Extrinsic Motivation Research Articles

Testing the Moderating Effect of Anti-Prejudice Motivation and Peer Attitudes on the Effectiveness of a School-Based Vicarious Contact Intervention

Vicarious contact has often been used for studying prejudice-reduction in school contexts due to its relatively accessible application through written or audiovisual portrayals of positive intergroup contact. However, these interventions may sometimes prove ineffective, thus restricting their ecological validity and independent use in education. To contribute to the understanding of factors that might facilitate or mitigate the efficacy of vicarious contact in reducing ethnic prejudice among adolescents, the present study tested for the moderating effect of anti-prejudice motivation and friends’ outgroup attitudes. Participants were Finnish secondary school students (N = 334; M = 13.38 years, SD = 0.53; 48% female; 19% ethnic minority) allocated into cluster-randomized intervention (N = 149) and control (N = 185) groups. Participants in the intervention group took part in 4 × 45-min teacher-led intervention sessions. A pretest-posttest design was employed to assess the outgroup attitudes three weeks before the intervention and the follow-up two weeks after. The results showed that adolescents’ intrinsic, but not extrinsic, anti-prejudice motivation and the pre-intervention attitudes of their reciprocal classroom friends positively predicted post-intervention attitudes towards people from different ethnic and cultural groups. However, only extrinsic motivation moderated the intervention effect as the results indicated the intervention to have a detrimental effect on outgroup attitudes among adolescents with less motivation to be non-prejudiced in order to gain social acceptance. This attitudinal backlash among adolescents less susceptible to the social influence of others implies that motivational aspects should not be overlooked when developing school-based intervention programs, especially when social norms are used as a mechanism of attitude change.

Motivating children to learn the Arabic language through classic Arabic books

This research aims to determine: (1) Al-Qur'an literacy activities (2) Children's motivation to learn Arabic through classic Arabic books and (3) Barriers to Al-Qur'an literacy activities. This research is descriptive in nature with a qualitative approach. The results of the research show that (1) The activities carried out at Madrasah Diniyah Sidomulyo are Al-Qur'an literacy activities which consist of practicing reading the Al-Qur'an, makharijul letters, and recitation knowledge. Meanwhile, for learning Arabic, we use standard classical Islamic boarding school books, including Ta'lim muta'alim, al-jurumiyah, at-Tasrif and aqidatul awwam. (2) The motivation for children to learn Arabic at Madrasah Diniyah Sidomulyo is divided into 2, namely intrinsic motivation which is influenced by the child's drive and need to learn and the desire to successfully master Arabic, because of the hopes and aspirations of becoming an Arabic teacher. And extrinsic motivation is based on interesting learning activities and a conducive learning environment. (3) The implementation of Al-Qur'an literacy activities at Madrasah Diniyyah is hampered due to a lack of teachers, students are not yet accustomed to using classic Islamic boarding school books, resulting in difficulties in learning. Lack of facilities and infrastructure such as management rooms, teaching rooms, administration rooms and libraries.

Managerial control or feedback provision: How perceptions of algorithmic HR systems shape employee motivation, behavior, and well‐being

AbstractAlgorithmic HR systems are becoming a more prevalent interface between organizations and employees. Yet little research has examined how automated HR processes impact employee motivation. In a three‐wave study (NTime1 = 401; NTime2 = 379; NTime3 = 303), we investigated the motivational effects of HR systems that automatically capture—and make decisions based on—employee performance, and whether these effects depend on employee attributions regarding the organization's intended use of its automated HR metric system. Additionally, we test whether these motivational states affect employee task prioritization and emotional exhaustion. Results show that employees whose organizations use algorithmic HR systems, and who also attribute managerial control as intent to that system, experience higher levels of extrinsic motivation at work. This, in turn, predicts greater prioritization of metricized tasks and de‐prioritization of non‐metricized tasks. Conversely, employees who believe the purpose of algorithmic HR systems is to provide them with constructive feedback are more likely to experience intrinsic motivation, leading to reduced feelings of emotional exhaustion, greater prioritization of metricized tasks, but reduced non‐metricized behavior de‐prioritization. These results illustrate the critical importance of employee sensemaking around algorithmic HR systems as a precursor to the impact of such systems on employee motivation, behavior, and well‐being.

Intrinsic and extrinsic motivation in pre-service secondary education teachers in Spain

ABSTRACT This paper analyses the initial motivations for studying the Master’s Degree in Secondary School Teaching in Spain. Participants were 441 university students who filled out a work-related values and motives questionnaire. Cluster analysis revealed four motivational profiles. Three of them display adequate intrinsic motivation, although there are marked differences among them. However, the fourth profile was associated with a low degree of vocation, along with difficulties in adapting to the demands of the role of teacher. The Chi-squared test yielded a better motivational profile in females and among those who had previous experience. These results allow us to make a series of proposals in the educational field. Further research should be conducted in this area; moreover, efforts should be devoted to improving the instructional design of the Spanish Master’s Degree in Secondary School Teaching, as well as to revising the procedures designed for selection and orientation of future students.

Employees’ Motivation as A Determinant of Work Attitude and Performance in Elizade University

Employees’ motivation as a determinant of work attitude and performance of employees of Elizade University, Ilara-Mokin, Ondo State, Nigeria was examined in this study. Regardless of rank, age, job, gender, or educational background, employers have defined employee motivation as instruments and strategies used to affect the work attitude and performance of employees at various levels of the organisation. Purposive sampling technique was adopted in selecting Elizade University, Ilara-Mokin in Ondo state out of the 111 private universities in Nigeria. Self-structured questionnaire named Employees Motivation, Work Attitude and Performance (EMWAAPQ) was used for primary data collection. The collected data underwent analysis, focusing on the descriptive examination of demographic information. To test the two hypotheses formulated for this study, Pearson correlation and linear regression analyses were conducted. The scrutiny of all hypotheses adhered to a significance level of 0.05 alpha. The study revealed a positive correlation between employees’ motivation and employee attitudes within the institution (r=0.205**, n=181, p<0.05). Furthermore, this study established that both intrinsic and extrinsic motivation significantly influence employee performance (R2=0.136=13.6% of the variance). The implication is that organizations should prioritize employee well-being, with a particular emphasis on fostering motivation among staff. Therefore, to sustain and enhance productivity, the study recommends the implementation of comprehensive compensation packages, encompassing both monetary and non-monetary benefits.

Consumer-company identification: a review and empirical contribution

PurposeFor decades, consumer identification and motivation, either alone or jointly, have been essential constructs for behavioral researchers. The resultant output is significant in terms of both quality and quantity. However, at a deeper level, a lack of conceptual clarity in the relationship between these constructs has led to theoretical and practical irregularities, which this study aims to address.Design/methodology/approachAn online questionnaire was distributed to sport consumers aged over 18 participating in an online panel, prompted 293 completed responses. Structural equations modeling was used to examine the data.FindingsFindings show that identification mediates the effects of intrinsic and extrinsic motivation on sport supporters’ loyalty and explain 90% of the variance in that construct. In addition, identification mediates the adverse effects of extrinsic motivation on loyalty and strengthens loyalty when levels of satisfaction decline.Originality/valueThis study extends previous work by providing a theoretical perspective that clarifies the relationship between motivation and consumer identification; deepens theory by empirically observing the relationship at different levels of consumer satisfaction; and presents a parsimonious, valid and reliable method that managers can leverage to strengthen sport supporters’ loyalty.

From the Phenomenon of Self-Sufficiency to the Mechanisms of Self-Determination

The paper presents a systematic analysis of key explanatory concepts of different levels of abstraction, being used in the psychological and interdisciplinary concepts for the explanation of the phenomenon of self-sufficiency. The phenomenon of self-sufficiency is defined basing on the understanding of person as the instance which human being as an autonomous agent may oppose to both internal impulses and external pressures, biological and social determinants acting both from within and from outside. The closest construct is that of agency. Agency is viewed as personality variable, reflecting the person’s capacity to initiate and control their actions. Agency appears as the explanatory construct as regards the observable phenomenon of self-sufficiency. However, being holistic and indivisible, it, in its turn, needs a more detailed analysis. Such a brief analysis is provided for the psychological constructs of proactivity, autonomy, personal causation and self-determination as well as for more specific theoretical models of intrinsic / extrinsic motivation, phases of a motivated action, personality potential as the potential of autoregulation, and freedom and responsibility as two sides of personal causation and autodetermination, taking shape during the transition from childhood to adulthood. Freedom is treated as the highest form of activity, a side of personal causation and autodetermination which allows us feeling independent of outer pressures and inner impulses. Responsibility is the second side of personal causation and autodetermination, the highest form of autoregulation, associated with viewing oneself as a cause of some events in the world, it is a controlled capacity of producing goal-directed changes in oneself and in the world. In conclusion the construct of personal life position as an integral person’s attitude to one’s own life is introduced. The constructs analyzed in the paper present the multilevel conceptual frame for treating the phenomenon of self-sufficiency.

Integration of Intrinsic and Extrinsic Motivation in Second Language Acquisition: Magnetism as a Proposed Theory

Language learning motivation is significantly shaped by both external and internal factors, influencing the learning process in either a positive or negative manner. These factors span educational and environmental domains, particularly in a demotivated learning society. Thus, this paper introduces a theory that combines intrinsic and extrinsic motivation components, aiming to attract learners to language learning, given its relevance to knowledge across diverse domains and global understanding. This theoretical paper not only offers an overview of previously proposed theories, assessing their merits and limitations but also delves into the conceptualized components of the new theory, Magnetism, along with its foundational principles. Magnetism comprises two intricately linked major components elucidating intrinsic and extrinsic motivation, detailing their interaction, mutual influence, and their role in fostering a positive attitude toward language learning. Additionally, the paper delineates three types of relationships that connect the components and their constructs to each other and to the overall framework.

Broad Brain Networks Support Curiosity-Motivated Incidental Learning Of Naturalistic Dynamic Stimuli With And Without Monetary Incentives

Abstract Curiosity— the intrinsic desire to know— is a concept central to the human mind and knowledge acquisition. Experimental studies on information-seeking have found that curiosity facilitates memory encoding and exhibits similar rewarding properties as extrinsic rewards/incentives, by eliciting a dopaminergic response in the reward network. However, it is not clear whether these findings hold with more naturalistic dynamic stimuli and how the joint effect of curiosity and extrinsic incentive manifests in learning and neural activation patterns. Herein, we presented participants with videos of magic tricks across two behavioural (N1 = 77, N2 = 78) and one fMRI study (N = 50) and asked them to rate subjective feelings of curiosity, while also performing a judgement task that was incentivised for the half of participants. Incidental memory for the magic trick was tested a week later. The integrated results showed that both curiosity and availability of extrinsic incentives enhanced encoding but did not interact with each other. However, curiosity influenced only high-confidence recognition memory, whereas extrinsic incentives affected memory regardless of confidence, suggesting the involvement of different encoding mechanisms. Analysis of the fMRI data using the intersubject synchronisation framework showed that, while the effects of curiosity on memory were located in the hippocampus and dopaminergic brain areas, neither the effects of curiosity nor incentives themselves were found in the often-implicated reward network. Instead, they were associated with cortical areas involved in processing uncertainly and attention. These results challenge a traditional focus on reward networks in curiosity and highlight the involvement of broader brain networks.

Job characteristics model-based study of the intrinsic motivations for primary care practitioners

BackgroundIncentives for primary care workforce are close related to the “strengthening basic healthcare” strategy of the new health reform of China and help achieve the goals of establishing a tiered system for rational diagnosis and treatment. Previous studies primarily focused on extrinsic incentives and their influence on performance, with limitation of exploring intrinsic motivations directly from the job. ObjectiveThis study aimed to analyze the job characteristics of primary care practitioners within the framework of Job Characteristics Model, evaluate their effect of intrinsic motivations on various job performance, compare the impact of five job characteristic dimensions with extrinsic motivators such as salary on these performance, and offer policy suggestions to enhance the motivations for bettering performance of primary care practitioners. MethodsA questionnaire survey was conducted between February and June 2021. The questionnaire was developed by the authors and delivered to primary care practitioners of 18 community health centers and 20 township health centers of three cities in Shandong Province China. The health centers were selected through a multi-stage sampling method. Within participants who completed the questionnaires, 167 participants were selected through a convenience sampling process, for semi-structured interviews. These interviews explored their opinions on job characteristics in their roles. Pearson correlation analysis was used to examine the association between the five job characteristics and extrinsic motivators, with self-motivation, performance, professional burnout, and intent to leave. Multiple linear regression was employed to assess the impact of these factors on job performance. The interview data were analyzed through thematic analysis. ResultsA total of 870 questionnaires were included in the study. Participants gave the highest rating to skill variety (4.09 ± 0.71) and the lowest to task integrity (3.18 ± 1.04) in the job characteristics. Scores for task significance, feedback, and autonomy were 3.91 ± 0.76, 3.46 ± 0.83, and 3.43 ± 0.79, respectively. Pearson correlation indicated positive associations of each job characteristic dimension with self-motivation and performance (P<0.05), and negative associations with burnout and intent to leave (P<0.05). Multiple linear regression results revealed that job characteristics dimensions significantly affected job performance, with notable impacts on self-motivation (R²=18.8 %), performance (R²=11.3 %), professional burnout (R²=16.5 %), and intent to leave (R²=21.9 %). These characteristics showed greater explanatory power compared to extrinsic motivators (1.7 %, 3.4 %, 5.8 %, and 11.8 % contributions to the four performances, respectively). Interviews highlighted challenges such as fragmented task assignment, limited autonomy, and inadequate feedback. ConclusionThe influence of intrinsic motivations stemming from of job characteristics is more significant in explaining job performance among primary care practitioners than extrinsic motivational factors. A noticeable discrepancy exists between theoretical job characteristics and their practical application. Focus should be shifted towards the intrinsic motivations of job. Recommended measures include enhancing training opportunities and their quality of service, reducing work-related stress, empowering medical professionals, increasing resource investments, relaxing policy constraints, and improving the performance management system. These measures aim to impact job perceptions, thereby enhancing the motivations and performance of primary care practitioners.

Locating Motivation for English as a Foreign Language Over Time: The Influence of School Location and Type

This article examines secondary school learners’ motivation to learn English as a foreign language (EFL) in relation to two contextual factors: school type and school location. Data were collected from 352 Polish learners who attended English instruction in general and technical secondary schools in a large city and a small town in western Poland. Learners’ motivation, conceptualized as a continuum from fully autonomous to fully controlled, was measured through a survey at two time points, 2 years apart, which provided an assessment of motivational change. The second measurement was followed by interviews with selected learners. Our results show that learners from general secondary schools in the two locations exhibited different motivational patterns, while those from technical schools were similarly motivated regardless of their schools’ locations. A decrease in extrinsic motivation over time was observed in both types of small-town schools. Based on these results, we discuss the implications for EFL pedagogy.

A Convergent Mixed Methods Design to Assess the Use of the Home Virtual Rehabilitation System By Persons with Chronic Stroke.

Purpose: Patients poststroke utilized the Home Virtual Rehabilitation System (HoVRS) to perform home-based, gamified upper extremity rehabilitation over 12 weeks. Outcomes related to adherence and clinical improvement were collected, and semistructured interviews were conducted to assess intrinsic and extrinsic motivators that impacted engagement with the system. Methods: Subjects performed between 299 and 2020 minutes of self-scheduled, sparsely supervised hand rehabilitation activities in their homes. Results: As a group, the subjects demonstrated statistically significant improvements at the structure/function, activity, and activities of daily living levels of function. Qualitative analysis generated seven themes that both positively and negatively influenced each subject's experience with HoVRS, including challenge as a primary intrinsic motivator and pursuing additional therapy and/or a return to higher functional status as a key extrinsic motivator. Subjects' ratings of the system using the Intrinsic Motivation Inventory before and after treatment were uniformly positive, but interview-based feedback was more balanced between positive and negative.

Pengaruh Gaya Kepemimpinan Transformasional, Motivasi Intrinsik dan Motivasi Ekstrinsik terhadap Kinerja Karyawan PT Bank Rakyat Indonesia (Persero) KC Kendal

This study aims to find out and analyze the extent to which transformational leadership style variables, intrinsic motivation and extrinsic motivation affect employee performance. This research object is PT Bank Rakyat Indonesia (Persero) KC Kendal with a sample of 100 permanent employees. Sample selection using saturated sampling. The method used is a quantitative method by collecting data using a questionnaire and distributed by gform with a likert scale as a measurement tool. The types of data used are primary data and secondary data. Data processing and testing using the SPSS version 26 program. The instrument tests used are validity tests and reliability tests. The analysis techniques used include multiple linear regression analysis, f tests, coefficients of determination, and hypothesis tests (tests). The findings in this study show that Transformational leadership style and intrinsic motivation have a positive and significant effect on employee performance. In addition, extrinsic motivation also plays a role in influencing employee performance.

Bidirectional associations between maternal homework involvement, adolescents' academic motivation, and school well-being.

This study examined bidirectional associations between mothers' homework involvement (autonomy support and psychological control in homework situations), Finnish adolescents' academic motivation (intrinsic motivation, extrinsic motivation, amotivation), and school well-being (school satisfaction, school-related stress) across the transitions to lower and upper secondary school. The sample consisted of Finnish adolescents (n = 841; 457 girls; age 12 at T1) and their mothers (n = 652; T1). The results showed that increased levels of maternal psychological control in Grade 7 predicted adolescents' decreased school satisfaction in Grade 9 but only indirectly via increased amotivation. In turn, adolescents' increased levels of school satisfaction decreased maternal psychological control via increased intrinsic motivation within Grade 9 and the first year of upper secondary education. Taken together, more knowledge and understanding should be provided to mothers to help them to support adolescents' motivation and school well-being in more optimal ways. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Impact of Gamification on Students’ Learning Outcomes and Academic Performance: A Longitudinal Study Comparing Online, Traditional, and Gamified Learning

This study aims to examine the influence of gamification in students’ learning outcomes and academic performance. A longitudinal study was conducted to compare students’ academic performance in online learning (2020–2021), traditional learning (2021–2022), and gamified learning (2022–2023). The longitudinal study lasted 3 years and a total of 1001 higher education students were involved. Three research questions were set to be explored and students’ viewpoints and experiences were also examined through a questionnaire of 20 questions. This study follows a quantitative research approach. The data refers to students’ academic performance, success rate, excellence rate, withdrawal rate, engagement, motivation, and perspectives. In the laboratory part of the course, gamified learning yielded better outcomes over online learning and traditional learning in success rate (39% and 13%), excellence rate (130% and 23%), average grade (24% and 11%), and retention rate (42% and 36%) respectively. In the theoretical part of the course, gamified learning resulted in better outcomes over online learning and traditional learning in success rate (19% and 14%), in excellence rate (125% and 79%), and in average grade (25% and 12%) respectively. In the overall course, gamified learning yielded better outcomes over online learning and traditional learning in success rate (14% and 14%), in excellence rate (122% and 70%), and in average grade (25% and 17%) respectively. The highest increase was observed in students’ excellence rate. Students highly regarded gamification as an effective educational approach that can increase their learning outcomes, engagement, productivity, and motivation and trigger both their both intrinsic and extrinsic motivation. The learning experience become more enjoyable and students’ basic needs in terms of autonomy, competence and sufficiency, and relatedness and sense of belonging were met. Traditional learning also resulted in better learning outcomes when compared to online learning. Gamification emerged as an effective learning approach which leads to improved learning outcomes and academic performance, learning motivation, engagement, and retention rate over online learning and traditional learning in both theoretical and applied course settings.

Success in vaccination programming through community health workers: a qualitative analysis of interviews and focus group discussions from Nepal, Senegal and Zambia

ObjectivesCommunity health workers are essential to front-line health outreach throughout low-income and middle-income countries, including programming for early childhood immunisation. Understanding how community health workers are engaged for successful early...

Does money matter, and for whom: the importance of financial motivational factors among employees of banks in Poland

Motivation: The organisation’s approach to building human capital is an essential factor in the success of market entities, and it determines a competitive advantage in the market. Due to the challenges and various market changes that banks face, building an effectively motivated multigenerational employee team and understanding employee intrinsic and extrinsic motivation is very important.Aim: The paper aims to contribute to the literature and fill the research gap on the financial motivators available in banking and non-banking entities. The paper examines the role and importance of financial incentives, regularly used in the banking sector, in conjunction with a comprehensive analysis of their significance for representatives of different generations (X, Y, Z), gender, and career level in the sample of various institutions in the banking sector in Poland.Results: The paper outlines the opportunity to revise incentive systems in banking operations. The analysis was made twofold: firstly, within extensive desk research, and secondly, based on the empirical survey in the form of an individual research questionnaire carried out among 418 employees of various banks and companies from their capital groups just before the pandemic in 2020. The results were examined using statistical analysis, including non-parametric tests. We identified multiple respondents’ attitudes to motivational financial factors and classified their importance concerning generation, age, and organisational position. The study’s results indicate that generational and gender differences affect the perception of bank financial incentive tools. Some financial motivational factors regularly used in banks do not equally motivate employees, which leads to the conclusion that banking institutions should inevitably include generational and gender factors in their motivational approach to employees.

The Role of Motivation and Job Satisfaction in Enhancing Employee Performance: Systematic Review

This paper seeks to explore the significance of motivation, job satisfaction, and employee performance, with a focus on addressing diverse facets of this issue. The primary challenge at hand pertains to organizations, and institutions, striving to enhance both the productivity and dedication of their workforce. To attain these goals, a multifaceted approach (quantitative and qualitative) was employed, involving comprehensive surveys and interviews conducted among employees in factories, health and educational institutions and companies. The research results demonstrated a robust and positive correlation between motivation and job satisfaction, consistently demonstrating improved performance among highly motivated and contented employees. Key factors influencing this dynamic include equitable compensation, opportunities for skill development, and supportive work environments. Furthermore, it becomes apparent that an all-encompassing approach, which integrates intrinsic and extrinsic motivators, proves more effective in fostering employee engagement. This study underscores the importance of acknowledging the multifaceted nature of employee performance enhancement, offering valuable insights to organizations seeking to cultivate a work environment conducive to maximizing their workforce's potential. The implications of this study are how crucial it is to identify and support job satisfaction and motivational elements in the workplace as major determinants influencing employee performance. Employers stand to gain a great deal by putting tactics into practice that are designed to improve employee motivation, job satisfaction, and work environment. the necessity of customized approaches to accommodate individual differences in motivational demands and work satisfaction preferences as well.

Exploring Language Learning Motivation and Strategies in Viet-namese High School Students: A Case Study in Ho Chi Minh City

This study investigates the motivation and learning strategies of high school students in Ho Chi Minh City, Vietnam, and explores the relationship between these two factors. The research involved 76 students from Dang Khoa private high school who completed adapted questionnaires to assess their types of motivation (intrinsic or extrinsic) and language learning strategies. Instruments were modified from established scales - Chang's (2005) and Vaezi's (2008) for motivation, and the Strategy Inventory for Language Learning, Version 7.0 (Oxford, 1989) for strategies. The findings indicate that the extrinsic motivation (e.g., external pressures, instrumental goals) was more prevalent than intrinsic motivation (e.g., personal interest, enjoyment) among the participants. In addition, a positive correlation was found between motivation level and strategised learning. Students with stronger motivation tended to employ a wider range of learning strategies. Based on these results, the study concludes with recommendations for educators to enhance student motivation and support their strategic use of learning practices for effective English language acquisition.

Research identity among counselor education master’s students

ABSTRACT This exploratory study of 189 counselor education master’s students examined research competence, research motivation, and advisory working alliance using quantitative research methods. Statistically significant relationships between research competence and intrinsic research motivation, extrinsic research motivation, and perceived rapport with and identification with academic advisors were found. Suggestions for developing research identity in master’s students are discussed.