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PurposeThe purpose of this paper is to investigate the moderating effects of power distance and collectivistic orientations on the effectiveness of intrinsic, extrinsic and reciprocal motivators in promoting employees' willingness...
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PurposeThe purpose of this paper is to investigate the moderating effects of power distance and collectivistic orientations on the effectiveness of intrinsic, extrinsic and reciprocal motivators in promoting employees' willingness to cooperate for organizational interest. An integrated theoretical framework which incorporated cultural influence on need priority and on legitimacy of social exchange was established to develop the hypotheses.Design/methodology/approachThis study used the methodology of information-integration theory to test the research hypotheses.FindingsThis study found that power distance orientation enhanced the effectiveness of extrinsic motivator but mitigated that of intrinsic motivator, and was irrelevant to that of reciprocal motivator. In contrast, collectivistic orientation mitigated the effectiveness of extrinsic motivator but enhanced that of reciprocal motivator, and was irrelevant to that of intrinsic motivator.Originality/valueBy integrating multiple cultural orientations and multiple work motivators in one study, this research clarified the differential moderating effects of power distance and collectivistic orientations on the effectiveness of intrinsic, extrinsic and reciprocal motivators in promoting employees' willingness to cooperate. Potential confounding problems in prior studies derived from the correlation between cultural values and coexistence of multiple motivators were discussed.
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Intrinsic and extrinsic motivational orientations often coexist and can serve important functions. We develop and test a model in which intrinsic and extrinsic motivational orientations interact positively to influence personal cr...
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Intrinsic and extrinsic motivational orientations often coexist and can serve important functions. We develop and test a model in which intrinsic and extrinsic motivational orientations interact positively to influence personal creativity goal. Personal creativity goal, in turn, has a positive relationship with incremental creativity and an inverted U-shaped relationship with radical creativity. In a pilot study, we validated the personal creativity goal measure using 180 (Sample 1) and 69 (Sample 2) employees from a consulting firm. In the primary study, we tested the overall model using a sample of 657 research and development employees and their direct supervisors from an automobile firm. The results support the hypothesized model and yield several new insights. Intrinsic and extrinsic motivational orientations synergize with each other to strengthen personal creativity goal. Personal creativity goal in turn benefits incremental and radical creativity, but only up to a certain point for the latter. In addition to its linear indirect relationship with incremental creativity, intrinsic motivational orientation has an inverted U-shaped indirect relationship with radical creativity via personal creativity goal.
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The importance of motivation in learning has been widely recognized. However, due to its multidimensional and complex nature, it appears difficult to synthesize research findings on motivation across studies. Heated debates about ...
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The importance of motivation in learning has been widely recognized. However, due to its multidimensional and complex nature, it appears difficult to synthesize research findings on motivation across studies. Heated debates about the effects of intrinsic and extrinsic motivation on learning and their interaction have been going on since the terms started to be used. Moreover, cultural difference acts as another crucial factor in the field. Using the Trends in International Mathematics and Science Studies 2003 eighth grade mathematics data, this study scrutinized the relationship between pleasure-oriented (intrinsic-related) and productivity-oriented (extrinsic-related) motivation and how they collectively affect students’ academic performance in East Asian education systems compared with those from Australia, England, The Netherlands, and the USA. The study found that both types of motivation contributed to East Asian students’ mathematics achievement in an additive fashion, whereas extrinsic-related motivation appeared to have a detrimental effect on their Western counterparts’ learning. Possible reasons were explored from a cultural perspective.
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Two experiments tested the motivational synchronicity hypothesis, according to which observation of a target person’s behavior implying an intrinsic or an extrinsic motivational orientation primes the observers’ corresponding mo...
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Two experiments tested the motivational synchronicity hypothesis, according to which observation of a target person’s behavior implying an intrinsic or an extrinsic motivational orientation primes the observers’ corresponding motivational orientation. Experiment 1 revealed that participants exposed to a target person intrinsically motivated to perform a task, relative to those exposed to an extrinsically motivated target person, showed greater intrinsic motivation (free-choice persistence) for the same task. Experiment 2 extended this in two important ways: (1) different tasks were used for the target and participant in order to rule out an expectation-based interpretation of the results, and (2) performance on an activity known to be facilitated by intrinsic motivation was used as the dependent measure. It appears that simply observing others’ motivational orientations influences the accessibility of the observers’ corresponding motivational orientation.
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This study examined the associations between personality and protean and boundaryless career orientation and the mediating role of motivation orientation. In total, 273 Israeli students engaged in full-time employment completed qu...
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This study examined the associations between personality and protean and boundaryless career orientation and the mediating role of motivation orientation. In total, 273 Israeli students engaged in full-time employment completed questionnaires, which were used to assess the variables of interest. Structural equation modelling path analysis supported most of the expected hypotheses. The associations between personality and protean and boundaryless career orientation were partially mediated by motivation orientation. Learning goal orientation mediated two aspects of protean career orientation (self-directed and value driven), and one aspect of boundaryless career orientation (boundaryless mindset). Performance goal orientation exerted a negative mediatory effect on a second aspect of boundaryless career orientation (mobility preference). Overall, the results suggested that the Big Five traits, Extraversion and Conscientiousness, were associated with protean and boundaryless career orientation via learning goal orientation, and Neuroticism was associated with preference for organizational stability via performance goal orientation. Interestingly, Openness and Agreeableness were associated with protean and boundaryless career orientation via learning orientation and to preference for organizational stability via performance goal orientation. (C) 2015 Elsevier Ltd. All rights reserved.
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The article introduces the results of studying the motivation types of professional activity that promote work satisfaction of "Ivushka" furniture factory employees. The subjects of the test have been classified into two groups: s...
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The article introduces the results of studying the motivation types of professional activity that promote work satisfaction of "Ivushka" furniture factory employees. The subjects of the test have been classified into two groups: sales managers and workshop workers. The concept of K. Zamfir, F. Herzberg's dual-factor theory, and the Expectancy theory of V. Vrum are of scientific interest for the conducted study. The authors identify the correlation between the internal motivation of the employees of both groups and their work satisfaction. The last depends on the content of activity and availability of interest to it.
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To extend research on fundamental motivational orientations into a new domain, we explored the achievement (positive) and avoidance (negative) orientations of formal organization-based mentors and proteges as joint predictors of p...
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To extend research on fundamental motivational orientations into a new domain, we explored the achievement (positive) and avoidance (negative) orientations of formal organization-based mentors and proteges as joint predictors of personal learning experienced by both parties. We also examined the extent of mentoring functions provided by mentors as a hypothesized partial mediator. Regression analyses of 8-month data from 61 dyads revealed that mentors' personal learning was predicted by proteges' achievement (positive) and avoidance (negative) orientations, whereas proteges' personal learning was predicted by their own achievement orientation (positive). Although the extent of mentoring functions facilitated personal learning equally among mentors and proteges, it did not function as a mediator. Finally, mentor-protege congruence on achievement orientation had implications for the personal learning of proteges.
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Development of achievement-related motives in young athletes is believed to be influenced by the motivational climate created by coaches. In a longitudinal multilevel design utilizing 47 youth basketball teams, coach-initiated mot...
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Development of achievement-related motives in young athletes is believed to be influenced by the motivational climate created by coaches. In a longitudinal multilevel design utilizing 47 youth basketball teams, coach-initiated motivational climate was used to predict changes in 9–13 year old athletes’ achievement goal orientations over the course of a season. Mastery climate scores on the Motivational Climate Scale for Youth Sports were associated with significant increases in mastery goal orientation and decreases in ego orientation scores on the Achievement Goal Scale for Youth Sports. Ego motivational climate scores were significantly related to increases in ego goal orientation scores. These relations were not influenced by athletes’ age or gender. Intraclass correlations indicated low within-team consensus in athletes’ motivational climate scores, suggesting an individualrather than team-level perceptual construct. These and other findings indicate that achievement goal orientation research can be extended downward to children below the age of 11.
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Both cognitive engagement and motivational engagement play important roles in academic performance. Grounded in goal theory, this study examines whether educators can tailor their pedagogical approaches to engage students from a m...
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Both cognitive engagement and motivational engagement play important roles in academic performance. Grounded in goal theory, this study examines whether educators can tailor their pedagogical approaches to engage students from a motivational perspective. Using a two-wave questionnaire, we provide evidence of the educator-facilitated classroom climate affecting student engagement at both cognitive and motivational levels. In addition, the study highlights that motivational processes, stemming from individual students' achievement goal orientations, are an important determinant of academic performance. This provides insight regarding how achievement orientations can be leveraged during the design and innovation of marketing courses. Motivational engagement in particular, can present opportunities for meaningful engagement and improved grade outcomes through targeted pedagogies that align with students' educational goals.
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The article studies the concept of motivation as one of the fundamental problems in native and foreign psychology. It describes the forms of activity of a person, which are the manifestations of either consuming tendency or a prod...
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The article studies the concept of motivation as one of the fundamental problems in native and foreign psychology. It describes the forms of activity of a person, which are the manifestations of either consuming tendency or a productive one; and identifies the characteristic features of consuming and productive processes correlated with the basic needs of human life support and his/her existence in society. The authors emphasize a strong connection of productive and consuming processes in real life, whose inner essence at the same time is fundamentally different.
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