The Perils of Extrinsic Motivators

2021 ◽  
pp. 113-117
Author(s):  
Marvin W Berkowitz
Keyword(s):  
Extrinsic Motivators

A Structural Model Assessing Intrinsic and Extrinsic Motivators of Exercising

2007 ◽  
Author(s):  
Sarah A. Depaoli ◽  
Lawrence S. Meyers ◽  
Nicole E. Argento ◽  
Kamilah Holloway
Keyword(s):  
Structural Model ◽  
Extrinsic Motivators

scholarly journals Intrinsic and extrinsic motivators of attachment under active inference

PLoS ONE ◽  
2018 ◽  
Vol 13 (4) ◽  
pp. e0193955 ◽  
Author(s):  
David Cittern ◽  
Tobias Nolte ◽  
Karl Friston ◽  
Abbas Edalat
Keyword(s):  
Active Inference ◽  
Extrinsic Motivators

#ArtGoals

2021 ◽  
pp. 40-65
Author(s):  
Aisha Adel Provoteaux
Keyword(s):  
Middle School Teachers ◽  
Developmental Stages ◽  
Comparative Method ◽  
Art Curriculum ◽  
Developmental Needs ◽  
Adolescent Students ◽  
Constant Comparative Method ◽  
Challenges And Opportunities ◽  
Extrinsic Motivators

This qualitative case study investigated the challenges and opportunities for fostering artistic engagement in early adolescent students. As developmental stages are likely to be factor, the experiences of three middle school teachers were analyzed to identify strategies for nurturing artistic engagement in this population. A constant comparative method of analysis of interview data revealed the following themes: the importance of artistic engagement, how to recognize it, challenges with fostering this type of engagement and strategies for overcoming them, opportunities for promoting artistic engagement, the developmental needs of adolescent students, their relationship to artistic engagement and the implications for the secondary art curriculum. Ultimately, it was found that while stages of development do influence artistic engagement, extrinsic motivators also play a role. Challenges, however, can be mediated by a constructivist approach to art education, as it motivates and empowers students to become responsible for their learning, through the creation of meaningful artwork.

Knowledge Sharing Motivation

2020 ◽  
pp. 171-200
Author(s):  
Nelly Todorova ◽  
Annette M. Mills
Keyword(s):  
Knowledge Management ◽  
Knowledge Sharing ◽  
Integrated Model ◽  
Motivational Factors ◽  
Relative Importance ◽  
Model Based ◽  
Factors Influencing ◽  
Extrinsic Motivators ◽  
Reward Programs ◽  
Social Behaviours

Organisations invest heavily in knowledge management technologies and initiatives which are entirely dependent on the willingness of employees to share their knowledge. Educational and reward programs need to be informed by an understanding of what motivates people to share their knowledge at work. Prior research based on motivational theories suggests the importance of intrinsic and extrinsic motivators to encourage voluntary pro-social behaviours such as knowledge sharing. However, the literature on motivation in the context of knowledge sharing is still emerging and fragmented. This chapter therefore proposes an integrated model that brings together theoretical insights from motivational research to explain the influence of key intrinsic and extrinsic motivators on knowledge sharing. The chapter reports the results of the assessment of the model based on data collected across 10 organisations. The discussion of results contributes to the understanding of motivational factors influencing attitude and intention to share knowledge and their relative importance.

scholarly journals Why joint conservation and development projects often fail: An in-depth examination in the Peruvian Amazon

2019 ◽  
Vol 3 (2) ◽  
pp. 365-398 ◽  
Author(s):  
Josephine Chambers ◽  
Margarita Del Aguila Mejía ◽  
Raydith Ramírez Reátegui ◽  
Chris Sandbrook
Keyword(s):  
Well Being ◽  
Peruvian Amazon ◽  
Norms And Values ◽  
Conservation Governance ◽  
Extrinsic Motivators ◽  
Conservation Projects ◽  
Deliberative Processes ◽  
External Actors ◽  
And Behavior ◽  
Environmental Motivation

Conservation projects commonly claim to convert local people into long-term environmental stewards and improve their well-being. Yet, evidence frequently contradicts these win-win claims. The “multiple environmentalities” framework outlines distinct approaches that projects often use to foster environmental motivation and behavior: (1) neoliberal: constructing material incentives, (2) sovereign: imposing protective laws, and (3) disciplinary: fostering norms and values. We use a mixed method approach to examine how combinations of these environmentalities shape the land use motivations and behavior of 270 families living in 15 project settings in the Peruvian Amazon. We identify four direct reasons why these projects often fail to achieve their intended outcomes, regardless of the environmentalities employed: (1) self-selection of like-minded individuals, (2) limited ability of extrinsic motivators (i.e. material incentives and protective laws) to reduce reported deforestation behaviors, (3) limited internalization of motivations for conservation, and (4) ignored broader economic drivers of deforestation. We argue that these challenges stem from the typical external design of conservation projects based on fixed and limited interpretations of human motivation. Our findings point to the importance of deliberative processes that can support local and external actors to navigate and reframe competing motivations to co-design approaches to conservation governance at local and broader scales.

Intrinsic and Extrinsic Motivators and Older Employees' Attitudes towards Their Current Jobs

1998 ◽  
Vol 87 (2) ◽  
pp. 407-410 ◽  
Author(s):  
Sean Valentine ◽  
W. Robert Valentine ◽  
James Dick
Keyword(s):  
Work Force ◽  
Longitudinal Sample ◽  
Older Employees ◽  
Extrinsic Motivators ◽  
Intrinsic Motivators

It has been suggested that one of most dramatic changes in the workplace over the next decade will be the growing number of older employees. The task of managing, challenging, and motivating this aging work force is expected to be more complex due to varied needs and goals. An analysis of data from 3358 workers (45–59 yr. old) in a national longitudinal sample on attitudes indicated that jobs that provided intrinsic motivators or a combination of both intrinsic and extrinsic motivators were better received than those that offered only extrinsic motivators.

scholarly journals Incentives and Big E Engagement

2017 ◽  
Vol 31 (6) ◽  
pp. 462-464 ◽  
Author(s):  
Paul E. Terry
Keyword(s):  
Health Promotion ◽  
Quality Improvement ◽  
Financial Incentives ◽  
Optimal Performance ◽  
Standard Work ◽  
State Of Mind ◽  
Extrinsic Motivators ◽  
Improvement Methodologies ◽  
Best Fit

The kind of engagement industrial psychologists have shown can produce optimal performance relates more to a state of mind than to increasing participation in programs or motivating a workforce with financial incentives. In the context of quality improvement methodologies, the health promotion profession has yet to discover when, where and how large financial incentives should be and how they best fit in our processes. That is, there is no “standard work” for the use of extrinsic motivators. Yet, to argue against incentives given evidence to date has more to do with polemics than science.

scholarly journals Motivations for Going to University: A Qualitative Study and Class Project

2014 ◽  
Vol 7 (2) ◽  
pp. 106 ◽  
Author(s):  
Heather Schmidt
Keyword(s):  
High School ◽  
Qualitative Study ◽  
Structured Interviews ◽  
Theory Analysis ◽  
Class Project ◽  
Guidance Counselling ◽  
Extrinsic Motivators ◽  
School Guidance ◽  
Student Motivations ◽  
Intrinsic Motivators

We explored student motivations for attending university, including how motivations may change over the course of one’s postsecondary career, by conducting semi-structured interviews with 8 upper-year undergraduates. Participants were also asked to reflect back on their own experiences and provide advice for new university students. We conducted a grounded theory analysis to identify common themes running across the 8 interviews. What emerged was a pattern of transition from a predominance of external/extrinsic motivators at the beginning of one’s university career, into increasingly internal/intrinsic motivators as students discovered their passions and interests. Two unexpected external/extrinsic themes to emerge included: ‘Unhelpful high-school guidance-counselling’ and a ‘Motivation to disprove people who underestimate you’. The strongest internal/intrinsic motivation was the ‘Desire to help others’. Students can apply these findings to their own lives and universities can gain a better understanding of the supports that are needed to retain students through to graduation.

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