Dimensions Of Intrinsic Motivation Research Articles

The Relationship Between Intrinsic Motivation Dimensions and Job Performance among Employees in Majlis Perbandaran Alor Gajah (MPAG), Melaka, Malaysia

The study looks at the relationship between the competency and autonomy aspects of intrinsic motivation in relation to an employee's job performance. The objectives of this study are to identify the correlation between intrinsic motivation dimensions towards job performance and to determine which factor of intrinsic motivation most influence the job performance. The population of this research was 356 employees in Majlis Perbandaran Alor Gajah (MPAG), Melaka regardless of their position. In this study, simple random sampling was used because it is most suitable and capable to obtain the sample of elements. Findings of the study show that, job performance has a positive, medium, and significant relationship at the 0.05 level with competency with r value of .405. Following by the relationship between job performance and autonomy is moderate with positive r value of .366. Hence, it was found that all the variables examined were the factors that contributing to job performance among the employees at MPAG.

Does Country Image Moderate the Relationship Between Motivation and Visit Intention of Medical Tourists to India?

ABSTRACTThis study aims to investigate the influence of intrinsic and extrinsic motivations on the visit intention of medical tourists to a developing country like India, focusing on the role of country image as a moderator. This study employed partial least square-based structural equation modeling to test the hypotheses using data from 302 medical tourists visiting India for treatment. The findings of this study confirmed that both the dimensions of extrinsic motivation, namely perceived benefit and affordability, have a positive and significant impact on the visit intention of medical tourists to India. In contrast, only the cosmopolitanism dimension of intrinsic motivation has a positive and significant effect on the visit intention of medical tourists to India. This study also confirmed that country image significantly moderates the relationship between extrinsic and intrinsic motivation dimensions and medical tourists’ visit intention to India. The study’s findings have significant theoretical and managerial implications as they explore the effect of extrinsic and intrinsic travel motivation on medical tourists’ intention to visit an emerging economy, considering the country’s image as a moderator.

Technostress and academic motivation: direct and indirect effects on university students' psychological health.

Research has well demonstrated that the pandemic entailed several implications among university students worldwide in terms of increased use of Information and Communication Technologies (ICTs), technostress, disruptions in academic goals and motivation processes, and growing psychological suffering. Responding to the new research need to go in-depth into the processes linking technostress and motivation dimensions to inform current research/interventions, the present study aimed to explore the direct effects of perceived Technostress dimensions (Techno-Overload, Work-Home Conflict, Pace of Change, Techno-Ease, Techno-Reliability, and Techno-Sociality) and Academic Motivation dimensions (Amotivation, Intrinsic, and Extrinsic Motivation dimensions) on students' perceived levels of Anxiety/Depression and test the potential indirect effect (mediating role) of Academic Motivation dimensions in the associations between Technostress and psychological health conditions. Overall, 1,541 students from five European countries (Czech Republic, Greece, Italy, Serbia, United Kingdom) completed a survey comprising a Background Information Form, the Technostress Scale, the Academic Motivation Scale-College, and the Hospital Anxiety and Depression Scale. Hayes' PROCESS tool was used to test direct and indirect (mediating) effects. Data revealed that Techno-Overload, Work-Home Conflict, Amotivation, and Extrinsic Motivation-Introjected had a direct negative effect, whereas Techno-Ease, Techno-Reliability, Techno-Sociality, all Intrinsic Motivation dimensions, and Extrinsic Motivation-Identified had a direct protective role for students' psychological health. The significant indirect role of motivation dimensions in the associations between Technostress dimensions and Anxiety/Depression was fully supported. Findings allow gaining further insight into the pathways of relationships between technostress, motivation, and psychological health, to be used in the current phase, featured by the complete restoration of face-to-face contacts, to inform the development of tailored research and interventions, which address lights and shadows of the technology use, and which take into account the necessity to enhance its potentials yet without impairing students' motivation and psychological health.

THE PRACTICE OF THE MILLENNIAL ENTREPRENEURSHIP

The entrepreneurial trend among millennials has changed the understanding that entrepreneurship is only for adults. The millennials are heavily involved in entrepreneurship based on self-pleasure manifested in intrinsic motivation. This is because millennials' interaction with the business environment can create conditions for maturity to be more open. The purpose of this study is to describe millennials' engagement and what dimensions of intrinsic motivation and entrepreneurial behavior are most prominent and also to know the role millennials can play in enhancing self-motivation. The data collection uses a Likert scale on intrinsic motivation with the dimensions of interest, enjoyment, inherent satisfaction, and entrepreneurial behavior with the dimensions of taking risks, being persistent, creative, and innovative. Data analysis used descriptive statistical tests with the help of SPSS 25. The results showed that millennials are mainly involved in entrepreneurial activities because of their intrinsic motivation. So we need a program that encourages millennials to be in entrepreneurship by emphasizing the positive affective aspect.

Transformational Leadership and Teacher Work Motivation in Private Educational Institutions

Leadership in educational institution is essential for achieving high performance of teachers. There is hesitation about whether school administrators have the requisite management abilities, style of leadership, and techniques to ensure that schools operate efficiently. Teaching and development in transformational leadership style, which studies have evaluated shown to increase performance within organizations and institutional settings, may offer advantage to educational leaders. This research study aimed to provide school leader on the information related to transformational leadership to create an action plan in relation to teacher work motivation. An effective involvement and development strategy can be a contributing factor for the educational institutions to meet its common objective and improve its overall performance. The researcher conducted a survey questionnaire. Quantitative and descriptive method of research were utilized. The participants were teachers from Early Childhood Education to College Level from different renowned private educational institutions in Metro Manila via random sampling. A total of 134 teachers (35 male and 99 female) participated in the study. The results revealed that majority of the respondents were less than 30 years old, mostly female, single, bachelor degree holders, 64 of them are teaching in the Secondary level, and 37% of them have been in their institution for 5 to 10 years. The respondents mostly evaluated frequently on the dimensions of transformational leadership. Majority of the respondents in the educational institutions were Females which are composed of 73.9% of the population that shows a significant difference in transformational leadership and teacher work motivation in terms of sex. There is a significant difference between the dimensions of transformational leadership in terms of age. There is a significant difference between the dimensions of Idealized Influenced Attributes and Individualized Consideration in terms of Educational Attainment. There is a significant difference between the dimension of inspirational motivation in terms of level taught. There is a significant difference between the dimensions of intrinsic motivation and identified regulation in terms of civil status and age. There is no significant difference between transformational leadership in terms of civil status, subjects taught and length of service. The dimensions of transformational leadership show a significant relationship with motivation at work in terms of intrinsic motivation, identified regulation, introjected regulation and external regulation. The institutional management may organize teachers? development training workshops or programs to further improve the relationship between transformational leadership and teacher work motivation and to promote effectiveness and efficiency among the members.

Prediction of Adolescent Physical Self-Concept through Autonomous Motivation and Basic Psychological Needs in Spanish Physical Education Students

Framed within the theoretical support of the Self-determination Theory (SDT) this study aimed to analyze the relationship between the satisfaction of basic psychological needs, the self-determined motivation towards physical education, and the physical self-concept of Spanish teenagers. For this, 618 students, aged from 10 to 14 years-old (M = 11.62, SD = 0.94), participated in physical education classes. The Basic Psychological Needs Satisfaction Scale (PNSE), the dimensions of intrinsic motivation and identified motivation of the Perceived Locus of Causality Scale in physical education classes (PLOC), and the Physical Self-Concept Questionnaire (PSPP) were administered. A structural equation model and test confirmatory factor analysis were used. The results indicate a positive relationship between the satisfaction of the basic psychological needs of the students and the self-determined motivation towards physical education, with this being positively associated with the physical self-concept of the students. In addition, a prediction model (χ2 = 763.23; p < 0.001; χ2/d.f. = 3.00; IFI = 0.91; CFI = 0.91; TLI = 0.90; RMSEA = 0.05) showed the satisfaction of basic psychological needs positively predicted their self-determined motivation towards physical education, and this, in turn, a greater physical self-concept of the students. The results are discussed centered on the importance of the physical education teacher contemplating experiences that work on the promotion of personal identity and student self-esteem through the improvement of quality motivation. Consequently, the greater importance of the physical self-concept of the students was explained thanks to more autonomous (intrinsic and identified regulation) motivation and higher levels of basic psychological needs (especially autonomy and competence).

Intrinsic Motivation, Knowledge Sharing and Innovation Behavior of Knowledge-Based Employees in the Industrial New Generation

By introducing knowledge sharing as an intermediary variable and using 375 questionnaires, this paper makes an empirical study on the intrinsic motivation, the main and mediating effects of knowledge sharing on individual innovation behavior. The results show that: (1) The intrinsic motivation has a positive predictive effect on individual innovation behavior, and the influence degree of each dimension on individual innovation behavior is beta interest > beta competency > beta curiosity > beta self-determination > beta work engagement. (2) The intrinsic motivation has a positive predictive effect on knowledge sharing. Besides self-determination, all dimensions of intrinsic motivation can actively promote knowledge sharing among employees, such as competency, work engagement, curiosity and interest. (3) Knowledge sharing has a partial mediating effect on the relationship between internal motivation and individual innovation behavior of knowledge-based employees in the industrial new generation. Knowledge sharing plays a mediating role in the influence of competency, work engagement, curiosity and interest on individual innovation behavior, but does not have a mediating effect on self-determination. The conclusions of this study can provide reference and suggestions for enterprises to effectively promote individual innovation of the industrial new generation of employees.

Predicting Dimensions of Intrinsic Motivation from Self-Concept among Sultan Qaboos University Students in Oman

The purpose of this study was to predict the dimensions of intrinsic motivation from self-concept among 1684 first-year students at Sultan Qaboos University. A related purpose was to explore statistically significant gender differences in self-concept and the dimensions of intrinsic motivation. The study tools were intrinsic motivation and self-concept scales. The results showed that academic and non-academic self-concept predicted challenge, curiosity, and independence. Statistically significant differences were attributed to gender in the challenge, independence, and academic self-concept in favor of females. There were no statistically significant gender differences in curiosity and non-academic self-concept.

Effects on Motivation and Implicit Beliefs about Self ability using the Sports Education Model and the Traditional Style in Secondary Education

The methodology employed during physical education sessions can determine students’ motivations and implicit beliefs about their own abilities. The aim of the present study was based on comparing the effects produced on motivation and implicit beliefs about self ability when implementing a Sports Education model and a traditional style. Ninety-three secondary education students participated in the study, with ages ranging from 13 to 15 (13.32 ± 0.62). A total of 54 students took part in the sessions designed according to the Sports Education model and 43 in those following a traditional style. At the beginning and the end of the didactic unit, each student was administered the questionnaire CMEF (Cuestionario de Motivación en Educación Física) for motivation in physical education and the questionnaire Conceptions of the Nature of Athletic Ability Questionnaire-2 (CNAAQ-2) for implicit beliefs about ability. Results showed significant differences for the Sports Education model in the dimensions of intrinsic motivation, identified regulation, introproyected regulation, and external regulation (p < 0.01). The Sports Education model is optimal to promote motivation; therefore, teachers should consider putting it into practice as a methodology to improve students’ motivation profile.

Motivations to support charity-linked events after exposure to Facebook appeals: Emotional cause identification and distinct self-determined regulations.

Nonprofit organizations are increasingly dependent on the involvement of Millennial constituencies. Three studies investigated their motivations to support charity-linked events: emotional identification with a cause, self-determination theory (SDT) regulations, and context-related Facebook promotions. This article addresses the recent call to expand SDT research from a simple analysis of autonomous versus controlled motivation, to studying the effects of all the regulations in the SDT continuum, in particular, the inclusion of the tripartite dimensions of intrinsic motivation and integrated motivation. Results demonstrated that the greater the emotional identification with the cause, the stronger was the tendency to support the charity-linked event. Also, the results in these social media contexts revealed that specific intrinsic dimensions (e.g., experience stimulation) are motivators of online and offline support, as is the personal value nature of integrated regulation. Whereas only autonomous motivational regulations predicted support for the two events organized specifically a for charitable causes, both autonomous and controlled regulations predicted support of a for-profit event organized with a charitable cause as an adjunct. These findings can assist practitioners in designing more effective social media communications in support of charity-linked events.

Motivation of 14 Year-old Students using Tablets, compared to those using Textbooks and Workbooks

Intrinsic motivation is important and it can be divided in different dimensions. The Self-Determination Theory is based on intrinsic motivation. The test based on this theory was given to 14-year old students from three different schools: one where students used tablets in the science class during the 2015-16 school year, and two schools where students used textbooks and workbooks for the same subject in the classroom and at home. The test measured three dimensions of intrinsic motivation: interest and satisfaction in connection with the tasks they perform, how they perceive their competence to use the necessary tools to study and the value of the tasks they perform. The results show that students using tablets are more motivated in the three dimensions measured by the test than those using the textbook.

Trust the Police? Self-Selection of Motivated Agents into the German Police Force

We conduct experimental games with police applicants in Germany to investigate whether intrinsically motivated agents self-select into this type of public service. Our focus is on trustworthiness and the willingness to enforce norms of cooperation as key dimensions of intrinsic motivation in the police context. We find that police applicants are more trustworthy than non-applicants, i.e., they return higher shares as second-movers in a trust game. Furthermore, they invest more in rewards and punishment when they can enforce cooperation as a third party. Our results provide clear evidence for self-selection of motivated agents into the German police force, documenting an important mechanism that influences the match between jobs and agents in public service. (JEL C91, D73, J41, J45)

Trust the Police? Self-Selection of Motivated Agents into the German Police Force

We conduct experimental games with police applicants in Germany to investigate whether intrinsically motivated agents self-select into public service. Our focus is on trustworthiness and the willingness to enforce norms as key dimensions of intrinsic motivation in the police context. We find that police applicants are more trustworthy than non-applicants, i.e., they return higher shares as second-movers in a trust game. Furthermore, they invest more in rewards and punishment when they can enforce cooperation as a third party. Our results provide clear evidence for advantageous self-selection into the German police force, documenting an important mechanism by which the match between jobs and agents in public service can be improved.

Trust the Police? Self-Selection of Motivated Agents into the German Police Force

We conduct experimental games with police applicants in Germany to investigate whether intrinsically motivated agents self-select into public service. Our focus is on trustworthiness and the willingness to enforce norms as key dimensions of intrinsic motivation in the police context. We find that police applicants are more trustworthy than non-applicants, i.e., they return higher shares as second-movers in a trust game. Furthermore, they invest more in rewards and punishment when they can enforce cooperation as a third party. Our results provide clear evidence for advantageous self-selection into the German police force, documenting an important mechanism by which the match between jobs and agents in public service can be improved.

Building a composite score of general practitioners' intrinsic motivation: a comparison of methods

Pay-for-performance programmes have been widely implemented in primary care, but few studies have investigated their potential adverse effects on the intrinsic motivation of general practitioners (GPs) even though intrinsic motivation may be a key determinant of quality in health care. Our aim was to compare methods for developing a composite score of GPs' intrinsic motivation and to select one that is most consistent with self-reported data. A postal survey. French GPs practicing in private practice. Using a set of variables selected to characterize the dimensions of intrinsic motivation, three alternative composite scores were calculated based on a multiple correspondence analysis (MCA), a confirmatory factor analysis (CFA) and a two-parameter logistic model (2-PLM). Weighted kappa coefficients were used to evaluate variation in GPs' ranks according to each method. The three methods produced similar results on both the estimation of the indicators' weights and the order of GP rank lists. All weighted kappa coefficients were >0.80. The CFA and 2-PLM produced the most similar results. There was little difference regarding the three methods' results, validating our measure of GPs' intrinsic motivation. The 2-PLM appeared theoretically and empirically more robust for establishing the intrinsic motivation score. Code JEL C38, C43, I18.

Learning goal orientation and creative performance: The differential mediating roles of challenge and enjoyment intrinsic motivations

We develop a theoretical model to account for the effect of learning goal orientation on creative performance by distinguishing two dimensions of intrinsic motivation as mediators. Challenge intrinsic motivation is concerned with the interest in and excitement of solving problems and tackling complex tasks, whereas enjoyment intrinsic motivation is concerned with the enjoyment of task activities for self-expression and self-entertainment. Results from a sample of 189 Chinese employees support this model and show that learning goal orientation had significant positive relationships with both dimensions of intrinsic motivation, but only challenge intrinsic motivation was significantly related to creative performance and mediated the positive relationship between learning goal orientation and creative performance. As predicted, intellectual stimulation, a dimension of transformational leadership, showed a moderating effect, such that learning goal orientation was less strongly related to challenge intrinsic motivation when intellectual stimulation was high. In addition, a moderated mediation effect was found, such that the mediating effect of challenge intrinsic motivation for the relationship between learning goal orientation and creative performance was weaker when intellectual stimulation was high. No such moderation effect was found for enjoyment intrinsic motivation, providing further support for the differential roles of these two dimensions of intrinsic motivation.

Learning Goal Orientation and Creative Performance: The Mediating Roles of Intrinsic Motivation

We develop a theoretical model to account for the effect of learning goal orientation on creative performance by distinguishing two dimensions of intrinsic motivation as mediators. Challenge intrin...

Examination Of Intrinsically Motivated Shopping Behaviors Across Contexts

This exploratory research determines the measurement dimensions of intrinsic motivation for shopping behavior contexts. In addition, the dimensions are suggested to be strongly related and they are assessed for their possible unidimensionality. Based on findings, this research indeed provides evidence that the dimensions are highly related. Evidence is also found to support the similarity of intrinsic motivation dimensions across different contexts, such as age and income. Different future research strategies are suggested for further advancement of inquiry about intrinsic motivation in shopping and intrinsic motivation in general.

Virtual Fitness: Stimulating Exercise Behavior through Media Technology

The current paper describes research that is aimed at elucidating our understanding of media technology factors that may help users of exercise equipment to stay motivated for doing regular workouts. In particular, we investigated the effects of immersion and coaching by a virtual agent on intrinsic motivation and the sense of presence of participants cycling on a stationary home exercise bike. A basic two-by-two within-subjects experimental design was employed whereby participants were presented with a virtual racetrack with two levels of immersion (high vs. low) and two levels of a virtual coach (with vs. without). Results indicate a clear positive effect of immersion on both motivation and presence. The virtual coach significantly lowered the perceived control and pressure/tension dimensions of intrinsic motivation, but did not affect the enjoyment dimension. The presence of the virtual coach also reduced negative effects associated with VEs, such as feeling dizzy or nauseated.

Intention to be Physically Active after School Graduation and Its Relationship to Three Types of Intrinsic Motivation

In this article the relationships between three different types of intrinsic motivation and students’ intention to be physically active after school graduation were examined. The participants were 400 school children aged 14–18 years. The modified version of SMS was used to measure the three different types of intrinsic motivation. The intention scale as a measurement of physical education outcome to be physically active was specially designed for this study. The data were analysed by means of structural equation modelling. The goodness of fit indexes of confirmatory factor model for three types of intrinsic motivation provided the evidence of existing different dimensions of intrinsic motivation among students in the physical education setting. The results of this study indicated that the intrinsic motivation to experience stimulation was the strongest predictor of intention to be physical active after school graduation, beyond the intrinsic motivation to accomplish.