Higher Intrinsic Motivation Research Articles

The Mediation Role of Intrinsic and Extrinsic Motivation in the Relationship between Creative Educational Environment and Metacognitive Self-Regulation

<p>This study investigated the mediation role of intrinsic and extrinsic motivation in the relationship between creative educational environment and metacognitive self-regulation. Participants were 300 girls, selected randomly from the girl hostel in university of Tehran. Participants completed Akoal’s creative educational environment questionnaire, AMS academic motivation questionnaire and self-regulated learning strategies questionnaire MSLQ. To examine reliability of measures, Cronbach alpha coefficient and to determine validity factor analysis were used. The path diagram of hypothetical model was tested. Findings revealed the relationship between the models variables. So, teachers who want their students have a high intrinsic motivation in addition to create a conditions for free choice, should be confide the students, support ideas and give time to the idea, consider duties that are challengeable, teach debate, conflict and risk to their students and also with regard to the vitality, joy, dynamism and humor, create education environment for the development of their creativity. By creating such an environment, intrinsic motivation and using meta-cognitive self regulation becomes more. Implications and suggestions for future studies are discussed.</p>

The effect of apathetic motivation on employees' intentions to use social media for businesses

Businesses benefit when employees use social-media technologies to connect with stakeholders, but extant evidence indicates mixed results in getting employees to do it. We propose part of the explanation stems from apathetic motivation among employees; we investigate whether apathetic motivation appears at the other end of the spectrum of intrinsic and extrinsic motivations, or whether it varies independent of other motivations. We find evidence that apathetic, intrinsic, and extrinsic motivations appear as distinct motivations and can all coexist at times—that some individuals who report high intrinsic or extrinsic motivations also report high apathetic motivation, and there are significant interaction terms. Furthermore, the relationship between intention to use and actual usage appears to be amplified in the case of individuals in marketing/sales versus diminished in the case of individuals in other departments, consistent with the idea that the customer-facing nature of some jobs impacts intention to use social media technologies.

Intrinsic motivation in ethnic minority youth with type 1 diabetes

ABSTRACTIncreasing intrinsic motivation (IM) may be an effective way to improve regimen adherence and glycemic control in youth with type 1 diabetes (T1D). This preliminary study evaluated the reliability and validity of a new measure of intrinsic motivation for diabetes management for ethnic minority youth with T1D. The 12-item Intrinsic Motivation Inventory for Diabetes Management (IMI-DM) was developed to assess perceptions of confidence in and the importance of engaging in self-care behaviors for diabetes management. Participants included 51 11–16 year-old minority adolescents (mean age = 13.5 years) with T1D and their parents. The IMI-DM demonstrated excellent internal consistency (α = 0.92). Higher IM was associated with better diabetes self-management behaviors and glycemic control, better youth self-concept, less depression and family conflict, and greater youth responsibilities for diabetes management. These findings provide preliminary support for the reliability and validity of a new diabetes-specific IM measure for youth with T1D, and identified some key individual and family factors that may be important to consider in interventions to improve regimen adherence and glycemic control in minority youth with T1D.

High-performance work systems and job satisfaction: a multilevel model

Purpose– The purpose of this investigation is to analyze the role of perceived organizational support (POS) and intrinsic motivation in the relationship between high-performance work systems (HPWS) and job satisfaction.Design/methodology/approach– The sample used in this study consists of 180 engineers from 25 companies. The model entails a cross-level moderated mediation process that was tested using multilevel structural equation modeling.Findings– This research shows that the effect of HPWS via POS on job satisfaction is stronger among engineers with low intrinsic motivation than engineers with high intrinsic motivation.Practical implications– Given the findings of this paper, organizations are advised to consider the importance of HPWS perceptions and intrinsic motivation to help strengthen engineer satisfaction.Originality/value– This is the first study to provide evidence for the mediating effect of POS in the relationship between employees’ shared perceptions of the HPWS implemented at their companies and their job satisfaction, and the moderating role of employee intrinsic motivation in the relationship between POS resulting from HPWS and job satisfaction.

Job Strain Among Physicians in the Specialty of Psychiatry

This study aims to examine work related distress in the specialty of psychiatry and psychotherapy. With an online survey based on validated stress theories distress prevalence and job satisfaction was examined. 39.4 % (95 %-CI: 35.4 - 44.3) of all respondents (n = 508) showed signs of distress. At the same time 58.5 % (95 %-CI: 53.7 - 63.4) claimed to be satisfied with their job. High job satisfaction paired with high distress prevalence can be a sign of a high intrinsic motivation among physicians in the specialty of psychiatry. To prevent this situation to become harmful to one's health, successful coping strategies have to be put in place.

Oxytocin is associated with infant-care behavior and motivation in cooperatively breeding marmoset monkeys

The neurohormone oxytocin (OT) is positively involved in the regulation of parenting and social bonding in mammals, and may thus also be important for the mediation of alloparental care. In cooperatively breeding marmosets, infants are raised in teamwork by parents and adult and sub-adult non-reproductive helpers (usually older siblings). Despite high intrinsic motivation, which may be mediated by hormonal priming, not all individuals are always equally able to contribute to infant-care due to competition among care-takers. Among the various care-taking behaviors, proactive food sharing may reflect motivational levels best, since it can be performed ad libitum by several individuals even if competition among surplus care-takers constrains access to infants. Our aim was to study the link between urinary OT levels and care-taking behaviors in group-living marmosets, while taking affiliation with other adults and infant age into account. Over eight reproductive cycles, 26 individuals were monitored for urinary baseline OT, care-taking behaviors (baby-licking, -grooming, -carrying, and proactive food sharing), and adult-directed affiliation. Mean OT levels were generally highest in female breeders and OT increased significantly in all individuals after birth. During early infancy, high urinary OT levels were associated with increased infant-licking but low levels of adult-affiliation, and during late infancy, with increased proactive food sharing. Our results show that, in marmoset parents and alloparents, OT is positively involved in the regulation of care-taking, thereby reflecting the changing needs during infant development. This particularly included behaviors that are more likely to reflect intrinsic care motivation, suggesting a positive link between OT and motivational regulation of infant-care.

Effects of Explicit Instructions, Metacognition, and Motivation on Creative Performance

Effects of explicit instructions, metacognition, and intrinsic motivation on creative homework performance were examined in 303 Chinese 10th-grade students. Models that represent hypothesized relations among these constructs and trait covariates were tested using structural equation modelling. Explicit instructions geared to originality were positively related to originality of homework, but not to fluency/flexibility of homework. Participants with high intrinsic motivation for creative work scored higher on originality as well as fluency/flexibility of homework, whereas intrinsic motivation for challenging work had an inverse effect on creative homework. Theoretical claims on the relation between explicit instructions and metacognitive activities and between the latter and creative performance were not supported by this study. The degree of explicitness of instructions and the nature of the tasks were discussed in relation to the findings on the effect of explicit instructions. Further, the difference of creative process involved in the production of original versus fluent/flexible creative performance and the difference in the two types of intrinsic motivation and their effects on creative performance were discussed based on various studies including brain activities. Implications of the findings for the Chinese education system were discussed.

Relationship between self-regulated learning strategy and motivation of management students

Self-regulated learning approach has been of interest to researchers especially at school level education. An attempt has been made here to find how self-regulated learning strategy and motivated learning strategy impacts the learning process of a MBA student. A modified self-regulated learning strategy (SRLS) and motivated learning strategy questionnaire (MLSQ) was administered to 165 students in a top residential B-School in India. Both the scales showed very high internal consistency. Students had varying prior work experiences and educational background. It was observed that students with high intrinsic motivation and high prior academic performance had significantly higher generalised organisation and planning strategy, but, these however did not significantly impact their critical thinking ability. High task motivation was observed to induce better learning strategy, external regulation and critical thinking ability. Males were observed to score significantly higher on organisation and planning strategy and need for environmental restructuring. For management students to be effective leaders and decision makers their critical thinking ability requires to be developed which can be achieved by inducing high task motivation by clear demarcation of curriculum objectives, learning objectives of each course; blended method of learning with multiple reasoning approach, thus activating the task and intrinsic motivations of students.

EFL Young Adolescents' Reading Motivation and Reading Comprehension in Their First and Second Languages

The purpose of this study is to examine how reading motivation varies in its prediction of reading comprehension in Korean (L1) and English (L2) (with parental involvement being controlled for), and how reading motivation in each language is associated with language proficiency. Participants consisted of 289 EFL middle school students in South Korea. Three questionnaires and four language tests were employed to measure learners' reading motivation, parental involvement, language proficiency, and reading comprehension in their L1 and L2. Results indicated that L2 reading performance was positively predicted by both intrinsic motivation and grades/utility, whereas the only positive predictor of L1 reading comprehension was intrinsic motivation. Moreover, in both L1 and L2, the high-proficiency group was found to exhibit significantly stronger intrinsic and extrinsic motivation than the low group; the high group's intrinsic motivation was significantly stronger than the middle group; and the middle and low groups differed significantly in extrinsic motivation.

Motivation categories in college students’ learning engagement behaviors and outcomes in Taiwan: An application of cluster analysis

This study explores how different motivation categories influence college students’ learning engagement behaviors and outcomes under the context of eastern culture. 178 junior college students were surveyed at a four-year research university in Taiwan. The study addressed two research questions: 1. Are there subgroups of students with significantly different motivation profiles? 2. If so, do these subgroups of students differ significantly in terms of their engagement behaviors and learning outcomes? Three motivational profiles were found based on individual differences in motivational beliefs (high intrinsic motivation, high extrinsic motivation, and high motivation [i.e., both high intrinsic and high extrinsic motivation]). Following ANCOVAs, the study confirmed that college students who have both high intrinsic and high extrinsic motivations have higher scores on specific engagement behaviors and learning outcomes. This finding suggests that a motivation profile of both high intrinsic and high extrinsic motivation is most beneficial for learning.

Incremental View on Intelligence and High Intrinsic Motivation Increase Working Memory Training Compliance

SummaryWorking memory (WM) training is demanding both regarding time and cognitive endurance. Many participants who could benefit from completing the training lose their motivation to do so. Hence, it is valuable to address compliance with the training protocol from a motivational angle. Studies have shown that subjective views on intelligence influence motivation, where individuals believing that intelligence can increase with training, that is, an incremental mind‐set, tend to try harder after setbacks and that high‐intrinsic motivation relates to higher academic performance. We used questionnaires to measure the extent to which mind‐set and intrinsic motivation influenced compliance to complete a WM training program of a minimum of 20 sessions of WM training. Only 53 out of 112 recruited participants, (13 years old (SD = .61)) completed the training. Our results showed that mind‐set and motivation significantly predicted compliance to training, with high motivation and incremental mind‐set being associated with more completed sessions.Copyright © 2015 John Wiley & Sons, Ltd.

Is Math Anxiety Always Bad for Math Learning? The Role of Math Motivation

The linear relations between math anxiety and math cognition have been frequently studied. However, the relations between anxiety and performance on complex cognitive tasks have been repeatedly demonstrated to follow a curvilinear fashion. In the current studies, we aimed to address the lack of attention given to the possibility of such complex interplay between emotion and cognition in the math-learning literature by exploring the relations among math anxiety, math motivation, and math cognition. In two samples—young adolescent twins and adult college students—results showed inverted-U relations between math anxiety and math performance in participants with high intrinsic math motivation and modest negative associations between math anxiety and math performance in participants with low intrinsic math motivation. However, this pattern was not observed in tasks assessing participants’ nonsymbolic and symbolic number-estimation ability. These findings may help advance the understanding of mathematics-learning processes and provide important insights for treatment programs that target improving mathematics-learning experiences and mathematical skills.

Intermediaries to foster the implementation of innovative land management practice for ecosystem service provision – A new role for researchers

Technological innovations in agricultural land use management can provide economic benefits and an important contribution to the provision of ecosystem services. However, the active implementation of management approaches regarding the provision of ecosystem services is not in the focus of economic actors because of the public good characteristic of most of these ecosystem services. Without economic intervention through additional payments to local land users or governmental regulation through certain rules it is challenging to develop and disseminate management innovations providing both economic benefits for local land users and environmental goals. In this paper, we examine a special case where technological innovation meets the provision of ecosystem services. We hypothesize that in such a case classical extension work is not enough and a new actor and governance form is needed. Therefore, we use a successful sustainable intensification example from Brazil to analyze the innovation intermediary of such kind of land management innovation. What type of organization is able to take over the responsibility of an innovation intermediary and what are the motivations of involved actors? What is the role of this actor during the whole innovation process, specifically regarding the implementation of an innovative land management practice? Based on interviews and participatory observations, we examined the role of a university based actor called Voisin Group (GPVoisin) in Southern Brazil's Encostas da Serra Geral Region during the innovation process. We found that this actor has some special features as it combines scientific knowledge skills to foster the innovation and its implementation with social skills and high intrinsic motivation that support the persuasion and decision making on the ground. GPVoisin combines the roles of a collection of agricultural researchers with that of knowledge facilitators. Thanks to this combination skills GPVoisin has earned a high reputation and could obtain acceptance for the introduction of an innovative land management approach, based on the idea of improving the ecosystem service provision by a technological innovation.

Competence Enhancement and Anticipated Emotion as Motivational Drivers of Brand Attachment

ABSTRACTFocusing on the motivational processes underlying consumer attachments to brands, this research examines how competence enhancement and anticipated emotion (anxiety and joy) contribute to attachment. Personal attachment style (attachment anxiety) and type of motivation (intrinsic vs. extrinsic) are included as individual differences. Employing two field studies across different contexts indicates that competence enhancement leads to stronger attachments with anticipated anxiety (avoidance) and joy (approach) mediating this relationship. Analyses of moderated mediation further show that the effect mediated through anticipated emotion is stronger under conditions of high extrinsic and low intrinsic motivation, and when individual attachment anxiety is low. Implications for brand attachment research and management are discussed.

Need satisfaction and employees' recovery state at work: A daily diary study.

The present study aimed to advance insight in the associations between employees' daily effort expenditure at work and their recovery state during the workday, and specifically focused on the role of daily work-related need satisfaction in this process. We examined (a) if high intrinsic work motivation and low self-control effort act as mediating mechanisms underlying the beneficial role of need satisfaction, and (b) to what extent need satisfaction mitigates the adverse effects of high job demands (work pressure and cognitive demands) on employee recovery. Data were collected by means of a 5-day daily diary study (2 measurements daily: in the morning before work, and at the end of the workday) among 68 participants. Multilevel analyses showed that need satisfaction at work was related to a beneficial recovery state at the end of the workday, and that this association was mediated by high intrinsic work motivation and low self-control effort. Furthermore, need satisfaction attenuated the adverse effects of high work pressure on employee recovery. All in all, this study increased our understanding of employees' daily effort and recovery processes at work, and highlighted the beneficial role of need satisfaction at work.

The relationships between academic self-efficacy, intrinsic motivation, and perceived competence

Abstract This study investigated the moderating role of intrinsic motivation for military studies on the relationship between academic self-efficacy and change in perceived military competence. We present two concurrent hypotheses based on theoretical interaction effects of intrinsic motivation. Data from 245 cadets from three military academies revealed a positive relationship between self-efficacy and an increase in perceived military competence only for cadets with lower levels of intrinsic motivation. This suggests that, with lower intrinsic motivation, beliefs about one’s capabilities to organize and take courses of action to attain certain goals may make a crucial difference in cadets’ compliance to exert effort to increase their military competence. In contrast, self-efficacy seems less important for increased perception of military competence in cadets with higher intrinsic motivation. These cadets probably increase their military competence mainly as a result of the pleasure they gain when engaging in educational activities. Implications for theory and practice are discussed.

Interaction of Psychological Factors in Shaping Entrepreneurial Intention among Computer and Electrical Engineering Students

Numerous technopreneurs start their ventures at college age, but the entrepreneurship of computer and electrical engineering (CEE) students remains under-studied. This study analysed both the combined and interactive effects of psychological factors on the entrepreneurial intentions of CEE students. In this study, entrepreneurial intention comprised two dimensions, conviction and preparation. Regarding the direct effects, the results indicated that self-efficacy affected entrepreneurial conviction the most, followed by negative emotion, intrinsic motivation, and metacognition. Negative emotion affected entrepreneurial preparation the most, followed by self-efficacy and positive emotion. The results also revealed several crucial interactive effects resulting from psychological factors. An increase in cognitive load increased the entrepreneurial intention of students exhibiting high intrinsic motivation and reduced the intention of students exhibiting low intrinsic motivation. An increase in metacognition increased the entrepreneurial conviction of students exhibiting either high or low intrinsic motivation. An increase in positive emotion reduced the entrepreneurial intention of students exhibiting high negative emotion and increased the intention of students exhibiting low negative emotion. An increase in self-efficacy increased the entrepreneurial intention of students exhibiting either high or low negative emotion.

Beyond Navel Gazing: Exploring the Concept and Payoff of Individual Reflection at Work

While managerial work is action-oriented and time pressured, this paper proposes that both individuals and organizations gain from increased individual reflection at work. While previous work has studied reflection at the team-level and as a structured organizational intervention, we conceptualize individual reflection as individuals’ general tendency to consider and examine various elements of their work in the course of their day- to-day activities. We develop a measure of individual reflection comprising four dimensions representing the different types of issues upon which individual might reflect on – goals, methods, self and relationships. We then theoretically argue, and empirically confirm, that individual reflection can be meaningfully distinguished from other related constructs, such as mindfulness, feedback seeking, social awareness and reflective pondering. Finally, we explore antecedents (e.g., intrinsic motivation, time pressure) and outcomes (e.g., learning, performance) of individual reflection. Our results suggest that people with high intrinsic motivation and time pressure are more likely to engage in reflection. We also find that when people engage in reflection, their learning and performance are enhanced. Given these individual and organizational benefits, we argue that individual reflection deserves more attention from scholars as a meaningful field of research and from practitioners as a valuable management practice.

Why Do Employees Have Better Family Lives When They Are Highly Engaged at Work?

This article presents a within-individual examination of the effects of work engagement on the family domain. A total of 125 employees were asked to respond to daily surveys both at work and at home for a period of two consecutive weeks. Intraindividual analyses revealed that employees’ daily work engagement experiences related positively, within individuals, to work-family interpersonal capitalization, which in turn, related positively to daily family satisfaction and to daily work-family balance. The findings also indicated that both the relationship between work engagement and work-family interpersonal capitalization and the indirect effects of daily work engagement on the family outcomes were stronger for employees with higher intrinsic motivation than for those with lower intrinsic motivation.

Some participants may be better than others: sustained attention and motivation are higher early in semester.

Many studies use multiexperiment designs where experiments are carried out at different times of semester. When comparing between experiments, the data may be confounded by between-participants effects related to motivation. Research indicates that course-credit participants who engage in research early in semester have different personality and performance characteristics compared to those tested late in semester. This study examined whether the semester effect is caused by internal (inherent motivation of the participant) or external (looming exams, essays) factors. To do this, sustained attention and intrinsic/extrinsic motivation was measured in groups of course-credit (n = 40) and paid (n = 40) participants early and late in semester. While there was no difference in sustained attention between the groups early in semester, the course-credit group performed significantly worse late in semester. The course-credit group also showed a significant decrease in intrinsic motivation with time whereas the paid participants showed no change. Because changes were not seen for both groups, the semester difference cannot be due to external factors. Instead, the data demonstrate that course-credit participants who engage early have high sustained attention and intrinsic motivation compared to their late counterparts, who leave their participation to the last minute. Researchers who use multiexperimental designs across semester need to control for these effects--perhaps by using paid participants who do not vary across semester.