scholarly journals The Different Role of Intrinsic and Extrinsic Motivation in Achieving Creativity

2007 ◽  
Vol null (20) ◽  
pp. 115-136
Author(s):  
박종혁 ◽  
김윤중
Keyword(s):  
Extrinsic Motivation ◽  
Intrinsic And Extrinsic Motivation

scholarly journals Successful language learning in a corporate setting: The role of attribution theory and its relation to intrinsic and extrinsic motivation

2015 ◽  
Vol 5 (4) ◽  
pp. 583-608
Author(s):  
Csaba Kálmán ◽  
Esther Gutierrez Eugenio
Keyword(s):  
Language Learning ◽  
Corporate Culture ◽  
Attribution Theory ◽  
Extrinsic Motivation ◽  
Self Determination Theory ◽  
Self Determination ◽  
L2 Motivation ◽  
Intrinsic And Extrinsic Motivation ◽  
Learning English

Attribution theory (Weiner, 1985) and self-determination theory (Deci & Ryan, 1985) have been explored as contributors to L2 motivation (cf. Dörnyei, 2001) but have never been studied quantitatively in concert. In addition, students’ attributions for success in learning a foreign language have never been measured through the use of a questionnaire. The aim of this paper is therefore (a) to develop a questionnaire with reliable constructs that allows to measure adult learners’ attributions for their success in learning English in a corporate setting, (b) to investigate these learners’ attributions, and (c) to investigate the relationship between students’ attributions and the constructs of Intrinsic and Extrinsic motivation central to self-determination theory. Our main results show that among the attributions measured, interest, effort and corporate culture seemed to be the main causes that students recognised as directly involved in their success in learning English. Of all the attributional scales, interest and ability appeared to importantly contribute to intrinsic motivation, while corporate culture, encounters with foreign professionals and ability contributed to a lower extent to extrinsic motivation. It must be noted, however, that attributions for success to teacher and task were so consistently high that they could not be reliably measured with the questionnaire.

scholarly journals The Role of Motivation in Enhancing Employees’ Creativity: A Literature Review

2019 ◽  
Author(s):  
Maryam Hashem ◽  
David Gallear ◽  
Tillal Eldabi
Keyword(s):  
Literature Review ◽  
Intrinsic Motivation ◽  
Empirical Research ◽  
Extrinsic Motivation ◽  
Business Environment ◽  
Intrinsic And Extrinsic Motivation ◽  
Comprehensive Literature Review ◽  
Research Questions ◽  
The Relationship

Organizations from different industries worldwide focus their efforts and budgets to enhance employees’ creativity which is widely perceived as a major success ingredient in today’s challenging business environment. Consequently, practitioners and managers establish reward systems to enhance employees’ creativity. However, the literature presents opposing views pertaining to the relationship between rewards and employees creativity, such that some scholars find it important to be intrinsically motivated to be creative whereby others find extrinsic motivation (e.g. rewards) to be important to enhance creativity. This paper aims to provide a comprehensive literature review by presenting prominent theories addressing the role of intrinsic and extrinsic motivation in enhancing employees’ creativity. It then highlights the research questions intended to be investigated and finally presents the context of proposed empirical research. Keywords: creativity, intrinsic motivation, extrinsic motivation, rewards

scholarly journals The Mediation Role of Intrinsic and Extrinsic Motivation in the Relationship between Creative Educational Environment and Metacognitive Self-Regulation

2016 ◽  
Vol 5 (3) ◽  
pp. 272
Author(s):  
Farnaz Mehdipour Maralani
Keyword(s):  
Intrinsic Motivation ◽  
Learning Strategies ◽  
Extrinsic Motivation ◽  
Academic Motivation ◽  
Self Regulation ◽  
Educational Environment ◽  
Intrinsic And Extrinsic Motivation ◽  
Education Environment ◽  
The Relationship

<p>This study investigated the mediation role of intrinsic and extrinsic motivation in the relationship between creative educational environment and metacognitive self-regulation. Participants were 300 girls, selected randomly from the girl hostel in university of Tehran. Participants completed Akoal’s creative educational environment questionnaire, AMS academic motivation questionnaire and self-regulated learning strategies questionnaire MSLQ. To examine reliability of measures, Cronbach alpha coefficient and to determine validity factor analysis were used. The path diagram of hypothetical model was tested. Findings revealed the relationship between the models variables. So, teachers who want their students have a high intrinsic motivation in addition to create a conditions for free choice, should be confide the students, support ideas and give time to the idea, consider duties that are challengeable, teach debate, conflict and risk to their students and also with regard to the vitality, joy, dynamism and humor, create education environment for the development of their creativity. By creating such an environment, intrinsic motivation and using meta-cognitive self regulation becomes more. Implications and suggestions for future studies are discussed.</p>

scholarly journals Breaking Engagement Apart: The Role of Intrinsic and Extrinsic Motivation in Engagement Strategies

2017 ◽  
Vol 10 (1) ◽  
pp. 127-140 ◽  
Author(s):  
Molly L. Delaney ◽  
Mark A. Royal
Keyword(s):  
Human Capital ◽  
Intrinsic Motivation ◽  
Employee Engagement ◽  
Extrinsic Motivation ◽  
Employee Motivation ◽  
Core Element ◽  
High Performing ◽  
Engagement Strategies ◽  
Intrinsic And Extrinsic Motivation

Employee engagement has long been an instrumental component of human capital strategies and continues to dominate the conversation about how high-performing organizations attract and retain their best talent. Engagement is a construct of component parts, however, and we believe there is still much to be learned about engagement by taking an in-depth look at those components. This article examines employee motivation as a core element of engagement, including its antecedents and outcomes, the types of motivation and the dynamics between them, and the ways organizations can foster and harness motivation for improved engagement. Our research identifies a large and consistent motivation gap, such that employee intrinsic motivation is consistently higher than extrinsic motivation. This gap signals that investments in engagement can yield a higher return if strategically focused on motivation, and so we offer recommendations regarding how to close this gap via intrinsically and extrinsically motivating work structures and environments. The goal is to create a new dialogue around engagement and encourage organizations to break it down in order to understand it more fully.

An Eye-tracking Study on the Role of Attention and its Relationship with Motivation

2015 ◽  
Vol 15 ◽  
pp. 114-142 ◽  
Author(s):  
Bernard Issa ◽  
Kara Morgan-Short ◽  
Briana Villegas ◽  
Gary Raney
Keyword(s):  
Eye Tracking ◽  
Empirical Evidence ◽  
Fixation Duration ◽  
Extrinsic Motivation ◽  
L2 Acquisition ◽  
Attentional Allocation ◽  
L2 Motivation ◽  
Intrinsic And Extrinsic Motivation ◽  
Different Types

This study aimed to assess whether attentional allocation to direct object pronouns in L2 Spanish was influenced by external or internal manipulations of attention and whether these manipulations caused learning of the form. Attention was measured by fixation duration and skipping rate on the pronouns, and learning was measured with a sentence interpretation task. Results provided empirical evidence that both types of manipulations direct attention to target forms, but in different ways, and bring about learning. In addition to examining the role of attention, the present study examined how different types of motivation, (i.e., integrative, intrinsic and extrinsic) were related to both attentional allocation and learning and found that intrinsic and extrinsic motivation were related to different attentional manipulations. Results are informative for models of L2 acquisition that posit a role for attention, instructed L2 acquisition and L2 motivation research.

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