External Performance Evaluations and Task Motivation: Some Suggestions

Although work tasks often address substantive social issues, the effects of issue characteristics on task motivation are little understood. This study explores this topic by examining how the moral characteristics of an issue (moral intensity) affect motivation in tasks intended to address the issue (task motivation). Adopting the lens of work design theory, I hypothesize that moral intensity increases task motivation through the mediation of perceived task impacts on the community (perceived community impacts), and that this effect will occur after controlling for the effects of perceived task impact on the worker and their organization. In two studies in the context of volunteering I find that, rather than acting in parallel with other task impacts, the effect of moral intensity through perceived community impacts is fully mediated by perceived organization and self impacts in a three-stage mediation. These findings demonstrate the potential relevance of issue characteristics such as moral intensity to work design theory and shed new light on the psychological mechanisms through which perceived prosocial impacts promote task motivation. I discuss implications for research and practice.

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The Importance of Leadership Education in University: Self-Leadership Example

International Education Studies ◽

10.5539/ies.v12n4p1 ◽

2019 ◽

Vol 12 (4) ◽

pp. 1 ◽

Cited By ~ 1

Author(s):

Elif Bozyigit

Keyword(s):

Data Collection ◽

Leadership Education ◽

Leadership Strategies ◽

Sports Management ◽

Data Collection Tool ◽

Turkish Version ◽

Task Motivation ◽

Significant Difference ◽

Management Students ◽

And Task

Self-leadership is a form of leadership that has emerged in the last quarter of a century. The purpose of this study is to determine whether there is a difference in self-leadership strategies between students who choose leadership course and do not choose. The sample of this research consisted of 144 sports management students in 2018; 35 female (24.3%) and 109 male (75.7%). The average age of students is 22.38 (sd=2.88). While 30 students (20.8%) stated that they chose leadership course, 114 students (79.2%) stated that they did not choose leadership course. In this study, the Turkish version of Abbreviated Self-Leadership Questionnaire (ASLQ) was used as a data collection tool, but original ASLQ was developed by Houghton et al. (2012). The Turkish version of the scale was adopted by Şahin (2015). As a result of the reliability analysis, the Cronbach’s alpha value was found to be .74. There was a significant difference between ASLQ total scores of students who choose the leadership course and do not choose (yes/no). There was a significant difference between students who choose the leadership course and do not choose (yes/no) and the subscale scores; behavior awareness and volition, constructive cognition, and task motivation. According to the results obtained through the analysis, hypothesis 1 and 2 were accepted.

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A matter of Motivation - The Effects of Risk Preference and Task Complexity on the Auditor’s Motivation

WSB Journal of Business and Finance ◽

10.2478/wsbjbf-2019-0017 ◽

2019 ◽

Vol 53 (2) ◽

pp. 1-14

Author(s):

Marco Haid ◽

Sabine Graschitz ◽

Peter Heimerl

Keyword(s):

Task Complexity ◽

Risk Preference ◽

Task Motivation ◽

Increased Risk ◽

Preference Task ◽

Specific Factors ◽

The Impact ◽

The Relationship ◽

Case Based ◽

And Task

Abstract This article examines whether and how several audit-specific attributes influence auditor’s motivation. Following the literature, the research project focuses mainly on the impact of risk preference, task complexity and the liability situation in this issue. A 2x2 mixed-subjects case-based experiment was conducted to gain data for in-depth insights. In sum 209 master students with a major in accounting and auditing participated in the experiment. The results indicate that increased risk aversion leads to a higher observed task motivation. Regarding the task complexity, data analysis shows that increasing task complexity lowers auditor’s motivation. This study contributes to the stream of judgment and decision making literature and offers new insights in to the relationship and dependence of inherent auditor-specific factors.

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