Pengaruh Budaya Organisasi dan Motivasi Intrinsik terhadap Komitmen Afektif dengan Kepuasan Kerja sebagai Variabel Pemediasi pada Karyawan Dinas Koperasi dan UKM Kabupaten Sleman

This study aims to examine the effect of organizational culture and intrinsic motivation on affective commitment. This study also aims to examine whether job satisfaction acts as a mediating variable on the influence of organizational culture and intrinsic motivation on affective commitment to the employees of the Cooperatives and SMEs Service Office of Sleman Regency. This study uses the Associative method with a quantitative approach. The population in this study were all employees of the Department of Cooperatives and SMEs in Sleman Regency, with a sample of 45 employees. The sampling technique used saturated sampling with data collection using a questionnaire. The data analysis technique in this study used multiple linear regression, Sobel test, coefficient of determination, and standard beta. This study resulted in the findings that organizational culture has an effect on job satisfaction, and intrinsic motivation has an effect on job satisfaction. Likewise, organizational culture influences affective commitment. However, intrinsic motivation has no effect on affective commitment. Other findings show that job satisfaction has an effect on affective commitment. This study also produces findings that job satisfaction mediates the effect of organizational culture on affective commitment, and job satisfaction also mediates the effect of intrinsic motivation on affective commitment. Keywords: organizational culture, intrinsic motivation, job satisfaction, affective commitment.

Pengaruh Kualitas Kehidupan Kerja, dan Motivasi Intrinsik terhadap Komitmen Afektif dengan Kepuasan Kerja sebagai Pemediasi

This study aims to analyze the effect of quality of work life and intrinsic motivation on affective commitment with job satisfaction as a mediating variable on the employees of Dinas Perhubungan Kabupaten Bantul. This type of research is quantitative research. The sample size of this study was 92 employees. The sampling technique used the accidental sampling method. The data collection method in this study used a questionnaire. The data analysis technique used multiple linear regression analysis and Sobel test. The results showed that the quality of work life had a significant effect on job satisfaction. Intrinsic motivation has no significant effect on job satisfaction. Quality of work life has a significant effect on affective commitment. Intrinsic motivation and job satisfaction have no significant effect on affective commitment. Job satisfaction does not mediate the effect of quality of work life and intrinsic motivation on affective commitment. Keywords: Affective Commitment; Intrinsic Motivation; Job Satisfaction; Quality of Work Life.

The Effects of Employees’ Perceived Intrinsic Motivation on Knowledge Sharing and Creative Self-Efficacy

Knowledge sharing is the major driving force to maintain enterprises’ competitiveness. This study extends the current knowledge-sharing research by considering knowledge sharing as comprising four types: automatic response, rational reflection, ridiculed reflection, and deprived reflection, based on Kahneman’s (2011) types of system thinking. Drawing on the motivation-action-outcome model, this study explored how individuals’ intrinsic motivation can guide the action of knowledge sharing and reflect the outcome of creative self-efficacy in intelligent transportation jobs. By snowball sampling in intelligent transportation companies, a total of 232 effective questionnaires were collected, and confirmatory factor analysis with structural equation modeling was performed. The research results showed that: intrinsic motivation was positively related to the four types of knowledge sharing tendencies; automatic response was not significantly related to creative self-efficacy; rational reflection was positively associated with creative self-efficacy; but ridiculed and deprived reflection were negatively related to creative self-efficacy. These results can be applied to encourage employees to practice rational reflection in knowledge sharing to enhance their creative self-efficacy in intelligent transportation jobs.

Motivation and personality factors of Generation Z high school students aspiring to study human medicine

Background A new generation of medical students, Generation Z (Gen Z), is becoming the predominant population in medical schools and will join the workforce in a few years’ time. Medicine has undergone serious changes in high-income countries recently. Therefore, it is unclear how attractive the medical profession still is for high school students of Gen Z. The aim of this study was to investigate what motivation leads Gen Z students in their choice to study human medicine, and how they see their professional future. Our study was guided by motivation theory and the influence of personality traits and other personal factors on students’ choice of university major. Methods In a cross-sectional online survey, we included third- and fourth-year high school students in Northern Switzerland. We examined the importance of criteria when choosing a university major: personality traits, career motivation, life goals, and other considerations influencing the choice of human medicine versus other fields of study. Results Of 1790 high school students, 456 (25.5%) participated in the survey (72.6% women, mean age 18.4 years); 32.7% of the respondents aspired to major in medicine at university. For all respondents, the foremost criterion for selecting a field of study was ‘interest in the field,’ followed by ‘income’ and ‘job security.’ High school students aiming to study human medicine attached high importance to ‘meaningful work’ as a criterion; supported by 36.2% of those students answering that helping and healing people was a core motivation to them. They also scored high on altruism (p < 0.001 against all groups compared) and intrinsic motivation (p < 0.001) and were highly performance- (p < 0.001) and career-minded (p < 0.001). In contrast, all the other groups except the law/economics group had higher scores on extraprofessional concerns. Conclusions Swiss Gen Z students aspiring to study human medicine show high intrinsic motivation, altruism, and willingness to perform, sharing many values with previous generations. Adequate work-life balance and job security are important issues for Gen Z. Regarding the current working conditions, the ongoing shortage of physicians, and recent findings on physicians’ well-being, the potential for improvement and optimization is high.

Science to practice: Does gamification enhance intrinsic motivation?

Self-determination theory (SDT) has empirical support in understanding and enhancing motivation in a variety of contexts, including education settings. Niemac and Ryan have highlighted that using SDT in course design can lead to stronger fulfilment of an internal locus of causality regarding course work. One course design method anchored in SDT is gameful learning—structuring tasks that support intrinsic motivation, primarily increasing autonomy over learning. A gamified classroom (GC) may offer more assignments and points than minimally necessary for students to earn a passing mark, allowing students choice in which projects to pursue. Further research is needed to examine the degree to which students’ motivations differ between a GC and a non-gamified classroom (NGC). The purpose of the current study was to determine if students in a GC were more intrinsically motivated than students in NGC. Students were enrolled in an undergraduate kinesiology course using a GC design ( n = 24) or NGC design ( n = 26) and completed an online survey – derived from the intrinsic motivation inventory and the test anxiety questionnaire—at the beginning and end of the semester. In the GC, students started with zero points, and were offered multiple assignments with scaffolded difficulty to reach their desired grade. The NGC used a traditional 100% grade range, with only required assignments and exams, and students lost points for inadequate or inaccurate responses. Following analyses, it was revealed that students in the GC had higher perceptions of autonomy and competence than students in the NGC. Where these differences exist over time, along with differences in other subscales, will be discussed further. Educators seeking to enhance student motivation and engagement may therefore look to gamification as an appropriate methodology.

Facts that Influence College Students’ Reading Motivation

This study investigated American college students’ reading motivation. A total of 1,437 (533 male and 904 female) college students across interdisciplinary areas voluntarily participated in the study by completing a self-reported survey. Two major research questions were addressed in this study. The first question investigated American college students’ reading motivation by the Motivation for Reading Questionnaire (MRQ) variables of self-efficacy, intrinsic motivation, extrinsic motivation, and social motivation. The second question asked what variables influence American college students’ motivation to read by comparing gender, classification, age, race, language backgrounds, grades in major subjects and minor subjects. Descriptive analysis indicated that the mean scores of the extrinsic motivation scale (3.07) were higher than those of intrinsic motivation (3.05), self-efficacy (3.04) and social motivation (2.35) scales. A multiple linear regression statistical analysis confirmed that gender, age, classification, grade, race, and primary language were significant factors in college students’ motivation to read. Keywords: college students, reading motivation, MRQ

The Effects of Gamification on Nurse Work Motivation

A current concern in the medical field is that nurses leave their careers due to low work motivation. Intrinsic motivation is a key factor that influences satisfaction in the workplace. This study aimed to develop a gamification intervention for implementation in a hospital setting and evaluate its effects on nurses' work motivation. It was hypothesized that nurses' work motivation would improve by the end of the intervention. The study was conducted in a surgical ward at a hospital in Finland. The design was descriptive and quasi-experimental. The study found that continuous feedback from gamification interventions influenced nurses' work motivation. The gamified group offered more positive feedback than the non-gamified group. These findings add to our understanding of the effects of gamification interventions on nurses' work motivation in hospital settings. However, more research is needed to demonstrate the potential of gamification to increase the retention of much-needed human resources.

Influence of Internal Corporate Social Responsibility on Employee Retention With Special Reference to the Apparel Industry in Sri Lanka

Employee retention is emerging as a critical issues impact on the competitive advantage. Internal corporate social responsibility (CSR) has been creating so much attention in the minds of employees during the recent years. Thus, the chapter is based on three objectives: First, it explores the relationship between internal CSR and employee retention. Second, it identifies how intrinsic motivation mediates the relationship between internal CSR and employee retention. Finally, it determines the internal CSR activities which the apparel industry should pay more attention to in order to better employee retention. Primary data were collected by using questionnaires, and the results of the study indicated that there is a positive relationship between internal CSR and employee retention. Moreover, intrinsic motivation partially mediates the relationship between the internal CSR and employee retention. The findings of the study identify the internal CSR activities which the apparel industry should pay more attention to in order to develop retention programs in the future.

Should I Play or Should I Go?

A pervasive application of gamification in many areas of everyday life has arguably yet to happen. For instance, despite much commercial interest in and a potentially huge market for successful gamification products in the areas of education and health, much of the excitement is still based on speculation, and reception in parts of the academic community remains sceptical. The chapter aims to collate observations from multiple empirical studies and meta-studies and collect and highlight issues that need to be resolved or mitigated for gamification to progress. Such issues include unclear definitions, a limitation on small sets of elements employed with unclear effects, unintentional side-effects of competition, a confusing variety of operationalizations, the erosion of intrinsic motivation through extrinsic incentives, a disconnect between theoretical understandings and practical realizations, a strong focus on a behaviorist paradigm, studies' mixed, partial, and inconclusive results, a lack of attention to moderating factors, and methodological limitations.