemented the analysis of the results of studying relationship between the components of model motivation to success of employees from production collectives with motivational types. The research showed a significant correlation of employees’ position and gender with motivational types. High motivation to avoidance of failures affects the manifestation of team roles among employees from production collectives in different ways.
4
Chen, Ming-Chia, and Yuan-Cheng Tsai. "Earnings Management Types and Motivation: A Study in Taiwan." Social Behavior and Personality: an international journal 38, no. 7 (August 1, 2010): 955–62. http://dx.doi.org/10.2224/sbp.2010.38.7.955.
Full textAbstract:
A real activity manipulation model was applied to analyze the earning management behaviors of companies. Cluster analysis was conducted to explore types of earnings management behavior and the relationships were examined between different types of earnings management and motivation. Results indicate that production/distribution manipulation is driven principally by speculative motivations, while accrued item manipulation is driven principally by altruistic motivation and by pressure from affiliated parties.
5
Grabiec, Olimpia, and Joanna Jędraszczyk-Kałwak. "Motivating factors applied in small and medium enterprises." Zeszyty Naukowe Wyższej Szkoły Humanitas Zarządzanie 18, no. 3 (September 29, 2017): 37–49. http://dx.doi.org/10.5604/01.3001.0010.6384.
Full textAbstract:
This article presents a discussion of issues connected with motivating employees to work. It contains theoretical principles of psychology of motivation, as well as a self-study connected with the presented topic. The theoretical part of this article presents a detailed definition of motivation, the scope of interest of motivational psychology as well as different types of motivation drivers applied by managers. On the other hand, the empirical part presents results of the research related to motivational systems applied in Silesian enterprises. This article aimed at showing different ways of motivating employees of small and medium enterprises to work, as well as defining, which factors are, in their opinions, the most encouraging to intensive work, which can contribute to the development of motivational systems in enterprises.
6
Jowkar, Mehdi, Leily Nekuruh Motlagh, and Fatemeh Sadat Mirshamsi. "Types of Motivation in Iranian EFL learners toward English Language Learning." Journal of English Language and Literature 7, no. 3 (June 30, 2017): 560–64. http://dx.doi.org/10.17722/jell.v7i3.319.
Full textAbstract:
This study aimed at investigating the types of motivation (integrative, instrumental, intrinsic and extrinsic) that Iranian students, studying English, have toward the learning of the English language. A modified27-item motivational survey adapted from Gardner’s (1985) Attitude/Motivation Test Battery (AMTB) questionnaire was administered to 47 (male and female) who were studying English as their second language. The data was then recorded in SPSS computer software and later was calculated with the help of the descriptive data. The findings revealed that the students had high levels of integrative and instrumental motivation to learn English. Their integrative motivation was found slightly higher than their instrumental motivation. Contrary to intrinsic motivation, the learners demonstrated a relatively high extrinsic motivation. Following these findings, some pedagogical implications are discussed with their recommendations.
7
Stoyanova, Stanislava. "BULGARIAN TEACHERS’ CAREER MOTIVATORS." Problems of Psychology in the 21st Century 10, no. 2 (December 25, 2016): 85–97. http://dx.doi.org/10.33225/ppc/16.10.85.
Full textAbstract:
A review of several studies of teachers’ career motivation since Bulgarian Renaissance till nowadays is presented in this paper. 203 Bulgarian teachers in public schools were studied by means of a questionnaire created by Slavchov & Stoyanova (2007) measuring career motivational types, according to Moses’ typology (2003). The career motivational type of Authenticity seekers was the most preferred by the studied Bulgarian teachers, followed by Personal developers and Stability seekers. Career builders as a career motivational type was minor career motivator, the least preferred one by Bulgarian teachers. A lot of significant positive correlations existed between teachers’ career motivational types. Some social-demographic factors (such as gender, specialty, work experience, and age) differentiated teachers’ career motivators. The type of Autonomy seekers was more preferred career motivator by male teachers than by female teachers in correspondence to the traditional stereotypes for men. Longer teachers’ work experience and teachers’ advance in age were related to more frequency of Stability seekers, but less frequency of Novelty seekers career motivator. Preschool and elementary school teachers preferred more strongly Authenticity seekers as a career motivator than teachers in natural sciences and mathematics. Establishing major career motivators for teachers may be related to opportunities for improvement of performance and work satisfaction. Key words: career motivation, motivational types, school teachers, work satisfaction.
8
Kolesnichenko, Oleksandr, Yanina Matsegora, Ihor Prykhodko, Stanislav Larionov, Anastasiia Bolshakova, Olena Bilyk, Svitlana Izbash, Viktoriia Kuzina, Vitalii Panok, and Vira Kramchenkova. "Content, Hierarchy, Intensity of Motives and their Possibility to be Implemented in Servicemen with Various Levels of Effectiveness of Service Activity." BRAIN. Broad Research in Artificial Intelligence and Neuroscience 12, no. 4 (December 20, 2021): 374–410. http://dx.doi.org/10.18662/brain/12.4/256.
Full textAbstract:
In accordance with the results of conducted research there were figured out the content, hierarchy, intensity of motives and their possibility to be implemented in servicemen with various levels of effectiveness of service activity. 8435 male servicemen participated in the research, they equally presented all the operational and territorial military unifications and units of the National Guard of Ukraine. Each unit proportionately presented officers as well as military personnel under contract who included the participants of hostilities and those who did not have such experience. Examination of various aspects of servicemen motivation was conducted with the help of the following the methods which were standardized being based on the Ukrainian selection “Close Questionnaire of Examining the Motivation of Professional Choice Made by Applicants of the Ministry of Internal Affairs”, “Questionnaire of Estimation of the Effectiveness of Military Tasks’ Execution by Servicemen of the National Guard of Ukraine”, questionnaire on “Sense-Bearing and Life Orientations”, the methods of “Studying the Motivational Profile of Personality”, and “Locus of Control”. There was conducted the cluster analysis which gave the possibility to figure out six motivational types connected with the effectiveness of servicemen operational activity. Motivational types were located between the poles which were introduced by two dimensions: self-efficacy (autonomous and controlled motivation) and motivation of helping others (motivations of public service - selfishness).Those motivational types of servicemen were the following: motivated by public service, stagnant, prosocial, romantic, deficient, and dependent. Distinguished types included the content, hierarchy, intensity of motives and their possibility to be implemented.
9
Kristanti, Ika Neni. "MOTIVASI DAN STRATEGI MANAJEMEN LABA PADA ORGANISASI." Jurnal Ilmiah Akuntansi dan Keuangan 8, no. 2 (July 31, 2019): 68–80. http://dx.doi.org/10.32639/jiak.v8i2.298.
Full textAbstract:
Earnings management occurs when managers use valuations in financial reporting and in compiling transactions to change financial statements so as to mislead some stakeholders regarding the underlying results that depend on reported accounting figures or to influence contract outcomes that depend on reported accounting figures. The existence of earnings management in a company is inseparable from the various types or underlying motivational factors, while some of the motivations associated with the implementation of earnings management are bonus motivation, political motivation, tax motivation, CEO turnover motivation, IPO motivation. The models used in measuring earnings management include: Healy Model, DeAngelo Model, Jones Model, Industrial Model, Jones Modification Model, Dechow-Dichev Model, Kothari Model and Stubben Model.
Keywords : earning management, motivation, measuring models
10
Gao, Yihong, Xiaoying Wang, and Yan Zhou. "EFL motivation development in an increasingly globalized local context: A longitudinal study of Chinese undergraduates." Applied Linguistics Review 5, no. 1 (April 1, 2014): 73–97. http://dx.doi.org/10.1515/applirev-2014-0004.
Full textAbstract:
AbstractAs part of a larger longitudinal study, this paper examines the development of Chinese students' EFL learning motivation throughout university undergraduate study, in an increasingly globalized local context. The study adopted a social constructivist perspective of language learning and combined research methods; the participants were over 1,000 undergraduates from 5 universities. The quantitative data were collected through a questionnaire (based on Gao et al. 2004) including motivational intensity and motivation types – instrumental, cultural, and situational, implemented annually from university entrance to graduation. The qualitative data consisted of individual and group interviews, student journals, and observations. Integrated data analysis revealed that sustained high-level long-term instrumental motivations coexisted with an increase of L2- oriented cultural motivations and situational motivation, particularly in the first and fourth year. The increased L2-oriented cultural motivations indicated neither ``ntegrativeness'' in the sense of becoming a member of the native English speaker community, nor a culturally neutral ``global identity.'' The increase of such L2- oriented cultural motivations was also accompanied by a sustained ``social responsibility'' motivation oriented to learners' home culture. Such complexities of motivational development call for further investigation in increasingly globalized EFL contexts.
11
Kuznetsov, V. G. "TYPES OF MOTIVATION IN THE LANGUAGE." Voprosy Kognitivnoy Lingvistiki, no. 4 (2016): 135–41. http://dx.doi.org/10.20916/1812-3228-2016-4-135-141.
Full text
12
Utz, Sonja. "Types of Deception and Underlying Motivation." Social Science Computer Review 23, no. 1 (February 2005): 49–56. http://dx.doi.org/10.1177/0894439304271534.
Full text
13
Biesieda, Volodymyr. "Motivation problems of corrective motor-play activity of children with psychomotor disorders and possible ways of their solution." EUREKA: Social and Humanities, no. 3 (May 31, 2021): 65–71. http://dx.doi.org/10.21303/2504-5571.2021.001836.
Full textAbstract:
The article analyzes one of the main problems of physical rehabilitation of children with psychomotor disorders – the problem of motivation in corrective motor activity. This determined the aim – to determine the main directions of the motivational sphere formation in the process of correctional play activity of children with psychomotor disorders.
The following research methods were used: the method of analysis, which made it possible to identify the main characteristics and types of motivational support of children for various types of activity; the method of pedagogical observations and the method of synthesis revealed the powerful method of motivating – theatricalization of the correctional process using physical education.
The research results were expressed in the definition of the concepts: motive, motivational field, motivational impulse, which are the components of the concept of motivation, the variety of which is defined in four types.
There were made following conclusions:
The motivation of corrective motor-play activity is based on the unconscious influences of the unconscious, caused by the external use by the teacher of the corresponding children's fairy-tale archetypes and the emotional experiences, caused by them.
One of the main methods of increasing motivation is the use of the possibilities of pedagogical "drama" in the form of a method of dosed dramatization of the motor-game plot of a remedial lesson, which should be considered as a physical culture fairy tale.
For the implementation of effective dramatic motivation, it is necessary to provide points of dramatization of different influence strength.
14
Habibzadeh, Nasim. "How Long a Motivation May Last?" Journal of Human Psychology 1, no. 2 (September 2, 2019): 11–13. http://dx.doi.org/10.14302/issn.2644-1101.jhp-19-3010.
Full textAbstract:
Motivation is a kind of goal which ones could have over short or long terms in life. It could include both intrinsic and extrinsic types. Intrinsic motivations are composed of long term goals which associated with the internal individual‘s motivation whereas extrinsic motivations are empowered by external environments. Correspondingly, with considering the individual endurances, the type of hardships in different types of motivations is varied. In this between, the individual devotion in relation to their goal is determinate factors. Some people devoted their entire life to their goals, so how determinate you are?
15
Raposo, Frederico Zarazaga, David Sánchez-Oliva, Eliana Veiga Carraça, António Labisa Palmeira, and Marlene Nunes Silva. "The Dark Side of Motivational Practices in Exercise Professionals: Mediators of Controlling Strategies." International Journal of Environmental Research and Public Health 17, no. 15 (July 26, 2020): 5377. http://dx.doi.org/10.3390/ijerph17155377.
Full textAbstract:
According to the Self-Determination Theory, perceived job pressures can coerce professionals to develop more controlled motivations towards their work, and consequently increase the probability of using controlling motivational strategies. This study sought to analyze work-related motivations as mediators between two types of perceived job pressures: organizational constraints and perceptions of clients’ controlled motivation and the use of controlling motivational strategies by exercise professionals. Using a cross-sectional design, involving 366 exercise professionals (172 women), mediation paths were assessed following Preacher and Hayes statistical procedures. Models were adjusted for gender, work experience (years), and the internal tendency to feel events as pressuring. Organizational constraints were associated with lower autonomous motivation for work and the use of controlling strategies. Perceptions of clients’ controlled motivation were associated with work-related amotivation and the use of controlling strategies. Amotivation mediated the association between organizational constraints and controlling strategies. Overall, results support theoretical predictions and previous research, extending it to the exercise domain, highlighting the interplay between job pressures, work-related motivations, and the use of controlling strategies. The understanding of what influences exercise professionals’ motivation, and consequently the motivational strategies they use, is of paramount importance for exercise promotion and the benefit of those who seek their expert guidance.
16
Rusminto, Nurlaksana Eko, Ag Bambang Setiyadi, Mahpul, and B. Anggit Wicaksono. "Exploring Motivational Orientations of Prospective Language Teachers." Theory and Practice in Language Studies 12, no. 5 (May 4, 2022): 937–42. http://dx.doi.org/10.17507/tpls.1205.14.
Full textAbstract:
Pre-service teacher program has been a big issue in educational development and research worldwide. A dichotomy of their motivation under intrinsic motivation and extrinsic motivation is widely accepted but the motivational orientations under altruistic, intrinsic and extrinsic motivation are also identified. This study was meant to identify what motivational orientations the Indonesian preservice language teachers had and whether their motivations changed while taking the training program. The criteria on reliability of internal consistency of the items were relatively high with their Cronbach’s Alpha .85. The results show that the participants had the three classifications of motivation of pre-service teachers and the results also revealed that the three sub-scales were significantly correlated. The empirical data in this study supported that the category of motivation of pre-service students under altruistic, intrinsic and extrinsic motivation and the data also revealed that the participants became more motivated to be teachers after entering to the teacher training program. The data also suggests that the three types of motivation (altruistic, extrinsic and intrinsic orientation) are not antagonistic. The data also implies that motivational orientations in general are identified under the continuum of the extrinsic- intrinsic motivation and other categories, if any, may be grouped under the continuum.
17
Jensen, Ulrich Thy, and Louise Ladegaard Bro. "How Transformational Leadership Supports Intrinsic Motivation and Public Service Motivation: The Mediating Role of Basic Need Satisfaction." American Review of Public Administration 48, no. 6 (March 27, 2017): 535–49. http://dx.doi.org/10.1177/0275074017699470.
Full textAbstract:
Motivating public service employees to greater effort is a key issue for managers and scholars. Transformational leadership concerns behaviors to develop, share, and sustain a vision for the organization and has been suggested as an important lever in this respect. However, we know little about the processes by which transformational leadership may stimulate work motivation. Integrating transformational leadership, public service motivation (PSM), and self-determination theory, this article sheds light on the psychological mechanisms underlying the motivational effects of transformational leadership. According to structural equation modeling, the relationships between transformational leadership and two types of autonomous work motivation—intrinsic motivation and PSM—are mediated by the satisfaction of the basic psychological needs for autonomy, competence, and relatedness. Our findings support the claim that the motivational effects of transformational leadership are mediated by need satisfaction, but also that satisfaction of individual needs is not equally important for intrinsic motivation and PSM, respectively.
18
Raufelder, Diana, Danilo Jagenow, Kate Drury, and Frances Hoferichter. "Social relationships and motivation in secondary school: Four different motivation types." Learning and Individual Differences 24 (April 2013): 89–95. http://dx.doi.org/10.1016/j.lindif.2012.12.002.
Full text
19
Rahman, Diana S., and Wening Sahayu. "How do foreign language teachers motivate students in language learning?" Studies in English Language and Education 7, no. 1 (March 2, 2020): 181–93. http://dx.doi.org/10.24815/siele.v7i1.15586.
Full textAbstract:
Motivation is one of the keys to success in the language learning process. It is a crucial factor for students in learning a foreign language, and the teachers’ ways to motivate students are also essential. This study aims to investigate language teachers’ ways in motivating students in learning foreign languages. The participants in this study are eight foreign language teachers including English, Arabic, and French teachers. Data were collected through open-ended questionnaires with the teachers. The results of this study showed that most of the foreign language teachers motivated the students in learning a foreign language by sentences (verbal) and this method encouraged students’ instrumental motivation. Next, referring to the time of motivation, four teachers motivated the students at the beginning of each learning process, meanwhile three teachers gave motivations at the beginning and at the end of each learning process. Finally, referring to the types of motivation, only two teachers (i.e. French teachers) could identify motivation types of learners, which are in the form of internal, external, intrinsic, and extrinsic motivation. Meanwhile, other teachers (i.e. English and Arabic teachers), did not mention specifically the names of the motivation types that they knew. To conclude, most of the teachers of this study did not motivate their students maximally in the classrooms. Consequently, this study offers some methods to motivate learners in learning foreign languages, those are the Verbal Method (VM1) and the Visual Method (VM2), and they are further discussed in the paper.
20
Lopez-Guzman, Tomas, Jesús Claudio Pérez Gálvez, Guzmán Antonio Muñoz Fernández, and Leonardo Torres León. "Studying World Heritage visitors: the case of Cuenca, Ecuador." Journal of Cultural Heritage Management and Sustainable Development 8, no. 3 (August 20, 2018): 372–86. http://dx.doi.org/10.1108/jchmsd-03-2018-0017.
Full textAbstract:
PurposeThe purpose of this paper is to explore the existing relations between three fundamental constructs (motivation and satisfaction) and the type of travellers in a World Heritage Site (WHS) tourist destination, the city of Cuenca (Ecuador).Design/methodology/approachThe methodology used consisted of a fieldwork to determine the motivations and satisfaction of the visitor in the city of Cuenca, and then their segmentation.FindingsThe relationship between the study of motivation and satisfaction is a fundamental element in the development of WHSs. Similarly, it presents four different types of tourists obtained from their motivational variables. The results show the existence of three motivational dimensions for visiting Cuenca: cultural, circumstantial and convenience. Similarly, and using the motivation scenarios, four types of visitor have been identified: a cultural tourist, a cultural convenience tourist, a cultural circumstantial tourist and an alternative tourist.Practical implicationsThe principal practical application of this research is to contribute to understanding the motivations of the visitors in relation to the city of Cuenca as a WHS for the purpose of designing tourist and cultural products that better satisfy the needs of the tourists and that, at the same time, are compatible with the sustainable management of the destination.Originality/valueThis paper seeks to contribute to promoting the relationship between tourism, sustainability and heritage in Latin America.
21
Et al., Muhammad Ajmal. "Exploring the Role of Motivation in English Language Teaching: Learners and Teachers Perspective." Psychology and Education Journal 58, no. 1 (January 29, 2021): 534–45. http://dx.doi.org/10.17762/pae.v58i1.804.
Full textAbstract:
This study aims at exploring and investigating the role of motivation in learning and teaching of English language. It highlights the fact if extrinsic motivation is likely to have an impact on the learning process of a student stronger than intrinsic motivation, or both types of motivations have a significant role to play in the process. The study also focuses on the role of a teacher in building a conducive environment to sustain a healthy competition in teaching a second language. The questionnaire was sent to undergraduate students of 2 universities by using Google forms. The sample size for this research population was 60. There were a total of 19 (31.7%) male respondents and 41 (68.3%) female respondents. The results conclude that students’ guardians have a significant role to play in learning a new language. The primary method, for most students, to learn English language was through entertainment media such as television and movies. A significant motivator for students was the opinion of other people. There was a moderate, positive correlation between the two variables namely extrinsic and intrinsic motivation [r=.345, n = 60, p <.0005]. This shows that the two types of motivations are not mutually exclusive but can co-exist as they did in our sample. Both extrinsic and intrinsic motivations are crucial in the development of effective pedagogical practices.
22
Stancu, Catalin M., Alice Grønhøj, and Liisa Lähteenmäki. "Meanings and Motives for Consumers’ Sustainable Actions in the Food and Clothing Domains." Sustainability 12, no. 24 (December 12, 2020): 10400. http://dx.doi.org/10.3390/su122410400.
Full textAbstract:
The concept of sustainability has been widely discussed in the public arena by public entities and companies; however, consumers express inconsistency and confusion around the meaning of sustainability. This study aims to provide insights into consumers’ associations with the concept of sustainability in general and within two behavioural domains that represent daily necessities (i.e., food and clothing), in addition to exploring the motivational drivers behind sustainable behaviours. A total of 23 semi-structured interviews were conducted with young consumers in Denmark to address this aim. Consumers perceived the concept of sustainability as complex and mainly related it to environmental aspects, whereas social and economic aspects were less emphasised. The interviewees used examples of sustainable behaviours, which cover the whole consumption-cycle, when interpreting sustainability. Consumers had various motivations to engage in sustainable behaviours and these varied by the stage in the consumption-cycle and domain. The interviewees displayed external motivation (e.g., save money, better taste), introjected motivation (e.g., impress others, public self-consciousness), internalised motivation (e.g., reflection of self) and even intrinsic motivation (e.g., pure interest) to engage in different types of sustainable food or clothing behaviours across the consumption-cycle. Different types of motivations drove the same behaviour, suggesting potential synergies or internal conflicts.
23
Ivanov, Philip. "THE MISSMATCH BETWEEN PREFERED AND APPLIED FORMS OF MOTIVATION AND ITS INFLUENCE ON SOME WORK OUTCOMES." Entrepreneurship 9, no. 2 (November 10, 2021): 100–112. http://dx.doi.org/10.37708/ep.swu.v9i2.8.
Full textAbstract:
In the current research, we aim to prove a significant influence of motivation on work outcomes. For doing so, we formulated various kinds of question, with the goal to examine employee motivation. We divided the motivational elements in to six modules for better understanding of the wholly process of motivating the staff. For examining the overall effectives of the motivation in the company at hand, we formulated a so-called match factor, which described the difference between the preferred and applied types of motivation and calculated it for each module separately. We examine its influence on propensity of staying in the company; psychological tension; pride from working in the company; engagement; satisfaction and initiative. The study was held in the form of a survey among N=423 administrative employees in a railway company in Bulgaria. Our results proved a significant influence by the match factor of the motivational modules on the work related outcomes. Hence, proving the influence of motivation on work outcomes.
24
K.V., Kudrynska. "MOTIVATIVE MEANS FOR DEVELOPING OF FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE OF PROSPECTIVE PROGRAMMERS." Collection of Research Papers Pedagogical sciences, no. 91 (January 11, 2021): 74–80. http://dx.doi.org/10.32999/ksu2413-1865/2020-91-10.
Full textAbstract:
The relevance of the research topic consists in the fact that in the context of globalization, the proper level of foreign language proficiency of young people is an important criterion for successful self-realization and the key to a successful career, especially for prospective programmers. Purpose. The research is devoted to the analysis of the effective motivational ways of development of foreign language communicative competence of future programmers. Methods: method of theoretical analysis, comparison method; substantiation and systematization of scientific investigations on the researched subject and generalization of the obtained research results. Results. The article considers the essence of the concept of foreign language communicative competence, the term motivation and motive. The structure of foreign language communicative competence and its’ structure are reviewed and important subcompetences are singled out, particularly: linguistic, sociocultural, sociolinguistic, pragmatic, discursive and strategic. The types of motivations (external, internal, direct, indirect, causative) and the types of structural elements of motivation (cognitive and social motives) are highlighted.Founded on the analysis of the theoretical basis of scientific and methodological literature, the author proposes an integrated distribution of types of motivation and corresponding motives that are part of it into two main groups: 1) external indirect causative motivation, which is based on general socially necessary motives and student’s responsibilities; 2) internal direct motivation, which is based on cognitive personality-oriented motives of the student. Methods that stimulate students’ motivation to study, including active and interactive teaching methods, as well as methods of forming cognitive interests and methods of stimulating duty and responsibility are considered. Based on the analysis of scientific research on methodology of teaching, in particular on the topic of our investigation, effective motivational ways of developing of foreign language communicative competence of prospective programmers were selected.Thus, the author of this article, following the proposed methods of stimulating motivation, identified the subsequent five main motivational ways to improve the explorable competence: 1) the way of educational discussion method; 2) mode of modeling situations / situational method; 3) the means of motivational conversation; 4) mode of a role play / business game; 5) means of a collective / group studying. Conclusions. Each of the proposed means: will promote the development of previously acquired skills of foreign language communication; will improve students’ knowledge of a foreign language; will immerse them into a close to natural “professional world”; will ensure the development of all types of speech activities and diversify the educational process, which will maintain the student’s interest in studying.Key words: competent, foreign language communicative competence, subcompetence, motivation, motive, motivational means, prospective programmers.
25
K.V., Kudrynska. "MOTIVATIVE MEANS FOR DEVELOPING OF FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE OF PROSPECTIVE PROGRAMMERS." Collection of Research Papers Pedagogical sciences, no. 91 (January 11, 2021): 74–80. http://dx.doi.org/10.32999/ksu2413-1865/2020-91-10.
Full textAbstract:
The relevance of the research topic consists in the fact that in the context of globalization, the proper level of foreign language proficiency of young people is an important criterion for successful self-realization and the key to a successful career, especially for prospective programmers. Purpose. The research is devoted to the analysis of the effective motivational ways of development of foreign language communicative competence of future programmers. Methods: method of theoretical analysis, comparison method; substantiation and systematization of scientific investigations on the researched subject and generalization of the obtained research results. Results. The article considers the essence of the concept of foreign language communicative competence, the term motivation and motive. The structure of foreign language communicative competence and its’ structure are reviewed and important subcompetences are singled out, particularly: linguistic, sociocultural, sociolinguistic, pragmatic, discursive and strategic. The types of motivations (external, internal, direct, indirect, causative) and the types of structural elements of motivation (cognitive and social motives) are highlighted.Founded on the analysis of the theoretical basis of scientific and methodological literature, the author proposes an integrated distribution of types of motivation and corresponding motives that are part of it into two main groups: 1) external indirect causative motivation, which is based on general socially necessary motives and student’s responsibilities; 2) internal direct motivation, which is based on cognitive personality-oriented motives of the student. Methods that stimulate students’ motivation to study, including active and interactive teaching methods, as well as methods of forming cognitive interests and methods of stimulating duty and responsibility are considered. Based on the analysis of scientific research on methodology of teaching, in particular on the topic of our investigation, effective motivational ways of developing of foreign language communicative competence of prospective programmers were selected.Thus, the author of this article, following the proposed methods of stimulating motivation, identified the subsequent five main motivational ways to improve the explorable competence: 1) the way of educational discussion method; 2) mode of modeling situations / situational method; 3) the means of motivational conversation; 4) mode of a role play / business game; 5) means of a collective / group studying. Conclusions. Each of the proposed means: will promote the development of previously acquired skills of foreign language communication; will improve students’ knowledge of a foreign language; will immerse them into a close to natural “professional world”; will ensure the development of all types of speech activities and diversify the educational process, which will maintain the student’s interest in studying.Key words: competent, foreign language communicative competence, subcompetence, motivation, motive, motivational means, prospective programmers.
26
Zhukova, M. A. "Motivation management of tourist services consumer." Vestnik Universiteta, no. 2 (April 7, 2019): 13–19. http://dx.doi.org/10.26425/1816-4277-2019-2-13-19.
Full textAbstract:
The motives, that guide travelers when choosing a tourist product, have been considered. The motives have been divided into three types, depending on the degree of interdependence of primary and secondary motives of tourists. The trends, that have a significant impact on the formation of consumer and hotel consumer motivations, have been identified. Based on the analysis of various theoretical concepts of tourist motivation (analytical, hierarchical and complex), it has been proposed to group tourist motivations into the following groups: physical motivations for recreation, cultural and natural-climatic motivations, social motivations, motivations for changes in the type of activity, motivations of status and prestige, and motivations for entertainment . A list of types of recreation has been formulated, and their interrelation with the types of tourism, that travelers enjoy the most demand has been shown.
27
Piščalkienė, Viktorija, Milda Gintilienė, Donatas Misiūnas, Helen Kool, Jaana Siik, Petra Muraus, Madara Juhna, Inta Miķele, and Regitze Kristensen. "MOTIVATION AND PHYSICAL ACTIVITY TYPES: COMPARATIVE ANALYSIS." Visuomenės sveikata 28, no. 6 (January 4, 2019): 16–23. http://dx.doi.org/10.5200/sm-hs.2018.065.
Full textAbstract:
The analysis was perfomed while participating and doing a research in a project “Villages on Move Baltic” (VOMB) 1.1.2016-31.12.2017 (Number 2016- 3715/001-001). The project‘s objective is to focus more Health Enhancing Physical Activity and joy of sports for rural citizen in participating regions. VOMB project is activating people to give ideas on how to promote everyday physical activity and how to organise their leisure time in rural areas. The Project‘s partners have visited village events and have promoted healthy lifestyle. One of the goals is to motivate inhabitants in rural areas to have more physical activities and more joy of sports. Methods of the research: structured questionnaire in written. This article presents the results of internal and external motivation for most common physical activity types of citizens from participial countries in 6 months. In order to be physically active 6 indicators depended to external motivation and 12 to internal. Sample: there were 627 people from 5 European countries (Lithuania, Latvia, Estonia, Denmark, Finland). The research has shown that the most favorite types of physical activity are walking, riding a bike and running. However, the participants from Finland and Denmark were more motivated in all kinds of physical activities comparing to other participating countries. Walking, gym, Nordic walking, swimming and yoga are the most popular forms of physical activities for the participants of urban areas. Gardening is more popular in rural areas. Participants from 18 to 44 years old are more physically active as they apply a variety of physical activities comparing to the participants in 45 to 59 age group. Almost all of the participants agree that health is a driving force of internal motivation for physical activity. To add more, almost all external factors are important to men and women, considering physical activity. Participants from rural areas more than respondents who live in settlements or cities agree on the idea that person’s quality of life depends on personal efforts.
28
Yangiboyeva, Mushtariybonu Shoymardon Kizi. "THE IMPORTANCE OF THE TYPES OF MOTIVATION IN LANGUAGE LEARNING." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 10 (October 1, 2021): 30–37. http://dx.doi.org/10.37547/pedagogics-crjp-02-10-07.
Full textAbstract:
The current case study is divided into two sections. I utilized a questionnaire with twelve questions in the first step. During the second section, I invited participants from Denau Institute of Entrepreneurship and Pedagogy to write an essay or journal entry. I was able to identify their background knowledge and which motivational type is stronger among them by using assignments. Participant A began studying English at a young age and believes that a teacher is essential in motivating her in the learning process. Participant B, on the other hand, does not rely on the teacher and prefers self-study. According to my study, intrinsically driven pupils can achieve better levels of learning.
29
Bastons, Miquel, Marta Mas, and Carlos Rey. "Pro-stakeholders motivation: Uncovering a new source of motivation for business companies." Journal of Management & Organization 23, no. 5 (July 29, 2016): 621–32. http://dx.doi.org/10.1017/jmo.2016.14.
Full textAbstract:
AbstractThe motivation of employees is one of the main reasons why companies define mission statements and other declarations of commitment to the company’s stakeholders. Research on organizational behavior has identified three main types of motivation: extrinsic, intrinsic and prosocial motivation. However, the three forms of motivation have hardly ever been considered together, nor has it been studied which motivation is linked to the stakeholders of business companies. The main contribution of this paper is to present an agent-stakeholders model of interaction which includes and integrates extrinsic, intrinsic and pro-stakeholders motivation, as a type of prosocial motivation related to the sense of contribution to benefitting the company’s stakeholders. By basing the research on 119 Spanish companies it is verified that the three types of motivation are present in employee motivation. This finding has implications for management, as it presents the dimensions of the motivational task to be performed by managers.
30
Kim, Tae-Young, and Yoon-Kyoung Kim. "Motivational Languaging for L2 Learning and Motivation." Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, no. 36 (June 17, 2021): 213–29. http://dx.doi.org/10.30827/portalin.v0i36.17805.
Full textAbstract:
This paper focuses on the effect of motivational languaging activities (MLAs) on EFL learning motivation. Swain (2006) defines languaging as “the process of making meaning and shaping knowledge and experience through language” (p. 98). We extend Swain’s original notion to L2 motivation; through MLAs, L2 learners are encouraged to talk or write about the importance of L2 learning and their visions in their own words. Various types of activities were implemented for elementary, junior high, and high school students: 1) written, 2) spoken, and 3) spoken plus written activities, in individual or group conditions. By using questionnaires, students’ motivational changes including their ideal L2 self and the ought-to L2 self (Dörnyei, 2009) were measured at the beginning and the end of the participation in the activities. The results indicated that students in experimental groups exhibited various increases in their motivations, compared to no significant changes in control groups. Furthermore, the written form proved to be a more effective type of activities, especially when students engaged in it individually. Findings suggest the usefulness of MLAs for enhancing L2 learning motivation.
31
Cohen-Mansfield, Jiska. "Motivation to Participate in Intergenerational Programs: A Comparison across Different Program Types and Generations." International Journal of Environmental Research and Public Health 19, no. 6 (March 17, 2022): 3554. http://dx.doi.org/10.3390/ijerph19063554.
Full textAbstract:
Much research has attested to the benefits of intergenerational programs (IGPs) for older and younger participants, but there is a lack of understanding about what motivates them to participate and to persevere. We conducted structured interviews with 83 older (mean age = 77) and 96 younger (mean age = 23) participants who participated in 13 IGPs in Israel, some involving specific topics, and some providing assistance to older adults. Using a mixed-methods approach, we analyzed differences in motivation across generations and program types and compared initial and ongoing motivation to participate. We found differences regarding motivation by age group and program type: Among older participants, interest in the specific subject was a more prevalent motivation in topic-focused groups, while receiving support was more common in assistance groups. Among young persons, motivations relating to obligation, such as receipt of a financial scholarship, and the wish to help others were the most prevalent motivators. Ongoing motivation was often explained by positive intergenerational relationships and enjoyment. For older adults, offering more diverse topic-focused activities may motivate greater participation. For young adults, integrating IGPs within more and different settings, and promoting IGPs as opportunities to help others are potential motivators.
32
Salamin, Alain. "Rewards characteristics and intrinsic motivation: An exploratory study on homeostatic mechanisms." Swiss Journal of Psychology 59, no. 1 (March 2000): 3–15. http://dx.doi.org/10.1024//1421-0185.59.1.3.
Full textAbstract:
A limited number of studies have addressed the effects of pay characteristics on both intrinsic and extrinsic types of motivations within an organizational setting. While the relationships have been documented in a number of studies, research has been confined to academic and laboratory settings, and a number of key questions remain unanswered. Based on a sample of 400 employees from a large Swiss financial institution, quantitative and qualitative results show that material rewards have no unilateral effect on intrinsic/extrinsic and total motivation. Instead, homeostatic mechanisms keep the intrinsic/extrinsic and total motivational level from varying beyond an equilibrium, while the structure of motivations among employees differs significantly depending on pay characteristics. A new conceptualization of motivational phenomena is presented.
33
Liu, Donghong, and Zhu Shen. "Does Binary Classification of Motivation Carry Weight (Note 1)." Studies in English Language Teaching 4, no. 2 (May 16, 2016): 253. http://dx.doi.org/10.22158/selt.v4n2p253.
Full textAbstract:
<p><em>With the population of postgraduates increasing in China, their academic study has attracted the attention of second language acquisition researchers. But the research into postgraduates’ motivation and autonomy is unfortunately scarce. This study explores the relationship between learning motivation and learner autonomy among English-major postgraduates based on the questionnaire administered to 117 participants. In view of the complicatedness of the postgraduates’ academic study, both intrinsic motivation and extrinsic motivations were further divided into two types. The results show that: 1) four types of motivation differ significantly and the strongest is motivation for job; 2) although each type of motivation positively correlates with the perceived autonomy, yet only type of intrinsic motivation and one type of extrinsic motivation has predictive power for the perceived autonomy. It indicates that binary classification of motivation does not work well in predicting the postgraduates’ perceived autonomy. </em></p>
34
Ball, James Warren, Matthew R. Bice, and Thomas Parry. "Adults' Motivation for Physical Activity: Differentiating Motives for Exercise, Sport, and Recreation." Recreational Sports Journal 38, no. 2 (October 2014): 130–42. http://dx.doi.org/10.1123/rsj.2014-0048.
Full textAbstract:
Physical inactivity continues to be a significant problem that adversely impacts adult health. An important construct to consider in researching adult physical activity adherence is motivation. Factors motivating participation in two types of physical activity, exercise and sport, have been compared; however, factors motivating participation in another type of physical activity, recreation, have often been left out of the comparison. The current study compared motivation to partake in physical activity among adults whose primary type of physical activity was exercise, sport, or recreation. Results indicate that participation motivation significantly varied among physical activity types (exercise, sport, and recreation). It was found that the participants who engaged in recreation as their primary form of physical activity and the participants who took part in exercise as their primary form of physical activity had motivations that were more similar to one another's than to those of the participants who use sport as their primary form of physical activity. Specifically, the findings suggest that participants who use exercise and recreation activities as their primary form of physical activity are motivated by more extrinsic constructs, compared to those who engage in sport as their primary form of physical activity. Findings provide insight that can be used to facilitate improved adherence to physical activity recommendations.
35
Sorayyaei Azar, Ali, and Darshini Tanggaraju. "Motivation in second language acquisition among learners in Malaysia." Studies in English Language and Education 7, no. 2 (September 3, 2020): 323–33. http://dx.doi.org/10.24815/siele.v7i2.16506.
Full textAbstract:
Lack of motivation is the critical factor which affects university students’ learning process in Malaysia. Hence, this study is an attempt to investigate the types of motivation which Bachelor students used in learning English at one of the private universities in Malaysia. It was also analysed to determine the motivational level of the Bachelor students who learn English as a Second Language (ESL). This study used a quantitative method where the data was collected through the questionnaire adapted from Gardner’s (1972) Attitude, Motivation Test Battery (AMTB). The questionnaire was distributed to 150 students and the data was analysed quantitatively. The findings showed that the majority of the Bachelor students were instrumentally motivated towards learning ESL. The result concerning the level of motivation showed that the students had a high level of instrumental motivation for learning English, compared to integrative, resultative, and intrinsic ones. Yet, it is also apparent that all four types of motivation are at a high motivational level. Based on the findings, a few suggestions were highlighted. First, the lecturers should always design a classroom environment that promotes students’ motivation towards learning ESL. Second, students should be given more opportunities to visit other English native countries under Global Learning Programmes (GLP). In that case, teachers or lecturers of ESL should promote all types of motivation in the classroom and guide students towards achieving goals.
36
Kovalenok, T. P., and E. N. Kozlenkova. "TYPES OF PROFESSIONAL MOTIVATION AND FEATURES OF AGGRESSIVENESS." Современная высшая школа инновационный аспект, no. 3 (2018): 48–54. http://dx.doi.org/10.7442/2071-9620-2018-10-3-48-54.
Full text
37
Hands, Africa S. "What’s your type? An examination of first-year doctoral student motivation." Education for Information 36, no. 4 (December 16, 2020): 371–87. http://dx.doi.org/10.3233/efi-200373.
Full textAbstract:
Educators often ask how to motivate PhD students. Before addressing how to motivate students, we should know what motivates prospective doctoral students. Motivational support has been shown to lead to overall satisfaction with the educational process, better engagement, and persistence. Using the interdisciplinary field of library and information science, this research offers insight on doctoral student motivation through quantitative analysis of results from administration of the Academic Motivation Scale. The instrument measures and classifies motivation from the perspective of self-determination theory. Results suggest PhD students are motivated by several types of intrinsic motivation as well as identified regulation, a type of extrinsic yet autonomous motivation. Findings can be used by program administrators, faculty, and other stakeholders to address the “how” of motivation through better alignment of teaching practices, research activities, and student services based on students’ motivation types.
38
Vallerand, Robert J., Brian P. O'Connor, and Marc Hamel. "Motivation in Later Life: Theory and Assessment." International Journal of Aging and Human Development 41, no. 3 (October 1995): 221–38. http://dx.doi.org/10.2190/ylfm-dgue-hrl2-vwlg.
Full textAbstract:
A framework that has been found useful in research on young adults, Deci and Ryan's self-determination theory [1, 2], is suggested as a promising direction for research on motivation in later life. The theory proposes the existence of four types of motivation (intrinsic, self-determined extrinsic, nonself-determined extrinsic, and amotivation) which are assumed to have varying consequences for adaptation and well-being. A previously published French measure of motivational styles which is known to be reliable and valid was translated into English and was tested on seventy-seven nursing home residents (aged 60 to 98 years). It was found that the four motivational styles can be reliably measured; that the intercorrelations between the motivational styles are consistent with theoretical predictions; and that the four types of motivation are related to other important aspects of the lives of elderly people in a theoretically meaningful manner. Suggestions are made for further research using self-determination theory and the present scales.
39
Rebrina, L. N. "Semantic and Motivational Characteristics of Neolexemes of Enmity: Discursive Disclosure of Inner Form of the Word." Nauchnyi dialog 1, no. 8 (August 31, 2020): 141–55. http://dx.doi.org/10.24224/2227-1295-2020-8-141-155.
Full textAbstract:
The article presents the results of a study of a number of Russian-language neolexemes functioning in Internet communication over the past two decades. The object of the analysis are subjects designations with the suffix –oid (Russian isteroid, oranzhoid, etc.). By their pragmatic components of meaning we consider these lexical units to be the vocabulary of enmity. They are united by the special role of the structural motivator in the formation of motivational meaning. Semantic and motivational characteristics of the nouns are described. Their partner tokens are found out. Conclusions are made about the influence of atypical combinatorics on the meaning of the word-forming component and on the transformed classification feature; about the blurring of boundaries between different language variants and styles. It is shown that in the immediate context, the properties attributed to the designated subjects are verbalized. The author analyzes the regularities of discursive disclosure of the inner form of the studied units by means of explication of motivational connections within different types of motivation. It is revealed that the most frequent way to actualize motivational models in the addressee’s speech-thinking strategies in Internet communication is the explication of lexical motivation and metatext motivation, while the explication of structural motivation and occasional author’s motivation are less frequent. It is shown that the specificity of discursive practices affects the reflecting consciousness of the addressee, and the patterns of representation of motivational models are refracted through the features of discourse.
40
Salikin, Hairus, Saidna Bin-Tahir, Hari Supriono, and Anisya Rahmawati. "Students’ Self and Group-Driven Motivation on Target-Oriented Activity in Grammar Learning." International Journal of English Linguistics 8, no. 5 (June 9, 2018): 192. http://dx.doi.org/10.5539/ijel.v8n5p192.
Full textAbstract:
The article investigated students’ self and group-driven motivation in learning Grammar & Structure 03 on target oriented activity. It aimed at exploring what factors influence the participants and their higher motivation between self and group-driven motivation are, and how their motivation progress is toward the target-oriented activity. This article applied three phases of motivation theory (Dornyei and Otto, 1998) and language learning strategies (Dornyei, 2005). The results show that self-motivation is more dominant than group-driven motivation. Several factors influenced the motivational components which inhibit and enhance motivation on task. Considering the learning strategies, the participants tend to be more effective by subjective values and norms, however, emphasizing the task, they can manage both motivation types to be interdependence. Moreover, the participants’ motivation stages show that group-driven motivation progress is capable of enhancing motivation. Whereas, the downward scale of self-motivation as the result of the motivational disposition failed in generating enactment.
41
Junghee Hwang. "A case study of motivation types and motivation changes in the college EFL classroom." Journal of the Korea English Education Society 12, no. 1 (April 2013): 97–121. http://dx.doi.org/10.18649/jkees.2013.12.1.97.
Full text
42
Huang, Xianhan, and Chun Lai. "Connecting formal and informal workplace learning with teacher proactivity: a proactive motivation perspective." Journal of Workplace Learning 32, no. 6 (July 6, 2020): 437–56. http://dx.doi.org/10.1108/jwl-01-2020-0005.
Full textAbstract:
Purpose It is vital in today’s society that teachers are proactively involved in educational change. Given that proactive motivation is a critical driver of proactivity, this study aims to investigate how teachers’ formal and informal workplace-learning experiences were connected with their proactive motivations to implement educational change. Design/methodology/approach The authors used a qualitative case study approach to describe the relationships between teachers’ formal and informal learning activities and their different proactive motivations. The authors collected data from 17 teachers via individual interviews and open-ended questionnaire and performed analyses using a continuous inductive and deductive coding process. Findings The authors found that informal teacher learning can trigger three types of proactive motivation, whereas formal teacher learning is mainly connected with the can do and energised to motivations. The authors also found that formal and informal learning complement and compete with each other in shaping the can do motivation. Moreover, the authors found that informal learning played the dominant role in the reason to motivation, whereas informal and formal learning were separately connected to the energised to motivation. Practical implications These findings indicate that greater attention must be paid to teachers’ informal workplace-learning experiences. Specifically, teachers’ informal learning experiences should be actively integrated into their formal workplace training to enhance their proactive motivation to educational change. Moreover, teachers’ learning preferences and teaching experience should be considered in the design of teacher-training programmes. Originality/value Based on the proactive motivation model of Parker et al. (2010), the authors have uncovered the mechanisms of workplace learning that drive teacher proactivity. The authors have examined the relationship between teachers’ formal and informal workplace-learning and proactive teaching. The findings will assist policymakers and administrators to identify effective means of motivating teachers to engage in workplace learning.
43
Zhang, Ye, Jie Gao, Shu Tian Cole, and Peter Ricci. "Beyond accessibility: empowering mobility-impaired customers with motivation differentiation." International Journal of Contemporary Hospitality Management 31, no. 9 (September 9, 2019): 3503–25. http://dx.doi.org/10.1108/ijchm-08-2018-0663.
Full textAbstract:
PurposeTo sufficiently fulfill the travel potential of people with mobility impairments (PwMIs), this study aims to propose a valuable supplement to facility/service accommodation by hospitality/tourism businesses by identifying and purposefully cultivating the superior motivation types for empowering PwMI’s travel pursuits despite challenges. To this end, the study proposes a self-determined versus controlled motivation subdivision to the predominant travel motivation typologies, with its practical value, theoretical value and application feasibility verified.Design/methodology/approachTo ensure the verification reliability across challenge travels, the study adopts an extreme groups design for data collection. Qualtrics surveys situated in two resort-package scenarios contrast in facility/service accommodation levels are paired with two US PwMI groups contrast in travel capabilities. An unconventional mix of analytical information and seemingly unrelated regressions are adopted for data analyses.FindingsSelf-determined motivations are found as the superior facilitators of PwMI’s challenging resort-travel pursuits, confirming the practical value of the proposed motivation subdivision. The theoretical value is verified given the subdivision’s significant explanatory power for resort-travel attitude and behavioral intentions, after controlling for travel purpose fulfillment. It is also feasible to achieve the targeted cultivation of self-determined motivations by supporting the basic physiological needs of autonomy, competence and relatedness.Practical implicationsThe study’s context-based findings on the effective motivational mechanisms for PwMI can guide hospitality/tourism businesses to improve PwMI-targeted marketing effectiveness and efficiency.Originality/valueKey theoretical contributions include expanding the explanatory power of travel motivation typologies, enhanced integration of self-determination theory into travel motivation conceptualization and more accurate reflection of the widespread presence of social factors in travel motivations.
44
Liu, Yujuan, Brent Ferrell, Jack Barbera, and Jennifer E. Lewis. "Development and evaluation of a chemistry-specific version of the academic motivation scale (AMS-Chemistry)." Chemistry Education Research and Practice 18, no. 1 (2017): 191–213. http://dx.doi.org/10.1039/c6rp00200e.
Full textAbstract:
Fundamentally concerned with motivation, self-determination theory (SDT) represents a framework of several mini-theories to explore how social context interacts with people's motivational types categorized by degree of regulation internalization. This paper aims to modify an existing theory-based instrument (Academic Motivation Scale, or AMS) and provide validity evidence for the modified instrument (Academic Motivation Scale-Chemistry) as a measure of seven types of student motivation toward chemistry. The paper explores how motivation as measured by AMS-Chemistry is related to student academic achievement and attendance. In a pilot study, the unmodified AMS showed good reliability, reasonable data fit, and the ability to detect motivational differences by sex in college chemistry courses. Based on the pilot study results, expert panel discussions, and cognitive interviews with students, the Academic Motivation Scale – Chemistry (AMS-Chemistry) was developed. AMS-Chemistry was administered to university students in a first semester general chemistry course twice within a semester. An examination of validity evidence suggested that the AMS-Chemistry data could be used to investigate student motivation toward chemistry. Results showed students were extrinsically motivated toward chemistry on average, and there was an overall motivational difference favoring males with a medium effect size. Correlation studies showed motivation was not associated with academic achievement at the beginning of the term, but intrinsic motivation subscales (to know, to experience, and to accomplish) were positively associated with academic achievement at the end of the term. Results also showed that students who persisted in class attendance scored higher on intrinsic motivation subscales than those who did not persist. The 28-item AMS-Chemistry is easy to administer and can be used to better understand students’ motivation status and how it might change across the curriculum. Faculty interested in promoting student intrinsic motivation may also use the AMS-Chemistry to evaluate the impact of their efforts.
45
Lee, YoungJu, and HaeYoun Choi. "Measurement of adult career decision motivation based on Self-Determination Theory and Classification of motivation profiles." Korean Journal of Industrial and Organizational Psychology 33, no. 4 (November 30, 2020): 431–59. http://dx.doi.org/10.24230/kjiop.v33i4.431-459.
Full textAbstract:
The purpose of this study was to validate the adult’s career decision motivation scale based on the self-determination theory, and examine the relation of motivation factors through cluster analysis. In Study 1, a sample of adults who have made career transitions participated, and scale items were selected based on interviews regarding their career decision making processes. In Study 2, selected items were rearranged into four motivation factors (external regulation, introjected regulation, identified regulation, intrinsic motivation) and the constructed scale was conducted on a sample of 240 adults with career transition experience. Data analyzed reported good validity and reliability of the 24-item model consisting of four motivational factors for each of the six behavioral items. Study 3 reports the results of a cluster analysis using the adult career decision motivations scale. Four meaningful clusters were identified and career decision motivation types were classified as ‘control motivated’, ‘poorly motivated’, ‘self-determined’, and ‘strongly motivated’. The strongly motivated cluster showed high levels of career adaptability(CA) and career satisfaction(CS), and the poorly motivated cluster showed low levels of CA and CS. The self-determined cluster had high CA, but there was no significant difference in CS from other clusters. Finally, how controlled motivation and autonomous motiavation could coexist and bring positive results in the cuareer decision making process of adults was discussed.
46
Assor, Avi. "Two Types of Motivation for Recognition: Secure and Insecure." Psychological Reports 79, no. 3 (December 1996): 913–14. http://dx.doi.org/10.2466/pr0.1996.79.3.913.
Full textAbstract:
Data from multiple sources supported the distinction between secure and insecure motivation for recognition. Insecure recognition motivation was related to Fear of Power and need for Intimacy in Thematic-Apperception-Test type of stories but not to recognition-seeking in stones or in groups. The reverse was true for secure recognition motivation. Subjects were Israeli undergraduates who completed questionnaires and wrote imaginative stories and participated in sensitivity-training groups.
47
Donald, James N., Emma L. Bradshaw, Richard M. Ryan, Geetanjali Basarkod, Joseph Ciarrochi, Jasper J. Duineveld, Jiesi Guo, and Baljinder K. Sahdra. "Mindfulness and Its Association With Varied Types of Motivation: A Systematic Review and Meta-Analysis Using Self-Determination Theory." Personality and Social Psychology Bulletin 46, no. 7 (December 30, 2019): 1121–38. http://dx.doi.org/10.1177/0146167219896136.
Full textAbstract:
Mindfulness has been shown to have varied associations with different forms of motivation, leading to a lack of clarity as to how and when it may foster healthy motivational states. Grounded in self-determination theory, the present study proposes a theoretical model for how mindfulness supports different forms of human motivation, and then tests this via meta-analysis. A systematic review identified 89 relevant studies ( N = 25,176), comprising 104 independent data sets and 200 effect sizes. We used a three-level modeling approach to meta-analyze these data. Across both correlational and intervention studies, we found consistent support for mindfulness predicting more autonomous forms of motivation and, among correlational studies, less controlled motivation and amotivation. We conducted moderation analyses to probe heterogeneity in the effects, including bias within studies. We conclude by highlighting substantive and methodological issues that need to be addressed in future research in this area.
48
Pryima, L. Yu, N. O. Sherstiuk, and B. S. Kolomiiets. "PSYCHOLOGICAL NATURE AND STRUCTURE OF MOTIVATION." Актуальні проблеми сучасної медицини: Вісник Української медичної стоматологічної академії 20, no. 2 (July 6, 2020): 240–44. http://dx.doi.org/10.31718/2077-1096.20.2.240.
Full textAbstract:
The aim of this study is to provide theoretical rationale for integrative model of motivation as a unified structure that ensures achieving different types of results of human activity. The methodology of this study includes induction and deduction methods, scientific literature analysis, as well as comparative analysis. There have been defined the notions of «motive», «need» and «motivation», in particular, we have identified major differences and similarities between these concepts as well as their points of contact. The motives have been classified into conscious and unconscious with subsequent justification of such division. The article discusses the difference between external and internal motivation and proves the particular effectiveness of the latter. There has been analyzed the structure of the human motivational system encompassing all its components such as interests, needs, values, attitudes, beliefs, stereotypes, etc. We have identified the basis of motivational system, which determines personality's orientation and its peripheral parts. There has been conducted a comparative analysis of major motivation theories, which explain the structure and significance of human needs, their relationship with motivation to act. For example, we found out that K. Alderfer's ERG paradigm corresponds to A. Maslow's hierarchy of needs paradigm in regards to the main groups of needs. However, most theories of motivation use different criteria for distinguishing needs which makes it more difficult to compare them. For instance, D. McClelland's acquired needs paradigm is based on identifying the needs for power and complicity, while Porter-Lauler model is based on analysing concepts of expectations and justice within the motivational system of an individual. However, all authors seem to agree on one thing: motivation is a complex system-based integrative psychostructure that encourages a person to perform various types of activities. Thus, we can conclude that despite various explanations of the concepts of «motive» and «motivation», different criteria for distinguishing needs and interpreting their impact on motivation, human motivational system is a holistic unified structure that affects human behaviour in a specific way.
49
Gustavsen, Geir W., and Kyrre Rickertsen. "Motivation for Drinking Wine." Journal of Wine Economics 15, no. 4 (November 2020): 378–85. http://dx.doi.org/10.1017/jwe.2020.33.
Full textAbstract:
AbstractWe used a survey to investigate some motives for drinking red, sparkling, and white wine among 3,433 Norwegian respondents. Respondents with interest in wine drank all types of wine more frequently than those with little interest. Interest in cultural activities, which often are associated with wine consumption, also increased the frequency of consumption of all types of wine. Respondents who scored high on conspicuous attitudes drank sparkling and white wine more frequently than respondents with low scores. However, conspicuous attitudes did not affect the frequency of red wine consumption. (JEL Classifications: D12, Q13).
50
Kwok, Nikole Wing Ka, and Angeline Khoo. "Gamers’ Motivations and Problematic Gaming." International Journal of Cyber Behavior, Psychology and Learning 1, no. 3 (July 2011): 34–49. http://dx.doi.org/10.4018/ijcbpl.2011070103.
Full textAbstract:
This study explores the factors that contribute to problematic gaming among players of Massively Multiplayer Online Role Playing Games (MMOs for short), in particular, the game World of Warcraft. It examines motivations based on the Self Determination Theory (SDT) and motivations based on Yee’s player orientations. A total of 128 gamers participated in the online survey. Results showed that achievement and immersion player orientations are correlated with extrinsic motivation in terms of external, introjected and identified regulations, as well as intrinsic motivation. Social orientation is only correlated with identified regulation and intrinsic motivation. Problematic gaming is also correlated with all types of extrinsic motivation, and intrinsic motivation, as well as with achievement and immersion player orientations but not with social player orientation. Achievement orientation and introjected regulation both positively predicted problematic gaming, while identified regulation negatively predicted it.