Concept Of Intrinsic Motivation Research Articles

Relationship between intrinsic motivation and gender in the context of x and y leadership styles in the macedonian electrical appliances sector

Leadership is one of the most researched topics in the contemporary business organisations. Over the decades, leadership and various leadership styles have proven to be key to successful organisations. As the world is currently experiencing many transformations and new generations of employees take over, the leadership styles evolve and leaders seek for new approaches to motivate and inspire employees in achieving growth both on individual and organisational level. Accordingly, this paper explores two distinctive leadership styles, more specifically, democratic or transformational and autocratic or transactional. The research is based on the McGregors’Theory X and Theory Y of leadership. As such, X Theory argues that employees avoid tasks and responsibility, desire to be controlled and lack ambition, while Y Theory assumes that employees are creative and positive about their work, and take actions to accomplish the organisational goals. Furthermore, the paper builds upon the theoretical concept of the previous research body on leadership styles and the importance of intrinsic motivation. The concept of intrinsic motivation is further enriched with the gender perspective. The analysis anticipates quantitative research based on a previously validated instrument that was implemented among 187 employees in the biggest Macedonian electrical appliances retail company. Findings suggest that there is positive relationship between Y leadership styles and intrinsic motivation. In addition, it was identified the both male and female demonstrate similar behavior relative to Intrinsic motivation. This research endeavour, shall contribute towards understanding the current practices and desired leadership styles in a dynamic organizational setting that seeks physical interaction with the customers in a highly competitive setting such as the electric appliances retail industry in the Republic of North Macedonia. It offers grounds for further research to overcome the limitations of this paper such as the sample size, male gender prevalence and generalisation for retail industry of electrical appliances as a whole given the administration of the instrument in a single company.

I want to pay! - Identifying the Unconditional Tax Propensity (UTP)

The purpose of this article is to closely examine one of the potential drivers of tax morale: intrinsic motivations. Although frequently intended as a single concept, tax morale may take the form of an intrinsic motivation to comply, but can also arise through different channels, such as norms, peer effects, and bounded rationality. Often, these channels overlap, making it difficult to distinguish where the effect of one end and that of the other begins. Moreover, the concept of intrinsic motivation itself embodies different behavioral drivers. In two laboratory experiments, we investigate one of the several facets of intrinsic motivations which can be defined as Unconditional Tax Propensity (UTP). In the first experiment, we test the effect of UTP by avoiding other possible confounding factors such as prosociality, interactions with the experimenters, efficiency concerns, inequity aversion, and threats of enforcement mechanisms. The second experiment extends the research by introducing and considering enforcement mechanisms and deterrence. We do find clear evidence of individual tax propensity, which, in our setting, works on top of both a general sense of prosociality and deterrence threats.

Do Motivated Teachers Enhance Students’ Learning?

Background: Educational literature emphasizes teachers’ intrinsic motivation as a critical aspect of student performance. However, the variety of interpretations, operational definitions, measures, and conceptual frameworks used to investigate this construct makes determining the extent of the impact of teachers’ intrinsic motivation on student outcomes difficult. As a result, the purpose of this scoping review, which is framed in the Self-determination Theory, is to collect, synthesize, and map existing quantitative evidence about the effects of teachers’ intrinsic motivation on students’ learning and other educational outcomes.
 Methods/Design: Following the PRISMA-ScR guidelines, the review will first focus on empirical sources and quantitative studies that address the concept of intrinsic motivation as the result of the fulfillment the psychological needs of autonomy, competence, and relatedness; second, an inventory of operational definitions, instruments, measures, and analysis techniques used to explore the relationship between teacher motivation and student learning outcomes will be developed; and, third, the quality of the evidence reported will be assessed.
 Discussion: Findings of this review will contribute to a better understanding of the impact of socioemotional factors on students’ learning and achievement, and will provide educational practitioners, researchers, and policymakers with useful information to make informed decisions.

Extending the technology acceptance model of college learners' mobile‐assisted language learning by incorporating psychological constructs

AbstractFew studies have investigated the extension of the technology acceptance model (TAM) of mobile‐assisted language learning (MALL) by incorporating psychological influence factors. We aimed to determine the factors affecting the continued adoption of MALL by college‐age students of English as a foreign language (EFL). We extended the TAM by adding psychological constructs from action control theory and the concept of intrinsic motivation. Data from a large‐scale survey of 557 Taiwanese college EFL students recruited through online convenience sampling were analysed through structural equation modelling. The results revealed that the significant predictors of behavioural intention were its antecedents. Three crucial psychological factors, namely nonpreoccupation, nonhesitation, and nonvolatility, significantly predicted behavioural intention. Perceived ubiquity value, tasks, and mobile self‐efficacy were strong predictors of intrinsic motivation. Intrinsic motivation significantly predicted behavioural intention through perceived usefulness and perceived ease of use. Finally, perceived ease of use had a moderate effect on behavioural intention through perceived usefulness. The satisfactory explanatory power of the extended model was indicated by the explained variance (R2) of 80% for behavioural intention. This extended TAM may contribute to the long‐term development of MALL. Practitioner notesWhat is already known about this topic Mobile technology has been widely adopted to enhance language learning. However, few studies have investigated individuals' adoption of mobile‐assisted language learning (MALL). Factors affecting users' behavioural intention to accept an information system have been researched extensively. The technology acceptance model (TAM) has been extensively used to investigate users' acceptance of different technology in various contexts. What this paper adds This study extended the TAM by incorporating psychological factors to predict the behavioural intention of learners to continue using mobile technology in language learning. The three action‐oriented psychological antecedents (nonpreoccupation, nonhesitation, and nonvolatility) used in the model significantly predicted EFL college learners' behavioural intention to continue using mobile devices for language learning. One major factor (intrinsic motivation) significantly affected continued behavioural intention to engage in MALL through perceived ease of use and perceived usefulness. Implications for practice and/or policy Teachers should incorporate various warm‐ups, collaborative activities, and positive feedback from others to MALL tasks to reduce feelings of negativity for state‐oriented learners and increase willingness to accept MALL for action‐oriented learners. Teachers and developers of MALL systems can promote its acceptance by prioritising usable interfaces and enjoyable, challenging tasks in the design of MALL systems to increase learners' intrinsic motivation and perceptions of usefulness and ease of use. Technical guidance, clear and brief operation orientation sessions, and immediate support should be offered to assist learners in engaging in MALL tasks.

Three accounts of intrinsic motivation in economics: a pragmatic choice?

ABSTRACT This paper argues that the concept of intrinsic motivation has been used by economists in inconsistent ways because the underlying theories of intrinsic motivation, imported into economics from psychology, are competing and mutually exclusive despite employing the same terminology. I first identify and analyze three distinct economic accounts where intrinsic motivation refers to different things due to different underlying psychological theories employed. I then discuss implications these differences have for empirical work and incentive-based policy interventions. Finally, I use this discussion as a case study to demonstrate the shortcomings of the recently proposed pragmatic synthesis between neoclassical and behavioral economics. If there are multiple and fundamentally different psychological theories of the same phenomenon, using their insights in economic analysis is hardly just a matter of a straightforward pragmatic choice among the various tools in the economist’s toolbox.

Educator and dairy farmer: the psychological empowerment of entrepreneur V.G. Jayakrishnan

Theoretical basis The psychological empowerment theory of intrinsic motivation is the primary theoretical basis for the case. Other theories discussed include personality theories and transformational leadership theory. Research methodology This is a field-researched case, based on face to face interviews with V.G. Jayakrishnan. The author also visited Jayakrishnan’s institution and attended an event there. The author also relied upon archival data in the form of newspaper reports: both print and video. The case is based on events before July 31, 2017. Case overview/synopsis This case examines how entrepreneur V.G. Jayakrishnan, between 1995–2017, set up two successful, yet distinct businesses, namely, ICD (Institute for Career Development), a leading banking test prepping center in Kerala, India and JK Farms, a state-of-the-art dairy farm. Jayakrishnan’s vision and ability to think far ahead of his competition led to ICD becoming one of the most successful banking test prep centers in Kerala, India. Similarly, Jayakrishnan’s vision of scientific dairy farming allowed him to set up the state of the art JK Farms. The case allows students to examine the concepts of intrinsic motivation and transformational leadership. Complexity academic level The case can be used both at the graduate and undergraduate levels. At the graduate level, it can be used at the beginning of any leadership class to foster discussion about intrinsic motivation and transformational leadership. At the undergraduate level, it would be better positioned at the middle of the organizational behavior course after the students have discussed the chapters on motivation, leadership and personality in principal textbooks (Colquitt, LePine and Wesson, McGraw Hill, 2018).

Professionalism as the Bedrock of High-Value Care.

"High-value care" has become a popular mantra and a call to action among health system leaders, policymakers, and educators who are advocating widespread practice changes to reduce costs, minimize overuse, and optimize outcomes in the United States. Regrettably, current research does not demonstrate significant progress in improving high-value care. Many investigators have looked to payment models, benefit design, and policy changes as the main levers to reduce low-value care delivery; thus, the prevailing approach to ensuring high-value care has been to identify and limit low-value services. This approach has a clear limitation: The number of identified low-value services has become too high for individual physicians to track. Using professionalism as a key driver of practice change presents an important opportunity to shift from a deficit-based reactive model to one that is proactive and uses the concepts of intrinsic motivation and medical stewardship to effect high-value care. Transforming aspirational values such as professionalism into actions that engage all physician stakeholders regardless of their position or influence, and regardless of system agility or payment structure, has the potential for bringing about real change. These concepts can be integrated into medical education, introduced early in training, and modeled by educators to drive long-term sustainable change. Physicians can, and should, embrace professionalism as the motivation for redesigning care. Payment reform incentives that align with their professional values should follow and encourage these efforts; that is, payment reform should not be the impetus for redesigning care.

Bridging the gap between extrinsic and intrinsic motivation in the cognitive remediation of schizophrenia.

An important development in cognitive remediation of schizophrenia is a focus on motivation. However, following a distinction between the concepts of intrinsic motivation (IM) and extrinsic motivation, discussions of IM-based methods have downplayed or misrepresented the role that extrinsic rewards can, and actually do, serve to promote positive treatment outcomes in cognitive remediation. Therefore, the purpose of this article is to explore the rationale for using techniques incorporating extrinsic rewards into cognitive treatment of people with schizophrenia. To do this, evidence is presented on each of the following points: (1) there is a long history of research demonstrating that delivery of extrinsic reward is associated with positive outcomes in both behavioral and cognitive rehabilitation; (2) basic human brain systems respond strongly to tangible rewards, and this can directly enhance attention, working memory, and other cognitive functions; (3) nearly all data on the negative effects of extrinsic reward on IM have come from studies of healthy children and adults in school or work settings who have adequate IM for target tasks; these findings do not generalize well to cognitive remediation settings for people with schizophrenia, who often have abnormally low levels of IM and low base rates of attentive behaviors; and (4) in real-world situations, cognitive remediation interventions already utilize a combination of intrinsic and extrinsic reinforcers. Future studies are needed to clarify state and trait factors responsible for individual differences in the extent to which extrinsic rewards are necessary to set the conditions under which IM can develop.

Training and certification of teachers and trainers: the professionalization of medical education

Economic constraints, profound changes in the healthcare system and insufficient educational expertise have gripped medical education. The objective of this study was to review professionalization of medical education and to contribute to an elaboration of a conceptual framework for understanding reforms. We developed a concept map based on information retrieved by searching the Medline/Knowledge Finder and the Cochrane Library databases. The descriptors used for the searches were 'certification, credentialing, education, faculty medical, quality assurance health care, research, staff development, teaching'. The endpoints for the study were: frequency, quality of studies and propositional content with regard to professionalization for developing a concept map. Thirty-one relevant studies were found in Medline.The Cochrane Library search returned no relevant studies. The evidence of the few studies was weak. The literature-derived concept map shows that faculty development is a prerequisite for certification leading to professionalization. Other related variables were resource allocation, intrinsic motivation to learn, educational research, study time, financial policy, organizational and staff development, and new specialized roles such as clinician-educator. It is concluded that professionalization of medical education is needed. This deficit underscores the need for conceptually sound research approaches. The concept of intrinsic motivation explains how to comply with scientifically based standards, thus fostering professionality. Approaches facilitating compliance, such as evidence-based learning, potentially professionalize the practice of medical education. Novel approaches such as quality management and best evidence medical education could professionalize medical education.

Reconsidering the Overjustification Effect: A Guide to Critical Resources

The overjustification effect is a popular phenomenon that is often reviewed in psychology courses. This effect refers to the observation that positive reinforcement reduces one's intrinsic motivation for a behavior and, thus, decreases the overall probability that the behavior will be repeated. Despite the popularity of the overjustiftcation effect and the concept of intrinsic motivation, these constructs have serious limitations as explanations of behavior. I mention relevant literature that highlights these limitations and recommend that students be exposed to a more circumspect review of the effect and a broader account of contemporary theories of reinforcement.

Is long-term maintenance of health-related physical activity possible? An analysis of concepts and evidence.

The phenomenon of maintenance of health-related physical activity is explored through an analysis of the underlying concepts and of the existing empirical evidence. The following targets were used for the analysis: (1) the concept of health-related physical activity, (2) the concept of maintenance, (3) common manifestations of maintenance in everyday living, (4) the promotional and behavioral characteristics of health-related physical activity, (5) the known determinants of free-living physical activity, and (6) intervention trials on physical activity in free-living groups. The analyses revealed the inherent resistance to adoption and maintenance of physical activity, particularly that of high-intensity and program-centered activities, the persistence, however, of many simple everyday routines and habits, the multiple determinants discovered for free-living physical activity and a few empirical demonstrations of the successful promotion of the maintenance of physical activity over a year or two. The promotion of the maintenance of health-related physical activity seems thus a distinct possibility provided that (1) the promotional situation is analyzed thoroughly, (2) the activity is chosen carefully with an emphasis on moderation in intensity and integration into the participant's life-style, (3) multiple promotional contacts are used, and (4) support from the participant's social and physical environment is provided. There is a need for more research on the maintenance of health-related physical activity using the stages of change models, behavior modification principles, self-control concepts, the concept of intrinsic motivation and the Relapse model. The method of analysis used here could apply to other health-related behaviors as well.

Need satisfaction and the self-regulation of learning

Self-regulation is analyzed in terms of self-determination theory using the concepts of intrinsic motivation and the internalization of extrinsic motivation. Laboratory experiments and field studies are reviewed indicating that: (1) intrinsic motivation and fully internalized extrinsic motivation are positively associated with high quality learning and personal adjustment; and (2) maintaining intrinsic motivation and internalizing extrinsic motivation are facilitated by social contexts that allow satisfaction of the basic psychological needs for autonomy, competence, and relatedness. Such contexts are ones that are characterized by the provision of choice, optimal challenge, informational feedback, interpersonal involvement, and acknowledgment of feelings.

Promoting Self‐determined Education

Abstract A theory of self‐determination is presented in which the concepts of intrinsic motivation and extrinsic motivation are explicated and the innate psychological needs for competence, autonomy, and relatedness are discussed. Laboratory experiments and field studies are reviewed indicating that: (1) social contexts that facilitate satisfaction of the three basic needs — by providing optimal challenge, informational feedback, interpersonal involvement, and autonomy support — promote both intrinsic motivation and self‐determined forms of extrinsic motivation; and (2) intrinsic motivation and self‐determined extrinsic motivation are positively associated with high quality learning and personal adjustment. Particular attention is devoted to how factors in the classroom and home affect students’ self‐determination and school performance.

Antecedents and Consequences of the Intrinsic Motivation to Shop

Although the concept of intrinsic motivation has been widely investigated in most of the social sciences, it has rarely been applied to consumer or shopping behavior. In this paper, relationships of the concepts, within a shopping context, to variables often considered its antecedents and consequences are examined empirically, using responses obtained from 380 adults who were exiting a large mall. There may be serious problems with intrinsic motivation as a variable construct.

The Concept of Intrinsic Motivation: Implications for Practice and Research with the Learning Disabled

Many children and youth with learning disabilities manifest behavior problems in addition to various learning disorders. Historically, the major focus in the learning disability field has been on behavior modification while largely ignoring the construct of intrinsic motivation. A basic assumption of intrinsic motivation is the student's innate need for feeling competent and self-determining. Adelman reviews the basic constructs underlying intrinsic motivation and discusses their implications for assessment, intervention, and research activities in learning disabilities.