Why They Choosing Career To Be A Seaman?

Aim: The aim of the study is to reveal the reasons behind the declining interest in the public administration career. The data of the Graduate Career Tracking System shows that a considerable part of the students graduating in relevant fields do not start a career in public administration, or leave the career in a short time. In this study I examine how the career motivation of the concerned young adults affect their intention to find a job in the public administration.Methodology: I conducted the questionary interviews in 2021 during the project of KÖFOP-2.1.5– VEKOP-16-2016-0000 "Strategical support for the personal supplies of the competitive public services". By completing the questionnaire, the participants had to rate it on a four-point Likert scale the carrier motivation factors, their interest in the public service career, the impact of university education and professional practice on interest in public service carrier. 114 students of the Faculty of Public Governance and International Studies of the University of Public Services participated in the study. 65 percent of the participants were female, 35 percent were male. 71 percent of the sample were full-time student, 29 percent were studying in correspondence courses.Findings: In accordance with my hypothesis the outcomes of the study confirmed that the participating students have an external rather than an internal career motivation, which has a negative impact on their interest in the career. The interest of the participants in the public services as a career showed a decreasing trend through their years spent in the university. This effect was most easily captured in the answers of the youngest, full time students. During the research I could identify three ways of motivation: strong, identified and extrinsic. In line with the expectations, the interest for the career of those having extrinsic motivation was the smallest and of those having strong motivation was the greatest.Value: The results of the research contribute to the understanding of the factors that determine the career choice of young employees. However further research is needed to discover why the external motivation of the participants is getting stronger during the years of university studies and how this tendency can be turned.

This study aims to investigate how interpersonal communication impacts employee performance, with intrinsic and extrinsic motivation as mediating factors, at PT. SALSBP in Indonesia. The research adopts a quantitative approach with a sample of 104 company employees selected using the purposive sampling method and the Slovin formula. Path Analysis using SEM Smart PLS-3 is employed for data analysis. The findings reveal that extrinsic motivation significantly influences employee performance, as does interpersonal communication. Additionally, interpersonal communication significantly affects both extrinsic and intrinsic motivation. Intrinsic motivation is also found to have a significant impact on employee performance. Furthermore, the study demonstrates that interpersonal communication influences employee performance through both extrinsic and intrinsic motivation. Notably, the most dominant factor influencing employee performance is extrinsic motivation. This study contributes valuable insights to the understanding of the various factors that influence employee performance, with a specific focus on interpersonal communication, extrinsic, and intrinsic motivation.

In recent year, gamification has begun to invade in the educational setting. It is to train students to create an intellectual challenge, identifiable methods, and interactivity resulting from the playing. This paper will discuss further on the level of motivation of the students, specifically on intrinsic and extrinsic motivation once after applying the gamification in their learning process. Followed by which gamification elements that significantly influences the inherent student motivation when using Quizizz application. This study used non-experimental as a research design. Participating students include 63 students from Building Engineering in Kolej Kemahiran Tinggi Mara (KKTM) Sri Gading, Batu Pahat who took the course of Mathematical Engineering. The findings showed that students’ intrinsic and extrinsic motivation was at a moderate level after applying the gamification approach. While then the results of inference test using multiple regression analysis indicate that only 44 per cent of the variance in the students’ intrinsic motivation can be predicted from the gamification elements and 63 per cent of the variance in the students’ extrinsic motivation. The findings also revealed that the gamification elements used in the Quizizz application are significant in the relationship with students’ extrinsic motivation from points, level of difficulty, and avatar construct. In contrast, gamification elements also significant in the relationship with students’ intrinsic motivation from points construct. Thus, this paper will able to help instructors in creating and creatively use the gamification as one of the methods in their teaching styles, other than enhancing the students’ extrinsic and intrinsic motivation. Finally, the results and implications are discussed further for a better motivational design of gamification.

PURPOSE: To determine the role of positive psychology in the prediction of exercise motivation. Specifically, we examine the construct of gratitude in association with intrinsic and extrinsic exercise motivation. METHODS: One hundred predominantly female (84%) undergraduate participants (age: M=19.78, SD=2.43) responded to online survey questionnaires including demographics, subjective health, gratitude (GRAT-R) and Exercise Motivation (EMI-2). RESULTS: Hierarchical regressions including theoretically derived control variables (age, sex, minority status and subjective health) explored the role of gratitude in the prediction of intrinsic and extrinsic exercise motivation. Gratitude was significantly positively associated with intrinsic motivation (β=.397, p<.001), but not extrinsic motivation (β=.225 , p=.07). In analyzing gratitude subscales, Sense of Abundance was positively associated with intrinsic motivation (β=.296, p<.01), and Social Appreciation was positively associated with both intrinsic (β=.497, p<.001) and extrinsic motivation (β=.401, p<.001). In further examining subscales of the EMI-2, total gratitude scores were significantly positively correlated with Stress Management (r=.411, p<.001), Revitalization (r=.386, p<.001), Enjoyment (r=.411, p<.001), Challenge (r=.390, p<.001), Affiliation (r=.254, p<.01), Ill-Health Avoidance (r=.250, p<.05), Positive Health (r=.356, p<.001), Weight Management (r=.201, p<.05) and Strength/Endurance (r=.310, p<.01). CONCLUSIONS: Gratitude positively predicted exercise motivation, particularly intrinsic motivators of exercise. These findings suggest that positive psychological practices are associated with attitudes that encourage health behavior change.

Motivations underlying exercise may contribute to the extent to which exercise is maladaptive, independent of exercise frequency. Extrinsic and intrinsic exercise motivation may independently moderate associations between exercise frequency and 1) compulsive and 2) healthy exercise. It was expected that among individuals with high extrinsic motivation, greater exercise frequency would be associated with more compulsive exercise, whereas among individuals with high intrinsic motivation, greater exercise frequency would be associated with more healthy exercise. A total of 446 university students (50.9% female; 67.0% White) completed measures of intrinsic and extrinsic exercise motivations, exercise frequency, compulsive exercise, and healthy exercise. Intrinsic and extrinsic motivations for exercise were entered as simultaneous independent moderators of the associations between exercise frequency and 1) compulsive exercise and 2) healthy exercise in multiple linear regressions. Moderation effects of exercise motivation were not supported for compulsive exercise. Only main effects of frequency (b = 0.04, p < 0.01) and extrinsic motivation (b = 0.27, p < 0.01) were observed. Intrinsic motivation moderated the association between frequency and healthy exercise (b = -0.02, p = 0.03). Among individuals with lower intrinsic motivation, greater frequency was related to more healthy exercise. This association was significantly weaker among individuals with high intrinsic motivation. Consistent with theory and extant work, extrinsic motivation was associated with compulsive exercise, while intrinsic motivation was associated with healthy exercise. Clinically, assessing the extent to which exercise is intrinsically or extrinsically motivated may help identify whether individuals may be more likely to engage in compulsive versus healthy exercise. Results support the importance of exploring the exercise motivations as predictors of compulsive and healthy exercise. Level V, Descriptive Cross-Sectional Study.

Les filles réussissent mieux que les garçons à l’université : étude et modélisation des facteurs relatifs à la motivation et à l’agressivité mis en jeu lors des épreuves

PurposeThis paper aims to develop an integrated framework to demonstrate the individual and combined effects of intrinsic and extrinsic motivators on two forms of knowledge sharing behaviors – in-depth knowledge sharing and routinized knowledge sharing.Design/methodology/approachA range of work on the use of intrinsic and extrinsic motivators and the differential degrees of costs and risks involved in the two forms of knowledge sharing is being reviewed with the aim to locate gaps and problems arising from propositions of different scholars. An integrated framework is then proposed to connect different schools of thoughts into a single, unifying framework.FindingsKnowledge sharing behaviors among employees are subject to both attractive and distractive forces. Intrinsic and extrinsic motivators might interact positively or negatively depending on the type of extrinsic motivator and the form of knowledge sharing. While enhancing the intrinsic enjoyment of employees along with outcome-based extrinsic motivators can promote in-depth knowledge sharing, the use of behavior-based extrinsic motivators is more appropriate for fostering routinized knowledge sharing.Research limitations/implicationsThis paper mainly focuses on the sharing of knowledge without examining the receiver side in knowledge sharing. Also, the use of punitive means by superiors in encouraging knowledge sharing is not discussed in the framework. Future research can also add into the authors’ integrated framework the effects of personal traits in knowledge sharing.Originality/valueThis paper narrows the gap between existing theories on the use of extrinsic and intrinsic motivators and offers an integrated theoretical framework for those interested in examining the inter-relationship among intrinsic motivators, extrinsic motivators and knowledge sharing behaviors.

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.

Cognitive flexibility is a key neurocognitive process that is often challenging in children with autism. Recent research has highlighted the potential influence of motivation on cognitive flexibility; however, the impact of different types of motivation (intrinsic vs. extrinsic) on the cognitive flexibility performance of children with autism remains unclear. This study aims to investigate the impact of intrinsic and extrinsic motivation on cognitive flexibility in 43 children with autism and 89 typically developing children (TDC) (age range 36-84 months), using the three versions of dimensional change card sorting task (standard, extrinsic reward and intrinsic motivation versions). Results indicate that manipulating cognitive flexibility through motivation can improve performance, particularly in children with autism, with a significant impact of intrinsic motivation on this group. In the age range of 36-48 months, intrinsic motivation enhance accuracy in children with autism but not in TDC. From 49 to 60 months of age, both intrinsic and extrinsic motivation contribute to improved accuracy in children with Autism, with intrinsic motivation having a more significant impact. In TDC, however, only intrinsic motivation is associated with enhanced accuracy. In older children, both intrinsic and extrinsic motivation enhance performance in both groups, suggesting the maturation of cognitive systems. This evidence suggests that, in children with autism, the impact of motivation emerges at an earlier age than in typically developing children. Notably, intrinsic motivation has a more significant and profound effect at a younger age compared to extrinsic rewards. The study provides insights into the developmental trajectory of cognitive flexibility in children with autism and highlights the significance of leveraging motivation to enhance this essential cognitive function.

Entertainment is a form of activity that holds the attention and interest of audience, or gives pleasure and delight. One of the entertainment parts is cinema. Cinema, or motion picture, is the art of moving images or a visual medium that tells stories and exposes reality. Today there is a lot of young generation in Indonesia goes to cinemas for watching movie and hangout. Considering Manado people who are movie goers and willing to spend their money in cinemas. Those showing cinemas are one of profitable business in Manado. One of the important factors that make this business increase is a good service from the employee of cinemas. This research use causal type of research where it will investigate the effect of extrinsic and intrinsic motivation on employee performance at Cinemas (Studio 21, and Theater XXI) in Manado . This research used Saturating sampling method. This research used population as the data sources to make an appropriate result of data . This research found the effect of Intrinsic and Extrinsic Motivation on Employee Performance at 21Cineplex, Manado. In this case Extrinsic Motivation is more important than Intrinsic Motivation. So the result is Extrinsic Motivation become the best starategy to boost employee performance at 21Cineplex, Manado, which is they give bonus, sallary, promotion, and other things that conected with Extrinsic Motivation. Keywords : intrinsic motivation, extrinsic motivation, employee performance.

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.

Motivation is one of the most researched yet crucial topics in academia from various perspectives. Despite this, researches show mixed results about the effect of extrinsic motivation on intrinsic motivation and organizational performance. Studies in Ethiopia also lack causal analysis and theoretical underpinning that made contributions from academia very little. Hence, this research is important to assess the effect of extrinsic motivation on intrinsic motivation and organizational performance from a cognitive evaluation theory perspective. The researchers adopted an explanatory research design with a quantitative approach. The entire 119 employees of the Oromia Seed Enterprise, Bale branch were included in the study to collect primary data through a close-ended questionnaire. The collected data was processed by SPSS software version 20. The relationship analysis was addressed by correlation and binary logistic regression analysis. Seen from extrinsic and intrinsic motivation aspects, the findings of the study showed that Oromia Seed Enterprise had a moderate level of organizational performance and a moderate level of employees’ motivation. The correlation analysis result indicated that employees’ extrinsic and intrinsic motivation had a positive relationship with organizational performance. The binary logistic regression analysis also indicated that extrinsic and intrinsic motivation had a positive and significant influence on organizational performance. However, the interaction effect of intrinsic and extrinsic motivation on organizational performance was not significant, implying the absence of influence when both intrinsic and extrinsic motivations happen at the same time. Finally, the study results have a theoretical contribution for compensating the lack of actual experience in the Ethiopian organization’s context. Equally, the understanding of the moderated relationship among the study variables may encourage Oromia Seed Enterprise and its managers to develop a practical motivation system, which entertains the complex interaction of motivation variables to improve organizational performance. In addition, studies of this nature can inform policymakers to strengthen an incentive system as well as other motivation veins in the Ethiopian public organizations.

This article will answer the research question if relatedness and organizational resources influence the teaching motivation in continuing higher education, whereby a distinction is made between intrinsic and extrinsic motivation. Self-determination theory is used as the theoretical underpinning. We conducted a survey of 549 continuing higher education university faculty. Regression analysis determined that relatedness was correlated with intrinsic teaching motivation but was not correlated with extrinsic teaching motivation. Meanwhile, organizational resources increase both intrinsic and extrinsic teaching motivation. Professors are more extrinsically motivated than other faculty. The older university faculty tends to be less extrinsically and more intrinsically motivated. Additionally, female university faculty are more intrinsically motivated than male university faculty.

This paper aims to study the effects of intrinsic and extrinsic motivation on employee’s performance. Employees obviously work for the organization for monetary benefits but these monetary compensations and rewards are not the sole requirement of all employees. Some of them need salary increment and bonuses to get themselves motivated while others need recognition and non-monetary benefits. The study was aimed to discuss how the extrinsic and intrinsic motivation can hinder or increase the motivation level of employees. Several motivational theories have also been discussed in this paper that helps in better understanding of why and how employees are motivated. Intrinsic and extrinsic motivation is said to have significant impact on employee’s performance. Our study examined 60 female and 143 male respondents (n=203) of banking sector to study the effects of intrinsic and extrinsic motivation on employee’s performance. There was a positive relationship of intrinsic and extrinsic motivation of employees with their performance. With the increase in intrinsic and extrinsic motivation, employee’s performance tends to increase as well. We also have discussed some of the future directions and recommendations so that it can help future researchers to study the other constructs that can affect employee’s performance.

The purpose of this study is to determine the direct effect of intrinsic and extrinsic motivation on learning behaviour; the direct effect of intrinsic and extrinsic motivation and learning behavioural on learning achievement; the indirect effect of intrinsic and extrinsic motivation from learned behaviour to learning achievement; and the influence of intrinsic and extrinsic motivation and learning behaviour on the learning achievement of the biology education department students of FKIP Undana. This is a correlation study, consisting of three independent variables and one dependent variable. Data collection was done by a questionnaire and a document of learning achievement. Data were analysed descriptively and inferentially with path analysis. The results show that intrinsic motivation has a direct effect on learning behaviour, and that both directly affect learning achievement; intrinsic and extrinsic motivation and learning behaviour jointly affect the learning achievement of the students of the biology education department. Keywords: learning achievement; learning behaviour; motivation