Work Preference Inventory Research Articles

Moderating role of motivational preference in the relationship between attachment quality and emotional empathy among autistic caregivers

ABSTRACT The study investigated the moderating role of motivational preference in the relationship between attachment quality and emotional empathy among sixty-five autistic caregivers (42 males and 23 females). Participants were drawn from Therapeutic Inclusive Nursery, Primary, and Secondary School in Abakpa Nike, Enugu State, Nigeria. Attachment Quality Scale, Work Preference Inventory Scale, and Emotional Empathy Scale were used in the study. Hayes PROCESS macro regression-based, path-analytical framework was employed to analyse the data. Motivational preference and the four dimensions of attachment quality predicted emotional empathy. Motivational preference did not moderate the relationship between security, avoidance and ambivalent worry dimensions of attachment quality and emotional empathy. Motivational preference moderated the relationship between ambivalent merger and emotional empathy (β = −.14, t = −3.15, p = <.05). Ambivalent merger predicted emotional empathy for those with low motivational preference (β = 7.22, p = <.05), moderate motivational preference (β = 3.07, p = < .05), and for those with high motivational preference (β = 1.01, p = <.05). Implications and limitations of the findings were discussed and suggestions for further studies were made.

Motivation and Decision-Making Styles at Work: A Comparison of Public Private Sector Managerial Positions

The current study investigated the link between motivation and decision-making strategies of employees working on managerial positions in different organizations of Multan. Additionally, participants were compared across gender, marital status, age groups and organizational set up. The sample included 164 men and 68 women (N = 232, Mage 38.5 years). Work Preference Inventory and General Decision-Making Style Questionnaire were administered in order to measure intrinsic/extrinsic motivation and a range of decision-making styles respectively. Correlational analysis showed significant inverse association of dependent decision-making style with both intrinsic and extrinsic motivation yet only extrinsic motivation proved to be a significant predictor of dependent style in regression analysis. Results of t-test showed that men preferred rationale style women scored higher on dependent and avoidant styles of making decisions than men. Decision making ability of married employees was better than unmarried. Differences across gender and marital status were non-significant on level of motivation and its types. Private sector employees showed greater motivation than public sector employees, however both were alike in decision making except for dependent style that was preferred by public sector employees. Younger group was more intrinsically motivated while older groups were more dependent in decision making as compared with the younger group. Findings are discussed for improvement of organizational set up.

İş Tercihi Envanteri: Bankacılık Sektörü Çalışanlarının Motivasyon Unsurları

The purpose of this study is to determine the main elements which motivate the employees of the Turkish banking sector and the differences between these motivations in terms of demographic and structural factors of the sector. The measurement tool of motivational factors we used is a four-dimensional scale called the “Work Preference Inventory” (Amabile, Hill, Hennessey and Tighe 1994) which has been cited 2146 times since 1994. As there is not a Turkish version of the Work Preference Inventory, the purpose of this study is also to translate the scale in Turkish and execute reliabilty and validity analysis. Analysis showed that the motivation of banking sector employees in Turkey has a five-dimensional structure. These dimensions are ‘Meaningful job and self-efficacy’, ‘Desire for unstructured works’, ‘Success at structured works’, ‘Awareness of success target’, ‘The search for specificity and consideration of others’ opinion’. ‘Meaningful job and self-efficacy’ is identified as the factor which most affects the motivation of banking sector employees. ‘Awareness of success target’, ‘Desire for unstructured works’ and ‘The search for specificity and consideration of others’ opinion’ are evaluated as additional motivating factors consecutively. ‘Success at structured works’ is determined as the least motivating factor. The differences in employee motivation, in terms of experience, department, gender, age, education level and position are also examined. According to the analysis, there are significant differences across the motivational dimensions in terms of age and business demepartments, positions, education level. However, there are no differences across motivational dimensions in terms of the positions and genders of banking employees.

Predicting staff retention from employee motivation and job satisfaction

This study investigated the role of employee motivation and job satisfaction as predictors of staff retention in a foreign exchange bank. Participants were 341 employees of a South African foreign exchange bank division (female = 62.8%; black = 31.1%; managers = 37%, mean years of experience = 10 years). The employees completed the following self-report measures: Work Preference Inventory, Job Satisfaction Survey, and Employee Retention Questionnaire. Structural equation modelling was applied in the analysis to test the prediction effect of employee motivation and job satisfaction on staff retention. The findings of the model fit revealed that the model (employee motivation and employee job satisfaction) explained an estimated 46% of the variance in the employee retention construct. The job satisfaction construct in the model explained an estimated 66% of the variance in the employee retention construct; while the employee motivation construct explained only 8% of the variance. Organisational talent management should seek to identify employee motivation and job satisfaction interventions that might help to retain talented staff.

Relationship between Emotional, Intelligence, Motivation and Logical Reasoning towards Academic Achievement among Secondary School Students

The main purpose of this study is to examine the relationship between Emotional Intelligence, Motivation and Logical Thinking of secondary school students in their academic achievement. The emotional intelligence, motivation, and logical thinking of a student play an important role in the mastery of each subject that is learned by it. In the learning process it includes important components such as cognitive and behaviour which also involves the emotion, motivation and thinking of a student. The researchers use stratified random sampling for sampling procedures. In addition, the sample used by the researcher was composed in secondary school students in Johor where the number of clusters was determined according to districts that could be made at random. The researcher selected Form 4 students throughout Johor. This refers to the Cognitive Development Theory proposed by Jean Piaget which is Form 4 student at the aged of 16 years. Demographic information is collected from participants about gender, age, race, and religion and speech language using demographic data forms. Participants will complete four parts of the questionnaire: Emotional Intelligence Self-Assessment (Schutte, 1998), Students Work Preference Inventory (SWPI) built by Amabile, TM (1987), The Group Assessment of Logical Thinking (GALT) Roadrangka, Yeany and Padilla (1983) and academic achievement of students based on PT3 results. The findings show that the correlation coefficient between emotional intelligence and academic achievement is r = - 1.62 at the significance level p ? 0.01. This shows that there is a correlation between emotional intelligence and academic achievement of Form 4 students throughout Johor. In addition, it also shows that there is a significant relationship between emotional intelligence and student academic achievement. However, the findings of this study were also supported by the study conducted by Azizi and others (2005) which found that there was no significant correlation between the levels of extrinsic motivation of the students with the level of academic achievement of the students. The results of one-way ANOVA analysis show significant differences in overall mean of logical thinking according to academic achievement at secondary level (F (2.496) = 64.614, p <0.0005.). This finding succeeded in rejecting the second zero hypothesis stating that there was no significant difference in the mean of logical thinking ability according to the academic achievement of students at the secondary level. The findings of this study are also supported by a study conducted by Corpus (2005) which shows the correlation between extrinsic motivation and negative relationship with student academic achievement. The information obtained from this study can be used by the Ministry of Education, school administrators, Guidance Teachers and Counselling and parents in realizing the desire to produce quality human capital among teenagers in Malaysia. This information can also help researchers study their emotional intelligence, motivation and logical thinking.

Motywacja do uczenia się a lęk przed matematyką w klasach starszych szkoły podstawowej

&lt;p&gt;Motywacja do uczenia się stanowi jeden z ważniejszych czynników wpływających na osiągnięcia matematyczne uczniów. Może ona ulegać zmianom pod wpływem lęku przed matematyką. Wśród licznych typologii motywacji, ze względu na szczególne odniesienie do doświadczeń w uczeniu się, na uwagę zasługują motywacja samoistna i celowa. W artykule opisano efekty poszukiwań zależności między typami motywacji do uczenia się wyróżnionymi w modelu Amabile i in. (1994) a lękiem przed matematyką. W badaniach uczniów z klas IV (n = 43) i VI (n = 45) szkoły podstawowej zastosowano Inwentarz Orientacji Motywacyjnych (Amabile i in. 1994, Karwowski 2009) obejmujący 30 stwierdzeń, które dotyczą motywacji samoistnej i celowej, oraz Kwestionariusz Lęku Matematycznego składający się z 54 stwierdzeń (Mulhern, Rae 1998). W obu grupach wystąpiły umiarkowane dodatnie korelacje między motywacją samoistną a lękiem przed matematyką. W klasie VI istotna okazała się korelacja między klarownością celów jako aspektem motywacji celowej a lękiem przed matematyką. Nie uzyskano istotnych różnic w większości aspektów motywacji do uczenia się. Jedynie wyzwanie różnicowało grupy istotnie. Lęk przed matematyką oraz postrzeganie nauczyciela były istotnie większe w klasie IV. Uzyskane rezultaty mogą mieć znaczenie dla planowania edukacji matematycznej i jej rozwoju w kierunku redukcji lęku przed matematyką i zwiększenia się motywacji samoistnej u uczniów.&lt;/p&gt;

Influence of Intrinsic and Extrinsic Motivation on Employee’s Task Performance

Intrinsic and extrinsic motivation is important determinant of employee’s task performance as it represents the level ofmotivation of employees to their work and company. This study examined the influence of intrinsic and extrinsicmotivation on employees’ task performance and also aimed to find out the difference between males and females ontask performance based on their intrinsic and extrinsic motivation. The Work Preference Inventory (Amabile, T. M., etal., 1994) and Job Performance Scale (Goodman, &amp; Svyantek, 1999) was used to gather data. It was predicted thatintrinsic and extrinsic motivation will be positively correlated with employees’ task performance and will have impacton employees’ task performance. The results showed that intrinsic and extrinsic motivation has positive correlationwith employee’s task performance and intrinsic and extrinsic motivation has impact on employee’s task performance.Findings also show that females are more intrinsically motivated as compared to males.

Investigation the Relationship between Intrinsic Motivation and Creative Production on Solving Real Problems

ABSTRACT : This study was designed to investigate whether Intrinsic Motivation (IM) related to the creative production on solving real problems that measured based on two criteria: novelty and appropriateness. 10 th -grade students in Oman represented by 367 students (male and female) from eight schools (rural and urban) were the sample of the study. Work Preference Inventory from T.M. Amabile, B. Hennessy and E. Tighe (1994) was manipulated to assess intrinsic motivation. Problem-Solving Test (PST) developed by researchers was used to measure creative production on solving real problems through content contexts of subjects such as Arabic Language, Social Studies, and Science. Findings showed that IM correlated positively with novelty and appropriateness. MANOVA test showed that main effect of school type was significant for novelty and appropriateness, but gender was not. Analysis of simultaneous regression indicated that intrinsic motivation and gender predicted the total score of problem solving test, but school type was not. The implications of the study enhance our understanding of the intrinsic motivation as a personality trait on developing creativity among school students. Key words : Intrinsic motivation, creative production, solving real problems, novelty and appropriateness, and students in Oman. About the Authors: Assoc. Prof. Dr. Subadrah Nair and Mohammed T. Alkiyumi are a Senior Lecturer and a Ph.D. Candidate at the School of Educational Studies USM (Science University of Malaysia), 11800 Minden, Pulau Penang, Malaysia. They can, for academic matters, be contacted at: subadrah@usm.my and alkeumi@gmail.com How to cite this article? Nair, Subadrah & Mohammed T. Alkiyumi. (2011). “Investigation the Relationship between Intrinsic Motivation and Creative Production on Solving Real Problems” in SOSIOHUMANIKA: Jurnal Pendidikan Sains Sosial dan Kemanusiaan , Vol.4, No.2 [November], pp.185-196. Bandung, Indonesia: Minda Masagi Press owned by ASPENSI, ISSN 1979-0112. Chronicle of article: Accepted (September 9, 2011); Revised (October 13, 2011); and Published (November 20, 2011).

Learning motivation and perfectionism in English language learning: An analysis of Taiwanese university students

This study aimed to identify the interrelations among background characteristic, measures of learning motivation and the dimension of perfectionism among Taiwanese English as foreign Language (EFL) university students. The instruments were a Likert-scale survey questionnaire which consisted of (1) the Work Preference Inventory (Students Version) created by Amabile, Hill, Hennessey, and Tighe (1994); and (2) the Multidimensional Perfectionism Scale designed by Hewitt and Flett (1991). The results indicated that most students were intrinsically-motivated and were self-oriented perfectionists. It was found that both intrinsic and extrinsic motivations were significantly and positively associated with self-oriented perfectionism for EFL learning. The results also indicated that perfectionism differs significantly among the participated students in terms of age and majors. Students who aged 18 showed higher positive levels for perfectionism than students aged 20 and students from management majors had significantly higher perfectionism tendencies.

Associations Between Hexaco Model of Personality Structure, Motivational Factors and Self-reported Creativity Among Architecture Students

Self-reported creativity is a good predictor of creative performance. Also, creativity is influenced by many other factors, such as personality structure and motivational orientations. This study examines the relation between three types of self-reported creativity, Hexaco personality factors and motivational factors. The study sample consists of 182 students from the Technical University of Cluj-Napoca. They completed three questionnaires: Self-reported Creativity Scale, Hexaco Personality Inventory and Work Preference Inventory. Results suggest differences between participants with low and high levels of creativity on some personality factors and on intrinsic motivational orientations. Differences vary depending on the measured facets of creativity.

Attitudes towards money and motivational orientation to work in Brazilian young workers

Self-determination theory assumes that there are two motivational orientations: intrinsic and extrinsic motivation. Money is a means to different ends, thus considered an external source of motivation, but individuals may also attribute other meanings to it. The aim of this research was to study the relationship between motivational orientation and the attitude towards money in young employees in Brazil. The sample consisted of 163 young workers attending a Business Administration program at a public university in Fortaleza, Brazil. The Work Preference Inventory (WPI), the Love of Money Scale (LOMS) and a socio-demographic questionnaire were applied. The data was examined using descriptive statistics, correlations, factor analysis and cluster analysis and comparisons. The individuals’ motivational orientation to work was found to be associated with their attitude towards money. Two profiles were identified, based on their differences between source of motivation and perception of money as a reward and as evil. Identifying the profiles that connect motivation with meaning of money may allow organizations to design and implement compensation systems according to their employees’ needs.

Shortening the Work Preference Inventory for Use with Physician Scientists: WPI‐10

The Work Preference Inventory (WPI) is a four-factor, 30-item measure that assesses work motivation. Used to help individuals choose appropriate career paths, its length contributes to response burden, especially when combined with other measures. We aimed to develop a shortened, valid, and reliable version of the WPI. Trainees at the University of Pittsburgh's Institute for Clinical Research Education completed the 30-item WPI between 2007 and 2012. We conducted exploratory and confirmatory factor analyses to reduce the number of items. Of the 402 eligible trainees, 371 (92%) provided data for the exploratory factor analysis (EFA), and 134 of the eligible 144 trainees (93%) provided data for the confirmatory factor analysis (CFA). EFA revealed four factors that were roughly equivalent to those of the original. CFA used the three items with the highest loadings on each factor, with two items removed due to low loadings and R-squareds, resulting in a 10-item scale. Cronbach's alpha for each of the four factors ranged from 0.68 to 0.76. Factors in the WPI-10 were strongly and significantly associated with factors in the original WPI, indicating strong validity of the shortened measure. The WPI-10 shows evidence for similar validity and reliability to the original instrument while reducing respondent burden.

The effect of professional culture on intrinsic motivation among physicians in an academic medical center.

Today, most healthcare organizations aim to manage professionals' motivation through monetary incentives, such as pay for performance. However, addressing motivation extrinsically can involve negative effects, such as disturbed teamwork, gaming the system, and crowd-out of intrinsic motivation. To offset these side effects, it is crucial to support professionals' intrinsic motivation actively, which is largely determined by enjoyment- and obligation-based social norms that derive from professionals' culture. For this study, a professional culture questionnaire was designed and validated, the results of which uncovered three factors: relationship to work, relationship to colleagues, and relationship to organization. These factors served as independent variables for regression analyses. Second, Amabile's validated work preference inventory was used to measure intrinsic motivation as a dependent variable. The regression analysis was controlled for sex, age, and experience. The study revealed that relationship to work had the strongest (and a positive) impact on intrinsic motivation in general and on Amabile's intrinsic subscales, enjoyment and challenge. Relationship to organization had a negative impact on intrinsic motivation and both subscales, and relationship to colleagues showed a low positive significance for the intrinsic scale only. Healthcare organizations have mostly focused on targeting professionals' extrinsic motivation. However, managing dimensions of professional culture can help support professionals' intrinsic motivation without incurring the side effects of monetary incentives.

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

AbstractPersonality trait theories are often used to identify particular personality or behavioural characteristics of potential employees by human resource management departments. However, this can be enhanced by understanding how motivation plays a role in personality, and particularly within the context of knowledge-based personality processes. The paper draws on knowledge management theory called Knowledge Profiling (KP) in which a theoretical construct has been developed representing personality through a set of three traits and their polar values. This model has previously been linked to the trait theory of personality called Myers-Briggs Type Indicator (MBTI). This research adopts KP, develops its linkage with MBTI, and elaborates on its connection with motivation. The resulting model, referred to as Knowledge Profiling Motivational (KPM) model, is developed by connecting it with the Work Preference Inventory (WPI), which assesses individual differences in Intrinsic and Extrinsic motivational orien...

Metacognitive and motivational predictors of surface approach to studying and academic examination performance

The objective of this study was to verify the structure of a model of how surface approach to studying is influenced by the trait variables of motivation and metacognition and the state variables of avoidance coping and evaluation anxiety. We extended the model to include: (1) the investigation of the relative contribution of the five metacognition sub-traits; and (2) the prediction of academic examination performance while controlling for past academic examination performance. A sample of 101 university students completed prior to undertaking academic examinations of the following self-report instruments: Work Preference Inventory, Metacognitions Questionnaire 30, Revised COPE Inventory, Evaluation Anxiety Scale and Approaches and Study Skills Inventory for Students. Results supported the original structure of the metacognitive-motivational model of surface approach to studying in addition to showing that it predicts academic examination performance controlling for past academic examination performance. The present study confirmed some previous findings, identified new predictive relationships and offered a comprehensive model of surface approach to studying and academic examination performance controlling for past academic examination performance.

Optimal Experience Among Teachers: New Insights Into the Work Paradox

ABSTRACT Several studies highlighted that individuals perceive work as an opportunity for flow or optimal experience, but not as desirable and pleasant. This finding was defined as the work paradox. The present study addressed this issue among teachers from the perspective of self-determination theory, investigating work-related intrinsic and extrinsic motivation, as well as autonomous and controlled behavior regulation. In Study 1, 14 teachers were longitudinally monitored with Experience Sampling Method for one work week. In Study 2, 184 teachers were administered Flow Questionnaire and Work Preference Inventory, respectively investigating opportunities for optimal experience, and motivational orientations at work. Results showed that work-related optimal experiences were associated with both autonomous regulation and with controlled regulation. Moreover, teachers reported both intrinsic and extrinsic motivation at work, with a prevailing intrinsic orientation. Findings provide novel insights on the work paradox, and suggestions for teachers’ well-being promotion.

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

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

Opportunity for creativity in the job as a moderator of the relation between trait intrinsic motivation and flow in work

Drawing from the social psychology approach to creativity, it was hypothesized that trait intrinsic motivation would be associated with the probability of experiencing flow in work, and that the extent to which a job provides opportunity for creativity would moderate the association. A sample of 367 workers completed the Flow Questionnaire and the Work Preference Inventory, and described their job. Multinomial logistic regression of “flow in work” versus “no flow” and “flow in leisure” revealed motivation by opportunity interactions such that intrinsic motivation is associated with flow in work for high opportunity, and is either not associated or negatively associated for low opportunity. The findings support the hypotheses and indicate that person-environment matching fosters flow in work.

A metacognitive-motivational model of surface approach to studying

In this study, we put forward and tested a model of how surface approach to studying during examination preparation is influenced by the trait variables of motivation and metacognition and the state variables of avoidance coping and evaluation anxiety. A sample of 528 university students completed, one week before examinations, the following self-report instruments: Work Preference Inventory, Metacognitions Questionnaire 30, Revised COPE Inventory, Evaluation Anxiety Scale and Approaches and Study Skills Inventory for Students. Structural equation modelling indicated that metacognition directly promoted surface approach to studying. In addition, both avoidance coping and evaluation anxiety directly promoted surface approach to studying and partially mediated the relationships between traits and surface approach to studying. The implications of these findings are outlined.

Relationship between epistemological beliefs and motivational orientation among high school students

Relationship between epistemological beliefs and motivational orientation of high school students was studied and their relationship with school majoring, GPA and gender. To estimate epistemological beliefs and motivational orientation Schommer?s Epistemological Questionnaire (EQ) and Work Preference Inventory (WPI) were used. Through factor analysis of EQ 5 factors were extracted, that differ from those Schommer singled out. Negative correlation between naive epistemological beliefs on one side, and intrinsic (-0.327, p&lt;0.01) and general motivation (-0.247, p&lt;0.01) on the other, was determined. Students majoring in social sciences have more mature epistemological beliefs (F=11.278, df=1, p&lt;0.01. Boys have more mature epistemological beliefs than girls only on factor Avoiding relating, ambiguity and dependence on authority (F=16.899, df=1, p&lt;0.01). Correlation between epistemological beliefs and GPA was not determined. Students majoring in social sciences have higher level of motivation (F=6.626, df=1, p&lt;0.05). Girls are more motivated by enjoying in what they are doing (F=6.261, df=1, p&lt;0.05).