How to promote proactive innovative behavior of researchers? Based on the self-determination theory and construct theory of positive emotions perspectives

Traditionally, motivation researchers have been more concerned about what motivation is rather than how to motivate students. Recently, research interests have shifted towards educational purposes and an increasing number of studies now propose motivational strategies. Motivational strategies refer to “methods and techniques to generate and maintain the learners’ motivation” (Dörnyei, 2001, p. 2). Using motivational strategies is generally believed to facilitate students’ motivation, but only a few studies have found empirical evidence to support this claim. For example, Hiromori (2006) used “creative writing activities with student self-monitoring techniques” as a motivational strategy and showed that the strategy had a significant positive effect on students’ motivation toward learning English. Tanaka and Hiromori (2007) proposed that “group presentation activities” are a useful motivational strategy. They successfully enhanced students’ intrinsic motivation during a 5-week intervention. However, the number of studies that examine the effect of motivational strategies in the actual English language classroom is limited. In this article, I would like to point out two drawbacks of the above studies. The first drawback is related to the definition of motivation. Most of the preceding studies on motivation define motivation as a trait attribute. However, many researchers segmentalize motivation into different levels (e.g. Crookes & Schmidt, 1991). Vallerand and Ratelle (2002) analyzed intrinsic motivation in three levels, namely situational level, contextual level, and global level. They recommend that motivation be considered not merely as a unitary concept, but as a complex concept. However, studies examining the effect of motivational strategies focus only on the trait and unitary aspects of motivation. Thus, there needs to be an examination of the effect of motivational strategies on motivation in different levels. In this article, three types of intrinsic motivation are addressed, namely intrinsic motivation to listening/speaking activities, intrinsic classroom motivation, and intrinsic trait motivation. The second drawback concerns research design. Much of the research that examines the effect of motivational strategies adopts a pre-post design. However, in order to capture motivational changes in more detail, adding more measurement times would be useful. In this article, intrinsic motivation was measured at three different times; that is, pre-measurement, mid-measurement, and post-measurement. Thus, this study aims to enhance students’ intrinsic motivation in three levels. I adopt Self-Determination Theory (SDT), a well-developed motivation theory in psychology, as the theoretical underpinning. This theory provides a useful framework for examining the effect of motivational strategy because it assumes the existence of three psychological needs (i.e., the need for autonomy, competence, and relatedness) as prerequisites for enhancing student motivation. The purposes of this study are as follows: (1) to enhance intrinsic motivation to engage in listening activities; (2) to enhance intrinsic motivation to engage in speaking activities; (3) to enhance intrinsic classroom motivation; and (4) to enhance intrinsic trait motivation. This study further explores facilitating factors of intrinsic motivation in the three levels. Thus, this article also aims (5) to examine which psychological need (the need for autonomy, competence or relatedness) plays the most significant role in students’ motivational development; and (6) to explore new facilitating factors of intrinsic motivation. Fifty-two university students who were enrolled in a first-year English language course participated in this study. The students met once a week in a 90-minute class. The intervention was given to them for fifteen weeks. Prior to the beginning of the intervention, students were given questionnaires about language learning motivation and the three psychological needs. The same questionnaires were administered in the middle and at the end of the intervention. An open-ended questionnaire was also administered to students at the post-measurement stage. The results of the quantitative analysis showed that: (1) the intervention had a significant positive effect on students’ intrinsic motivation to engage in listening/speaking activities and intrinsic classroom motivation; (2) the need for competence had a strong relationship with the development in students’ intrinsic motivation to engage in listening activities; (3) the need for competence and relatedness had a strong relationship with development in students’ intrinsic motivation to engage in speaking activities; (4) all three needs were related to the development in intrinsic classroom motivation. Further, the results of qualitative analysis indicated that (5) “usefulness” might be another facilitating factor of motivation. 本論は，3つのレベルの内発的動機づけを高める方略の効果検証を行い，各動機づけを高めた要因を探索することを目的とする。日本人大学生52名を対象に教育的介入を行い，プレ測定，中間測定，ポスト測定によって動機づけの変動を検討した。その結果，（1）教育的介入によって，授業活動レベルの動機づけと英語授業への動機づけが高まった，（2）リスニング活動への動機づけの上昇と関連が強かったのは，有能性の欲求であった，（3）スピーキング活動への動機づけの上昇と関連が強かったのは，有能性と関係性の欲求であった，（4）英語授業への動機づけの上昇と関連が強かったのは，3欲求のすべてであった。また方略の効果を質的研究の観点からも検証した結果，（5）授業活動レベルの動機づけの上昇と3欲求の関連性が裏付けられた，（6）「実用性の付与」が内発的動機づけを高める新たな要因である可能性が示された。

Organizacijoms, siekiančioms konkurencingumo dinamiško verslo sąlygomis, neabejotina darbuotojų proaktyvaus elgesio reikšmė. Proaktyvaus elgesio prielaidų tyrimuose vis dažniau atkreipiamas dėmesys į socialinės aplinkos svarbą. Šiame straipsnyje aprašomo tyrimo tikslas siejamas su iki šiol mažai tirtų potencialių proaktyvaus darbuotojų elgesio prielaidų analize: ieškoma sąsajų su vadovo, kolegų ir organizacijos parama bei vadovo proaktyviu elgesiu. Tyrime dalyvavo 206 darbuotojai (79 vyrai ir 127 moterys, amžiaus vidurkis 30 metų). Rezultatai: organizacijos, vadovo ir kolegų parama yra teigiamai susijusi su darbuotojų proaktyviu elgesiu, stipriausias prediktorius yra organizacijos parama. Vadovo proaktyvus elgesys tiesiogiai nėra susijęs su proaktyviu darbuotojų elgesiu, tačiau padeda numatyti bendrą proaktyvaus elgesio rodiklį, užduoties atlikimo, asmens ir aplinkos dermės bei strateginį tipus, kai išreikšta vadovo, kolegų ir organizacijos parama: vadovo proaktyvaus elgesio ir darbuotojų strateginio elgesio ryšį sustiprina kolegų ir organizacijos parama, o vadovo proaktyvaus elgesio ir darbuotojo asmens ir aplinkos dermės elgesio ryšį – vadovo parama.

Background and Purpose: Very little is known about motivation of knowledge workers in the Western Balkans. There is a widespread belief that money and career opportunities are the most critical motivational factors, but from a pre-study more intrinsic motivational factors also appeared to be important. To develop a better understanding of work motivation, a study was conducted among knowledge workers in Albania, with a special interest in the themes of extrinsic / extrinsic motivation and organizational commitment. Methodology: After a pre-study and a review of theory, two motivation theories (self-determination theory and organizational commitment) and corresponding instruments (Work Extrinsic and Intrinsic Motivation Scale, respectively Organizational Commitment Questionnaire) were selected. A survey based on purposive homogeneous sampling was applied, resulting in 252 valid questionnaires. The internal consistency of the survey data was tested and resulted in acceptable to good levels. Results: The findings show that, when knowledge workers are asked about their motivation, they give answers showing that intrinsic motivational factors are more important than extrinsic motivational factors. The study shows that affective commitment - the core factor of organizational commitment - of the respondents is quite high. Correlation analysis of the data shows that across age, gender and number of years of employment, knowledge workers report intrinsic and introjected motivation and affective organizational commitment. Respondents’ work positions – professional or leadership – also do not significantly correlate with motivation and organizational commitment. Conclusion: Given the results on motivational factors and organizational commitment, organizations need to pay attention to the relationship between enhanced motivation and enhanced productivity. Current transactional leadership styles do stimulate employees on the basis of their intrinsic motivation to enhance their productivity, and should be considered too.

The sudden switch to distance education to contain the outbreak of the COVID-19 pandemic has fundamentally altered adolescents’ lives around the globe. The present research aims to identify psychological characteristics that relate to adolescents’ well-being in terms of positive emotion and intrinsic learning motivation, and key characteristics of their learning behavior in a situation of unplanned, involuntary distance education. Following Self-Determination Theory, experienced competence, autonomy, and relatedness were assumed to relate to active learning behavior (i.e., engagement and persistence), and negatively relate to passive learning behavior (i.e., procrastination), mediated via positive emotion and intrinsic learning motivation. Data were collected via online questionnaires in altogether eight countries from Europe, Asia, and North America (N = 25,305) and comparable results across countries were expected. Experienced competence was consistently found to relate to positive emotion and intrinsic learning motivation, and, in turn, active learning behavior in terms of engagement and persistence. The study results further highlight the role of perceived relatedness for positive emotion. The high proportions of explained variance speak in favor of taking these central results into account when designing distance education in times of COVID-19.

The sudden switch to distance education to contain the outbreak of the COVID-19 pandemic has fundamentally altered adolescents' lives around the globe. The present research aims to identify psychological characteristics that relate to adolescents' well-being in terms of positive emotion and intrinsic learning motivation, and key characteristics of their learning behavior in a situation of unplanned, involuntary distance education. Following Self-Determination Theory, experienced competence, autonomy, and relatedness were assumed to relate to active learning behavior (i.e., engagement and persistence), and negatively relate to passive learning behavior (i.e., procrastination), mediated via positive emotion and intrinsic learning motivation. Data were collected via online questionnaires in altogether eight countries from Europe, Asia, and North America (N = 25,305) and comparable results across countries were expected. Experienced competence was consistently found to relate to positive emotion and intrinsic learning motivation, and, in turn, active learning behavior in terms of engagement and persistence. The study results further highlight the role of perceived relatedness for positive emotion. The high proportions of explained variance speak in favor of taking these central results into account when designing distance education in times of COVID-19.

Despite the fact that studies on self-determination theory have traditionally disregarded the explicit role of emotions in the motivation eliciting process, research attention for the affective antecedents of motivation is growing. We add to this emerging research field by testing the moderating role of emotion differentiation –individual differences in the extent to which people can differentiate between specific emotions– on the relationship between twelve specific emotions and intrinsic motivation. To this end, we conducted a daily diary study (N = 72) and an experience sampling study (N = 34). Results showed that the relationship between enthusiasm, cheerfulness, optimism, contentedness, gloominess, miserableness, uneasiness (in both studies 1 and 2), calmness, relaxation, tenseness, depression, worry (only in Study 1) on one hand and intrinsic motivation on the other hand was moderated by positive emotion differentiation for the positive emotions and by negative emotion differentiation for the negative emotions. Altogether, these findings suggest that for people who are unable to distinguish between different specific positive emotions the relationship between those specific positive emotions and intrinsic motivation is stronger, whereas the relationship between specific negative emotions and intrinsic motivation is weaker for people who are able to distinguish between the different specific negative emotions. Theoretical and practical implications are discussed.

In this address, I present an overview of research on motivational processes that has been conducted by my research team over past 30 years. Such research subscribes to an organismic view of human motivation wherein people are seen as active agents who strive to fulfill their potential. Four lines of research are briefly presented: (a) role of social factors in intrinsic motivation; (b) determinants and outcomes of motivational processes in real-life settings; (c) an integrative perspective on role of personality, task, and social factors in motivational processes and outcomes (the hierarchical model of intrinsic and extrinsic motivation); and (d) a new perspective on passion for life activities (the dualistic model on passion). Key studies are highlighted and some conclusions are drawn. Keywords: passion, motivation, self-determination theory, positive psychology Donald O. Hebb was an outstanding scientist and a visionary on contribution of psychology to human condition. It is thus with great honour that I receive 201 1 Donald O. Hebb Award for distinguished contributions to psychology as a science. I accept this award as captain of my research team. Without contribution of all team members, die research conducted over years could not have been done. I also see this award as positive feedback on quality of research in which Canadian motivation researchers engage (to this effect, see 2008 special issue of Canadian Psychology edited by Vallerand, Pelletier, & Koestner, 2008). For last 30 years or so, my research and that of my colleagues has focused on scientific study of motivational processes. This address charts progress that my own thinking and that of my colleagues have gone through during this period. While I review some of our research conducted over 1980-2010 period, I also reflect upon Zeitgeist of time during which such research was conducted. Thus, present article may also provide a fertile background to reexamine evolution of human motivation research during mis period. In doing so, I focus on four lines of research: (a) role of social factors in intrinsic and extrinsic motivation; (b) determinants and outcomes of motiprocesses in real-life settings; (c) an integrative perspecon die role of personality, task, and social factors in motivational processes and outcomes; and finally (d) a new perspective passion for life activities. As we shall see, there is a link across four research thrusts: search for motivational proinvolved in living a meaningful life. The Role of Social Factors in Intrinsic Motivation Motivation can be defined as: the hypothetical construct used describe internal and/or external forces that produce direction, intensity, and persistence of behaviour & Thill, 1993, p. 18; translated from French). Motivahas been studied from several perspectives. For example, perspectives have focused on instinctual drives (e.g., Freud, 1962/1923), whereas others have focused on environmental con(Skinner, 1953). While radically different, these two nevertheless share a fundamental assumption: people are organisms who merely react to internal or external stimuli. subscribe to a more comprehensive theoretical perspective that individual as an active organism striving for effective with environment in hope of growing as an (see Deci, 1980; Deci & Ryan, 1985, 2000; Vallerand, 1997) and living a meaningful life (Seligman & Csiksentmihalyi, This organismic metafheoretical approach has guided much my conceptual thinking. Over years, researchers have come to identify two major of motivated behavior. The first deals with behavior perfor itself, in order to experience pleasure and satisfaction in activity, and has been called intrinsic motivation 1975). The second, which involves performing behavior in order to achieve some separable goal such as receiving rewards or avoiding punishment, has been termed extrinsic motivation (Deci, 1980, Deci & Ryan 1985). …

In learning any language, speaking plays an essential part in language acquisition. This has been a problematic issue as language teachers aspire to improve students’ communicative skills through the use of different techniques such as role play, discussions, simulations among others or by improving students’ vocabulary and pronunciation. The study sheds light on the importance of intrinsic and extrinsic motivation in teaching speaking in an English speaking class where English is taught as a foreign language for specific purposes such as business English, aviation English training among others and whether motivation is linked to academic, linguistic and socio-cultural factors. The importance of developing speaking skills in these specific situations has a great impact on students’ academic, social and professional development. Our study investigated The University of Balamand (hereafter UoB) 72 diverse participants from different majors who were divided between sophomore, junior and senior students on the one hand and the students’ gender on the other. The reason behind this division was to test both intrinsic and extrinsic motivation and which group is more motivated. SPSS statistical analyses show a variation in the results between the two groups. The test revealed (1) that there was a significant, positive and small to medium correlation between extrinsic and intrinsic motivation and academic factors, (2) non-significant correlation between extrinsic and intrinsic motivation and linguistic factors indicating that motivation is not related to linguistic factors and (3) significant, positive and medium to large correlation between extrinsic and intrinsic motivation and socio-cultural factors.

Referring to motivation as a unitary concept is insufficient to explain and fully understand its dynamics in the classroom because individual motivation exists at different levels of generality. A previous study (Tanaka, 2009b) addressed the multiplicity of ways to represent intrinsic motivation. Intrinsic motivation was represented within the individual at three hierarchical levels of generality: intrinsic trait motivation, intrinsic classroom motivation, and intrinsic motivation to classroom activities. For the study, a motivational strategy was created for Japanese university students on the basis of self-determination theory (Deci & Ryan, 2002). In this study was examined the facilitating effect on the three motivational subconstructs and the three basic psychological needs (i.e., the needs for competence, autonomy, and relatedness). The correlational relationships between intrinsic trait motivation and the three psychological needs were not examined. The results showed that the strategy did facilitate intrinsic classroom motivation and intrinsic motivation to classroom activities; intrinsic trait motivation was not significantly enhanced. The results also showed that the need for competence was not significantly increased as the study could not address the correlational relationship between competence and any of the three motivational subconstructs. Additionally, several motivational studies have shown that competence is an important facilitating factor for Japanese English learners, though the dynamics of competence in the motivational classroom have not been focused on so far. Therefore, in the present study was examined the effect of a revised version of the motivational strategy created by Tanaka (2009b) on these three motivational subconstructs and the basic psychological needs. The purposes of this study are as follows: (a) to satisfy learners’ basic psychological needs (especially the need for competence); (b) to enhance students’ intrinsic motivation (especially intrinsic trait motivation); (c) to examine the relationship between intrinsic motivation (especially intrinsic trait motivation) and basic psychological needs (especially the need for competence); and (d) to describe how the need for competence is satisfied in the motivational classroom. Fifty-eight university students who were enrolled in a 1st-year English language course participated in this study. The students met once a week in a 90-minute class. The motivational strategy used by Tanaka (2009b) was revised for this study. The motivational strategy was given to the students for 15 weeks. Prior to this intervention, questionnaires about intrinsic motivation and the three psychological needs were distributed. Items on intrinsic motivation consisted of three subconstructs: intrinsic trait motivation, intrinsic classroom motivation, and intrinsic motivation to classroom activities. Items on basic psychological needs consisted of three subconstructs: the needs for autonomy, competence, and relatedness. The same questionnaires were administered in the middle and at the end of the intervention. An open-ended questionnaire was also administered to students at the post-measurement stage. Descriptive statistics, correlation coefficients, one-way repeated ANOVA, and effect size were calculated to see the effect of the motivational strategy. The SCQRM M-GTA was also adopted to interpret qualitative data. The results of quantitative analysis showed that (a) the intervention had a significant positive effect on all subconstructs of intrinsic motivation and basic psychological needs; (b) intrinsic trait motivation and intrinsic classroom motivation were strongly correlated with the need for competence; (c) intrinsic motivation for listening activities was strongly correlated with the need for autonomy and competence; and (d) intrinsic motivation for speaking activities was strongly correlated with the need for autonomy and relatedness. The results of qualitative analysis showed how the need for competence was satisfied in the motivational classroom. Once students valued academic activities and internalized them, they made an effort to use what they had learned in class. The overall result of this study was that the motivational-strategy intervention facilitated language acquisition and student competence. 本論では先行研究で用いられた動機づけを高める方略の改良版を使って、3つのレベルの内発的動機づけを高める教育的介入を行った。特に本論では、先行研究では効果が十分に発揮されなかった特性レベルの動機づけの上昇と有能性の欲求の充足に焦点を当てた。また、内発的動機づけが高まる時の、学習者の英語授業に対する有能感を質的に把握した。日本人大学生58名に対して、15週間の教育的介入を行い、プレ測定、中間測定、ポスト測定の3時点で動機づけと3欲求の変動を検討した。その結果、改良版の方略によって、3つのレベルの内発的動機づけと3欲求のすべてを高められた。そこで3欲求と内発的動機づけの関連性の検討を行い、動機づけの上昇に貢献した要因を検証した。また自由記述データを「SCQRMを使ったM-GTA」によって分析し、動機づけが高まるときの有能感を把握することで、有能性の欲求が満たされるプロセスを探索した。その結果、学習内容の価値の内在化によって、学習者は学習事項を積極的に授業で使おうと努力し、それが学習事項の習得へとつながり、その結果、学習者は英語力の向上を自覚するという過程が示された。本論ではこれらの研究結果に基づく教育的示唆についても論じる。

This study examines the relationship between school climate, motivation, and academic emotions in shaping learning outcomes, with a focus on reading comprehension. Based on the control–value theory of academic emotions and self-determination theory, it explores how students’ perceptions of a caring school community and a positive learning climate influence their emotions, motivation, learning strategies, and reading performance. A total of 296 fifth- and sixth-grade students completed self-report measures assessing these factors. For the collection of the data, the participants completed the following scales: Motivation for Reading Questionnaire—MRQ, Achievement Emotions Questionnaire Pre-Adolescents (AEQ-PA), Learning Climate Questionnaire (LCQ), School as a Caring Community Profile-II-(SCCP-II), learning strategies questionnaire, and reading comprehension. The correlation and path analysis results revealed that students who viewed their school as supportive experienced more positive academic emotions and fewer negative ones. Positive emotions were linked to higher intrinsic and extrinsic reading motivation, while negative emotions correlated with lower motivation and disengagement. Intrinsic motivation significantly predicted deep learning strategies and improved reading comprehension, whereas the absence of learning strategies negatively impacted performance. These findings underscore the role of a supportive school environment in fostering motivation and emotional engagement. The educational implications of this study highlight the need for teaching practices that cultivate positive emotions, intrinsic motivation, and effective learning strategies to enhance reading comprehension and overall academic success.

The self-determination theory perspective on positive mental health across cultures

The likelihood of dropping out and interrupting studies increases with poor psychological well-being (PWB). The promotion of doctoral students' PWB is therefore very important. The aim of this study was to examine how self-regulated learning moderates’ relatedness, intrinsic motivation to learn, and positive emotions in doctoral students at a South African Private Higher Education Institution (PHEI). In this cross-sectional study, 46 doctoral students completed a self-administered anonymous questionnaire using an online platform (QuestionPro). Based on the correlation analysis, relatedness was found to be significantly correlated with intrinsic motivation for learning and self-regulated learning. Self-regulated learning and intrinsic learning motivation were significantly correlated with positive emotion. Regression analysis showed that relatedness was a significant predictor of self-regulated learning. However, self-regulated learning was not a significant predictor of intrinsic learning motivation. Psychological support could be provided to doctoral students by PHEIs through the provision of mental health experts to improve self-regulated learning, relatedness, intrinsic motivation, and positive emotions.

Purpose. The main aim of this study is considering on the effect organizational support as antecedent of job performance. Furthermore, this study focused on the effect of intrinsic and extrinsic motivation as mediators in the relationship between organizational support and job performance. Methodology. This study conducted in Iran. Data were collected from full-time employees of construction projects by using questionnaire in two times with the time lag of three weeks. Seven project managers assisted in data collection procedure and 216 responses were usable. Questionnaire subjected to back-translation process and 21 employees targeted for pre-study. Cronbach’ alpha and exploratory factor analysis confirmed the existence of reliability and validity of questionnaire. Correlation analysis tested the direct relationships between variables and regression analysis assessed the mediation effect. The method of Baron and Kenny (1986) considered for mediation analysis. Results. Findings of this study indicated the significant positive association between all variables in this study. Organizational support has significant positive effect on intrinsic motivation, extrinsic motivation and job performance. Also there are significant positive relationships between both intrinsic and extrinsic motivation and job performance. Furthermore, this study showed intrinsic and extrinsic motivation partially mediate the relationship between organizational supports and job performance. The theoretical contribution. There are several studies that focused on the effects of work environment on job outcomes; but such studies in field of construction projects are rare. Also there are limited studies which focused on the importance of human resource management on the success of these projects; therefore to fill the gap, this study considered on the effect of organizational support on intrinsic motivation, extrinsic motivation and job performance. Practical implications. It is necessary that managers pay consideration to employees’ needs- monetary and nonmonetary- at the real time to enhance their job performance. For this reason managers must focus on claims arising from the deferred salary and also offering promotion to employees. Also managers should plan to minimize delayed payments. Creating an environment which employees achieve career promotion can be helpful to enhancing job performance.

PurposeBased on the job-demands resources (JD-R) model and the self-determination theory (SDT), this paper aims to explore team empowerment (TEMP) as a mediating mechanism through which team climate (TC) marked by innovativeness, cohesion and trust and knowledge management (KM) in teams.Design/methodology/approachUsing a convenience sampling method, data were gathered from 246 employees of Tunisian knowledge-intensive firms (KIFs) and involved within 69 R&D teams. The partial least square-structural equation modeling approach through SMART PLS 3.2 software was used to evaluate the constructs’ psychometric properties and hypotheses. The mediating effect in the model was evaluated through the non-parametric bootstrapping method.FindingsResults highlight that TC marked by innovativeness, cohesion and trust represents a key team contextual antecedent promoting TEMP and KM in teams. In turn, TEMP, as a critical intrinsic task motivation factor, is revealed as a driver of KM practices. This research demonstrates that TEMP partially mediates the relationship between TC and KM in teams.Originality/valueThis study pioneers the examination of TEMP’s mediating role between a TC marked by innovativeness, trust and cohesion and KM. By applying insights from the JD-R model and SDT to team-level dynamics, it uniquely positions TEMP as an intrinsic motivational factor explaining the mechanism through which the contextual resources provided by a supportive TC promote KM practices. It provides practical insights for KIFs’ managers through highlighting how intrinsically motivated teams of knowledge workers, empowered by a cohesive, innovative and trust-based TC, can effectively navigate the challenges inherent in knowledge-intensive teamwork, leading to enhanced KM practices.

This study, based on the integrative model of commitment and motivation and organizational support theory, examined the mechanism of intrinsic and extrinsic enlistment motivation on three facets of organizational commitment. A three-wave field questionnaire survey was conducted among 1606 Reserve Officers' Training Corps cadets from Chinese universities. The results showed that both intrinsic and extrinsic motivation positively predicted affective commitment, normative commitment, and continuous commitment. The positive effect of intrinsic motivation was stronger than extrinsic motivation. However, the interactive effect of intrinsic and extrinsic motivation negatively predicted the three aspects of organizational commitment. Career identity mediated all the direct effects above. Moreover, organizational support moderated the effects of intrinsic and extrinsic motivation on career identity. When organizational support was low, the positive effect of intrinsic motivation on career identity was stronger; whereas, when organizational support was high, the positive effect of extrinsic motivation on career identity was stronger. Furthermore, extrinsic motivation and organizational support jointly moderated the effect of intrinsic motivation on career identity and the mediating effects between intrinsic motivation and the three facets of organizational commitment. Specifically, when extrinsic motivation and organizational support were low, the direct and mediating effects above were stronger.