The dual outcomes of frontliner’s autonomous motivation and deep acting in service co-creation: a dyadic approach

2021 ◽  
Author(s):  
Nguyen Hong Phuoc ◽  
Le Nguyen Hau ◽  
Pham Ngoc Thuy
Keyword(s):  
Autonomous Motivation ◽  
Deep Acting

Linking Motivation, Emotional Labor, and Service Performance From a Self-Determination Perspective

2020 ◽  
pp. 109467052097520
Author(s):  
Won-Moo Hur ◽  
Yuhyung Shin ◽  
Tae Won Moon
Keyword(s):  
Emotional Labor ◽  
Autonomous Motivation ◽  
Service Performance ◽  
Self Determination ◽  
Flight Attendants ◽  
Surface Acting ◽  
Deep Acting ◽  
Service Employees ◽  
Controlled Motivation ◽  
General Managers

Drawing on self-determination theory, which suggests that individuals’ autonomous and controlled motivations determine their behavior and performance, our research examined the relationship between motivation, emotional labor, and service performance. We predicted that autonomous motivation will be positively associated with service performance through deep acting and that controlled motivation will be negatively associated with service performance through surface acting. To test these hypotheses, we collected three-wave data from 282 hotel employees and 21 general managers over a 15-month period. As predicted, autonomous motivation was positively related to deep acting and negatively related to surface acting 1 year later, whereas controlled motivation was positively related to surface acting 1 year later. Deep acting was positively associated with supervisor-rated service performance 3 months later. Further, the indirect effect of autonomous motivation on service performance through deep acting was significant. The robustness of these findings was established by reanalyzing the data without controlling for potential confounds and conducting a validation study among 70 flight attendants across 5 consecutive days. The findings highlight the importance of service employees’ autonomous motivation in effective emotion regulation and resulting service performance.

The Relation Between Financial Incentives, Motivation, and Performance

2017 ◽  
Vol 16 (2) ◽  
pp. 61-76 ◽  
Author(s):  
Anaïs Thibault Landry ◽  
Marylène Gagné ◽  
Jacques Forest ◽  
Sylvie Guerrero ◽  
Michel Séguin ◽  
...  
Keyword(s):  
Financial Incentives ◽  
Work Performance ◽  
Autonomous Motivation ◽  
Compensation Plans ◽  
Work Settings ◽  
Path Analyses ◽  
Three Samples ◽  
And Performance ◽  
Performance Results

Abstract. To this day, researchers are debating the adequacy of using financial incentives to bolster performance in work settings. Our goal was to contribute to current understanding by considering the moderating role of distributive justice in the relation between financial incentives, motivation, and performance. Based on self-determination theory, we hypothesized that when bonuses are fairly distributed, using financial incentives makes employees feel more competent and autonomous, which in turn fosters greater autonomous motivation and lower controlled motivation, and better work performance. Results from path analyses in three samples supported our hypotheses, suggesting that the effect of financial incentives is contextual, and that compensation plans using financial incentives and bonuses can be effective when properly managed.

PENDIDIKAN UNTUK PEMBANGUNAN BERKELANJUTAN

2018 ◽  
Vol 10 (3) ◽  
pp. 304
Author(s):  
Familia Novita Simanjuntak
Keyword(s):  
Sustainable Development ◽  
Global Economy ◽  
Autonomous Motivation ◽  
Human Society ◽  
Environmental Attitude ◽  
Development Education ◽  
Environmental Behaviors ◽  
Sustainable Environment ◽  
Complex Dimensions ◽  
Earth Environment

ABSTRACTSustainable development urges to merge the three complex dimensions: global economy, global society and physically earth environment. Sachs (2015) states that sustainable development is the expert effort to comprehend the world and the method to solve the crowded earth issues by the global population growth that nine times increase than the first industry era. Education is one of fatal element for sustainable development phase especially for the human (society) development. Human development becomes the main core of invesment for economy development because it is prepared for the youngst as the next generation to develop economic improvement individually for their family and also for their community (include for the State’s development interest). Marshall, Hine and East (2017) studied about the education which develop the autonomous motivation to support individu execute the pro-environmental behaviors (PEBs). This autonomous motivation will establish the environmental attitude and personality in decision making and action of sustainable environment protection and preservation.Keywords: sustainable development, education, pro-environmental behaviors ABSTRAKPembangunan berkelanjutan berupaya untuk mengkaitkan tiga sistem yang rumit yaitu sistem ekonomi dunia, sistem sosial dunia dan lingkungan fisik bumi. Sachs (2015) menyatakan bahwa pembangunan berkelanjutan menjadi cara para pakar untuk memahami dunia dan sebuah metode untuk menyelesaikan permasalahan dunia yang berawal dari sesaknya bumi akibat pertumbuhan penduduk dunia yang sudah mencapai sembilan kali lebih banyak dari populasi manusia yang hidup pada jaman dimulainya revolusi industri. Pendidikan adalah salah satu komponen yang penting dalam proses pembangunan berkelanjutan terutama pembangunan yang terkait manusia (sosial). Pembangunan manusia menjadi bagian vital dari investasi yang dibutuhkan dalam pembangunan ekonomi karena merupakan jalur investasi yang disiapkan untuk anak-anak sebagai generasi penerus yang akan melanjutkan perbaikan ekonomi baik secara individu bagi keluarganya maupun secara berkelompok bagi komunitasnya (termasuk kepentingan pembangunan di Negaranya). Penelitian Marshall, Hine and East (2017) menyatakan bahwa pendidikan dapat membentuk dorongan dari dalam setiap individu untuk melakukan perilaku pro lingkungan hidup (pro-environmental behaviours). Dorongan dari dalam individu ini secara otonomi membentuk watak dan karakter yang ramah lingkungan untuk membuat keputusan dan bertindak yang melindungi dan menjaga keberlanjutan lingkungan hidup.Kata kunci: pembangunan berkelanjutan, pendidikan, pro-environmental beharviors

scholarly journals Collaborative testing in physical examination skills training and the autonomous motivation of students: a qualitative study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Jiska A. Patiwael ◽  
Anje H. Douma ◽  
Natalia Bezakova ◽  
Rashmi A. Kusurkar ◽  
Hester E. M. Daelmans
Keyword(s):  
Medical Students ◽  
Physical Examination ◽  
Training Session ◽  
Autonomous Motivation ◽  
Skills Training ◽  
Psychological Needs ◽  
Active Participation ◽  
Basic Psychological Needs ◽  
Collaborative Testing ◽  
Traditional Format

Abstract Background Teaching methods that stimulate the active learning of students make a positive impact on several aspects of learning in higher education. Collaborative testing blended with teaching is one such method. At our medical school, a training session was designed using a collaborative testing format to engage medical students actively in the theoretical phase of a physical examination training, and this session was evaluated positively by our students. Therefore, we extended the use of the format and converted more of the training into collaborative testing sessions. The literature on collaborative testing and the theoretical framework underlying its motivational mechanisms is scarce; however, students have reported greater motivation. The aim of the current study was to investigate student perceptions of a collaborative testing format versus a traditional teaching format and their effects on student motivation. Methods Year four medical students attended seven physical examination training sessions, of which three followed a collaborative testing format and four a traditional format. The students were asked to evaluate both formats through questionnaires comprised of two items that were answered on a five-point Likert scale and five open-ended essay questions. Content analysis was conducted on the qualitative data. The themes from this analysis were finalized through the consensus of the full research team. Results The quantitative data showed that 59 students (55%) preferred collaborative testing (agreed or strongly agreed), 40 students (37%) were neutral, and 8 students (8%) did not prefer collaborative testing (disagreed or strongly disagreed). The themes found for the collaborative testing format were: ‘interaction’, ‘thinking for themselves’, and ‘active participation’. ‘Interaction’ and ‘thinking for themselves’ were mainly evaluated positively by the students. The most frequently mentioned theme for the traditional format was: ‘the teacher explaining’. Students evaluated this theme both positively and negatively. Conclusions The most frequently mentioned themes for the collaborative testing format, namely ‘interaction’, ‘thinking for themselves’, and ‘active participation’, fit within the framework of self-determination theory (SDT). Therefore, the collaborative testing format may support the fulfilment of the three basic psychological needs indicated in SDT: autonomy, competence, and relatedness. Thus, our findings provide initial support for the idea that the use of collaborative testing in medical education can foster the autonomous motivation of students.

Autonomous Motivation: A Predictor of Treatment Outcome in Bulimia-Spectrum Eating Disorders

2012 ◽  
Vol 20 (3) ◽  
pp. e116-e122 ◽  
Author(s):  
Sandra Mansour ◽  
Kenneth R. Bruce ◽  
Howard Steiger ◽  
David C. Zuroff ◽  
Sarah Horowitz ◽  
...  
Keyword(s):  
Eating Disorders ◽  
Treatment Outcome ◽  
Autonomous Motivation
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