Moral Intensity, Perceived Impacts, and Task Motivation: Evidence From Volunteers

2021 ◽  
pp. 000765032110530
Author(s):  
Akwasi Opoku-Dakwa
Keyword(s):  
Design Theory ◽  
Social Issues ◽  
Moral Intensity ◽  
Work Design ◽  
Psychological Mechanisms ◽  
Task Motivation ◽  
Work Tasks ◽  
Community Impacts ◽  
Perceived Impacts ◽  
And Task

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.

scholarly journals Burnout Syndrome and the Work Design of Education and Health Care Professionals

Psico-USF ◽  
2021 ◽  
Vol 26 (2) ◽  
pp. 291-303
Author(s):  
Mary Sandra Carlotto ◽  
Gardênia da Silva Abbad ◽  
Marina Greghi Sticca ◽  
Maria Nivalda de Carvalho-Freitas ◽  
Marcos Santos de Oliveira
Keyword(s):  
Health Care ◽  
Health Care Professionals ◽  
Predictive Power ◽  
Work Design ◽  
Burnout Syndrome ◽  
Task Characteristics ◽  
Work Redesign ◽  
Education And Health ◽  
Brazilian Version ◽  
And Task

Abstract This study aimed to identify the predictive power of the Work Design (WD) variables on Burnout Syndrome (BS). The sample consisted of 300 professionals, 188 from the field of education and 112 from health care. Two instruments were used in this research, a reduced version of the Work Design Questionnaire (WDQ) and the Brazilian version of the Spanish Burnout Syndrome Inventory (SBI). The results showed that in both professional categories, the factors of work design are predictors of the 4 dimensions of BS, especially factors related to social and task characteristics. In the education field, characteristics of knowledge required by work appear as predictors of only psychological exhaustion; and in health care professionals, as predictors of psychological exhaustion and decreased Enthusiasm towards the job. Implications of these findings will be discussed in terms of their applicability in interventions to prevent BS based on work redesign actions.

scholarly journals ESTUDIO SOBRE LA MOTIVACIÓN DEL PROFESORADO EN UN CONTEXTO URBANO

2016 ◽  
Vol 3 (1) ◽  
pp. 31
Author(s):  
Julia Criado del Rey Morante ◽  
Margarita R. Pino-Juste
Keyword(s):  
Classroom Management ◽  
Teacher Motivation ◽  
Self Determination ◽  
Work Task ◽  
Task Motivation ◽  
Motivational Constructs ◽  
Work Tasks ◽  
Motivation Scale ◽  
Administrative Tasks ◽  
The City

Abstract:STUDY ON TEACHER´S MOTIVATION IN AN URBAN CONTEXTThe present study aims to determine the motivation of kinder garden, primary and secondary teachers in the city of Vigo. The sample consists of 392 teachers (111 men and 281 women) with an average age of 45.20 years and an average of 19.86 working years. The instrument tool used in the research was The Work Task Motivation Scale for Teachers (Fernet, Senecal, Guay, Marsh, & Dowson, 2008), based on the Self-Determination Theory. This 90 items scale was designed to measure five motivational constructs (intrinsic motivation, identified regulation, introjected regulation, external regulation and amotivation) among towards six of the work tasks of teachers (teaching, class preparation, evaluation of students, classroom management, administrative tasks and complementary tasks).Results show low scores on in a motivation demotivation in the 6 tasks set, which means that teachers do not have suffer a motivation lack of motivation. The tasks in which teachers are intrinsically motivated are teaching and class preparing. Otherwise, while low values are observed in introjected regulation when performing administrative tasks , complementary tasks or when evaluating students. This means that these three actions are performed, not because they are motivating in by themselves, but in order to avoid guilt or anxiety or to promote self-esteem.Keywords: Teacher Motivation, Self-Determination TheoryResumen:El presente estudio tiene como objetivo determinar la motivación del profesorado de educación infantil, primaria y secundaria de la ciudad de Vigo. La muestra está compuesta por 392 profesores (111 hombres y 281 mujeres), con una medida de edad de 45,20 años y una media de años de actividad laboral de 19,86. El instrumento empleado es la escala de motivación The Work Task Motivation Scale for Teachers de Fernet, Senecal, Guay, Marsh, & Dowson (2008), fundamentada en la Teoría de la Autodeterminación. Esta escala, compuesta por 90 items, está diseñada para medir cinco constructos motivacionales (motivación intrínseca, regulación identificada, regulación introyectada, regulación externa y desmotivación) hacia seis tareas profesionales propias del maestro (enseñar, preparar clases, evaluar, gestión del aula, tareas administrativas y tareas complementarias). Los resultados muestran, bajas puntuaciones en desmotivación en las 6 tareas contempladas, lo que supone que los profesores no presentan desmotivación. Las tareas en las que la motivación intrínseca es mayor son enseñar y preparar clases, mientras que observamos valores bajos en regulación introyectada a la hora de llevar a cabo tareas administrativas, tareas complementarias o al evaluar a los alumnos. Esto supone que estas tres acciones se llevan a cabo, no porque sean motivadoras en sí mismas, sino con el fin de evitar la sensación de culpa o ansiedad o para favorecer la autoestima.Palabras clave: Motivación docente, Teoría de la Autodeterminación.

Effects of Choice and Task Preference on the Work Performance of Students with Behavior Problems

1997 ◽  
Vol 22 (2) ◽  
pp. 65-74 ◽  
Author(s):  
Christine L. Cole ◽  
Teresa A. Davenport ◽  
Linda M. Bambara ◽  
Christina L. Ager
Keyword(s):  
Challenging Behavior ◽  
Work Performance ◽  
Future Research ◽  
Classroom Setting ◽  
Choice Making ◽  
Work Tasks ◽  
Multielement Design ◽  
Individual Participant ◽  
Task Preference ◽  
And Task

This investigation compared the effects of choice and assignment of preferred and nonpreferred tasks on the work performance of three students with moderate intellectual impairments and challenging behavior in a classroom setting. After assessing student task preferences, a multielement design was used to evaluate three conditions: (a) assigning a preferred task, (b) assigning a nonpreferred task, and (c) providing a choice between work tasks. Results indicated individual participant data were idiosyncratic and choice making failed to produce superior effects for any of the participants. Students' task preferences changed from preassessment to postassessment, although their nonpreferred tasks remained unchanged. Results are discussed in terms of previous research and future research needs with this student population.

Knowledge sharing in ISD projects: role of task interdependence and social capital

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Hyejung Lee ◽  
Jun-Gi Park ◽  
Jungwoo Lee
Keyword(s):  
Social Capital ◽  
Knowledge Sharing ◽  
Design Theory ◽  
Positive Impact ◽  
Analysis Data ◽  
Task Interdependence ◽  
Mediating Effect ◽  
Work Design ◽  
Content Type ◽  
Team Members

PurposeExtant literature on design theory has little empirical evidence about how work characteristics affect team interaction processes. This paper examines the knowledge-sharing process in information systems development (ISD) projects.Design/methodology/approachTask interdependence from work design theory was used as an antecedent of knowledge sharing for collaboration for the empirical analysis. Data were collected from 203 ISD project teams in South Korea to examine team social capital and knowledge sharing among team members.FindingsThe results indicate that task interdependence has a statistically significant impact on the knowledge-sharing process. The mediating roles of social capital and knowledge sharing are critical. Additionally, the effects of social capital change over time as long-term projects have different mechanisms than short-term ones.Originality/valueThe paper introduces a novel perspective (i.e. the adoption of task interdependence from work design theory) and integrates it with the research constructs that play important roles in ISD projects: knowledge sharing and teams’ social capital. In an ISD project team, which represents knowledge-intensive collaboration and has heterogeneous team characteristics, task interdependence has a positive impact on the team as predicted by work design theory. It verifies the mediating effect of social capital, particularly the changing influence of social capital with time.

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

2019 ◽  
Vol 12 (4) ◽  
pp. 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.

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

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.

scholarly journals Towards Systems-Oriented Energy Solutions: A Multilevel Analysis of a Low-Income Energy Efficiency Program in Brazil

2019 ◽  
Vol 11 (20) ◽  
pp. 5799
Author(s):  
Costa Junior ◽  
Diehl ◽  
Secomandi
Keyword(s):  
Energy Efficiency ◽  
Low Income ◽  
Design Theory ◽  
Social Issues ◽  
Sustainable Energy ◽  
Environmental Benefits ◽  
Stakeholder Collaboration ◽  
Promising Alternative ◽  
Sociotechnical System ◽  
Oriented Energy

There is a consensus among scholars and practitioners that energy solutions, such as electricity services and related products and systems, are paramount to the ability of nations to overcome environmental and social issues. As a result, policymakers and problem solvers in emerging economies have shown a keen interest in the transition to sustainable energy systems. Nevertheless, the design of sustainable energy solutions in low-income markets presents many challenges, such as those related to limited financial resources and poor infrastructure. In low-income markets, the adoption of a systems-oriented approach to product–service combinations may represent a promising alternative to traditional design approaches and result in a more socially and environmentally sound path to economic development. Building on design theory grounded in systems theory, this paper analyzes multiple aggregation levels of the sociotechnical system of a low-income energy efficiency program in Brazil. In this study, the authors examined findings from the literature, carried out field observations, and had discussions with practitioners and experts. The study identifies constraints that hinder energy solutions that could achieve higher levels of socioeconomic and environmental benefits in low-income energy markets. Based on the findings, the paper provides insights into sustainable energy transitions and concludes that low-income energy efficiency programs can be improved through design-led policy and stakeholder collaboration.

scholarly journals Integration of Environmental Sustainability Issues into the “Game Design Theory and Practice” Design Course

2020 ◽  
Vol 12 (16) ◽  
pp. 6334
Author(s):  
Hsiu Ching Laura Hsieh
Keyword(s):  
Sustainable Development ◽  
Environmental Sustainability ◽  
Game Design ◽  
Design Education ◽  
Design Theory ◽  
Design Thinking ◽  
Social Issues ◽  
Theory And Practice ◽  
Art And Design ◽  
Positive Effects

International and Taiwanese research has suggested that education for sustainable development (ESD) requires interdisciplinary research and teaching. There is a lack of sustainable art and design courses in the field of humanities. We have learned that design students have neither a concern for the surrounding environment nor the ability to resolve social issues when teaching design. This study is intended to integrate sustainable development issues into design courses and apply design to resolve issues so that students can develop the ability to think creatively and solve environmental sustainability issues. This study aimed to examine the effectiveness of integrating sustainable development issues into “Game Design Theory and Practice” design course and to construct a model of “design course on environmental sustainability.” This study applied the action research method and incorporated the PBL (problem-based learning) and ADDIE (analysis, design, development, implementation, evaluation) modes. Ultimately, based on the results of course planning and implementation, we proposed the model of “design course on environmental sustainability,” with priorities given to: (1) The introduction of environmental sustainability issues; (2) the introduction of design methods by teachers; (3) the promotion of students’ participation in design thinking and discussion; (4) students’ adjustments to the design according to players’ feedback; and (5) interaction and communication between different characters. The results demonstrated that the integration of sustainable development issues into the planning and implementation of the “Game Design Theory and Practice” design course had positive effects. Game design could be used as a method and tool to encourage students and players to assume sustainable citizenship and to generate a concern for sustainable development in interesting game contexts. These findings can contribute to the future development of design education at colleges and universities.

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