Extrinsic Motivation Research Articles

CORPORATE CULTURE AS A FACTOR IN PERSONNEL EFFICIENCY

The article is devoted to the study of the influence of corporate culture on the efficiency of personnel through the prism of work psychology. The main focus is on the analysis of key components of corporate culture, such as corporate values, norms and traditions, and their impact on staff motivation. Corporate culture is defined as a set of values and beliefs that determine the behavior of employees and the effectiveness of the organization as a whole. The psychological climate in the organization is considered as a critical factor affecting job satisfaction and the emotional state of employees. The article substantiates the importance of maintaining a healthy psychological climate for ensuring high productivity. Various aspects of personnel motivation are considered, including intrinsic and extrinsic incentives. It has been found that a positive corporate culture promotes motivation, improves communication and strengthens trust between employees. In particular, factors such as open communication, support from management and opportunities for professional development are key to ensuring high performance. The study shows that a positive psychological climate helps reduce stress levels and increase overall job satisfaction. It is noted that corporate values, which are shared by all members of the organization, create a basis for successful cooperation and achievement of common goals. The authors provide recommendations for implementing effective management practices to improve corporate culture. Special attention is paid to the role of leadership in the formation of a favorable working environment. The conclusions emphasize the need for a strategic approach to the formation of corporate culture. It is emphasized that investment in the development of corporate culture has a positive effect on the efficiency of the staff in general. Keywords: corporate culture, work psychology, personnel motivation, psychological climate, corporate values

Enhancing tourism and hospitality organizations’ ESG via transformational leadership and employee pro-environmental behavior: The effect of organizational culture

Existing literature on environmental, social, and corporate governance (ESG) primarily focuses on outcomes, neglecting strategies to enhance its predictors. Drawing upon the competing values framework (CVF) and self-determination theory (SDT), this study investigates the interactive impact of transformational leadership (TFL) and two types of external-focused organizational cultures (OCs) on employee pro-environmental behaviors (PEBs) and subsequently ESG performance in the context of tourism and hospitality industry. By employing a time-lagged field investigation involving 57 Chinese hospitality organizations, this multilevel study draws several findings. First, TFL promotes PEBs among hospitality employees, which in turn contributes to enhanced ESG performance. Second, the adoption of an adhocracy culture in hospitality organizations can further enhance the positive impact of TFL on employee PEBs. Finally, this study also reveals the serial mediating roles of intrinsic and extrinsic motivation, that is, psychological empowerment (PE) and perceived insider status (PIS), in the relationship between TFL and employee PEBs.

Communication Apprehension and Coping Strategies of the English Language Learners: Basis for Interactive Activities Enrichment

Communication apprehension is an uneasiness experienced by all individuals, especially when speaking. Meanwhile, coping strategies are approaches people use in dealing with anxiety. This study determined the level of communication apprehension and coping strategies of the BSED-English major students of the College of Education (CED), Jose Rizal Memorial State University-Tampilisan Campus. The researchers used the descriptive survey method utilizing the survey-questionnaire checklists. The first instrument was adopted from McCroskey's (1981) cited in Diane (2015) Personal Report of Communication Apprehension 24 (PRCA-24). The other one is the validated researchers-made survey statements comprising 30-item statements categorized as strategies for overcoming communication apprehension in group discussions, meetings, interpersonal conversation, and public speaking, with a Cronbach's alpha value of >0.70. The researchers also adopted McCroskey and Richmond's coding and scoring system, weighted mean, and frequency count. Results show that most of the English major students in JRMSU-TC have a moderate level of communication apprehension. Further, there is a difference in the level of communication apprehension when grouped according to group discussion, meetings, interpersonal communication, and public speaking, as well as in the overall weighted mean. Therefore, there is a difference in the level of communication apprehension of the BSED English major students when grouped according to year level. In terms of coping strategies, students used the following strategies: accepting cultural differences, paying attention when talking to others and considering their cultural views, thoroughly preparing before the speech, and thinking of intrinsic and extrinsic motivation as a reward. In this connection, there are proposed interactive activities that may help overcome the students' communication apprehension.

When do we put things off? A volitional-task attractiveness framework of personality and task-related factors in predicting procrastinatory behavior

Although some people procrastinate more than others, most of us occasionally postpone tasks until tomorrow that we could or should have done today. The present study proposes a volitional-task attractiveness framework including both personality and task-related predictors of actual procrastinatory behavior. Data were collected in a three-wave design around the Christmas break. Using a representative sample of the Dutch population, qualitative data were collected on tasks/situations that induce procrastination ( N = 1835) and the validity of the volitional-task attractiveness framework was explored regarding procrastination on a Christmas break task ( n = 712). Most respondents (95.6%) reported to at least occasionally procrastinate (e.g., on housekeeping, social, and administrative tasks; when busy/stressed, tasks conflict, and being tired). While personality (i.e., trait procrastination) positively predicted procrastinatory behavior, task-related factors (i.e., task importance and task motivation) explained 12% unique additional variance. Whereas intrinsic task motivation negatively and amotivation positively predicted procrastinatory behavior, extrinsic task motivation showed a more complex pattern. Lastly, low intrinsic motivation was less harmful for those higher on trait self-control. The findings align with the proposed volitional-task attractiveness framework, suggesting that both personality and task-related factors as well as their interaction explain actual procrastinatory behavior.

Investigating the effect of intrinsic and extrinsic motivation in shaping digital entrepreneurial intention: the mediating role of self-efficacy

Purpose The purpose of this study is to explore the growing significance of digital entrepreneurship, which remains in its early stages within entrepreneurship research, with limited understanding of its determining factors. Specifically, it seeks to address the motivations driving individuals to pursue digital entrepreneurship, the factors shaping their intentions, and the essential requirements for success as digital entrepreneurs. Design/methodology/approach This study introduces a model that uses challenge and enjoyment as intrinsic motivation, compensation and outward factors as extrinsic motivation and self-efficacy as theoretical elements to predict digital entrepreneurial intention. Through a comprehensive literature review, the research establishes nine hypotheses in a model tested through structural equation modeling with a survey involving 303 students from various Indonesian universities. Findings The findings underscore the essential role of self-efficacy in forecasting digital entrepreneurial intention. Moreover, self-efficacy is a significant positive mediator in the relationships between challenge motivation, compensation motivation, outward motivation and digital entrepreneurial intention. The study also indicates that enjoyment motivation does not influence self-efficacy, and self-efficacy does not exhibit significant positive mediating effects on enjoyment motivation and digital entrepreneurial intention. The conclusions highlight the significance of intrinsic motivation through challenge, extrinsic motivation through compensation and outward factors and the role of self-efficacy in motivating students to participate in digital entrepreneurship. Originality/value This study contributes significantly to the expanding field of digital entrepreneurial intention by developing a conceptual framework that elucidates the roles of intrinsic and extrinsic motivations in fostering self-efficacy, thereby shaping individuals’ intentions toward digital entrepreneurship.

Trails, traits, and mental states: Psychological differences between competitive and recreational sub-ultra and ultramarathon runners

Psychological trait differences between ultrarunners (completing more than a standard 42.195 km marathon) and sub-ultrarunners (≤42.195 km) have been assumed, but not robustly examined. The current study investigated trait differences between competitive and recreational runners at sub-ultra and ultramarathon distances. Six hundred and eleven participants (334 recreational, 400 sub-ultrarunner) completed an online, anonymous survey assessing five traits: mental toughness (MT), grit, motivation, general self-efficacy (GSE), and personality. Bayesian ANOVAs indicated at least moderate evidence for differences within Distance for grit-perseverance of effort (PE) and intrinsic motivation (IM), such that ultrarunners scored higher than sub-ultrarunners. Similarly, we observed at least moderate evidence that competitive runners scored higher than recreational runners on overall grit, grit-PE, GSE, IM, and extrinsic motivation (EM). Interaction effects provided moderate evidence for greater MT and overall grit in competitive ultrarunners. Evidence for other differences were anecdotal or favoured the null hypothesis. This study represents a novel investigation into the psychological makeup of runners. We suggest that aspects of motivation, grit, and self-efficacy, but not personality, may differentiate competitive from recreational runners, and ultrarunners from sub-ultrarunners. The identification of these trait differences may benefit runners and coaches wanting to progress in distance or competition level, with broader application to workplace or academic contexts. Further research is needed to develop a clearer conceptualisation of mental toughness, and build upon the novel findings of this study, particularly given the paucity of literature that exists within this context.

The Impact of AI Usage on University Students' Willingness for Autonomous Learning.

As artificial intelligence (AI) technology becomes increasingly integrated into education, understanding the theoretical mechanisms that drive university students to adopt new learning behaviors through these tools is essential. This study extends the Expectation-Confirmation Model (ECM) by incorporating both cognitive and affective variables to examine students' current AI usage and their future expectations. The model includes intrinsic and extrinsic motivations, focusing on three key factors: positive emotions, digital efficacy, and willingness for autonomous learning. A survey of 721 valid responses revealed that positive emotions, digital efficacy, and satisfaction significantly influence continued AI usage, with positive emotions being particularly critical. Digital efficacy and perceived usefulness also impact satisfaction, but long-term usage intentions are more effectively driven by positive emotions. Furthermore, digital efficacy strongly affects the willingness for autonomous learning. Therefore, higher education institutions should promote AI technology, enhance students' expectation-confirmation levels, and emphasize positive emotional experiences during AI use. Adopting a "human-machine symbiosis" model can foster active learning, personalized learning pathways, and the development of students' digital efficacy and innovation capabilities.

Gauging and Linking Intercultural Competence and English Learning Motivation of Non-English Majors in Selected HEIs in China

This quantitative study determined whether students' intercultural competence predicts their English learning motivation significantly. The study was conducted in selected schools in Guangdong, China, and involved a sample of 372 non-English majors currently enrolled in a college English course. A survey was used to assess their level of intercultural competence in terms of intercultural knowledge, attitude, skills, and awareness. The survey also gathered data on students' English learning motivation, measured by intrinsic and extrinsic learning motivation. Data analysis revealed that students recognize the importance of intercultural competence and generally exhibit a good level of competence, especially regarding intercultural attitudes. Regarding their English learning motivation, they demonstrated strong motivation. However, it should be noted that both their intercultural competence and English learning motivation have room for further improvement. The study also indicated that intercultural competence significantly predicts the respondents' continuing professional development. The study's findings have implications for enhancing English learning motivation in schools. They highlight the importance of strengthening students' intercultural competence to motivate them to learn English. Given the predictive role of intercultural competence, its development and targeted cultivation strategies are essential to increase its effectiveness further.

Exploring strategies to mitigate Internet's environmental damage: An investigation of intrinsic, extrinsic, and price‐based strategies

AbstractThe internet infrastructure, for example, the data centers, is purported to be making substantial damage to the environment. While there are many studies on the national or global interventions and technology developments to minimize environmental damage from the internet, very few have investigated the individual level strategies. This study examines individual‐level strategies, including intrinsic motivation (IM), extrinsic motivation, and price‐based interventions, that internet‐based organizations can implement to minimize the environmental impact of internet usage. The research aims to identify the most effective strategy for reducing individual internet usage after individuals become aware of the environmental consequences. The survey experiment results demonstrate that combining all three strategies proves most effective in mitigating the environmental damage caused by internet usage. Extrinsic motivation is particularly effective, both in combination with other strategies and when utilized independently after raising awareness. The results also depict that when taken individually, price‐based strategies (PPSs) show a lower impact, while IM exhibits the lowest impact on behavior change. Additionally, males exhibit a higher inclination towards extrinsic motivation strategies based on the multi‐group analysis. Remarkably, individuals, regardless of gender, age, income, or level of internet activity, show a willingness to adopt PPSs to decrease internet usage after exposure to an informational video. These findings provide valuable insights for the development of strategies to minimize the environmental impact of individual internet usage.

Putting the Honor Back in Academic Honor Systems

AbstractIn higher education in the United States, the language of honor is prevalent in academic settings. For the purposes of creating a fair educational environment and aiding in students’ personal character development, many universities and colleges implement honor systems that require students to adhere to honor codes. Most of these honor systems penalize forms of academic dishonesty, with some extending to include inappropriate social behaviors such as discrimination and harassment. We argue that the focus of academic honor systems on sanctioning honor violations overemphasizes the extrinsic motivation for compliance and detracts from the intended goal to nurture personal character development and the intrinsic motivation to act honorably. Despite this divergence from their intended goal, academic honor systems should be preserved because, if modified to align with the psychological principles underlying intrinsic motivation and the internalization of and adherence to moral norms, they can serve the significant goal, especially in an educational setting, of shaping individuals and a society that value honor and integrity.

MOTIVATION AND SELF-REGULATION OF LEARNING IN HOMESCHOOLED STUDENTS

In the context of education, motivation and self-regulation of learning are dominant issues. The degree of intrinsic and extrinsic motivation to learn is related to students’ academic achievement and literacy development. This study aimed to research the regulatory styles and motivation to learn among homeschooled students, with a particular focus on those who practice unschooling, a form of self-directed learning. A quantitative research strategy was employed, and data were collected using the standardised SQR-Academic questionnaire adapted for the homeschooling context. The questionnaire was completed by 143 homeschooled children (4th to 9th grade), of whom 10.88% reported engaging in unschooling or self-directed learning. The results indicated that identified regulation was prevalent among homeschooled students, who tended to exhibit intrinsic rather than extrinsic motivation. This contrasts with full-time attending students, who generally display a more external regulation style. Among unschoolers, identified regulation was equally prevalent, but the Relative Autonomy Index (RAI) values were higher, indicating a stronger inclination towards intrinsic motivation. Despite these differences in RAI between unschoolers and other homeschoolers, the differences were not statistically significant. The findings are consistent with relevant research from other countries. Future research should explore the factors that influence the degree of intrinsic and extrinsic motivation in homeschooled students. Keywords: homeschooled students, intrinsic motivation, lower secondary education students, primary education students, regulation of learning, unschooled students

БІЛІМ БЕРУ ЖҮЙЕСІНДЕ ГЕЙМИФИКАЦИЯ ҚҰРАЛДАРЫН ҚОЛДАНУДЫҢ МҮМКІНДІКТЕРІН ТАЛДАУ

In the modern information educational environment, there is a growing interest in the use of computer games to improve the quality of education, which determines the relevance of the proposed study for the analysis of software with the possibility of gamification of the educational process in the context of the requirements of the state, society and education. The research methodology is the study of information sources of psychological, pedagogical, methodological and technical orientation, the analysis of computer educational games of foreign and domestic authors. The article considers the need for gamification of the educational process, the principles of gamification, its impact on student motivation and participation, as well as the main aspects of the optimal implementation of game elements in training. Modern software resources and platforms offering gamification in the educational process of personal development are analyzed. All software tools with the possibility of gamification of training were divided into groups: gaming platforms, educational quests, learning management services and game development sites. Particular attention is paid to methods for evaluating the effectiveness of gamified programs and platforms, which will allow creating the best didactic tasks and recommendations for teachers. Gamification can increase student motivation and their participation in various educational tasks. Intrinsic and extrinsic motivation have a special impact on students' cognitive abilities regarding learning outcomes and improve overall academic performance. Motivation, which is an important means of achieving learning goals, motivates students according to their interests. Since students perceive information differently, they can choose their activities according to their learning preferences. According to the research topic, the positive situation of gamified learning is analyzed and the relevance of digital gamification in education is determined.

The Investigation of Intrinsic and Extrinsic Motivations Impacting EFL Students' English Language Learning

The Investigation of Intrinsic and Extrinsic Motivations Impacting EFL Students' English Language Learning

The Relationship Between Teaching Motivation of Teachers Working at Science and Art Centers (BİLSEM) and Their Competence in Designing Digital Materials

In this study, the relationship between teaching motivation and digital material design competencies of teachers working in Science and Art Centres (BİLSEM) was examined. Research data were obtained from teachers working in BİLSEMs in the 2022-2023 academic year. In the research, mixed method was used in which quantitative and qualitative data were handled together. In the quantitative dimension of the research, gender and professional seniority differences between digital material design competencies and teaching motivation were examined with the data obtained from 106 teachers working in BİLSEMs across Turkey. In the qualitative dimension of the study, data were collected from 12 teachers working in a BİLSEM in the Western Black Sea Region with a semi-structured interview form. According to the results of the analyses, it was seen that BİLSEM teachers' digital material design competencies were at a high level. Teachers' intrinsic and extrinsic motivation levels were found to be at medium level. No significant difference was found between teachers' digital material design competencies and teaching motivation and gender and professional seniority variables. It was determined that there was a moderate positive relationship between teachers' digital material design competences and their teaching motivation (intrinsic-extrinsic). As a result of the research, it was revealed that teachers need training on current issues such as artificial intelligence, augmented reality, virtual reality.

Motivation of Running Community Members in Semarang City in Running Sport

Studi purpose. This study aims to determine the level of motivation among running community members in Semarang City regarding the sport of running. Materials and methods. This study uses a research method employing a survey approach. The subjects in the study are members of a running community in Semarang City, totaling 50 people. Consisting of 40 men and 10 women. The research instrument uses a motivation questionnaire that has been tested for validity with a value of 0.36 - 0.75 and a reliability value of 0.946. The data analysis technique uses quantitative descriptive analysis by finding the mean, standard of deviation, minimum and maximum value, data analysis using Microsoft Excel and SPSS 25 version. Results. Based on the results of the research on the motivation of running community members in Semarang show that their motivation level reaches 60%, which falls into the very high motivation category. In terms of intrinsic motivation, 50% of the running community members in Semarang are influenced by enjoyment aspect, with a percentage value of 35% and the fitness aspect 35%, both categorized as very high. Meanwhile, extrinsic motivation has a percentage value of 45%, driven by social interaction with 53% of the running community members in Semarang falling into the very high motivation category. Conclusions. Based on the research findings, the motivation level of running community members in Semarang City to engage in running is classified as very high, influenced by intrinsic motivations such as enjoyment and fitness, as well as extrinsic motivations like social interaction.

Assessing the psychological pathways of esports events spectators: an application of service quality and its antecedents and consequences

ABSTRACT Research question This research develops and tests a comprehensive structural model to explain the psychological pathway behind esports spectator behaviours, linking perceived service quality to its antecedents (i.e. extrinsic motivation and intrinsic motivation) and consequences (i.e. satisfaction and revisit intention). Research methods Two rounds of data collection were completed for Phase One (N = 485) and Phase Two (N = 217). The measurement items were borrowed from a range of pre-existing scales of traditional sport or esports. Phase One was designed to assess the psychometric properties of the measurement model. Phase Two was purported to test the pathways among the constructs as hypothesised in the structural model. Results and findings In Phase One, the model fit indices showed good model fit, reliability and construct validity. In Phase Two, the SEM model fitness indices showed a marginally acceptable model fit. The path analysis supported 15 out of 19 hypotheses; no significant relationships were found between relatedness and intrinsic motivation, autonomy and extrinsic motivation, intrinsic motivation and physical environment, and intrinsic motivation and interaction. Overall, the structural model showed a moderate to substantial predictive power. Implications The study provides empirical evidence for the proposed relationships among the constructs and expands the realm of the current theories to the context of esports, especially the application of the self-determination theory and the new esports service quality model. It also provides a more comprehensive picture for esports practitioners to understand their spectators and balance their effort in managing elements which promote future attendance.

Optimizing EFL learning: exploring the role of learner background factors and the nuances of their effects on intrinsic and extrinsic motivation among university students in a mixed-methods study

IntroductionMotivation is a driving force behind man’s behavior which has led to many psychological studies throughout the world. Moreover, it is the fuel for successful learning. While intrinsic motives provide the internal rewards, extrinsic motivation supplies the required external rewards to keep the engine of learning running. Knowing the factors which impact intrinsic/extrinsic motivation helps educators target their efforts at a higher level and make more informed decisions.MethodThis study intends to examine how intrinsic vs. extrinsic motivation may be influenced by demographics including learners’ background factors of major, age, and occupation and to determine the relationships that may exist between intrinsic and extrinsic motivation. To this end, an explanatory sequential mixed-methods research was conducted at one of the public universities in Shiraz on the majors of Elementary Education, Educational Affairs, Social Studies and Theology, and the Arabic language which were selected through cluster sampling. These students were having their English courses at the university. Based on Krejcie and Morgan’s formula for sample size, a questionnaire was administered to 100 participants to collect quantitative data. Moreover, semi-structured interview sessions were conducted with one fourth of the participants.ResultsUsing Multiple Analysis of Variance (MANOVA) and Pearson correlation, we found that learners’ background factors of age, field of study and professional status did not affect intrinsic nor extrinsic motivation. However, significant and positive relationships were found between intrinsic motivation and total motivation index, and between extrinsic motivation and total motivation index. Qualitative data obtained from the interviews were analyzed using a thematic analysis. The results of the interviews showed some new illuminating trends as revealed from the participants’ responses and it was found that most interviewees followed intrinsic motives and considered motivation as a factor of great significance.ConclusionIn the English as a Foreign Language (EFL) context in which our study was conducted, instructors can follow more similar classroom motivational techniques and strategies since neither type of motivation was influenced by the variables of different major, age and occupation. Though many studies have shown that EFL learners are more extrinsically motivated in comparison with ESL ones, our study revealed that participants were more intrinsically motivated. Thus, this study may be replicated in other educational contexts such as an ESL context. The study can also be repeated in some universities in which other educational systems such as coed education is used to see the possible similarities and differences. Motivation is the important stimulant to impel the learners to achieve their learning goals; thus, it should receive sufficient attention in various educational settings.

Navigating the Challenges of Primary Health Care in Selected Local Government Authorities in Tanzania: Bringing Lipsky’s Theory in Its Requisite Panorama

Introduction The robust delivery of primary health care (PHC) service is a complex interplay of key stakeholders, including policymakers, citizens, the government, parliamentarians, academics, and street-level bureaucrats - health staff in this context. While each of these players has a stake in ensuring robust PHC delivery, this paper specifically examines the role of street-level bureaucrats (SLBs) in dealing with service delivery challenges in Local Government Authorities (LGAs) in Tanzania. Although the engagement with these actors gained momentum in the decentralization reforms of the 1990s, their contribution has been slow. The question remains: How can SLBs cope with LGAs’ predicaments to enhance service delivery? Lipsky’s (1980) theory focuses on this contention by proposing that under challenging encounters, SLBs can develop specific patterns of practices to deal with the status quo. Methods Data were collected through interviews with policymakers at Mvomero District and Moshi Municipal Councils. To assess the effectiveness of primary health care services attributes such as authority, accountability, and access were closely examined. A thematic review of the literature was conducted to corroborate the findings from the interviews. Results The findings indicate that SLBs can cope with complex and challenging situations related to PHC delivery by rationing resources, simplifying their work environment, or exiting from turbulent environments. Although the engagement of SLBs gained momentum during the decentralization reforms of the 1990s, their contribution has been slow. The primary factor hindering their effectiveness is the inability to establish a mutually beneficial relationship between the Central Government and LGAs. Conclusion The government's attempts to control SLBs' behaviors, including limiting their intrinsic and extrinsic motivation, undermine their client responsiveness. Empowering SLBs and fostering a more collaborative relationship between the central government and LGAs is essential to enhance PHC delivery.

A case study on exploring the motivation of English-major EFL students in online exchange programs

The COVID-19 pandemic has had a profound impact on the education sector worldwide, prompting a swift transition to technology-driven learning solutions. One notable response to this challenge has been the introduction of online versions of study-abroad and international exchange programs. Considering the limited existing research on how EFL university students perceive online international exchange programs, this study investigated the motivation of EFL students toward such programs initiated in response to the cancellation of in-person exchanges. The survey among 84 students from a private women's university in Kansai in August 2021 revealed that an overwhelming majority (93%) expressed their desire to participate in online international exchange programs. This study gained further insights by employing the KH Coder text mining software (Higuchi, 2016) to analyze the free-text responses obtained from the questionnaire. The analysis of the responses unveiled their recognition of the distinct advantages offered by online exchange programs. Approximately half of the respondents indicated their willingness to engage in non-credit programs, while a similar percentage conveyed that academic credits could enhance their motivation to participate. Notably, the analysis of the free text revealed that the latter group's seemingly extrinsic motivation was largely self-determined, with their primary goal being program participation. These findings underscore the potential for online international exchanges to be well-received by students, particularly when academic credits are awarded. Additionally, correspondence analysis highlights that the desire to earn academic credits is a topic of interest across all school year levels.

Neural and Computational Mechanisms of Motivation and Decision-making.

Motivation is often thought to enhance adaptive decision-making by biasing actions toward rewards and away from punishment. Emerging evidence, however, points to a more nuanced view whereby motivation can both enhance and impair different aspects of decision-making. Model-based approaches have gained prominence over the past decade for developing more precise mechanistic explanations for how incentives impact goal-directed behavior. In this Special Focus, we highlight three studies that demonstrate how computational frameworks help decompose decision processes into constituent cognitive components, as well as formalize when and how motivational factors (e.g., monetary rewards) influence specific cognitive processes, decision-making strategies, and self-report measures. Finally, I conclude with a provocative suggestion based on recent advances in the field: that organisms do not merely seek to maximize the expected value of extrinsic incentives. Instead, they may be optimizing decision-making to achieve a desired internal state (e.g., homeostasis, effort, affect). Future investigation into such internal processes will be a fruitful endeavor for unlocking the cognitive, computational, and neural mechanisms of motivated decision-making.