Extrinsic Motivational Orientation Research Articles

Self-talk valence and motivational orientation for entrepreneurship: an exploratory study

ABSTRACT Self-talk is a well-researched component of self-efficacy that is frequently used as a motivational tool in sports. This study investigated how self-talk, as a component of entrepreneurship self-efficacy, relates to entrepreneurial motivation orientation. An online survey measured the self-talk valence of twenty-four entrepreneurs. Subsequently, interviews were conducted with the same entrepreneurs to collect narratives of their entrepreneurship start-up. The interview data were thematically coded and analysed. Links between the entrepreneurship motivation and the entrepreneurs’ net self-talk valence scores were plotted. The analysis suggests that those with positive self-talk typically had intrinsic motivation orientations, while those with negative scores had shared extrinsic motivational orientations. Contrary to the association of positive self-talk with motivation in sports, counterintuitively, negative self-talk’s link with motivation presents a novel finding. This finding is explained using the ‘push’ and ‘pull’ theories of entrepreneurial motivation. The study recommends deductive testing for this inductively explored relationship.

Exploring the Impact of Learning English on Shaping Saudi EFL Learners’ Identities

Language learners’ identities are no longer constant and stable but complicated, conflicting, and multidimensional (Darvin & Norton, 2023; Norton, 1997). Its users’ identities format language and those identities are dynamic because students engage in many discourses and negotiate their positions within diverse communities of practice. The main aim of this mixed-methods study is to explore how learning the English language impacts Saudi students’ identities and what factors contribute to it. To achieve these purposes, the study randomly recruited a sample of 60 male and female college-level students studying for a Bachelor of Education. in English language at Majmaah University’s College of Education – Saudi Arabia- were randomly recruited to complete online questionnaires, and semi-structured interviews were conducted individually with five male and five female high-achieving EFL English as a foreign language learner. The results showed that knowing English is highly valued in Saudi Arabia and essential to securing a good job and achieving personal financial success. The research participants expressed positive perceptions of the English language, native English speakers, and the culture of English-speaking nations, showing that they possessed both intrinsic solid and extrinsic motivational orientations. The outcomes of the interviews and questionnaires indicated that most respondents still needed to create a new foreign-language identity.

When sales leaders induce competition among sales employees: a source of motivation or exhaustion?

Many sales leaders support competition among their employees. However, inducing competition among peers may exhibit beneficial, motivating as well as harmful, exhausting effects, and which of the two countervailing effects prevails remains an open question. Drawing on the job-demand resources model and 20 interviews with sales professionals, this study proposes that competition-inducing leadership (CIL) exhibits ambivalent effects on sales employees’ positive stimulation and emotional exhaustion, which depend on the specific combination of employees’ extrinsic motivational orientation and role overload. A cross-national, multilevel dataset from 503 business-to-business sales employees reporting to 131 supervisors of a multinational industrial supplier firm supports these propositions. Thus, this study contributes to sales leadership and interpersonal competition research by empirically clarifying that CIL is a double-edged sword that cannot be one-sidedly categorized as beneficial or harmful.

Assessing intrinsic and extrinsic motivational orientations between the public and the private high school teachers toward teaching as profession in Jordan

The aim of this research paper is to assess intrinsic and extrinsic motivational orientations between the public and the private sector for high school teachers toward teaching as a profession. A sample of teachers were chosen from the public and the private school in Jordan (N=204). Four hypotheses were tested using independent-samples T-test, the result shows that private school teachers were more motivated by extrinsic compensation motives and extrinsic outward motives, while public school teachers were more motivated by intrinsic challenge motives and intrinsic enjoyment motives. The authors found out that private school teachers perceived themselves motivated by money and rewards, to be better than their colleagues in doing their job and need to have a recognition for their performance at their work. Public school teachers perceived themselves as enjoying tackling new problems and solving complex and difficult problems and considered their job as very important to them.

Análisis de un modelo integrador del compromiso escolar: relaciones entre variables situacionales, escolares, sociales y personales en alumnos de nivel primario de educación

The study aims at analyzing the predictive role of students' perception about the class’s situational, school, social, and personal variables on the affective, behavioral, and cognitive engagement towards school tasks. The research was developed with 219 students of the primary education level from public schools in Argentina. For data collection, four standardized instruments were used: –Scale of Engagement towards School Tasks in Primary Level Classes; Inventory of the Perception of Educational Context as motivator; Questionnaire of Involvement with the School Center and Intrinsic versus Extrinsic Motivational Orientation Scale in the Classroom- as well as the absence record keeping throughout the school year. Furthermore, informed consent was also requested. The model evaluated through Path Analysis presents a good fit to the data (chi square=20.24, df=7, p=.005, chi square/df=2.89,CFI=.99, GFI=.99, RMSEA=.093–CI 90%=.047/.14-), and confirms the hypothesis, i.e., that the affective, behavioral and cognitive engagement is favored by the configuration of the class and the support from peers and teachers, while personal beliefs mediate absence as school variables that exert a negative influence on every dimension of student involvement.

Peer Assessment and Self-Assessment in Social Learning Environments Through a New Crowd-Sourced Mechanism

Social learning environments generally provide learners with the grounds to collaboratively create and share different learning contents. The variety and considerably large amount of created contents makes them infeasible for students to read through and often results in a continuous reduction in students’ contribution. Therefore, social learning environments should be equipped with effective mechanisms to evaluate and accredit learner-created content relying on students’ participation. In order to suggest a voluntary mechanism for peer assessment with the least overhead, the current study proposed a new crowd sourced approach. The approach called content-dependent multi-label voting (COMVO) offers various assessment options for each type of learning content consisting of resource, assignment, forum, discussion, reply, and comment. COMVO was implemented in a social learning environment and was utilized by students and experts during educational activities in a university course. Peer voting, self-voting, voting to experts, and expert voting were qualitatively analyzed. The results indicated that in contrast to peer voting, which mostly consists of positively describing labels, self-voting labels match those given by experts. Analysis implied that peer voting is reliable and expert-independent. This paper also provided insights about student behaviors and reciprocal effects in identified voting, investigating the role of students’ extrinsic and intrinsic motivational orientation in their voting behavior. Results of a subjective evaluation indicated that the majority of respondents found COMVO an enthusiastic and efficient tool with the potential to complete other similar crowd sourced peer assessment mechanisms.

Dual tuning in creative processes: Joint contributions of intrinsic and extrinsic motivational orientations.

Intrinsic and extrinsic motivational orientations often coexist and can serve important functions. We develop and test a model in which intrinsic and extrinsic motivational orientations interact positively to influence personal creativity goal. Personal creativity goal, in turn, has a positive relationship with incremental creativity and an inverted U-shaped relationship with radical creativity. In a pilot study, we validated the personal creativity goal measure using 180 (Sample 1) and 69 (Sample 2) employees from a consulting firm. In the primary study, we tested the overall model using a sample of 657 research and development employees and their direct supervisors from an automobile firm. The results support the hypothesized model and yield several new insights. Intrinsic and extrinsic motivational orientations synergize with each other to strengthen personal creativity goal. Personal creativity goal in turn benefits incremental and radical creativity, but only up to a certain point for the latter. In addition to its linear indirect relationship with incremental creativity, intrinsic motivational orientation has an inverted U-shaped indirect relationship with radical creativity via personal creativity goal. (PsycINFO Database Record

Relationships between motivation, cognitive styles and perception of teaching practices for creativity

Abstract This study investigates differences between Pedagogy and Teachers' Certificate in Mathematics undergraduates, males and females, from public and private institutions with respect to motivational orientations, cognitive styles and perception of pedagogical practices for creativity implemented by their teachers, as well as relationships between these variables. Three hundred and sixty-five students answered scales regarding motivation to learn, cognitive styles, and teaching practices for creativity. Intrinsic motivation predominated in the private university students and extrinsic motivation in the public university students. The data revealed differences between courses, gender and type of university concerning cognitive styles. Private university and pedagogy students had a more positive perception of professors' teaching practices that promote creativity. Positive relationships were observed between the factors of the instrument of pedagogical practices for creativity, intrinsic motivation and nonconformist transformer style, and between the various cognitive styles and intrinsic and extrinsic motivational orientation.

The role of motivation and self-esteem in the academic achievement of Turkish gifted students*

The aim of this study was to explore the relationship between self-esteem and motivational components and to determine which were the best predictors of academic achievement among Turkish gifted students. Participants in this study were 184 students (76 girls and 108 boys). Sixty-one students were from the fourth grade, 43 from the fifth grade, 34 from the sixth, 32 from the seventh and 14 from the eighth grade. Eighty-four of the students attended İstanbul Art and Science Centre, which is an after-school program for gifted students, and 100 of them attended a public special education school for gifted students. The Coopersmith Self-Esteem Inventory was used to assess self-esteem and the Scale of Intrinsic Versus Extrinsic Motivational Orientation in the Classroom was used to assess motivational components. Findings showed significant correlations between self-esteem, motivation and achievement. Using a regression analysis, in fourth graders general self-esteem, in fifth graders academic self-esteem, in sixth and seventh graders intrinsic motivations and in eighth graders extrinsic motivation were found to predict academic achievement.

The Actiotope Model of Giftedness: Its Relationship With Motivation, and the Prediction of Academic Achievement Among Turkish Students

The Actiotope Model of Giftedness (AMG) focuses on person-environment interactions instead of on the personality traits associated with actions. Motivation is a combination of intrinsic and extrinsic forces that are fundamental to the production of actions. Therefore, the resources provided by the environment or person are important for the creation of motivation. The aim of this study was to explore the relationship between resources and motivation components, and to determine which were predictors of academic achievement among Turkish students (440 students, 206 from the 4th grade and 234 from the 7th grade). The Questionnaire of Educational and Learning Capital (QELC) was used to assess the resources described in the AMG, and the Scale of Intrinsic Versus Extrinsic Motivational Orientation in the Classroom (IVEMOCS) was used to assess the motivation components. Findings showed significant correlations between all resources and two motivation components: intrinsic and dependence on the teacher. Using stepwise regression analysis, in 4th-graders, infrastructural capital and extrinsic motivation were found to predict academic achievement; and in 7th-graders, intrinsic motivation, economic capital, extrinsic motivation and didactic capital were found to predict academic achievement.

Effects of intrinsic and extrinsic motivation on task and contextual performance of Pakistani professionals

Purpose– The purpose of this paper is to examine underlying linkages between employees’ intrinsic/extrinsic motivation and their task/contextual performance in a Pakistani health care and educational context. Employees’ affective occupational and organizational commitments were proposed as mediators to explain these relationships.Design/methodology/approach– Data were collected from 181 doctors from a Pakistani hospital and 135 academics from a Pakistani university and analyzed using Baron and Kenney (1986) approach and Preacher and Hayes (2008) bootstrapping approach for testing multiple mediators simultaneously.Findings– As expected, intrinsic motivation is related to task performance (TP) and this relationship is mediated by affective occupational commitment. Extrinsic motivation is related both to TP and contextual performance (CP) and these relationships are mediated by affective organizational commitment.Research limitations/implications– Research has implications both for practitioners and academicians. The results highlight how different motivational orientations can produce different results and managers need to understand the different needs of employees while devising their human resource strategies. Employees can differ in their motivational orientations depending on their level of need, and can accordingly differ in their subsequent attitudes, performance and behaviors. Employees also need to choose jobs carefully after evaluating their motivational orientations.Originality/value– The current study recognizes the multi-dimensional nature of motivation and differentiates the effects of intrinsic and extrinsic motivational orientations of employees by establishing the unique linkages between these orientations and employee task and CP. The study also examines differential role of two foci of employee commitment in analyzing the main effects.

Interactive Effects of Extrinsic Orientation and Competence Feedback: Orchids and Dandelions

Extant literature predominately examines workplace motivation as a temporary state induced by contextual factors. Performance management practices take on a deterministic halo from this perspective, while variance in performance across individuals is viewed as incidental error. The present paper examines trait-level extrinsic motivational orientation as a systematic cause of such variance, focusing specifically on its interaction with competence supportive feedback—an established variable in state-motivation research and a ubiquitous performance management practice. Two studies are presented, with samples consisting of cross-sections of employed adults and, for study 1, their managers. As predicted, competence feedback was positively associated with in-role and extra-role performance only for employees that were innately more extrinsically oriented, not for employees that were less extrinsically inclined. The opposite pattern occurred for subjective wellbeing, with the beneficial effects of competence feedback attenuated at higher levels of extrinsic orientation. Findings for subjective well-being were replicated with the second sample and an underlying mechanism of felt work demands was identified. A post-hoc interpretation suggests employees with a heightened sensitivity to their extrinsic surroundings are akin to orchids that flourish or perish depending on their environment, while employees less extrinsically orientated are more like dandelions that maintain a moderate but consistent state despite environmental conditions. Relevance for future research is detailed. Implications for performance management and the potential for hypermotivation are also discussed.

A comparative study of the motivational orientation type on users’ behavior: focusing on ubiquitous computing services

One of the main problems of today's ubiquitous computing systems is that they do not meet their quality requirements. Ubiquitous computing services such as mobile data services (MDS) are fundamentally different from traditional information systems (IS) in terms of important quality factors such as information or system quality because it has been used in various life contexts. We identify important quality factors on various contexts in Korea MDS market. Using the results of qualitative study, we propose research model. To identify the effect of motivational orientation type on users' behavior, we classified users according to their propensities into intrinsic and extrinsic motivational orientation groups. The results show that the impact of quality factors on user satisfaction is differentiated depending on motivational orientation types. The paper concludes with a discussion of the study's limitations and implications.

Intrinsic and Extrinsic Motivation in Personality: Assessing Knowledge Profiling and the Work Preference Inventory in a Thai Population

Personality trait theories are often used to identify particular personality or behavioural characteristics of potential employees by human resource management departments. However this can be enhanced by understanding how motivation plays a role in personality, and particularly within the context of knowledge-based personality processes. The paper draws on knowledge management theory called Knowledge Profiling (KP) in which a theoretical construct has been developed representing personality through a set of three traits and their polar values. This model has previously been linked to the trait theory of personality called Myers-Briggs Type Indicator (MBTI). This research adopts KP, develops its linkage with MBTI, and elaborates on its connection with motivation. The resulting model, referred to as Knowledge Profiling Motivational (KPM) model is developed by connecting it with the Work Preference Inventory (WPI), which assesses individual differences in Intrinsic and Extrinsic motivational orientations. Analysis indicates that KPM is an improvement on the KP model in representing personality. Moreover, the research suggests that personality traits are not limited to bipolar relationship, but there are relationships between traits as well.

Motivational synchronicity: Priming motivational orientations with observations of others’ behaviors

Two experiments tested the motivational synchronicity hypothesis, according to which observation of a target person’s behavior implying an intrinsic or an extrinsic motivational orientation primes the observers’ corresponding motivational orientation. Experiment 1 revealed that participants exposed to a target person intrinsically motivated to perform a task, relative to those exposed to an extrinsically motivated target person, showed greater intrinsic motivation (free-choice persistence) for the same task. Experiment 2 extended this in two important ways: (1) different tasks were used for the target and participant in order to rule out an expectation-based interpretation of the results, and (2) performance on an activity known to be facilitated by intrinsic motivation was used as the dependent measure. It appears that simply observing others’ motivational orientations influences the accessibility of the observers’ corresponding motivational orientation.

Intrinsic and Extrinsic Motivational Orientations in the Competitive Context: An Examination of Person–Situation Interactions

The current study examined Intrinsic Motivation Orientation and Extrinsic Motivation Orientation (Work Preference Inventory; Amabile, Hill, Hennessey, & Tighe, 1994) as potential trait-level moderators of the way Internet chess players responded to the intrinsic and extrinsic rewards of the chess games they played. On the basis of the defining characteristics of these 2 types of motivational orientations, we predicted that (a) Intrinsic Motivation Orientation would be associated with a stronger curvilinear relationship between challenge and enjoyment and (b) Extrinsic Motivation Orientation would be associated with a heightened affective responsivity to competitive outcome (i.e., winning vs. losing). Results supported the predictions. Implications of the findings are discussed.

Medical teachers' attitudes towards science and motivational orientation for medical research

Research is an important motivating factor for pursuing a career in academic medicine, but the relation between motivation and other factors involved in scientific research are not clear. To explore the motivational orientation for doing research and its relation with attitudes towards science and publication practice among members of faculty at a medical school. We used a Science Attitude Survey and the Work Preference Inventory (intrinsic and extrinsic motivational orientation using 4 Likert-type scales of motivation, possible range 1-5) to survey two groups of teachers at the Zagreb University School of Medicine (n = 327, 66% response rate): professors, elected to tenure-track positions (n = 150), and instructor/research fellows working on or just completing their thesis (n = 177). Overall, teachers scored highest on the Enjoyment subscale of intrinsic motivational orientation (mean score +/- standard deviation 4.3 +/- 0.42 for professors vs 4.1 +/- 0.42 for instructors/research fellows, P = 0.001, t-test). Professors also scored higher than instructors/research fellows on the Challenge subscale of intrinsic motivational orientation (3.8 +/- 0.55 vs. 3.5 +/- 0.64, P < 0.001, t-test), whereas instructors/research fellows scored higher on the Compensation subscale of extrinsic motivational orientation (3.5 +/- 0.74 vs. 3.1 +/- 0.71, P < 0.001, t-test). Multiple linear regression analysis showed that the number of publications was positively associated with scores on the Science Attitude Survey and the Challenge subscale of intrinsic motivation, and negatively associated with scores on the Compensation subscale of extrinsic motivation. Members of the medical faculty differ in motivational orientation for research depending on their academic status, and their motivation is associated more with requirements for academic advancement than with research. These findings have important implications for developing strategies for enhancing academic research production.

Within-year changes in children’s intrinsic and extrinsic motivational orientations: Contextual predictors and academic outcomes

The present study was designed to investigate the nature, timing, and correlates of motivational change among a large sample ( N = 1051) of third- through eighth-grade students. Analyses of within-year changes in students’ motivational orientations revealed that both intrinsic and extrinsic motivations decreased from fall to spring, with declines in intrinsic motivation especially pronounced for the adolescents and declines in extrinsic motivation especially pronounced for the elementary students. These changes in motivation were explained, in part, by shifts in students’ perceptions of the school goal context. Findings suggested that typical age-related declines in intrinsic motivation may be minimized by a school-wide focus on mastery goals. Finally, the potential academic consequences of students’ motivational orientations were examined with a series of hierarchical multiple regressions. Intrinsic motivation and classroom achievement appeared to influence one another in a positive and reciprocal fashion. Poor classroom performance minimally predicted higher levels of extrinsic motivation, but extrinsic motivation was not a source of low classroom grades.

Intrinsic vs. extrinsic motivational orientations and the volunteer process

The present study incorporated the constructs of intrinsic and extrinsic motivation into an investigation of dispositional factors that contribute to volunteering. Recent research has conceptualized motivational tendencies as akin to personality variables, stable across time and situations. Volunteer motives, volunteer role identity, and prosocial personality were assessed, along with motivational orientation and time devoted to volunteering. Intrinsic motivation was positively associated with a volunteer self-concept, prosocial personality, volunteer time, and motive strength. This was particularly true for “internal” motives, those that are satisfied by the volunteer activity itself. Extrinsic orientation was most closely associated with “external” motives (specifically career aspirations), which require an outcome separate from the volunteer work in order to be fulfilled. The study was the first to consider constructs from the prevailing conceptual view of the volunteer process in the context of motivational orientation. The wider theoretical perspective offers insight into human behavior beyond volunteerism.

Motivated Compliance With Bases of Social Power

This contribution examines the degree of compliance with hard and soft power bases (Raven, Schwarzwald, &amp; Koslowsky, 1998) as a function of target motivational and personal orientations. Four field studies were conducted in different European organizations where intrinsic–extrinsic motivational orientations, desire for control, self‐presentational styles, and self‐esteem were respectively considered as antecedents of employees’ compliance with their supervisors’ power strategies. Results show that compliance with soft power strategies is positively related to intrinsic motivation, desire for control, “getting‐ahead” style, and self‐esteem; and negatively related to the “getting‐along” style. Compliance with hard power strategies is positively related to extrinsic motivation and to the getting‐along style, but negatively related to intrinsic motivation, desire for control, and self‐esteem.