scholarly journals PENGARUH MOTIVASI, KOMPLEKSITAS TUGAS, DAN INSENTIF MONETER TERHADAP KINERJA INDIVIDU

2021 ◽  
Vol 8 (2) ◽  
pp. 67
Author(s):  
Aulia Azzardina
Keyword(s):  
University Students ◽  
Extrinsic Motivation ◽  
Task Complexity ◽  
Monetary Incentives ◽  
Complex Tasks ◽  
Intrinsic And Extrinsic Motivation ◽  
And Performance ◽  
The Given ◽  
The Relationship ◽  
And Task

This study investigates the relationship between motivation and task complexity on performance. Monetary incentives are involved in this study as a moderating variable. The motivation examined in this research is intrinsic and extrinsic motivation. A 2x2 quasi-experiment has been conducted and involving 66 university students. Two and three-way ANOVA are used for hypothetical testing. The result shows that individuals with intrinsic motivation have shown better performance than those with extrinsic motivation. After individuals have faced more complex tasks, they achieved lower scores than those who faced less complex tasks. Prior studies suggested that motivation could be destructed by monetary incentives. However, there is no interaction proof when moderating variable is involved. The relationship between motivation and performance is not influenced by monetary incentives. In line with it, the relationship between task complexity and performance is also not strengthened or weakened by the given monetary incentives information. Thus, monetary incentives failed to influence the relationship between motivation, task complexity and performance.

scholarly journals Pengaruh Insentif Keuangan dan Kompleksitas Tugas terhadap Kinerja: Sebuah Studi Eksperimen

2020 ◽  
Vol 12 (2) ◽  
pp. 313-326
Author(s):  
Clara Noviana Agustina Indriastuti ◽  
Adriana Marini Purwanto ◽  
Theodorus Radja Ludji
Keyword(s):  
Task Complexity ◽  
Low Complexity ◽  
Monetary Incentives ◽  
High Complexity ◽  
Fixed Rate ◽  
Piece Rate ◽  
And Performance ◽  
Subject Experiment ◽  
The Relationship ◽  
And Task

This study used a 2x2 between-subject experiment to examine the relationship between monetary incentives, task complexity and performance. Monetary incentives in this study were applied in two types, piece-rate and fixed-rate, while task complexity was varied in two categories, low and high. Participants’ performance was measured through the completion of tasks assigned. Results of this study indicates no effect of monetary incentive on performance, yet there is a significant effect of task complexity on performance where participants provided with tasks with low complexity showed a significantly higher performance than participants provided with tasks with high complexity. Furthermore, this study finds no interaction between monetary incentives and task complexity on performance. It is implied from this study that monetary incentives were not the main factors that contribute towards employees’ performance in the companies. Besides, task complexity is an important factor to be considered by firms, as it can influence their employees’ performance.  Keywords: Monetary Incentives, Task Complexity, Performance

Team Learning Behaviors and Performance: A Meta-Analysis of Direct Effects and Moderators

2021 ◽  
pp. 105960112110169
Author(s):  
Christopher W. Wiese ◽  
C. Shawn Burke ◽  
Yichen Tang ◽  
Claudia Hernandez ◽  
Ryan Howell
Keyword(s):  
Team Performance ◽  
Team Learning ◽  
Task Complexity ◽  
Meta Analysis ◽  
Sample Type ◽  
Learning Behaviors ◽  
Learning Teams ◽  
And Performance ◽  
The Relationship ◽  
Team Familiarity

Under what conditions do team learning behaviors best predict team performance? The current meta-analytic efforts synthesize results from 113 effect sizes and 7758 teams to investigate how different conceptualizations (fundamental, intrateam, and interteam), team characteristics (team size and team familiarity), task characteristics (interdependence, complexity, and type), and methodological characteristics (students vs. nonstudents and measurement choice) affect the relationship between team learning behaviors and team performance. Our results suggest that while different conceptualizations of team learning behaviors independently predict performance, only intrateam learning behaviors uniquely predict performance. A more in-depth investigation into the moderating conditions contradicts the familiar adage of “it depends.” The strength of the relationship between intrateam learning behaviors and team performance did not depend on team familiarity, task complexity, or sample type. However, our results suggested this relationship was stronger in larger teams, teams with moderate task interdependence, teams performing project/action tasks, and studies that use measures that capture a wider breadth of the team learning behavior construct space. These efforts suggest that common boundary conditions do not moderate this relationship. Scholars can leverage these results to develop more comprehensive theories addressing the different conceptualizations of team learning behaviors as well as providing clarity on the scenarios where team learning behaviors are most needed. Further, practitioners can use our results to develop more guided team-based policies that can overcome some of the challenges of forming and developing learning teams.

Examining the Relationship between Recreational Sport Participation and Intrinsic and Extrinsic Motivation and Amotivation

2006 ◽  
Vol 103 (2) ◽  
pp. 363-374 ◽  
Author(s):  
Haralambos Tsorbatzoudis ◽  
Konstantinos Alexandres ◽  
Panagiotis Zahariadis ◽  
George Grouios
Keyword(s):  
Extrinsic Motivation ◽  
Sport Participation ◽  
Recreational Sport ◽  
Intrinsic And Extrinsic Motivation ◽  
The Relationship

Exploring the Link Between Task Complexity and Students’ Affective States During Engineering Laboratory Activities

2016 ◽  
Author(s):  
Qianyu Hu ◽  
Shruthi Bezawada ◽  
Allison Gray ◽  
Conrad Tucker ◽  
Timothy Brick
Keyword(s):  
Task Complexity ◽  
Affective State ◽  
Dropping Out ◽  
Affective States ◽  
Weak Correlation ◽  
Wide Range ◽  
Fundamental Understanding ◽  
The Relationship ◽  
And Task

Assessment and feedback play an instrumental role in an individual’s learning process. Continued assistance is required to help students learn better and faster. This need is especially prominent in engineering laboratories where students must perform a wide range of tasks using different machines. One approach to understanding how students feel towards using certain machines is to assess their affective states while they use these machines. Affective state can be defined as the state of feeling an emotion. The authors of this work hypothesize that there is a correlation between students’ perceived affective states and task complexity. By adopting the Wood’s complexity model, the authors propose to assess how the correlations of perceived affective states of students change while they perform tasks of different complexity. In this study, each student performs a “hard” and an “easy” task on the same machine. Each student is given the same tasks using the same materials. Knowledge gained from testing this hypothesis will provide a fundamental understanding of the tasks that negatively impact students’ affective states and risk them potentially dropping out of STEM tracks, and the tasks that positively impact students’ affective states and encourage them to engage in more STEM-related activities. A case study involving 22 students using a power saw machine is conducted. Perceived affective states and completion time were collected. It was found that task complexity has an effect on subjects’ affective states. In addition, we observed some weak correlation between some of the perceived affective states and laboratory task performance. The distribution of correlation between affective states may change as the tasks change. With the knowledge of the relationship between task complexity and affective states, there is the potential to predict students’ affective states before starting a given engineering task.

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.

The Effect of Cognitive Load and Task Complexity on Automation Bias in Electronic Prescribing

2018 ◽  
Vol 60 (7) ◽  
pp. 1008-1021 ◽  
Author(s):  
David Lyell ◽  
Farah Magrabi ◽  
Enrico Coiera
Keyword(s):  
Cognitive Load ◽  
Information Seeking ◽  
Task Complexity ◽  
Clinical Decision ◽  
Electronic Prescribing ◽  
Cognitive Resources ◽  
Clinical Scenarios ◽  
The Relationship ◽  
Omission Errors ◽  
And Task

Objective: Determine the relationship between cognitive load (CL) and automation bias (AB). Background: Clinical decision support (CDS) for electronic prescribing can improve safety but introduces the risk of AB, where reliance on CDS replaces vigilance in information seeking and processing. We hypothesized high CL generated by high task complexity would increase AB errors. Method: One hundred twenty medical students prescribed medicines for clinical scenarios using a simulated e-prescribing system in a randomized controlled experiment. Quality of CDS (correct, incorrect, and no CDS) and task complexity (low and high) were varied. CL, omission errors (failure to detect prescribing errors), and commission errors (acceptance of false positive alerts) were measured. Results: Increasing complexity from low to high significantly increased CL, F(1, 118) = 71.6, p < .001. CDS reduced CL in high-complexity conditions compared to no CDS, F(2, 117) = 4.72, p = .015. Participants who made omission errors in incorrect and no CDS conditions exhibited lower CL compared to those who did not, F(1, 636.49) = 3.79, p = .023. Conclusion: Results challenge the notion that AB is triggered by increasing task complexity and associated increases in CL. Omission errors were associated with lower CL, suggesting errors may stem from an insufficient allocation of cognitive resources. Application: This is the first research to examine the relationship between CL and AB. Findings suggest designers and users of CDS systems need to be aware of the risks of AB. Interventions that increase user vigilance and engagement may be beneficial and deserve further investigation.

Collaboration in Virtual Worlds

2017 ◽  
Vol 28 (4) ◽  
pp. 60-78 ◽  
Author(s):  
Fiona Fui-Hoon Nah ◽  
Shu Z. Schiller ◽  
Brian E. Mennecke ◽  
Keng Siau ◽  
Brenda Eschenbrenner ◽  
...  
Keyword(s):  
Virtual Worlds ◽  
Second Life ◽  
Task Complexity ◽  
Three Dimensional ◽  
Virtual Space ◽  
Team Process ◽  
Team Collaboration ◽  
The Relationship ◽  
Team Trust ◽  
And Task

Virtual worlds are three-dimensional, computer-generated worlds in which team collaboration can be facilitated through the use of shared virtual space and mediated using avatars. This article examines the effect of task complexity on team collaboration. A puzzle game in Second Life was used as the collaborative task and task complexity was manipulated by varying the number of pieces in the puzzle. The hypotheses are that task complexity influences team trust, and team trust influences team process satisfaction in virtual team collaboration. The experimental results indicate that task complexity has significant effects on team trust and team process satisfaction, and team trust fully mediates the relationship between task complexity and team process satisfaction.

De Relatie Tussen Cognitieve Taakcomplexiteit En Linguïstische Performance Bij Het Schrijven In T1 En T2

2004 ◽  
Vol 72 ◽  
pp. 23-32 ◽  
Author(s):  
Folkert Kuiken ◽  
Ineke Vedder
Keyword(s):  
Second Language ◽  
University Students ◽  
Cognitive Complexity ◽  
Task Complexity ◽  
Cognitive Task ◽  
Linguistic Performance ◽  
L2 Development ◽  
L1 And L2 Writing ◽  
L1 And L2 ◽  
The Relationship

According to Robinson's Cognition Hypothesis of task-based L2 development, cognitively more demanding tasks will lead to the use of lexically and syntactically more complex language (Robinson 2001a, 2001b, in press). A different viewpoint is held by Skehan (1998) and Skehan & Foster (1999, 2001), who hypothesize that the more attention is required for a task because of its cognitive complexity, the less complex will be the linguistic output. The present research focuses on the relationship between taskcomplexity and linguistic performance in L1 and L2 writing. We report on an experiment carried out among 51 Dutch university students of Italian as a second language. The test included two writing tasks, in which cognitive task complexity was manipulated by varying the number of elements to be described and the required reasoning demands. Pre-existing knowledge of Italian was established by means of a pre-test. In the article, the results and theoretical and pedagogical implications of the study are discussed.

An Examination of Organization-Information System Fit from Perspectives of Technical Fit and User Fit

2013 ◽  
Vol 3 (2) ◽  
pp. 1-21 ◽  
Author(s):  
Andrea J. Hester
Keyword(s):  
Information System ◽  
Information Systems ◽  
User Acceptance ◽  
Process Technology ◽  
Web Based ◽  
Ubiquitous Web ◽  
Task Technology Fit ◽  
And Performance ◽  
The Relationship ◽  
And Task

Information systems have evolved into ubiquitous, Web-based technologies that eliminate the boundaries of time and space, and support higher levels of social interaction. In order to achieve the highest return from information systems, organizations must match the capabilities of technology with their environment. This research proposes a model of Organization-Information System Fit based on task-technology fit and theories of user acceptance. Organization-information system fit may be achieved by balancing technical fit and user fit. Technical fit can be characterized as congruence among process-technology fit and task-technology fit. The idea of user fit is introduced as a moderator of the relationship between technical fit and utilization. Higher degrees of both technical fit and user fit should result in positive impacts on utilization and performance.

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