scholarly journals The interactive roles of mastery climate and performance climate in predicting intrinsic motivation

2015 ◽  
Vol 27 (2) ◽  
pp. 245-253 ◽  
Author(s):  
R. Buch ◽  
C. G. L. Nerstad ◽  
R. Säfvenbom
2019 ◽  
Vol 47 (3) ◽  
pp. 1-11
Author(s):  
Hye Jung Yoon ◽  
Jin Nam Choi

We addressed previous mixed findings regarding the effects of task routinization on employee creativity. We proposed that task routinization is not a single dimensional construct but that it has 2 dimensions, namely, content and process, which have different motivation and performance implications. Participants were 240 employees from various industries in South Korea. Results of structural equation modeling analyses confirmed that task content routinization had a negative effect on employee creativity by causing amotivation and reducing intrinsic motivation. By contrast, task process routinization enhanced employee creativity by increasing intrinsic motivation. Our findings clarify the effects of task routinization on employee creativity by identifying the 2 dimensions that lead to different situational motivation and creativity results, and we discuss the implications of these findings.


2008 ◽  
Vol 22 (3) ◽  
pp. 231-245 ◽  
Author(s):  
H. Harald Freudenthaler ◽  
Birgit Spinath ◽  
Aljoscha C. Neubauer

This study investigates the extent to which girls' better school attainment is associated with sex differences in intelligence, personality and school‐related motivation. In a sample of 1353 Austrian pupils (mean age 13.74 years), intelligence, the Big Five of personality, self‐esteem, school anxiety, school‐related intrinsic motivation and achievement goals were assessed as predictors and GPA as achievement criterion. Most predictors yielded significant mean differences between sexes and some of the variables predicted school achievement only for boys or only for girls. Intelligence and self‐esteem were the strongest predictors of GPA for both sexes, and school‐related intrinsic motivation, school anxiety and performance‐avoidance goals explained additional variance in GPA only for boys, whereas work avoidance did so only for girls. Copyright © 2008 John Wiley & Sons, Ltd.


2013 ◽  
Vol 6 ◽  
Author(s):  
Bianca Lavorata

This paper will examine the possible effects of extrinsic rewards on intrinsic motivation in Preschool to College students and argue that extrinsic rewards undermine intrinsic motivation. The Overjustification hypothesis by self-perception theory, as well as the cognitive evaluation theory (CET) will be discussed, including some of the benefits of self-motivation for learning. Various studies will be explored to show that extrinsic rewards reduce intrinsic motivation. Results suggest that students that are offered an extrinsic goal subsequently show less intrinsic interest and demonstrate poorer conceptual learning and performance in the long term. Alternately, students that are regulated by intrinsic motivations experience positive consequences at school. This paper will conclude on the note that intrinsic motivation plays a pivotal role in learning, and that teachers and other social agents can help promote intrinsic goals to motivate conceptual learning and performance, even when students hold a stronger extrinsic goal orientation. Finally, various factors that can enhance and develop intrinsic motivation will be discussed, and suggestions will be provided for further research on this topic.


2018 ◽  
Vol 2 (1) ◽  
Author(s):  
Djaka Adiwinata ◽  
Bambang Triadji ◽  
M Kuswantoro

Teacher role in challenges organization and reaching its objectives can happen when education teacher speaks apply what has gathered in training to students, the compensation, and motivation to excel. This study aims to see if formal training and compensation to depend on the intrinsic motivation and performance teacher at Yayasan Pendidikan Informatika. In this research, the methodology used is research causality. To answer the hypothesis using data analysis Structural Equation Model (SEM) using PLS (Partial Least Square). Based on the results of testing SEM obtained formal training have had a positive impact and significant impact on motivation intrinsic teachers, compensation influential positive and significantly to motivation intrinsic teachers, formal training has a positive and significant impact on teacher performance, compensation it has some positive effects and significantly correlates with is placed on teacher performance, Intrinsic motivation has a positive and significant effect on teacher performance.


2012 ◽  
Vol 29 (1-2) ◽  
Author(s):  
Farida Shaikh

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


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