Forms Of Extrinsic Motivation Research Articles

Employability and motivation: which motivational theories are most appropriate?

PurposeA range of models of employability implicitly or directly identify potential drivers of motivated behaviour related to engaging in employment-related outcomes whilst acknowledging that employability is also about developing life skills. Motivational theorists suggest that tasks engaged for external purposes, e.g. working towards an employment-related goal, are experienced differently than (those same) tasks engaged in for less external reasons, e.g. the desire for knowledge. Whilst there are excellent examples of the use of motivational theory in some models of employability, sometimes the evidence is either outdated, incorrectly interpreted or fails to use the most appropriate motivational theory. The aim of this paper is to bring to attention several prominent motivational theories and some key evidence that seems most pertinent across models of employability.Design/methodology/approachAs this was a non-empirical design, the approach did not fit any research design methodology or structured, systematic or meta-analysis review. The paper outlines a series of arguments by reviewing in detail several theories of motivation and mapping them against current models of employability.FindingsFrom a theoretical point of perspective, it is suggested that Expectancy Value Theory needs to be considered when creating models of employability. It is also suggested that motivation for employment-related tasks is probably extrinsic, though evidence suggests that forms of extrinsic motivation can also be motivationally adaptive. Several models posit self-efficacy as a driver of motivated behaviour, but the evidence suggests a clear and consistent interactive relationship between subjective task value and self-efficacy, suggesting that self-efficacy is only a useful predictor when value is high.Practical implicationsWhilst the aim of models of employability is to improve our understanding of the predictors of employability behaviours, the practical consequence is the development of appropriate curriculum. Understanding which features of employability create adaptive and maladaptive motivation should help educators create curriculum that produces optimal engagement and performance.Originality/valueModels of employability are mostly created using bodies of extant evidence. In this paper, we have tried to identify where some of the interpretation of the evidence has been more or less appropriate. We hope that ideas and evidence in this paper will allow theorists, where appropriate, to re-develop their models.

Construction and validation of the physical science learning motivation scale among Moroccan middle school students

This paper presents two studies concerning developing and validating an Arabic version of a scale that measures motivation toward learning physical science in Moroccan middle school students. The scale is based on the self-determination theory (Deci & Ryan, 1985). It comprises five dimensions: intrinsic motivation, three forms of extrinsic motivation (identified regulation, introjected regulation, and external regulation), and amotivation. The exploratory factor analysis (study 1) was conducted on a sample of 144 students, and the confirmatory factor analysis (study 2) was performed on another sample of 404 students. The results of the exploratory and confirmatory factor analyses support a five-factor structure. The results also reveal that the scale and five factors have satisfactory internal consistency indices. Moreover, the construct validity is supported by correlations between the five factors that comprise the scale. All the results thus support the psychometric qualities of the physical science learning motivation scale.

Developing creative service ideas through hotel customer engagement for open innovation: Focused on empowerment and motivation processes

While the enhanced connectivity between customers and hospitality brands via online platforms dramatically increases the potential for customer engagement in innovation processes, existing research has not focused on how to facilitate open innovation knowledge creation via customer engagement. The purpose of this research is to explore open innovation processes by examining the impact of customer empowerment and social recognition rewards on both open innovation engagement intentions and the creativity of proposed innovation ideas. Two scenario-based experimental studies and a field survey were conducted. The studies found that customer empowerment, mediated by intrinsic motivations, increased open innovation engagement intentions and also had a positive effect on the creativity of proposed innovation ideas. Social recognition rewards, as a form of extrinsic motivation, did not contribute to either open innovation engagement intentions or the creativity of innovation ideas. This empowerment-intrinsic motivational process for open innovation engagement was confirmed in a field survey.

Motivation to learn? An advanced exploratory study of learning motivation of Central-East European Business Students

THE AIM OF THE PAPER
 We used self-determination theory to examine the motivation of business school students in Hungary. The research aimed to clarify whether extrinsic or intrinsic motivation or both dominates learning intentions among these students. Although student motivation to learn has been studying extensively, there is an absence of research evidence using this framework in Central-Eastern European higher education. Given the increasing prominence of the region in global geo-political and business affairs, this absence of understanding is important to correct.
 METHODOLOGY
 Our questionnaire-based study shows a strong link between some forms of extrinsic motivation and intrinsic motivation, along with evidence for the coexistence of extrinsic and intrinsic motivators in the same person. We used a modified version of Vallerand et al. (1992-1993) motivation-survey the “Academic Motivation Scale AMSC-28”. We added 11 plus questions to the questionnaire. The empirical research was a confirmative study about self-determination theory. The methodology used was descriptive statistics, correspondence, and correlation analysis. The size of the sample was 471. The purpose of our study was to check if the theory of Deci and Ryan are valid on the students of a university in Central Europe.
 MOST IMPORTANT RESULTS
 The purpose of our study was to check how the theory of Deci and Ryan applies to the students of a university in Central Europe. The results of the research highlight that the students could have both intrinsic and extrinsic motivation at the same time and intrinsic motivation is not the only type of motivation that could lead to good performance in learning and other activities. 
 RECOMMENDATIONS
 The findings could help to evaluate currently used motivational strategies for students and to stimulate further research on the subject usinűg the framework of self-determination theory.
 Acknowlwdgements: The authors would like to thank Professor John Schermerhorn and Professor Gábor Rappai for their valuable comments and critique in writing this article. With the support of the EFOP-3.6.3-VEKOP-16-2017-00007 project.

What Motivates Students About Open Pedagogy? Motivational Regulation Through the Lens of Self-Determination Theory

Open pedagogy is growing in popularity as an instructional method to decentralize classroom power dynamics, engage students, and provide greater meaning to student work. To investigate the impact of open pedagogy on motivation, interviews were conducted with first-year college students at a four-year liberal arts college after completing a semester-long project based on this pedagogical approach. Student responses were assessed using self-determination theory as a theoretical framework, particularly in relation to the motivation regulatory styles displayed by research participants. Results indicate that students experienced various forms of extrinsic motivation during the project based on open pedagogy, with autonomous forms of regulation being more prevalent than controlled regulation. Interview data also suggest that agency plays a role in mediating the internalization of student motivation. Based on these findings, suggestions are provided to the design of assignments in general and open pedagogy specifically to enhance development of autonomous forms of motivation.

CHANGES IN MOTIVATION THAT AFFECT EMPLOYEE PERFORMANCE DURING THE COVID 19 PANDEMIC

This study aims to analyze whether self-efficacy, intrinsic motivation, and extrinsic motivation can influence employee performance. The analysis was carried out using the Structural Equation Model (SEM) method using the AMOS version 24. The sample amounted to 200 people who are employees of various sectors of private companies in the Jabodetabek area. The results showed that self-efficacy led to increased employee performance. The higher self-efficacy in work, the employee performance will increase. Meanwhile, the motivation that affects employee performance is extrinsic, not intrinsic motivation. Extrinsic motivation is a mediator that strengthens the effect of self-efficacy on employee performance. The implication for the company is that the company must continue to improve the self-efficacy of employees through managers provides counseling continuously to employees in determining work goals/targets following KSA (knowledge, skills, and abilities). In addition, managers also need to assign clear, detailed, and measurable tasks to employees. In a pandemic like now, extrinsic motivation must be focused more. Various forms of extrinsic motivation that managers can do, such as: creating attractive incentive/bonus/ commission programs, giving praise to employees who have completed tasks, and giving recognition for good employee work. Further research can add variables that mediate the effect of self-efficacy on employee performance such as creativity variables, and the addition of independent variables such as transformational leadership that can affect selfefficacy, or add moderator variables such as job levels.

Gamifying History: Designing and Implementing a Game-Based Learning Course Design Framework

This paper analyzes the development and implementation of a game-based learning course design framework. Drawing inspiration from task-based learning, the framework is structured around four core gamified elements: narrative assignment design; learner discovery; team-based collaboration and competition; and choice through quests. The intended goal of implementing this framework is to improve learner engagement and foster greater learner investment in the course. The framework, developed at the University of Waterloo, was integrated into the course design for—and subsequently taught in—a third-year history course. A mixed-methods analysis was conducted in which students (n = 15) were surveyed, interviewed, and observed throughout the course at different intervals. The results of the study suggest that the team-based nature of the framework and the embedded gameplay elements are most effective at improving engagement for learners, while some form of extrinsic motivation is still beneficial to ensure all learners find completing additional tasks worthwhile.

Gamifying History: Designing and Implementing a Game-Based Learning Course Design Framework

This paper analyzes the development and implementation of a game-based learning course design framework. Drawing inspiration from task-based learning, the framework is structured around four core gamified elements: narrative assignment design; learner discovery; team-based collaboration and competition; and choice through quests. The intended goal of implementing this framework is to improve learner engagement and foster greater learner investment in the course. The framework, developed at the University of Waterloo, was integrated into the course design for—and subsequently taught in—a third-year history course. A mixed-methods analysis was conducted in which students (n = 15) were surveyed, interviewed, and observed throughout the course at different intervals. The results of the study suggest that the team-based nature of the framework and the embedded gameplay elements are most effective at improving engagement for learners, while some form of extrinsic motivation is still beneficial to ensure all learners find completing additional tasks worthwhile.

Adolescent Autonomous Motivation for Physical Activity: A Concept Analysis

PurposeThe purpose of this concept analysis is to develop a clear definition of adolescent autonomous motivation for physical activity (PA) based on all existing theoretical and operational definitions of autonomous motivation noted in the literature. For providers, understanding this is essential to elucidate why some adolescents choose to participate in a health-promoting behavior like PA. Researchers need to identify if they are evaluating autonomous motivation or a different type. MethodsRodgers' Evolutionary Method of concept analysis was used. PubMed, CINAHL, ERIC, PsychInfo, and Sport Discus were searched. ResultsNo concept analysis of adolescent autonomous motivation for PA was found. Autonomous motivation may include intrinsic motivation and two forms of extrinsic motivation, integrated and identified behavioral regulations. Defining attributes include being: 1) dynamic and 2) on a continuum. Adolescent autonomous motivation for PA is a personal desire to attain PA because the behavior is fun and enjoyable, or it is an important part of how the adolescent self-identifies. The adolescent views the self as being healthy so maintains a healthy lifestyle; or views the self as athletic so needs to attain adequate MVPA. ConclusionFindings are that an autonomy-supportive environment and positive perceptions of PA are needed in order to have the outcome of increased PA. The information may be helpful for promoting consistency of measurement across disciplines. Future research with adolescents is warranted to examine underlying differences between males and females, by age, weight status, and developmental stage. Practice implicationsAn in-depth understanding is needed for providers who are interested in developing interventions to assist adolescents in regularly attaining adequate PA.

The relationship between extrinsic motivators and Local Government employee teams’ Performance in Iringa Municipal Council, Tanzania

While it appears clear that the choice at the exposure of government institutions has been extrinsic motivation over intrinsic motivation, there is no sufficient evidence to whether extrinsic motivators contribute to higher performance of the employees in the public sector organizations. This study examined the relationship between extrinsic motivators and the performance of employees in Iringa Municipal Council by administering a structured questionnaire over 130 team supervisors. The findings show that changes in any of the three selected forms of extrinsic motivation namely career development initiatives, improving working and employment conditions, and rewards could affect the performance of employees and their teams. However, career development initiatives and improving working conditions could have a more significant effect on the performance of employees and teams. One important reason is that career development and working and employment conditions improvement arrangements were within the reach of the teams and their supervisors. On the other hand, rewards implementation could not be feasible without endorsement and approval from the central government and the top management of the council.

Povezanost tipova samoregulacije i dominantnog oblika radne motivacije nastavnika srednjih škola

The central focus of self-determination theory is the concept of the need for growth, which is used in interpreting the occurrence and maintenance of autonomous regulation of work behaviour. The aim of the research is to determine the relationship between the type of self-regulation and the dominant type of work motivation in secondary school teachers in the context of self-determination theory. Research participants were 194 teachers of both genders, aged between 24 and 64. The relationships between the type of self-regulation and the dominant type of work motivation were explored using the SRM-2 and EFQ questionnaires. The obtained results indicate that a lower level of self-integration is accompanied by the less autonomous types of work motivation, whereby the highest correlations occur between the ego-investing self-type and various forms of extrinsic motivation, while the integrated self-type correlates mostly with the intrinsic and the identified types of work motivation. It has been shown that different types of extrinsic motivation best discriminate the respondents with the integrated and the ego-investing self-type. It has also been shown that the identified and intrinsic types of work motivation best discriminate the group with an impersonal self and other two groups of respondents. When it comes to socio-demographic variables, the differences in the structure of motivation have been obtained only with respect to gender.

Construction et validation de l'Échelle de motivation à avoir un enfant (EMAE)

This article presents the results of two studies designed to develop and validate the Motivation to have a Child Scale (MCS). According to self-determination theory (STD; Deci, Ryan, 1985, 1991, 2000), it is proposed that the MCS measures 5 types of motivation: intrinsic motivation, three forms of extrinsic motivation (identification, introjection and external regulation) and amotivation. Results of confirmatory factor analysis supported the five-factor structure of the scale. In addition, results reveal that the MCS subscales display satisfactory internal consistency values. Finally, the construct validity of the MCS is supported by a series of correlational analyses among the five subscales, as well as among these five subscales and some variables relevant to parenthood (e.g.: perceptions of parental autonomy and parental self-efficacy). In sum, the present results provide preliminary support for the reliability and validity of the MCS. A general discussion on the theoretical and methodological contributions of the scale toward motivation and parenthood domains is presented.

Do multidimensional intrinsic and extrinsic motivation profiles discriminate between athlete scholarship status and gender?

The purpose of this investigation was to examine whether levels of multidimensional intrinsic, multidimensional extrinsic motivation and amotivation could accurately discriminate scholarship status and gender in United States collegiate athletes. Participants comprised 82 male (M age = 19.89, SD=1.39) and 90 female (M age = 20.26, SD=1.63) collegiate athletes. Each participant completed a demographic questionnaire and the Sports Motivation Scale (Pelletier, L.G., Fortier, M.S., Vallerand, R.J., Tuson, K. M., Brière, N.M., & Blais, M.R. (1995). Toward a new measure of intrinsic motivation, extrinsic motivation, and amotivation in sports: The Sports Motivation Scale. Journal of Sport & Exercise Psychology, 17, 35–53). Two-group discriminant analysis revealed a significant canonical function correctly classifying 72.8% of the cases into either the scholarship or non-scholarship group. The least self-determined forms of extrinsic motivation were the strongest contributors to this discrimination. With respect to gender, a significant discriminant function existed, again with the least self-determined forms of extrinsic motivation representing the strongest discriminating variables. The results provide converging evidence that rewards such as scholarships can undermine intrinsic motivation. Further, as well as being consistent with theoretical predictions embedded in cognitive evaluation theory, the results of this study suggest that in addition to undermining intrinsic motivation, scholarships could foster non-self-determined forms of motivation.

Promoting Self‐determined Education

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