Impact of videos targeting intrinsic versus extrinsic motivation on exercise experience and effort

2021 ◽  
pp. 1-17
Author(s):  
Charleen J. Gust ◽  
Angela D. Bryan
Keyword(s):  
Extrinsic Motivation

Long-term success as a runner: Intrinsic vs. extrinsic motivation

2012 ◽  
Author(s):  
Bob Pulvermacher ◽  
Amanda M. Durik ◽  
Stephanie Orbon ◽  
Thomas Aicher
Keyword(s):  
Extrinsic Motivation

The influence of extrinsic motivation and work experience on employee performance (Case study in the Serang Baru Sub-district, Bekasi District)

2020 ◽  
Vol 5 (02) ◽  
pp. 167
Author(s):  
Nur’enny Nur’enny ◽  
Rahmat Hidayat
Keyword(s):  
Work Experience ◽  
Extrinsic Motivation ◽  
Employee Performance ◽  
Linear Equations ◽  
Test Reliability ◽  
Coefficient Of Determination ◽  
District Office ◽  
Normality Test ◽  
Observation Methods ◽  
Saturated Sample

This study aims to obtain information about extrinsic motivation and work experience and its effect on employee performance in the Serang Baru District Office. This study uses a saturated sample so that the population is the same as the sample of 80 employees, at the Serang Baru District Office. The method used is validation test, reliability test, then classical assumption test, which includes normality test and multicollinearity, as well as heteroscedasticity test, multiple linear analysis test, multiple linear equations, F test, coefficient of determination, and t test. The data of this research used observation methods and questionnaires distributed to 80 samples which were addressed to employees of the Serang Baru District Office. Based on the results of research and discussion, it can be concluded: 1) Extrinsic motivation does not affect employee performance because employees are willing to work more than expected regardless of extrinsic motivation or not. 2) Employee performance is strongly influenced by work experience. The more experience, they get while working, the more knowledge they will get. 3) Employee performance will be better with the support of experienced employees so as to increase the level of output produced.             Keywords: Employee Performance, Extrinsic Motivation, Work Experience

I (Do Not) Like Reading!: A Narrative Inquiry into Indonesian Highschoolers’ General Reading Motivation

2020 ◽  
Vol 17 (1) ◽  
pp. 1-14
Author(s):  
Astra Belinda
Keyword(s):  
Narrative Inquiry ◽  
Extrinsic Motivation ◽  
Reading Motivation ◽  
Self Determination Theory ◽  
Self Determination ◽  
Social Aspects ◽  
Esl Students ◽  
Blue Star ◽  
Past Experiences ◽  
Educational Field

The study of motivation has been going around in the educational field for years long, but the issue is there are not many studies that specify in reading motivation, specifically for EFL and/or ESL students. Looking upon this concern, this narrative inquiry study tried to recognize the reasons behind the reading motivation amongst the students, particularly from Blue Star Senior High School, through the Self-determination Theory (SDT) principle from Deci & Ryan (1991) and some other possible social aspects, such as family and peers. It was later found out that in general, Blue Star Senior High School’s students are more likely to be extrinsically motivated when they read and the biggest encouragement to their extrinsic motivation is their social circle. While for our main participants, their past experiences were the ones that played important roles in constructing their motivation, either intrinsically or extrinsically.

Gifted Students' Motivation and its Impact on the Development of their Giftedness

2018 ◽  
Vol 3 (1) ◽  
Author(s):  
Hussein SALEM MUBARAK BARABWD ◽  
Mohammad YUSOFF BIN MOHD NOR ◽  
Noriah Mohd Ishak
Keyword(s):  
Extrinsic Motivation ◽  
Gifted Students ◽  
Qualitative Approach ◽  
The Other ◽  
Phenomenological Method ◽  
Self Confidence ◽  
Verbal Praise ◽  
Intrinsic Motivations ◽  
The Impact ◽  
Intrinsic And Extrinsic Motivations

The aim of the current study is to examine the intrinsic and extrinsic motivations of the gifted students from Hadhramout Gifted Center HGC in Yemen, and to investigate the impact of these intrinsic and extrinsic motivations on their giftedness development. A qualitative approach was adopted; data has been collected through an open- ended questionnaire that was prepared by the researcher and distributed among a sample of gifted students who were chosen purposively from HGC. The interpretative phenomenological method has been used to analyze the data using, Atlas ti. The results indicate that the majority of the participants consider it interesting to explore new things, and experience curiosity and desire to achieve their goals as their intrinsic motivations. Whereas, the minority consider preference to serve the community, competition preference and self-confidence as their intrinsic motivations. On the other hand, half of the participants consider rewards as their extrinsic motivation, whereas 40 % of them consider exams scores, verbal praise, parents and environment as their extrinsic motivations. Regarding the impact of intrinsic and extrinsic motivations on the development of giftedness, the majority of the participants believe that intrinsic and extrinsic motivations affect positively the development of their giftedness development. Finally, based on the findings, some recommendations were provided. 

scholarly journals Motivation for Learning among Students Undertaking Basic Vocational Training and University Studies within the Context of COVID-19

2021 ◽  
Vol 13 (6) ◽  
pp. 3268
Author(s):  
Eva María Olmedo-Moreno ◽  
Jorge Expósito-López ◽  
José Javier Romero-Díaz de la Guardia ◽  
María Dolores Pistón-Rodríguez ◽  
Noelia Parejo-Jiménez
Keyword(s):  
University Students ◽  
Work Experience ◽  
Vocational Training ◽  
Extrinsic Motivation ◽  
Academic Motivation ◽  
Five Dimensions ◽  
Academic Motivation Scale ◽  
Training Stage ◽  
Motivation For Learning ◽  
Good Internal Consistency

The main aim of the present study is to adapt the academic motivation scale (AMS) for use within basic vocational training and university students. Another aim was to analyze the characteristics of the different dimensions of motivation, whilst also examining existing significant differences between the two studied educational stages. For this, we conducted exploratory and confirmatory factor analysis, alongside descriptive and inferential analysis of student responses. One of the main findings was that a reduced version of the AMS, made up of five dimensions and 21 items, demonstrated good internal consistency and fit. Further, we observed that intrinsic motivation is higher in university students, whilst extrinsic motivation is higher during the basic vocational training stage. In addition, we uncovered significant differences between both educational stages with regards to the pleasure felt by students when they better themselves, learn new things and attend the educational center. Differences also emerged in relation to the importance attributed by students to achieving a good and well-paid job. With regards to amotivation, significant differences only exist in relation to the motives students have for attending classes and decision making about whether to continue studying the course they are enrolled on. Finally, we have analyzed how the variables sex, age, prior work experience and volunteering experience, and average grade influence the motivation of students undertaking basic vocational training and university students.

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