scholarly journals Motivational Structure and the Risk of Professional Dropout in Pre-school Teachers

2021 ◽  
Author(s):  
Roxana Nicoleta Curea
Keyword(s):  
Empirical Study ◽  
Intrinsic Motivation ◽  
Education System ◽  
Extrinsic Motivation ◽  
School Teachers ◽  
Teaching Career ◽  
Management Measures ◽  
Motivational Structure

This empirical study identifies a hierarchy of motivations for choosing a teaching career (in order of intrinsic motivation, motivation by identification, motivation by introjection and extrinsic motivation), investigates the reasons responsible for professional dropout among teachers and their expectations of the education system. In addition, a set of management measures is proposed to increase teachers' motivation.

scholarly journals Is the intrinsic motivation of career choice important for the later professional development of teachers?

Psihologija ◽  
2014 ◽  
Vol 47 (4) ◽  
pp. 449-464
Author(s):  
Milica Marusic
Keyword(s):  
Professional Development ◽  
Intrinsic Motivation ◽  
Quantitative Research ◽  
Extrinsic Motivation ◽  
Secondary School Teachers ◽  
Rank Correlation ◽  
Hierarchical Cluster ◽  
Survey Method ◽  
School Teachers

The nature of teachers? professional choice motivation has been proved important for the later professional development. The goal of the present research was to determine the role of the intrinsic motivation in the participants? decision to become teachers, as well as to establish the importance of intrinsic motivation for their later professional development. We have conducted a quantitative research, within a sample consisted of 118 secondary school teachers, by application of survey method (instrument? questionnaire in the form of Likert-type scale). Statistical analysis has consisted of: hierarchical cluster analysis, descriptive statistics, factor analysis and rank correlation. It was established that the intrinsic motivation takes precedence over the extrinsic motivation in the process of professional choice determination. We have also confirmed the hypothesis claiming that the level of intrinsic motivation correlates with the indicators of professional behavior. Besides, the level of intrinsic motivation is better predictor of the enthusiasm and growth then of the career frustration (Fessler, 1995). Our results are in favor of the teacher education system, where the candidates apply and prepare for the teacher profession from the beginning of the initial education.

scholarly journals LEVEL OF PRIMARY SCHOOL TEACHERS’ EXTRINSIC AND INTRINSIC MOTIVATION AND PERFORMANCE IN SINDH

2012 ◽  
Vol 29 (1-2) ◽  
Author(s):  
Farida Shaikh
Keyword(s):  
Intrinsic Motivation ◽  
Primary School ◽  
Extrinsic Motivation ◽  
Likert Scale ◽  
Supporting Evidence ◽  
School Teachers ◽  
Head Teachers ◽  
Primary School Teachers ◽  
Multi Stage ◽  
And Performance

This mixed study examined the existing level of primary school teachers’ perceived intrinsic and extrinsic motivation and their performance assessed through respective head-teachers. Data was collected through adapted teachers’ and head-teachers’ questionnaires having both Likert-scale items and open-ended questions. Teachers’ questionnaire involved 38 (11=intrinsic motivation, 14 =extrinsic motivation) and three open ended questions within the same questionnaire used for obtaining qualitative data. They asked for teachers’ insights into existing problems and the measures to improving teachers’ motivation and performance; whereas, head-teachers’ questionnaire implicated 13 Likert-scale items asking for respective performance of the teachers. Overall internal consistency of the tool was measured through Cronbach’s alpha which stood good (.82). The alpha values stood at .89, .74 and .85 for intrinsic motivation, extrinsic motivation; and teachers’ performance respectively. The multi-stage random sampling involved 348 teacher-respondents and 40 head-teachers of District Hyderabad, Sindh. Data was analyzed through SPSS package of 16.00 for descriptive statistical analyses at 0.05 confidence-intervals. Descriptive statistics revealed that teachers ranked their intrinsic motivation better (mean ranged1.62 to 2.18 for 11items) against extrinsic motivation (mean ranged from 2.50 to 3.97 for 14 items). Teachers’ 13 performance items did not catch supporting evidence i.e. means ranged from 1.93 to 3.97 (with 2.82 mean of means) which is disappointing one

scholarly journals THE ROLE OF EMPLOYEE INCENTIVES AND MOTIVATION ON ORGANISATIONAL INNOVATIVENESS IN DIFFERENT ORGANISATIONAL CULTURES

2019 ◽  
Vol 24 (04) ◽  
pp. 2050075
Author(s):  
PAAVO RITALA ◽  
MIKA VANHALA ◽  
KATJA JÄRVELÄINEN
Keyword(s):  
Empirical Study ◽  
Intrinsic Motivation ◽  
Extrinsic Motivation ◽  
Market Culture ◽  
Intrinsic And Extrinsic Motivation ◽  
Employee Incentives ◽  
Technology Industries ◽  
Finnish Firms ◽  
Organisational Cultures

Organisational innovativeness is known to be affected by employee incentives and motivation, but the evidence is inconclusive regarding the organisational contexts and contingencies where this phenomenon takes place. To examine this issue, we adopt the Competing Value Framework of four types of organisational cultures, and hypothesise differences in the incentives–motivation–innovativeness relationships. Using an empirical study of 425 Finnish firms in technology industries, we found in general that intangible and tangible incentives facilitate both intrinsic and extrinsic motivation, but only intrinsic motivation leads to improved organisational innovativeness. Testing our model for subsamples that included clan, adhocracy, market, and hierarchy cultures, we found that results vary considerably between those. First, incentives have different implications to motivation under different organizational cultures. Further, intrinsic motivation leads to innovativeness under adhocracy, clan, and market culture, but not under hierarchy culture, and extrinsic motivation does not lead to innovativeness under any culture.

scholarly journals Implementation of an educational model leveraging the power of incentive reward theory with Blockchain

2020 ◽  
Vol 32 ◽  
pp. 03027
Author(s):  
Rishi Gulati ◽  
Akash Jethi ◽  
Arnab Ghosh ◽  
Abhishek Shimpi ◽  
Ashwini Naik
Keyword(s):  
Intrinsic Motivation ◽  
Undergraduate Students ◽  
Education System ◽  
Extrinsic Motivation ◽  
Motivation Theory ◽  
Educational Model

Recent studies conducted to investigate the reasons for an alarming decline in the performance of undergraduate students have thrown up a few compelling facts. These necessitate our immediate attention. Demographic shuffling along with lack of intrinsic motivation stand out as the cardinal reasons among other miscellaneous ones. There is a need to introduce programs that perk up one’s persistence level and provide the missing tangible incentive for a purposeful engagement with our education system. The paper endeavours to fulfil this requirement through the use of Blockchain (cryptocurrency) guided by the principles of extrinsic motivation theory.

scholarly journals Intrinsic motivation in patients with Parkinson’s disease: a neuropsychological investigation of curiosity using dopamine transporter imaging

2021 ◽  
Author(s):  
Yayoi Shigemune ◽  
Iori Kawasaki ◽  
Akira Midorikawa ◽  
Toru Baba ◽  
Atsushi Takeda ◽  
...  
Keyword(s):  
Parkinson’S Disease ◽  
Parkinson's Disease ◽  
Intrinsic Motivation ◽  
Extrinsic Motivation ◽  
Brain Regions ◽  
Word Recall ◽  
Negative Consequences ◽  
Dopamine Transporters ◽  
Trail Making ◽  
Neuropsychological Investigation

AbstractBoth intrinsic and extrinsic motivation are believed to involve brain regions that are innervated by the dopaminergic pathway. Although dopaminergic neurons in the midbrain deteriorate in Parkinson’s disease (PD), it remains unclear whether intrinsic motivation is impaired in PD patients. To address this issue, we investigated intrinsic motivation in PD patients using a task designed to assess the “Pandora effect,” which constitutes a curiosity for resolving uncertainty, even if this curiosity is likely to result in negative consequences. Twenty-seven PD patients and 27 age-matched healthy controls (HCs) completed a curiosity task in which they were required to decide either to view or skip negative pictures (e.g., snakes, spiders) and an examination battery that included the Mini-Mental State Examination, a verbal fluency test, the Trail Making Test, 10-word recall tests, and questionnaires for behavioral inhibition/activation and depression. DaTSCAN images to assess the distribution of dopamine transporters in the striatum were acquired only from PD patients. The results revealed that PD patients, relative to the HCs, viewed the pictures less frequently under both the certain and uncertain conditions. However, both the PD patients and HCs viewed the pictures at a higher frequency under the uncertain condition than under the certain condition. In the PD patients, the proportion of pictures viewed under the certain condition was positively correlated with the distribution of dopamine transporters in the striatum. These results suggest that despite the overall decreasing level of interest in viewing negative pictures, the motivation to resolve uncertainty is relatively intact in PD patients.

scholarly journals The Relation between Social Capital and Academic Motivation of Students: A Study of Health Professional Education in Japan

2021 ◽  
Vol 11 (1) ◽  
pp. 129-141
Author(s):  
Yuka Koyanagi ◽  
Myo Nyein Aung ◽  
Motoyuki Yuasa ◽  
Miwa Sekine ◽  
Okada Takao
Keyword(s):  
Social Capital ◽  
University Students ◽  
Intrinsic Motivation ◽  
Extrinsic Motivation ◽  
Academic Motivation ◽  
Academic Work ◽  
Health Profession ◽  
Average Level ◽  
Social Connections ◽  
Health Profession Education

Academic motivation consists of reward-based extrinsic motivation and curiosity-based intrinsic motivation. Students studying at university or college develop several new social connections with friends, classmates, and teachers, in addition to their family and community. Belonging to their networks, students acquire opinions, appreciation, trust, and norms of the society. Whether those social connections enhance the motivation of university students for academic work is a question yet to be answered in the context of health profession education in Japan. Judo-therapist education is a form of health profession education in Japan. This study aimed to measure the academic motivation and social capital (SC) of judo-therapist students in Japan, and to find the relation between social capital and academic motivation. This cross-sectional study recruited a total of 2247 students applying multi-stage sampling across Japan. A Japanese version Academic Motivation Scale (AMS) measured the learning motivation in three constructs: (1) intrinsic motivation (IM); (2) extrinsic motivation (EM); and (3) amotivation (alpha 0.94). A newly-developed 46-itemed, 4-pointed scale measured social capital (SC) in five constructs: (1) family relations, (2) on-campus friends, (3) off-campus friends, (4) classroom social capital; and (5) regional social capital (alpha 0.85). Robust regression analysis treated all constructs of SC as independent variables and IM and EM as dependent variables respectively in the three models. Among the average level of constructs, the family SC average level was the highest. Classroom SC was less than family SC and community SC was the lowest. Intrinsic motivation is positively influenced by classroom SC the most, followed by family SC, on-campus friends’ SC, and community SC. Extrinsic motivation is positively influenced by classroom SC the most, followed by family SC, on-campus friends’ SC, and community SC. Amotivation is negatively influenced by social capital constructs except external friends’ SC. In conclusion, social connections have the power to enhance the motivation of university students’ academic work within health profession education. The relations, trust and bonds developed in the classroom may allow an adult learner’s motivation to evolve into autonomous intrinsic motivation and prevent amotivation.

Dual Commitments to Organizations and Professions: Different Motivational Pathways to Productivity

2015 ◽  
Vol 44 (3) ◽  
pp. 1202-1225 ◽  
Author(s):  
Thomas E. Becker ◽  
Mary C. Kernan ◽  
Kevin D. Clark ◽  
Howard J. Klein
Keyword(s):  
Intrinsic Motivation ◽  
Research Productivity ◽  
Extrinsic Motivation ◽  
Organizational Outcomes ◽  
Goal Commitment ◽  
Work Outcomes ◽  
Reverse Causality ◽  
Theoretical Contribution ◽  
Negative Effect ◽  
Positive Effect

Commitments to organizations and professions have important implications for behavior in the workplace, but little is known about how these dual commitments combine to affect organizational outcomes. We present a model proposing that commitment to professions influences productivity through a positive effect on intrinsic motivation and a negative effect on extrinsic motivation. Commitment to organizations, conversely, is hypothesized to have a negative effect on intrinsic motivation and a positive effect on extrinsic motivation. We tested the model with a sample of 237 tenured management professors and, overall, the model fit the data well and better than less parsimonious models or ones positing reverse causality. Commitment to the profession was positively related to intrinsic motivation to engage in research and, through this effect, resulted in more challenging research goals, increased commitment to those goals, more hours spent on research, and greater research productivity. Commitment to the organization (university) was positively related to extrinsic motivation and negatively related to intrinsic motivation and was unrelated to goal level, goal commitment, hours spent on research, and research productivity. Our model makes a unique theoretical contribution by revealing the differing paths by which commitments to organizations and professions affect work outcomes, and our results support and extend commitment theory and offer unique insights into posttenure productivity.

scholarly journals Knowledge Growth, Academic Beliefs and Motivation of Students in Business and Economics - A longitudinal German Case Study

2018 ◽  
Vol 8 (2) ◽  
pp. 9 ◽  
Author(s):  
Martin Biewen ◽  
Roland Happ ◽  
Susanne Schmidt ◽  
Olga Zlatkin-Troitschanskaia
Keyword(s):  
Intrinsic Motivation ◽  
Epistemological Beliefs ◽  
Extrinsic Motivation ◽  
Economic Knowledge ◽  
Economic Literacy ◽  
Knowledge Growth ◽  
Academic Beliefs ◽  
Test Of Economic Literacy ◽  
The Relationship

In this study we examine the determinants of and the relationship among economic knowledge, epistemological beliefs, and extrinsic and intrinsic motivation over the course of undergraduate studies in a sample of students of business and economics at a university in Germany. We found economic knowledge increased over the course of studies, extrinsic and intrinsic motivation declined, and students became more skeptical in their epistemological beliefs about the objectivity of economic content being taught in their courses. The students’ level of economic knowledge was related to intrinsic motivation but unrelated to extrinsic motivation and epistemological beliefs. Furthermore, the students’ tendency to become more skeptical over the course of their studies was mitigated by high levels of extrinsic motivation. The use of internationally established assessments such as the Test of Economic Literacy, developed by the Council of Economics Education, enables implications for higher education business and economics programs at the international level to be drawn from our findings. 

Relationships between leadership, motivation and employee-level innovation: evidence from India

2020 ◽  
Vol 49 (7) ◽  
pp. 1363-1379
Author(s):  
Vishal Gupta
Keyword(s):  
Intrinsic Motivation ◽  
Structural Equation ◽  
Extrinsic Motivation ◽  
Organizational Context ◽  
Work Motivation ◽  
Sense Of Self ◽  
Autonomous Motivation ◽  
Work Behavior ◽  
Equation Modeling ◽  
Content Type

PurposeIntegrating the behavioral theory of leadership, the componential theory of creativity and the self-determination theory (SDT), the study tests the relationships between leadership, work motivation (intrinsic motivation, integrated extrinsic motivation, extrinsic motivation) and employee-level innovation (innovative work behavior and innovation outcomes) in a work setting.Design/methodology/approachData were collected using a survey questionnaire from 493 scientists working in India's largest civilian research and development (R&D) organization. The structural equation modeling (SEM) method was used to test the hypothesized relationships between the study variables.FindingsThe study found evidence for positive relationships between leadership, employee autonomous motivation (intrinsic and integrated extrinsic motivation) and employee-level innovation. The study shows that extrinsic motivation is positively related to innovation only when the value of rewards is integrated to one's sense of self (integrated extrinsic motivation). Extrinsic motivation, otherwise, is not related to innovation.Research limitationsThe study was cross-sectional, so inferences about causality are limited.Practical implicationsFirst, while extrinsic motivation is considered bad for innovation, the study provides evidence that integrated extrinsic motivation complements intrinsic motivation and encourages employee-level innovation. Second, the study shows that leaders can aid the process of development of autonomous motivation by displaying positive behaviors. Third, the study validates the mediating role of autonomous motivation for the leadership–innovation relationship.Originality/valueThe study provides an insight into the underlying process through which leaders can impact innovation at the workplace. To the best of the author's knowledge, such a study is the first of its kind undertaken in an organizational context.

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