scholarly journals The interactive roles of mastery climate and performance climate in predicting intrinsic motivation

2015 ◽  
Vol 27 (2) ◽  
pp. 245-253 ◽  
Author(s):  
R. Buch ◽  
C. G. L. Nerstad ◽  
R. Säfvenbom
Keyword(s):  
Intrinsic Motivation ◽  
And Performance

To Routinize or Not to Routinize? Employee Task Routinization, Situational Motivation, and Creativity

2019 ◽  
Vol 47 (3) ◽  
pp. 1-11
Author(s):  
Hye Jung Yoon ◽  
Jin Nam Choi
Keyword(s):  
Structural Equation Modeling ◽  
South Korea ◽  
Intrinsic Motivation ◽  
Structural Equation ◽  
Equation Modeling ◽  
Employee Creativity ◽  
Negative Effect ◽  
And Performance ◽  
Situational Motivation ◽  
Task Content

We addressed previous mixed findings regarding the effects of task routinization on employee creativity. We proposed that task routinization is not a single dimensional construct but that it has 2 dimensions, namely, content and process, which have different motivation and performance implications. Participants were 240 employees from various industries in South Korea. Results of structural equation modeling analyses confirmed that task content routinization had a negative effect on employee creativity by causing amotivation and reducing intrinsic motivation. By contrast, task process routinization enhanced employee creativity by increasing intrinsic motivation. Our findings clarify the effects of task routinization on employee creativity by identifying the 2 dimensions that lead to different situational motivation and creativity results, and we discuss the implications of these findings.

Predicting school achievement in boys and girls

2008 ◽  
Vol 22 (3) ◽  
pp. 231-245 ◽  
Author(s):  
H. Harald Freudenthaler ◽  
Birgit Spinath ◽  
Aljoscha C. Neubauer
Keyword(s):  
Intrinsic Motivation ◽  
Achievement Goals ◽  
School Achievement ◽  
Self Esteem ◽  
School Anxiety ◽  
School Attainment ◽  
Work Avoidance ◽  
And Performance ◽  
Mean Differences ◽  
Avoidance Goals

This study investigates the extent to which girls' better school attainment is associated with sex differences in intelligence, personality and school‐related motivation. In a sample of 1353 Austrian pupils (mean age 13.74 years), intelligence, the Big Five of personality, self‐esteem, school anxiety, school‐related intrinsic motivation and achievement goals were assessed as predictors and GPA as achievement criterion. Most predictors yielded significant mean differences between sexes and some of the variables predicted school achievement only for boys or only for girls. Intelligence and self‐esteem were the strongest predictors of GPA for both sexes, and school‐related intrinsic motivation, school anxiety and performance‐avoidance goals explained additional variance in GPA only for boys, whereas work avoidance did so only for girls. Copyright © 2008 John Wiley & Sons, Ltd.

scholarly journals Undermining Intrinsic Motivation

2013 ◽  
Vol 6 ◽  
Author(s):  
Bianca Lavorata
Keyword(s):  
Intrinsic Motivation ◽  
Goal Orientation ◽  
Conceptual Learning ◽  
Extrinsic Rewards ◽  
Evaluation Theory ◽  
Cognitive Evaluation Theory ◽  
Motivation For Learning ◽  
And Performance ◽  
Extrinsic Goal ◽  
Learning And Performance

This paper will examine the possible effects of extrinsic rewards on intrinsic motivation in Preschool to College students and argue that extrinsic rewards undermine intrinsic motivation. The Overjustification hypothesis by self-perception theory, as well as the cognitive evaluation theory (CET) will be discussed, including some of the benefits of self-motivation for learning. Various studies will be explored to show that extrinsic rewards reduce intrinsic motivation. Results suggest that students that are offered an extrinsic goal subsequently show less intrinsic interest and demonstrate poorer conceptual learning and performance in the long term. Alternately, students that are regulated by intrinsic motivations experience positive consequences at school. This paper will conclude on the note that intrinsic motivation plays a pivotal role in learning, and that teachers and other social agents can help promote intrinsic goals to motivate conceptual learning and performance, even when students hold a stronger extrinsic goal orientation. Finally, various factors that can enhance and develop intrinsic motivation will be discussed, and suggestions will be provided for further research on this topic.

scholarly journals PENGARUH PELATIHAN FORMAL DAN KOMPENSASI TERHADAP KINERJA GURU DENGAN MOTIVASI INTRINSIK SEBAGAI VARIABEL INTERVENING (Studi Kasus pada Yayasan Pendidikan Informatika Serang)

2018 ◽  
Vol 2 (1) ◽  
Author(s):  
Djaka Adiwinata ◽  
Bambang Triadji ◽  
M Kuswantoro
Keyword(s):  
Intrinsic Motivation ◽  
Structural Equation ◽  
Positive Impact ◽  
Teacher Performance ◽  
Equation Model ◽  
Partial Least Square ◽  
Least Square ◽  
Formal Training ◽  
Positive Effects ◽  
And Performance

Teacher role in challenges organization and reaching its objectives can happen when education teacher speaks apply what has gathered in training to students, the compensation, and motivation to excel. This study aims to see if formal training and compensation to depend on the intrinsic motivation and performance teacher at Yayasan Pendidikan Informatika. In this research, the methodology used is research causality. To answer the hypothesis using data analysis Structural Equation Model (SEM) using PLS (Partial Least Square). Based on the results of testing SEM obtained formal training have had a positive impact and significant impact on motivation intrinsic teachers, compensation influential positive and significantly to motivation intrinsic teachers, formal training has a positive and significant impact on teacher performance, compensation it has some positive effects and significantly correlates with is placed on teacher performance, Intrinsic motivation has a positive and significant effect on teacher performance.

scholarly journals The association between perceived personal power, team commitment and intrinsic motivation for permanent and temporary workers

2018 ◽  
Vol 40 (2) ◽  
pp. 257-279 ◽  
Author(s):  
Jeroen P de Jong ◽  
Christa L Wilkin ◽  
Cristina Rubino
Keyword(s):  
Intrinsic Motivation ◽  
Conservation Of Resources ◽  
Temporary Workers ◽  
Power Structures ◽  
Personal Power ◽  
Team Commitment ◽  
And Performance ◽  
Team Functioning ◽  
Permanent Workers ◽  
The Relationship

To date, research on how temporary workers are embedded in teams is limited to how they impact their co-workers with permanent contracts and how temporary workers impact team functioning and performance through power structures in teams. We know very little about how the perceptions of personal power of temporary and permanent workers affect their own motivation and commitment. This study aims to assess the relationship between perceived personal power, intrinsic motivation and team commitment for temporary versus permanent workers. Drawing on Conservation of Resources Theory, the authors propose that this association is non-linear for temporary workers and linear for permanent workers. They test these assumptions using a sample of 64 temporary and 275 permanent workers nested in 58 teams. Multilevel analyses show that for temporary workers, the association between personal power perceptions and intrinsic motivation and team commitment flattens at moderate to high levels of perceived personal power. For permanent workers, the study finds a linear relationship. Implications for theory are discussed.

Sign in / Sign up

Export Citation Format

Share Document