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On the importance of self-determination for intrinsically-motivated behavior
... Th at is, when an individual has the freedom to choose among objects or activities, what he or she chooses indicates where the individual's motivation lies. Fairly common is the experimental design in which a factor is manipulated to observe its impact on the participant's motivation to engage in a task by observing his or her selection of a task under freechoice conditions (e.g., Lepper, Greene, & Nisbett, 1973;Zuckerman, Porac, Lathin, Smith, & Deci, 1978). ...
... Given the importance placed on one's need for autonomy in supporting intrinsic motivation, self-determination theory holds that having choice should result in enhanced intrinsic motivation, as well as other positive motivational and performance outcomes supported by intrinsic motivation (Deci, 1980;Deci & Ryan, 1985;Ryan & Deci, 2000). Much research has supported this postulate of self-determination theory, demonstrating that choice leads to enhanced intrinsic motivation (e.g., Cordova & Lepper, 1996;Iyengar & Lepper, 1999;Patall, Cooper, & Robinson, 2008;Swann & Pittman, 1977;Zuckerman, Porac, Lathin, Smith, & Deci, 1978), as well as enhanced eff ort, task performance, subsequent learning, perceived competence, preference for challenge, and creativity (e.g., Amabile, 1979Amabile, , 1983Amabile, Hennessey, & Grossman, 1986;Becker, 1997;Cordova & Lepper, 1996;Iyengar & Lepper, 1999;Kernan, Heimann, & Hanges, 1991;Patall, Cooper, & Robinson, 2008). For example, in one seminal study on the eff ect of choice on intrinsic motivation, Zuckerman, Porac, Lathin, Smith, and Deci (1978) found that participants who were asked to choose three puzzles to work on among six options spent more time engaged in the puzzle-solving task in a subsequent free-play period compared to participants who were assigned to work on three of the six puzzles. ...
... Much research has supported this postulate of self-determination theory, demonstrating that choice leads to enhanced intrinsic motivation (e.g., Cordova & Lepper, 1996;Iyengar & Lepper, 1999;Patall, Cooper, & Robinson, 2008;Swann & Pittman, 1977;Zuckerman, Porac, Lathin, Smith, & Deci, 1978), as well as enhanced eff ort, task performance, subsequent learning, perceived competence, preference for challenge, and creativity (e.g., Amabile, 1979Amabile, , 1983Amabile, Hennessey, & Grossman, 1986;Becker, 1997;Cordova & Lepper, 1996;Iyengar & Lepper, 1999;Kernan, Heimann, & Hanges, 1991;Patall, Cooper, & Robinson, 2008). For example, in one seminal study on the eff ect of choice on intrinsic motivation, Zuckerman, Porac, Lathin, Smith, and Deci (1978) found that participants who were asked to choose three puzzles to work on among six options spent more time engaged in the puzzle-solving task in a subsequent free-play period compared to participants who were assigned to work on three of the six puzzles. Iyengar and Lepper (1999) found that Caucasian American elementary school students were the most motivated and demonstrated the best performance when they made personal choices about which tasks to engage in rather than having the task chosen for them. ...
Motivation is that which moves us to action. Human motivation is thus a complex issue, as people are moved to action by both their evolved natures and by myriad familial, social, and cultural influences. The Oxford Handbook of Human Motivation aims to capture the current state-of-the-art in this fast developing field. The book includes theoretical overviews from some of the best-known thinkers in this area, including articles on Social Learning Theory, Control Theory, Self-determination Theory, Terror Management Theory, and the Promotion and Prevention perspective. Topical articles appear on phenomena such as ego-depletion, flow, curiosity, implicit motives, and personal interests. A section specifically highlights goal research, including chapters on goal regulation, achievement goals, the dynamics of choice, unconscious goals and process versus outcome focus. Still other articles focus on evolutionary and biological underpinnings of motivation, including articles on cardiovascular dynamics, mood, and neuropsychology. Finally, articles bring motivation down to earth in reviewing its impact within relationships, and in applied areas such as psychotherapy, work, education, sport, and physical activity.
... Talent is something that can be developed and supported in its development by outside sources, such as by lecturers Dochy & Segers, 2018). When it comes to teaching, it is the job of the lecturer to help students develop their talents (Black & Deci, 2000), while supporting them by giving autonomy and responsibility to the student (Stefanou, Perencevich, DiCintio, & Turner, 2004;Dochy & Segers, 2018) Research states that when students experience autonomy, their intrinsic motivation and ability to self-regulate will increase as well as their enjoyment of learning (Stefanou, Perencevich, DiCintio, & Turner, 2004;Zuckerman, Porac, Lathin, Smith, & Deci, 1978;Markway & Ampel, 2018). This is also beneficial to a student's well-being as it helps to become happier as well as gaining self-confidence (Markway & Ampel, 2018). ...
... • Experience a rise in intrinsic motivation (Zuckerman, Porac, Lathin, Smith, & Deci, 1978;. • Have a preference for optimally difficult work (Harter, 1978). ...
... An increase in a sense of autonomy will increase intrinsic motivation (Zuckerman, Porac, Lathin, Smith, & Deci, 1978) increase enjoyment and vitality (Ryan & Deci,195), increase the want and need for more complicated work (Harter, 1978), increase conceptual understanding (Grollnick & Ryan, 1989) and will help students perceive an increase in their competence (Cordova & Lepper, 1996). This is also beneficial to a student's well-being as it helps to become happier as well as gaining self-confidence (Markway & Ampel, 2018). ...
Experiencing a sense of autonomy is an important aspect of self-regulation. This article researches the influences of an autonomy-supportive coach on the autonomy experienced by students during the first block of their study. The results of a literature search have been used to set up a practical dynamical approach to the study. All subjects have been followed for 5 consecutive weeks and the approach changed based on weekly measures to learn about the influences of the coach. The article concludes with a discussion of how these results can be used for a teacher guide design as well as ways to further research this topic.
Ltd. All rights reserved.
Keywords: autonomy; autonomy support; self-regulation, dynamical research.
... Satisfaction of those needs predicts autonomous motivation [24,25] which has been positively associated with sustained behavior change and medication adherence [23,[26][27][28]. Furthermore, perceived autonomy in decision-making has been associated with intrinsic motivation, satisfaction, well-being, and behavioral persistence [24,29]. A growing body of evidence shows that patients who make active and autonomous health decisions have better healthcare experiences and outcomes [30]. ...
... In line with expectations, the current study found that this relationship was mediated by reported degree of active choice. This corresponds to previous studies showing that autonomous decisionmaking and values-congruence, key aspects of an active choice, increase individuals' commitment and motivation [24,29,45]. Commitment has been associated with greater behavioral persistence, presumably because highly committed individuals have a lower chance to be affected by setbacks [22,46,47]. ...
Objective
To investigate the effect of an active choice (AC) intervention based on creating risk and choice awareness–versus a passive choice (PC) control group–on intentions and commitment to cardiovascular disease (CVD) risk-reducing behavior.
Methods
Adults aged 50–70 (n = 743) without CVD history participated in this web-based randomized controlled trial. The AC intervention included presentation of a hypothetical CVD risk in a heart age format, information about CVD risk and choice options, and a values clarification exercise. The PC group received a hypothetical absolute numerical CVD risk and brief information and advice about lifestyle and medication. Key outcomes were reported degree of active choice, intention strength, and commitment to adopt risk-reducing behavior.
Results
More AC compared to PC participants opted for lifestyle change (OR = 2.86, 95%CI:1.51;5.44), or lifestyle change and medication use (OR = 2.78, 95%CI:1.42;5.46), than ‘no change’. No differences were found for intention strength. AC participants made a more active choice than PC participants (β = 0.09, 95%CI:0.01;0.16), which was sequentially mediated by cognitive risk perception and negative affect. AC participants also reported higher commitment to CVD risk-reducing behavior (β = 0.32, 95%CI:0.04;0.60), mediated by reported degree of active choice.
Conclusions
Fostering active choices increased intentions and commitment towards CVD risk-reducing behavior. Increased cognitive risk perception and negative affect were shown to mediate the effect of the intervention on degree of active choice, which in turn mediated the effect on commitment. Future research should determine whether fostering active choice also improves risk-reducing behaviors in individuals at increased CVD risk in real-life settings.
Trial registration
ClinicalTrials.gov: NCT05142280. Prospectively registered.
... Classical economics and psychology have argued that increased information and choice are often desirable and lead to better outcomes (Steiner, 1970;Zuckerman, Porac, Lathin & Deci, 1978;Walton & Berkowitz, 1979;Rolls et al., 1981;Deci & Ryan, 1985;Loewenstein, 1999;Ryan & Deci, 2000;Kahn & Wansink, 2004). However, theories of bounded and adaptive 626 rationality posit the opposite (Simon, 1957(Simon, 1991Gigerenzer & Selten, 2002) and have been supported by a large body of research. ...
... Having access to full information and choice can be beneficial from a psychological point of view, as people like to feel "informed" and defend their "right" to access relevant information (Jacoby, Speller, & Kohn, 1974). Research has also shown that the ability to make choices by themselves gives people a feeling of autonomy and self-control (Zuckerman et al., 1978;Deci & Ryan, 1985). For example, people in nursing homes feel happier and more satisfied when provided with choices, even when the decisions are relatively unimportant and inconsequential (Langer & Rodin, 1976). ...
In our information-rich world, people face a great many choice alternatives involving both small and large stakes, from jam and chocolate to health and pension plans. Though classic economics and psychology have both traditionally emphasized the benefits of more information and greater choice, a sizable and parallel body of research has demonstrated that having too much information or too many choices can lead to information and choice overload, choice paralysis, and negative affective states connected with both the decisions process and the choice outcome. This chapter offers a concise summary of evidence collected by researchers for more than half a century on how people deal with large amounts of information and how they make choices from sets with multiple alternatives. The simple cost-benefit model proposed in earlier research is discussed in relation to the mechanism underlying the choice-overload phenomenon.
... Ekvall, Tangeberg et Andersson (1986) ont estimé que l'autonomie contribuait à créer un climat créatif qui lui affectait les niveaux d'innovation. D'autres auteurs cités par Unsworth et Parker (2003) ont montré que l'autonomie augmentait la responsabilité ressentie (Frese, Kring, Soose & Zempele, 1996 ;Hackman & Oldham, 1976) et la motivation intrinsèque (Zuckerman, Porac, Lathin, Smith & Deci, 1978), qui elles affectaient la proactivité et l'innovation. ...
... Plus loin, la théorie des systèmes socio-techniques (STST) (Emery et Trist, 1969) fournit un cadre très intéressant pour examiner les effets de la conception des tâches sur l'innovation du groupe de travail. Cette théorie met en évidence que, la complétude -effectuer entièrement toutes ses tâches -la signification de la tâche, la variété de la tâche, les opportunités l'autonomie augmente la responsabilité ressentie (Frese, Kring, Soose & Zempele, 1996 ;Hackman & Oldham, 1976) et la motivation intrinsèque (Zuckerman, Porac, Lathin, Smith & Deci, 1978), qui elles affectent la proactivité et l'innovation. L'autonomie améliore également l'auto-efficacité, l'orientation du rôle, contrôle les attentes et contrôle les orientations, qui à leur tour favorisent la proactivité (Frese, Garst & Fay, 2000 ;Parker, 1998 ;Parker, Wall & Jackson, 1997). ...
Cette thèse a pour objectif de présenter une recherche concernant le comportement d’innovation d’un échantillon d’hygiénistes opérant dans des services d’hygiène hospitalière en France. La recherche vise à comprendre le rôle de certains facteurs susceptibles d’être des leviers (ressources individuelles et organisationnelles) et/ou des freins (individuels et organisationnels) à l’innovation des pratiques professionnelles des services d’hygiène hospitalière. Dans un premier temps, il a été fait une revue des travaux sur le comportement d’innovation organisationnelle, la satisfaction au travail, les caractéristiques du travail motivationnel et les comportements proactifs, en particulier la prise en charge. Deux études ont été réalisées pour le recueil des données : une étude qualitative menée auprès des hygiénistes de quatre Hôpitaux de la Nouvelle Aquitaine, et une étude transversale à partir d’un questionnaire auto-rapporté, envoyé à tous les hygiénistes de la France - Métropolitaine et dans les territoires d’Outre-Mer – adhérents à la Société Française d’Hygiène Hospitalière (SF2H), et ce, en un seul temps de mesure. Pour l’étude quantitative, des échelles de mesure traduites en français ont été utilisées, en l’occurrence pour les caractéristiques du travail, le comportement d’innovation. Pour les besoins de l’étude, d’autres échelles de mesure ont également été créées pour mesurer les contraintes liées au travail, les opportunités liées au travail et les échanges entre les services de soins et les services de d’hygiène.Pour tester les hypothèses de médiation, des modèles d’équations structurelles (SEM) ont été utilisés, ainsi que la Macros Process de Hayes pour tester les hypothèses de modération et de médiation modérée. Ces résultats mettent en évidence les leviers dont disposent les hygiénistes pour innover dans leurs pratiques professionnelles ; à savoir que : (1) la variété au travail et l’interdépendance au travail ont une relation positive avec le comportement d’innovation, à travers le comportement proactif de prise en charge, (2) l’autonomie a une relation directe et positive d’une part avec le comportement d’innovation, et d’autre part une relation positive avec le comportement d’innovation, à travers le comportement proactif de prise en charge. En outre, le comportement proactif de prise en charge a une relation positive avec le comportement d’innovation.De plus, ces résultats permettent également d’identifier que les échanges entre les cadres de santé et les hygiénistes sont un levier organisationnel au comportement d’innovation dans leurs pratiques professionnelles, et les contraintes liées au travail sont quant à eux des défis organisationnels à relever. Ces deux facteurs organisationnels contribuent à accélérer le comportement proactif de prise en charge et renforcent davantage le comportement d’innovation.
... Whilst suggesting we are innately motivated to seek opportunities to satisfy these basic needs -to feel competence and effectance in what we do, to feel cared about and to care for others, and to feel self-determined in our actions -SDT draws attention to the way in which our social environments may either support or thwart our basic need satisfaction. Significantly for our interests here, environments which support the satisfaction of these basic psychological needs have been shown to promote a range of positive outcomes including higher psychological wellbeing and lower levels of burnout (Sheldon et al., 1996;Fernet et al., 2004), higher-quality learning (Niemiec & Ryan, 2009;Deci & Ryan, 2000) and greater motivation (Zuckerman, 1978). ...
... Given that controlling environments lead to lower quality motivation, providing a degree of choice in relation to the tasks to be carried out appears to be important in promoting feelings of autonomy and higher quality motivation (Zuckerman et al., 1978). Where students are required to carry out activities over which they have little choice or for which they feel little intrinsic motivation, research suggests that autonomy can be supported in a number of ways. ...
Practice-Based Learning Days (PBLDs) account for approximately one-third of the total university-lead days on Psychological Wellbeing Practitioner (PWP) training courses. In this article, I consider a number of challenges facing teachers of PWPs and describe a recent attempt to respond to these challenges by restructuring the content of our PBLDs in a manner informed by Self-Determination Theory. I suggest that by designing these days in a manner intended to facilitate the satisfaction of the basic psychological needs for competence and autonomy, the PBLDs offer a way in which teachers of PWPs can promote more autonomous learning and greater psychological wellbeing amongst trainees. Further, I suggest that such use of these days supports education providers in developing learning opportunities that are optimally challenging for all students across each cohort. I finish with a call for future research into the effective use of the PBLDs on PWP training programmes.
... The second step in voice is to express this information to the leader. A general consensus indicates that when employees have the autonomy to decide how to perform their work, they are more intrinsically motivated than in situations in which they are merely told what to do (e.g., Chiniara & Bentein, 2016;Eisenberger & Aselage, 2009;Schneider, Nebel, Beege, & Rey, 2018;Zuckerman, Porac, Lathin, & Deci, 1978). When employees act based on intrinsic motivation, they internalize work standards, thus rendering them willing to engage in pro-organizational behaviors, such as voice behavior (Zhang & Chen, 2013). ...
Previous literature generally acknowledged that leader inclusiveness has positive effects on employee voice. However, emerging research and practice commentary highlight the importance of considering the potential dark side of leader inclusiveness on employee voice. This study examines the dual-path mechanism by which leader inclusiveness influences employee voice through perceived autonomy and cognitive dependence and investigates the moderating role of performance-prove goal orientation within this dynamic. Based on data from 286 independent leader–subordinate dyads working in China, we find that leader inclusiveness can promote employee voice by increasing perceived autonomy, and hinder employee voice by increasing cognitive dependence. Furthermore, performance-prove goal orientation weakens the positive indirect effect of leader inclusiveness on voice via perceived autonomy and strengthens the negative indirect effect of leader inclusiveness on voice via cognitive dependence. These findings contribute to a better understanding of how leader inclusiveness affects employee voice behavior through dual pathways and its boundary conditions.
... Therefore, we propose a framework that can be used by researchers to distinguish experimental activities based on their autonomy characteristics (Fig. 1). Autonomy, also known as self-determination [56][57][58] , refers to individuals' choice to self-initiate engagement in an activity. For example, a child may play football because they want to (self-determined or autonomous) or because it is part of their school curriculum (determined by external reasons or controlled) 51,56 . ...
Csikszentmihalyi’s concept of the “flow state” was initially discovered in experts deeply engaged in self-rewarding activities. However, recent neurophysiology research often measures flow in constrained and unfamiliar activities. In this perspective article, we address the challenging yet necessary considerations for studying flow state’s neurophysiology. We aggregate an activity-autonomy framework with several testable hypotheses to induce flow, expanding the traditional “challenge skill balance” paradigm. Further, we review and synthesise the best methodological practices from neurophysiological flow studies into a practical 24-item checklist. This checklist offers detailed guidelines for ensuring consistent reporting, personalising and testing isolated challenge types, factoring in participant skills, motivation, and individual differences, and processing self-report data. We argue for a cohesive approach in neurophysiological studies to capture a consistent representation of flow states.
... tante,Ryan y Deci (2017) afirman que "os contextos que aportan una motivación extrínseca se convierten en intrínseca cuando se internalizan y pasan a formar parte del sentido del yo. Estos autores consideran que las bases de la motivación intrínseca son: Autonomía: Ser agentes de la propia vida, lo que no significa ser independientes de los demás.Zuckerman et al. (1978) descubrieron ya hace muchos años que aumentar las opciones y las elecciones de los participantes hace aumentar también su motivación intrínseca. Sin embargo, las recompensas, los plazos, las restricciones y las obligaciones la pueden hacer disminuir. ...
La presente tesis doctoral aborda en profundidad el modelo pedagógico de educación física relacionada con la salud en la educación primaria en diferentes contextos y situaciones. Dicho modelo, se considera en la actualidad emergente, y existe aún escasa literatura científica del mismo. Además, la mayor parte de las investigaciones realizadas en nuestro país de este modelo pedagógico son de carácter teórico o en hibridación con otros modelos pedagógicos. Es por ello por lo que esta tesis pretende contribuir a la literatura científica existente al respecto y avanzar en la consolidación de dicho modelo pedagógico. La salud siempre ha sido un tema de vital importancia para el ser humano. En la primera parte de la tesis, destinada al marco teórico, se aborda el concepto de salud desde el pasado, al presente, y cómo ha llegado a ser en las escuelas un tema de vital importancia. A continuación, se profundiza en el modelo pedagógico de educación física relacionada con la salud, desde sus antecedentes hasta sus características, y su relación con la neuroeducación, una de las ciencias más actuales del presente. Después comparamos el modelo con otra de las vías más potentes en la actualidad para el desarrollo de la salud en las escuelas como es son las redes o centros escolares promotores de actividad física y salud, con el que el modelo tiene grandes similitudes. Finalmente, analizamos si la actual ley educativa apoya los fundamentos del modelo pedagógico objeto de estudio. En la segunda parte, se realizan tres estudios. En el primero de ellos se realiza una revisión sistemática siguiendo las directrices PRISMA y se estudia la evidencia científica publicada respecto al modelo pedagógico de educación física relacionada con la salud, desde 2011 hasta la actualidad. En el segundo estudio, de carácter cualitativo, en una escuela de educación primaria urbana, y bajo restricciones de la Covid-19, se analizaron a través de preguntas abiertas el efecto de tres unidades didácticas bajo el enfoque del modelo pedagógico de educación física relacionada con la salud en 153 estudiantes de tercero a sexto de primaria (8-12 años). En el tercer estudio, de carácter cuantitativo, en una escuela de educación primaria rural, se elaboró un cuestionario basado en los pilares del modelo pedagógico de educación física relacionada con la salud, se aplicaron tres unidades didácticas siguiendo el enfoque de este durante un trimestre completo y finalmente se aplicó dicho cuestionario a toda la escuela, conformada por 15 estudiantes de distintas edades (7-12 años). En la última parte de la tesis se abordan las conclusiones y las limitaciones de la tesis y los planes de futuro. Además, se aportan en anexos, un conjunto de unidades didácticas variadas que podrían ser de utilidad para maestros y maestras de educación física que deseen profundizar en el modelo pedagógico de educación física relacionada con la salud.
... The third and most influential intrinsic motivation theorization comes from SDT itself, as a result of the collaboration of several authors (Deci, 1975;Zuckerman, Porac, Lathin, & Deci, 1978;Deci & Ryan, 1985a), and states that IM is a function of the challenges' perception, competence's perception, and the subsequent sense of autonomy or self-determination. E.g., if a task is ideally challenging, then intrinsic motivation would be stimulated, creating an ideally incredible opportunity for the individual to expand their capabilities. ...
Assessing the impact of personality traits and sociodemographic factors on employee motivation: a study in the sugarcane and bioenergy industry.
... Other go-to options, such as providing choice [43] or giving meaningful feedback [40], are also impossible. The former is because the task (submitting ideas) is fully volitional, and the latter is because feedback can only be given in the latest stage after completion. ...
Existing crowdsourcing research largely agrees that intrinsic motivation is essential for users' intention to submit ideas to company-hosted crowdsourcing initiatives. However, enhancing intrinsic motivation is particularly difficult in crowdsourcing settings, given the limited potential for personal exchange with others. Therefore, identifying effective interventions to stimulate intrinsic motivation is an important gap. We draw on research in analogous contexts characterized by the absence of significant others (e.g., creative artwork, sports, and self-directed learning). Using the self-determination theory as a theoretical foundation, we theorize that organizers can use monetary incentives (offering small rewards) and non-monetary rewards (increasing task complexity and using autonomy-supportive linguistic cues) to stimulate intrinsic motivation. In three lab-in-the-field experiments, we test our predictions. Quite counterintuitively, we find that small rewards (rather than no or large rewards) are an effective mechanism to intrinsically motivate users and increase their intention to submit their ideas to company-hosted idea crowdsourcing contests. Also, our findings reveal that increasing rather than lowering task complexity and using non-controlling rather than controlling linguistic cues can stimulate intrinsic motivation and submission intention. Our paper sheds first light on interventions stimulating intrinsic motivation in idea crowdsourcing. More generally, it also adds to the discussion of the small rewards effect.
... Selfdetermination theory, on the other hand, acknowledges the holistic inclination of people as a fundamental aspect of human nature; yet it also reflects that the holistic inclination cannot be taken in stride, despite the fact that it acknowledges it as a fundamental aspect of people (Deci &Ryan, 2002). In addition, the SDT postulates that there are some circumstances that are explicit and determinable that promote the inner tendency, and that there are some other determinable elements that prohibit and hamper this basic continuum (Zuckerman, Porac, Lathin, Smith, R. & Deci, 1978). As a result, SDT presupposes a dazzling array of progressive results ranging from "a relatively active and integrated self to a highly fragmented and sometimes passive, reactive, or alienated self," (Deci & Ryan, 2002, p. 5) as an engagement of socio-cultural circumstances. ...
This study aimed to investigate the role of motivation in English language learning, taking into consideration age groups and genders, and shed light on their effects. Additionally, this study attempted to determine whether the type of high school they attended and the current university they were enrolled in (public or private) had influence on students’ internal and external motivation. The study was conducted at foundation and public universities in Ankara, with a total of 212 student participants. Among the participants, 108 were studying at private universities, and 104 were studying at public universities’ preparatory schools. The students were at least at the pre-Intermediate level in the preparatory schools of their universities. The participants’ ages ranged from 18-40, with an average age of 29, and there were 103 males and 108 females. Language Learning Orienta,ons Scale (Noels et al. 2003) was used to measure students’ motivation type. The Social Sciences Statistics Program was used for result analysis, and the validity was assessed through Cronbach’s Alpha Coefficient (Cronbach, 1951). The results indicated no significant difference between genders and age groups, while differences were observed based on the type of high school they graduated and university they were currently studying at.
... , performing activites for extrinsic reasons has a negative effect on behavior because of reduced feelings of self-determination or personal control over performing the activity (e.g., Swann & Pittman, 1977;Zuckerman, Porac, Lathin, Smith, & Deci, 1978). One implication of this analysis is that children who have received continued exposure to strategies used by teachers to control students' motivations to achieve (e.g., use of incentives or surveillance) should develop a more general and pervasive extrinsic orientation toward learning in comparison to others exposed to teachers using more automony-oriented strategies to motivate students (see Deci, Nezlek, & Sheinman, 1981). ...
The present study examined the hypothesis that the effect of failure feedback in producing learned helplessness would depend on the motivational orientation of a child. Extrinsically motivated children were predicted to exhibit performance decrement following a failure experience, whereas the opposite was predicted for intrinsically motivated children. In addition, success feedback was predicted to enhance subsequent performance only for the intrinsic group. Following success, failure, or no feedback on an activity reflecting spatial skills (an incomplete picture task), subjects' performance on an activity tapping different skills (i.e., anagrams) provided by a second experimenter served as the primary measure of helplessness. Subjects' intrinsic motivation in performing the incomplete picture task, a similar task (embedded figures) and a dissimilar task (dots-to-dots) was also examined. The results supported the predictions on both performance and intrinsic motivation measures. The results are discussed in terms of implications for learned helplessness as well as cognitive evaluation theories.
... In Rotter's (1990) classic approach, the sense of influence and locus of control is one of the characteristics of personality, which is relatively stable, and forms in the early years of development. However, research indicates that some external factors, such as the ability to choose how to engage in a task, which enhance the sense of autonomy, induce a change in the perceived locus of causality from external to internal and increase intrinsic motivation (Zuckerman et al., 1978). In the present research, we focus on the sense of influence on the organisation, which is associated with external determinants. ...
An important determinant of the quality of human capital is an
organisation’s ability to retain talented employees. One way to achieve this is
to strengthen their autonomous motivation, which, among others, is related to
feeling a sense of influence on organisational reality. The purpose of this paper
is to examine the sense of organisational influence and its role in strengthening
employees’ organisational commitment. The paper identifies two dimensions of
sense of influence on organisation: autonomy in professional roles and
experiencing support for innovative ideas. The study was conducted on a
sample of 541 employees, and it used the author’s Employee Sense of
Influence questionnaire and the organisational commitment model proposed by
Mayer and Allen. The results showed that providing employees with a sense of
influence has a positive impact on their affective and normative organisational
commitment. These results point to specific methods that managers can use to
build human capital.
... Moreover, value-congruent decisions promote individual autonomy (Landais et al., 2022a), a basic psychological need according to self-determination theory. Autonomous decisions are considered increasingly important in public health and healthcare (Douma et al., 2020;Elwyn et al., 2014) and have positively been associated with intrinsic motivation, well-being, satisfaction, and behavioural persistence (Deci & Ryan, 2000;Zuckerman et al., 1978). ...
Background
Intrinsic values and priorities influence decision-making and are, therefore, important to consider explicitly in intervention development. Although health is generally considered an important value, individuals often make unhealthy choices, indicating a values disconnect.
Study aim
To investigate how becoming aware of a disconnect between the value assigned to health and the effort devoted to health is related to intentions and commitment for behavioural change and physical activity among inactive adults.
Methods
We performed a secondary exploratory analysis on previously collected data. The intervention included a values exercise based on the Disconnected Values Model (DVM) that made disconnected values explicit to participants in two study arms. We compared participants with a disconnect (n = 138) with participants without a disconnect (n = 101) regarding intentions and commitment for behavioural change and physical activity and sitting time 2–4 weeks follow-up. Logistic and linear regression analyses were performed to analyse the data.
Results
Between-group differences were found for the intention to devote more effort to health (OR = 3.75; 95%CI: 2.05; 6.86) and for the intention to become more physically active (OR = 2.21; 95%CI: 1.10; 4.46), indicating that significantly more participants with a disconnect were motivated to change, compared to participants without a disconnect. No between-group differences were found for commitment, intention strength, follow-up physical activity and sitting time.
Conclusion
Making explicit a disconnect regarding health in an active choice intervention was associated with intentions to become more physically active. Still, it did not translate in significant behaviour change at 2–4 weeks follow-up.
Trial registration
ClinicalTrials.gov: NCT04973813. Retrospectively registered.
Trial registration
ClinicalTrials.gov identifier: NCT04973813..
... Thus, the use of algorithms as an external push to gig workers justifies the organizations' intention to produce optimum results; however, on the contrary, recent studies claim that gig workers usually opt for gig tasks due to high autonomy in the task (Lehdonvirta, 2018). Further, Zuckerman et al. (1978) asserted that if given an opportunity an individual would like to choose what motivates them intrinsically with greater positivity. Along similar lines, while gig workers fundamentally function on choicebased freelance work, control in the form of algorithmic management would diminish their freedom and will to work. ...
Organizations rely on algorithms to exercise mechanized control over workers – referred to as algorithmic control (AC). The use of algorithmic control has evolved into a commonplace with platform-based work in the gig economy, where independent workers are paid for completing a given task (or “gig”). The gig economy is on a steep rise after the onset of the pandemic because employers are more concerned about smaller pieces of jobs being taken up by temporary labor, thereby saving on the investment in full-time resources. Motivation among the gig workers has always been debatable, especially with the onset of AC on the gig workers. This research is an attempt to analyze the disruption of the motivation of gig workers through digital platforms taking self-determination theory (SDT) and social exchange theory (SET) of motivation into consideration. Grounded on the theory of SET and SDT, this chapter explains the underlying characteristics of algorithmic control affecting employee motivation in the gig economy. This is a conceptual framework for the disruption of motivation of the gig workers through the IT-enabled checks on the progress of the gig workers. The future avenues of this research may gather deeper insights on the well-being of gig work and its subsequent impact on family-life integration. This chapter uniquely explores the lesser researched phenomena in the gig economy and highlights the gray side of algorithmic control on gig workers’ motivation.KeywordsAlgorithmic control Gig economy Disruption Gig workers Self-determination theory Social exchange theory Disruption in motivation
... Self-determination theory identifies autonomy as one of the three important psychological needs that must be satisfied for self-motivation (Ryan and Deci 2006). For example, Zuckerman et al. (1978) show that participants enjoyed tasks more when they could choose what tasks to work on and how much time to allocate. Duckworth (2016) argues that people are more likely to persevere when they feel in control. ...
Achieving success often requires persistent effort. We study the effectiveness of two reward mechanisms, all-or-nothing and piece-rate, to incentivize full completion of repeated tasks over time. Our theoretical analysis shows that exogenously imposing the all-or-nothing mechanism can be ineffective due to the potential discouragement effect. In contrast, empowering individuals to choose between the two reward mechanisms can significantly improve the full completion rate. Data from a series of field experiments and follow-up replications provide robust evidence that the all-or-nothing mechanism is effective only when it is presented as an option. Our results highlight the importance of choice in incentivizing persistent effort.
This paper was accepted by Yan Chen, behavioral economics and decision analysis.
Funding: This work was supported by Monash University [Grant MUM-BTBL-2016-010], Australia-Malaysia 2021–2022 Research Collaboration Development Scheme (Monash Faculty of Business and Economic), and University of Technology Sydney Business School.
Supplemental Material: The data files and online appendix are available at https://doi.org/10.1287/mnsc.2022.4649 .
... « peut » plutôt que « doit ») et, nous retrouvons là encore un facteur déjà présent dans la littérature de la diffusion, par une réforme conforme aux valeurs des praticiens (alignement). Donner le choix en particulier entre plusieurs options est un élément critique de l'expérience que l'on fait de sa réelle autonomie (Zuckerman et al., 1978 ...
The purpose of this study is to measure the implementation of a 2014 Act creating a McDonaldised "early release under constraint" procedure - i.e. bad fast early release devoid of reentry work or support, this in four Northern France jurisdictions.
Cette recherche portait sur la procédure de libération sous contrainte (LSC) de l’article 720 du C. pr. pén. créée par la loi n° 2014-896 du 15 août 2014. L’article 720 représentait la troisième tentative de création d’une procédure écartant le débat contradictoire (DC) en pensant ainsi favoriser le prononcé d’aménagements de peine. Les deux précédentes avaient échoué sur ce point. Notre méthodologie a été « grounded in theory », mais « réaliste », soit élaborée empiriquement dans le cadre de théories éprouvées et visant, de manière ultime, à proposer une nouvelle théorie. Nous avons ainsi proposé une théorie cadre permettant de lier l’ensemble des théories pertinentes. Celles-ci ont emprunté au droit, à la criminologie, aux sciences politiques et sociologiques, à la psychologie, voire parfois à l’économie, à la philosophie ou à la médecine. L’étude a commencé par une analyse juridique de la LSC : procédure et non mesure. Sur le plan empirique, elle a consisté en deux années et demie d’observation des audiences contradictoires (DC) et commissions de l’application des peines (CAP)-LSC, et d’entretiens avec les praticiens et avec des personnes condamnées en sortie de CAP-LSC. Ce travail a été réalisé outre nous-même par vingt-deux étudiants de Master ainsi que d’un doctorant tous formés aux protocoles établis et monitorés. Nous avons également analysé des rapports de CPIP et des jugements et ordonnances de JAP.
Une première question a porté sur la réussite ou, au contraire, de l’échec de la mise en œuvre de la procédure de LSC et notamment en nombre d’aménagements de peine. L’analyse des données a été menée grâce aux théories de l’implémentation et celles relatives à la diffusion de l’innovation. L’ensemble des critères mis en lumière par ces théories a permis de comprendre pourquoi la LSC ne pouvait que constituer un échec, ce que nos données locales, ainsi que des données nationales (Delbos, 2016) ont confirmé.
Nous avons, en deuxième lieu, observé les situations procédurales (DC, CAP-LSC avec et sans comparution) à l’aune du paradigme LJ-PJ-TJ (légitimité de la justice, justice procédurale, jurisprudence « thérapeutique »), mais aussi des théories de la compliance et de l’autonomie. L’analyse sur ce point a hélas confirmé que les situations de LSC sans comparution et, à un moindre degré, avec comparution offraient un contexte violant fortement – la personnalité du JAP pouvant réduire l’impact nocébo – les principes d’une justice respectueuse et légitime. Les entretiens avec les condamnés ont confirmé la colère qu’ils pouvaient en ressentir. La littérature empirique LJ-PJ-TJ nous enseigne que, plus gravement, la conséquence risque d’en être une très faible compliance, voire une résistance ainsi que de la récidive. La conclusion sur ce point est que le respect procédural est une arme criminologique qu’il est dangereux d’écarter.
Enfin, nous nous sommes interrogée sur la question à la fois théorique et pratique de l’accompagnement des sortants de détention et avons questionné le choix d’aménagements de peine obtenus de manière rapide et sans exigence substantielle. Le législateur en pensant « simplifier » les procédures a confondu emballage juridique et contenu : on ne peut faire l’économie d’une préparation de la sortie et d’un projet viable pour les justiciables et pour la société, ni d’un traitement criminologique adapté ; c’est au demeurant le sens des recommandations de l’ONU. Tant les praticiens qui donnent leur avis, que les JAP qui se prononcent, que les condamnés ainsi non accompagnés, rejettent en majorité des processus dénués de contenu. Au surplus, le temps de CPIP serait mieux utilisé à préparer de manière substantielle des projets de sortie plutôt qu’à produire des écrits de manière industrielle. Le cœur de leur métier devrait être le traitement criminologique et multi-partenarial et la transition qualitative avec le monde libre.
... The environment and experiences influence the learner's motivations. The environment and experiences that enhance the intrinsic motivation of the individual have better results in learning, because they positively structure the inner search and cooperation in learning (Anderson, 2013;Deci et al., 2001;Moore, 1973;Reeve et al., 1999;Zuckerman et al., 1978). Intrinsic motivation pushes the individual to perceive the learning process as a chosen action and not as an obligation. ...
The main actor in the learning process is the learner. The concept of “learner” goes beyond the educational level. The new reality in the educational environment presents challenges for the learning process, which mainly concern the adoption of new technologies in that process. The purpose of this commentary is to try to outline the future of education, taking into account the efforts of learners, the needs of the learning process, as well as the advantages and disadvantages of providing knowledge through technology. We argue that education and technology are not two separate vague and autonomous elements that suddenly sprouted into being. Humankind shapes the development of education and contributes to the evolution of technology, its management, and application in education. Diversity in the learning needs of individuals regarding new technologies is the main discussion of this commentary, while the application of social ecology is considered as a necessary element to ensure equality in, and the sustainability of, education. Educational leadership has a key role to play in social ecology. Leadership in education must be supportive and, most importantly, facilitate the liberation of the learning process from the limited and negatively biased perception of different social values.
... For instance, evidence suggests that studies that offer choices between prespecified tasks such as an writing essay about either plants or animals, are less effective than those that allow choices between more meaningful and relevant elements, such as choices relating to the method or goals of a task (Reeve, Nix, & Hamm, 2003;Zuckerman, Porac, Lathin, & Deci, 1978). In a review and meta-analysis on the effect of choice on intrinsic motivation, Patall et al. (2008) defined five categories of choice, including choice between activities (e.g. ...
The influenza vaccine is less effective in older adults compared to their younger counterparts. At the same time, this population is more susceptible to contracting influenza, with more severe consequences, including higher rates of complications, hospitalisations, and deaths. There is an abundance of evidence demonstrating how psychological factors, such as stress, can influence and modulate immune function, including response to vaccinations. Recent work has extended this to other psychological factors, suggesting that mood, or affect, may also be linked to vaccine response, however the evidence here is much more limited. This thesis presents three inter-related pieces of research, which sought to build on this evidence base and contribute to our current understanding of the influence of mood on vaccinations. The ultimate aim of this research was to develop an intervention to enhance positive mood, with a view to enhancing the effectiveness of the influenza vaccination in the older adult population. First, the evidence surrounding the effectiveness of using participant-driven choice in interventions compared to ‘no-choice’ interventions was systematically reviewed. This review sought to investigate whether the integration of participant choice within an existing, previously trialled, positive mood intervention would maximise mood enhancement and thus the potential to enhance vaccine-specific antibody levels. The review found that whilst choice-interventions led to less drop-out and greater adherence, evidence for mood-related outcomes was unclear and warranted further investigation. Second, a randomised controlled clinical study (n=654) was conducted to investigate the effectiveness of the previously trialled fixed-content positive mood intervention, a new choice-based intervention, and usual care, in terms of enhancing positive mood. Vaccine response at four-weeks post-vaccination was assessed as a secondary outcome. Results showed that both the fixed-content and choice-based interventions significantly improved mood compared to usual care, however there were no significant differences between the two interventions. There were no significant differences between groups in terms of antibody levels at four weeks post-vaccination. Finally, a qualitative study using a thematic-content hybrid analysis approach was carried out with a selection of participants from the randomised trial, to assess participants’ perceptions of how the intervention may or may not have worked, and to identify ways in which both the intervention and study experience as a whole could be improved for a future trial implementing the optimised intervention. Analysis revealed that both interventions, as well as the overall study experience, were liked by participants, indicating that further optimisation may not be necessary. Additionally, several potential mechanisms underlying the relationship between the interventions and mood were identified. The research presented in this thesis has several important implications. Firstly, that the use of choice should be considered where there is concern regarding drop-out or adherence, but may not be more effective than no-choice interventions in enhancing mood. Secondly, that brief positive mood interventions are effective in enhancing positive mood in older adults in a primary care setting. Future work is required to evaluate their impact on immune outcomes including mechanistic work to understand the relationship between mood and immunity, and a large scale trial, with immune response as the primary outcome.
... Choice has many beneficial effects on individuals' motivation and action (see Leotti et al., 2010;Patall et al., 2008, for reviews). To name only a few examples, giving individuals the opportunity to personally choose what they prefer to do or how they want to execute their actions can enhance intrinsic motivation and interest (Reber et al., 2018;Rosenzweig et al., 2019;Ryan & Deci, 2000;Zuckerman et al., 1978), facilitate learning (Cordova & Lepper, 1996;D'Ailly, 2004;Schneider et al., 2018), and increase cognitive performance (Legault & Inzlicht, 2013). Choice is posited to have these effects because it gives individuals control over themselves and their environment (Leotti & Delgado, 2011) and because it can contribute to the satisfaction of a basic human need-the need for autonomy (see Deci & Ryan, 2008). ...
This experiment investigated how the personal choice of task characteristics influences resource mobilization assessed as effort-related cardiac response during a task of clearly low vs. unclear (but also low) difficulty. We expected that the personal choice of the color of memory task stimuli would justify higher effort during task performance than external color assignment. Applying the logic of motivational intensity theory (MIT; Brehm et al., 1983; Brehm & Self, 1989), we further predicted that the personal choice of the stimuli’s color would directly lead to higher effort intensity than external color assignment when task difficulty was unclear but not when the task difficulty was clear. When task difficulty was low and clear, we expected actual effort to be low in general, because high resources are not necessary for a clearly easy task. Results were as expected: when task difficulty was unclear, participants who had personally chosen the stimuli’s color showed significantly stronger cardiac pre-ejection period reactivity, reflecting higher effort, than those in the other three conditions. These findings provide first evidence that personal choice justifies relatively high effort and further support the principles of MIT regarding the critical role of task difficulty for resource mobilization.
... On the issues of basics of motivation, the relationship between environment and motivation, theories of motivation and motivational behaviour: ( On the differences between internal and external motivation, the relationship between intrinsic motivation and self-determination in human behaviour: (Bandura, A., 1963), (Deci, Edward L., Ryan, Richard M., 1985), (Zuckerman, M., Porac, J., Lathin, D., Smith, R., Deci, E. L., 1978), (Locke, Edwin A., 1968). ...
In recent times, firms or businesses in the Hotel and Tourism industry
across the globe have suffered setback financially in terms of patronage and
turnover. This is out rightly attributed to the emergence of the invincible enemy
– the COVID-19 pandemic. The upper echelon of organization, thus have a
role to play in reviving this sector. Against this backdrop, this study examined
the impact CEO gender and educational background on the financial
performance of hotels in Nigeria. This study sampled three listed hotel in the
Nigeria Stock Exchange from 2017 to 2020. Ordinary least squares regression
was employed to empirically ascertain the relationship between variables of
the study. The study found that CEO gender has no significant impact on the
financial performance of Hotels in Nigeria. Secondly, the study found that
CEO educational background has positive and significant impact on the
financial performance of Hotels in Nigeria. The study recommends that CEO
with hotel and tourism educational background should be appointed in hotels
in Nigeria to improve the financial performance.
... [12] [13], [14], [15], [16] [17], [18] PEB PEB PEB 3. 2 Table 2 Relationship between user type and frequency of activity. [9] R.B. Cialdini, Influence: Science and practice, Ally and Bacon, 2001. ...
... In addition, the provision of flexibility in the way providers "work" contributes to fulfilling individuals' need for autonomy. Prior research (Zuckerman et al., 1978) has shown increasing one's choice and flexibility contributes to perceived autonomy, which increases one's intrinsic motivation. As such, it can be highly predictive of behaviour change. ...
Purpose
The purpose of this paper is to explore why and how sharing economy users switch from consumer (e.g. Airbnb guest) to provider (e.g. Airbnb host), and how this helps enrich self-determination theory.
Design/methodology/approach
The authors conducted an exploratory study with users who had been consumers (i.e. Airbnb guests) and had switched to being providers (i.e. Airbnb hosts).
Findings
Consumers switch to being providers across four phases: “catalysts”, “enablers”, “drivers” and “glue”. The authors identify various extrinsic and intrinsic motivations unique to the switch and map these against motivators postulated by self-determination theory.
Research limitations/implications
The authors propose a four-phase process through which consumers become providers. The present study enriches self-determination theory by showing how users' psychosocial needs are addressed through a variety of intrinsic and extrinsic factors that are unique to the role switch. The authors further show how the importance of the three key psychosocial self-determination needs varies through the switch process, thus providing a more nuanced understanding of users' drive for self-determination.
Practical implications
This study offers several recommendations to help sharing economy platforms improve their processes and communication to encourage a greater number of consumers to switch roles and become providers. These recommendations address two aspects: (1) encouraging consumers to switch roles and become providers (i.e. acquisition) and following this (2) encouraging providers to continue to perform that role (i.e. retention).
Originality/value
Much research has investigated why users become consumers (e.g. Airbnb guests) or providers (e.g. Airbnb hosts) in the sharing economy. However, research to date has not fully embraced the two-sided nature of the sharing economy. Therefore, this is the first paper to explore why and how consumers switch roles and become providers in the sharing economy, and how this helps enrich self-determination theory.
... The findings are robust. Many people are healthier, happier, and more motivated when they have more options (2)(3)(4), although having too many options can be demotivating and stressful (5)(6)(7). ...
Significance
These studies find that choice—an increasingly salient feature of many cultural contexts—is linked with an array of previously undocumented behavioral consequences. When people think of their actions as choices, they feel larger and stronger than others, are attracted to ideas of independence, and feel empowered to voice their opinions. Choosing what to eat and which shampoo to buy may seem like trivial acts, yet the current research finds that the salience of choice alone can have a range of powerful psychological effects. As the ideas and practices of choice become increasingly salient worldwide, they will likely fuel a host of unanticipated consequences, including a sense of self as independent, and so contribute to the rise of global individualism.
... allowing the students to generate their own solutions to problems, or tasks presented). Each of these autonomy supports represent opportunities for students to make meaningful choices, and boosts their intrinsic motivation by granting them autonomy over how their time is allocated (Zuckerman et al. 1978, Reeve et al. 2003. ...
Globally, education has seen increased incorporation of online and distance approaches to teaching and learning across all fields and program levels. As a result, many educators question how best to deliver their content in this format, resulting in a significant demand for professional development resources that focus on the best practices for online teaching. These twelve tips focus on the design, delivery and refinement stages of course development and introduce health professions educators to Moore's Theory of Transactional Distance, with the end goal of identifying concrete opportunities and methods for applying Moore's Theory to their online teaching.
... One prominent variable hypothesized to have an impact on engagement is choice (Flowerday & Schraw, 2003;Reeve, 2012). It is postulated that providing learners with choice leads to a greater sense of control and intrinsic motivation, which in turn can have a positive effect on their engagement in the learning activities (Flowerday & Schraw, 2003;Zuckerman et al., 1978). This notion is also supported by empirical findings in task-based studies (e.g., Butler, 2017;Lambert et al., 2017;Phung, 2017). ...
This classroom-based study investigated the antecedents of boredom among Thai university students enrolled in an English oral communication course. The primary data collection tool was a whole-class survey (n = 25) eliciting the learners’ boredom experiences in a particular class over the course of seven weeks. Concurrently, focus group interviews (n = 5) were conducted five times to gain in-depth views about boredom and its antecedents in the L2 learning context in general, as well as the learners’ boredom experiences in the class. A modified version of constant comparative analysis of the survey data yielded nine thematic factors as the antecedents of boredom, which were supported by the interview findings. Activity mismatch, lack of comprehension, insufficient L2 knowledge/ability, task difficulty, input overload, and lack of ideas were shown to create conditions under which internal learner factors and external classroom factors were ill-balanced or mismatched, resulting in the emergence of boredom. Learners’ physical fatigue, unfavorable appraisals of classroom tasks, and negative behaviors of classmates were also identified as the antecedents of boredom. Adopting a situated approach to exploring L2 learners’ boredom, this study sheds light on the situated, context-dependent view of how and why learners experience boredom through an emic perspective.
... This proposition has been well supported empirically. Participants given a choice about which puzzles to work on, for example, subsequently enjoyed the puzzles to a greater extent than participants who were not given this choice (Zuckerman, Porac, Lathin, & Deci, 1978)-in other words, a perceived autonomy carryover effect. Other studies have shown that extrinsic rewards can undermine subsequent enjoyment (e.g., Deci, 1971), presumably because such rewards are experienced as controlling and therefore reduce one's sense of autonomy and freedom. ...
Flow theory (Csikszentmihalyi, Beyond boredom and anxiety: Experiencing flow in work and play. Jossey-Bass, San Francisco, 1975) and cognitive evaluation theory (Deci and Ryan, Intrinsic motivation and self-determination in human behaviour. Plenum, New York, 1985) have each inspired a large body of research dedicated to understanding why we enjoy doing what we enjoy doing. Although both theories ostensibly address the same category of behavior—namely, intrinsically motivated behavior—there have been few serious efforts to reconcile these two theories. This is the purpose of the current chapter. After a review and assessment of relevant empirical findings, I suggest that the two theories are most applicable to different types of behavior, distinguished by their state-level motivational orientations. Furthermore, whereas CET appears to be more applicable to understanding the process of developing intrinsic motivation, flow theory appears the more useful framework for understanding variations in enjoyment once intrinsic motivation for an activity has been firmly established.
... Based on the theory of cognitive evaluation Decy & Ryan [54], subjective experience in the intrinsic concept of a leader embodies spirituality when the activities carried out by intrinsic leaders have meaning. Activities carried out by intrinsic leaders as activities that have meaning are when the leader selects and determines his own activities carried out (self-determining) in accordance with the values of goodness that exist within himself (internal locus of causality) [80] [81] [82], and or when individuals feel competent in carrying out these activities (sense of competence) [83] [84]. ...
... One prominent variable hypothesized to have an impact on engagement is choice (Flowerday & Schraw, 2003;Reeve, 2012). It is postulated that providing learners with choice leads to a greater sense of control and intrinsic motivation, which in turn can have a positive effect on their engagement in the learning activities (Flowerday & Schraw, 2003;Zuckerman et al., 1978). This notion is also supported by empirical findings in task-based studies (e.g., Butler, 2017;Lambert et al., 2017;Phung, 2017). ...
This study examined the effect of choice on EFL learners' task engagement. Twenty-four Thai university students completed two opinion-gap tasks. In one, they discussed and agreed on three items among given options (+constraint). In the other, they discussed and agreed on three items among the options they generated (-constraint). Spoken interaction and questionnaires were analyzed for behavioral (time on task, words produced, turns), cognitive (negotiation of meaning and form, self-repairs), social (overlaps and turn completion, backchannels), and emotional engagement (anxiety, enjoyment), based on Philp and Duchesne's multifaceted model. The -constraint task had positive effects on all the cognitive engagement measures, but only one of the behavioral measures (turns) and one of the social measures (overlaps). Learners reported higher anxiety and enjoyment in the -constraint task. The findings highlight the interrelated multidimensional nature of learner task engagement while suggesting pedagogical implications and avenues for future research.
... Het kan zijn dat mensen zich beperkt voelden in hun keuze doordat er maar één type snack werd aangeboden. In het algemeen hechten mensen aan keuze en voelen ze zich beknot als er maar weinig opties zijn [29]. Als het inderdaad zo is dat het aanbieden van slechts één soort snack de behoefte aan keuze frustreert, zou het aanbeveling verdienen om de snack niet aan te bieden in een speciaal daarvoor ontworpen food truck, maar deze onder te brengen in het reguliere aanbod van snackoutlets op het station. ...
Samenvatting
Veel mensen willen graag gezond snacken, maar vinden het lastig om dit voornemen in de praktijk te brengen. Dat komt omdat ze voortdurend geconfronteerd worden met ongezonde snacks als ze op weg zijn naar school, werk of andere activiteiten. In het project Food in Motion hebben we onderzocht of gezond snacken gemakkelijker wordt door het aanbieden van aantrekkelijke en toch gezonde snacks op tijden en plaatsen waar mensen geregeld ongezond snacken. Met het global positioning system (GPS) hebben we eerst in kaart gebracht wat ‘gevaarlijke’ tijden en plaatsen zijn voor ongezond snacken. Vervolgens is op basis van een groot onderzoek onder meer dan duizend mensen een nieuwe aantrekkelijke snack ontwikkeld, die voldeed aan de richtlijnen voor gezonde voeding. Deze snack (een klein fruit- of groentetaartje) werd gedurende drie maanden aangeboden vanuit een kleine food truck op het stationsplein in Utrecht. De verkoopcijfers vielen tegen, ondanks de grote waardering van het publiek voor de snack en de gekozen plek om te verkopen. We geven een aantal mogelijke verklaringen voor de tegenvallende verkoopcijfers.
... Much research has shown that students' enjoyment of science learning results in deep learning of science and better science achievement (Areepattamannil et al., 2011;Hidi, Ainley, Berndorff, & Del Favero, 2006;Holmes, 2011;Singh, Granville, & Dika, 2002;Togia, Korobili, & Malliari, 2012;Walker, Greene, & Mansell, 2006). High intrinsic motivation can also be promoted if more choices and controls are allowed (Painter, 2011;Zuckerman, Porac, Lathin, Smith, & Deci, 1978). Hence, although teacher-directed instructional practices can strongly support efficacy-enhanced learning, several scholars have suggested that inquiry-based instructional practices provide students with more choices of self-determination and self-control that specifically enhance their intrinsic motivation (Hmelo-Silver, 2004;Kuhn, 2007). ...
The purpose of this study was to examine the predictive effects of inquiry‐based and teacher‐directed instructional practices on students' attitudes toward science and science achievement in a nationally representative sample of 7,708 15‐year‐old‐students from Taiwan who took part in the sixth cycle of the Program for International Student Assessment (PISA). The results of structural equation modeling analyses, after accounting for student demographic and socioeconomic characteristics, revealed that teacher‐directed instructional practices had a significant positive effect on students' science achievement, whereas inquiry‐based instructional practices had a significant negative effect on students' science achievement. Moreover, the results of the study indicated that inquiry‐based instructional practices had greater positive predictive power than teacher‐directed instructional practices for students' attitudes toward science. The inverse relations between inquiry‐based science instructional practices and student science achievement contradicts the popular belief that inquiry‐based science instructional practices help improve student science achievement. However, the results of the current study underscore the positive effects of inquiry‐based instructional practices on students' attitudes toward science. Indeed, optimizing the frequency of instructional practices in science classrooms to promote the desired educational outcomes deserves further discussion.
... Intrinsic motivation originates from an individual's interest in the behaviour itself. Extrinsic motivation originates from and is reinforced by certain rewards (such as money, status and deadlines) and amotivational is a perceived lack of control or motivation (Zuckerman et al., 1978). ...
... Intrinsic motivation originates from an individual's interest in the behaviour itself. Extrinsic motivation originates from and is reinforced by certain rewards (such as money, status and deadlines) and amotivational is a perceived lack of control or motivation (Zuckerman et al., 1978). ...
... Cross-cultural preference for free choice has been extensively demonstrated in humans. Results suggests that choice, or even the illusion of choice, has affective, cognitive, motivational, behavioral, and physiological benefits (Greenberger, Strasser, Cummings, & Dunham, 1989;Iyengar & Lepper, 2000;Lonsdorf, Ross, Matsuzawa, & Goodall, 2010;Winocur, Moscovitch, & Freedman, 1987;Zukerman, Porac, Lathin, Smith, & Deci, 1978). As a corollary, there is evidence that an external locus of control and lack of free choice can be detrimental (Benassi, Sweeney, & Dufour, 1988;Goodstein, MacKenzie, & Shotland, 1984;Hill, Rapp, Capella, & the Gramercy Gentlemen, 2015;Mineka & Hendersen, 1985;Moore & Cox, 1988;Roddenberry & Renk, 2010;Ruback, Carr, & Hopper, 1986). ...
Empirical investigations of humans, pigeons, rats, and monkeys have indicated that these species will select free over forced choice, even when faced with identical outcomes. However, the same has yet to be quantitatively confirmed in nonhuman great apes. This experiment is the first systematic investigation of preference for free or forced choice in great apes using a paradigm in which extraneous variables are highly controlled. Three orangutans were given a choice of one of two virtual routes, one that provided a choice and one that did not via a touchscreen computer program. Choice of either route was rewarded with the same type and quantity of food. Initial results indicated a preference for free choice across all three participants. However, in two control conditions, orangutans' preferences varied, suggesting a weaker tendency to exercise choice than species previously tested. We suggest further investigation of preference for free and forced choice in orangutans and other great apes through alternative experimental paradigms that focus on increasing the fidelity of free and forced choice options.
... Autonomy-supportive events are those in which the individual is encouraged to freely engage in the process of choice. When participants were allowed to choose which puzzle they would work on and how much time they would allot to each activity, they experienced more intrinsic motivation when compared to those with no choice (Zuckerman, Porac, Lathin, Smith, & Deci, 1978). ...
M.A., Psychology; Yonsei University (Chair: Young Woo Sohn)
This study investigated the relationship between worker competence and employee loyalty of deposit money banks in Rivers State. A cross-sectional research design was adopted in the study. Two hundred and thirty-three (232) copies of the questionnaire were obtained and analyzed from the field survey. Spearman's Rank Order Correlation Coefficient statistical tool was used to find out the relationship that exists between the variables. The findings revealed a significant relationship between worker competence and measures of employee loyalty (trust, willingness to stay, and sense of ownership). It is concluded that worker competence is significantly related to employee loyalty of deposit money banks in Rivers State. The study recommended that the surveyed banks should strive to hire competent staff to manage the affairs of the organization as this will encourage healthy competition among employees and also promote honesty and teamwork among employees as this will lead to greater employee satisfaction.
More and more corporations are adopting a hybrid work style in which employees can work both at the office and at home. The popularity of the hybrid workplace is a result of the Covid-19 pandemic crisis and one of the components of the hybrid work mode is the internal organizational communication platform without which the hybrid work mode could not exist However, internal platforms for corporate online organizational communication are not tailored to the needs of employees. Thus, this study outlines the characteristics that an internal communication platform between employees of a corporation must have to meet their needs. To find out which characteristics are important for the employees of a corporation, adequate data has been collected using a Kano questionnaire distributed online and analysed with the Kano quantitative method. The main result of the research is that the characteristics of the communication platform between employees must focus on meeting their psychological needs (e.g., the need for socialization, for recognition, to be motivated, etc.). The present paper provides a new perspective on how to communicate in organizations, focusing on the psychological needs of corporate employees since in the new hybrid era, meeting these needs with the help of online organizational communication is more important than technical attributes.
The diffusion of innovative technologies in interactive marketing platforms has empowered consumers by providing a more active role in controlling their experience. As a result, consumers’ perception of control has become a key factor to understand the psychological processing of marketing messages. This chapter addresses the changing role of consumers in the interactive marketing process from reactive to proactive in interactive marketing process, by providing a theoretical overview of perceived control and associated psychological processes in interactive marketing. A theoretical framework for examining the role of perceived control in interactive marketing is outlined, focusing on (1) defining perceived control in the interactive marketing context; (2) the relationship between interactivity and perceived control; (3) the effects of perceived control on consumers’ affective, cognitive, and behavioral responses; and (4) possible moderating factors of the effects of perceived control, such as dispositional factors, motivation, and personalization. Based on this framework, future research directions and managerial implications in interactive marketing are discussed.KeywordsPerceived controlInteractivityPsychological processingConsumer responsesMarketing technologies
L’élaboration de prophéties autoréalisatrices est fréquente dans le domaine sportif. L’objet de la thèse est de mesurer leurs impacts sur des prises décision en situation motrice tout en vérifiant la persistance dans le temps de cet impact. Cette production est l’une des premières à tester l’effet des attentes par l’action motrice. Pour cela, nous procédons à une recherche quasi-expérimentale menée auprès de 285 étudiants en STAPS (Sciences & Techniques des Activités Physiques et Sportives) volontaires. Ces derniers sont soumis à un jeu de type Faucon versus Colombe révélant des conduites motrices rationnelles ou risquées. L’expérience consiste à donner à chaque sujet des attentes positives, neutres négatives avant d’analyser leurs stratégies et le score correspondant. Une Analyse Factorielle des Correspondances (AFC) renforcée régressions logistiques (Tri2) tend à montrer que les attentes positives sont significativement liées à des stratégies motrices antagonistes et à un score moyen (p<0.01). A contrario, les interactions de coopération associées à score élevé émanent plutôt des attentes négatives (p<0.01). L’absence d’attentes (indifférence) entraîne les sportifs dans une spirale de l’échec alors que des attentes négatives tendent à favoriser une phase d’observation prudente – type Tit for Tat – traduisant une forme d’intelligence motrice. Positives négatives, l’effet des attentes est donc bien réel et il en va du rôle de l’entraîneur que d’apprendre à les manier.
Neoclassical economic theory considers individuals as consumers, with a uniform persona and indistinguishable by personality, categorised as making rational choices based on the availability of perfect information. However, individuals have separate and distinct personalities. For example, in the field of psychology, an individual’s personality is associated with a specific set of beliefs which encompasses a thinking processes, values and personality traits. However, in economic theory, while individual preferences persist due to the assumption that individuals make rational choices facilitated by the assumption of perfect knowledge, beliefs arise through the process of equilibrium, through the expression of choice between bundles of different goods. In this case, economists would conclude that an individual’s beliefs would have an impact on his/her choices. Moreover, beliefs depend upon ideologies or cognitive frames. To an extent, the latter imposes limitations on the potential data which can be observed and processed. This is because as the environment changes, either by economic crises or by technological change, the beliefs and perceptions of some individuals may change while those of others remain unchanged. The result may be that institutional change in society remains constrained.
Pek çok iş için işin gerektirdiği en önemi unsurlardan biri diğer insanlar ile etkileşim ve iletişim içinde olmaktır. Duygular, insan varlığının ayrılmaz bir parçası olduğundan pek çok örgüt bu iletişim ve etkileşimler sırasında çalışanlarının hangi duyguları göstermeleri ve göstermemeleri gerektiğini tanımlamaktadır. Çalışanların da kendi duygularını bu beklentiler ile uyumlu olarak düzenlemeleri gerekmektedir. Duygusal emek, pek çok öncül ve sonuç açısından oldukça araştırılmış ve kavramsal olarak bir derinlik kazanmıştır. Ancak duygusal emeğin motivasyon mekanizmasına ilişkin araştırmalar, son dönemde ilgi görmeye başlamıştır. Duygusal emeğin negatif sonuçlarının azaltılabilmesi ve pozitif sonuçların artırılabilmesi için duygusal emek gösterimine ilişkin neden ve nasıl sorularının cevaplanması gerekmektedir. Çalışanların duygusal emek gösterimlerine ilişkin "neden" sorusunun cevabı motivasyonlarının ne olduğunun anlaşılması ile açığa çıkacaktır. Rekabetin; yoğun olması, iş özellikleri açısından duygusal emek gösterimine elverişli olması ve müşteriler ile yüz yüze temasın yoğun olması nedeniyle araştırmanın ana kütlesini banka çalışanları oluşturmaktadır. İş motivasyonlarının duygusal emek üzerindeki etkisini tespit etmek amacıyla TRB 1 Bölgesinde (Elazığ, Malatya, Tunceli ve Bingöl) yer alan bankalarda anket yöntemiyle 339 katılımcıdan veri toplanmıştır. Veriler SPSS 22 programıyla güvenirlilik analizi, frekans dağılımları, faktör analizi ve adım adım regresyon analizi yapılmıştır. Analiz sonuçlarına göre banka çalışanlarının iç kaynaklı motivasyonlarının dış kaynaklı motivasyonlarına göre daha yüksek olduğu ve duygusal emek stratejilerinden doğal duyguların gösterilmesini daha fazla kullandıkları bulgulanmıştır. İş motivasyonunun duygusal emek stratejileri üzerindeki etkisinin anlamlı olduğu ancak büyük bir etkiye sahip olmadığı bulgulanmıştır.
Abstract
For many jobs, one of the most important things that business requires is interaction and communication with other people. Since emotions are an integral part of human beings, many organizations define what emotions their employees should and should not show during these communications and interactions. Employees also need to regulate their own feelings in accordance with these expectations. Emotional labor has been highly researched in terms of many premises and conclusions and has gained a conceptual depth. However, research on the motivation mechanism of emotional labor has recently begun to attract interest. In order to determine the effect of job motivations on emotional labor demonstrations, data were collected from 339 people by survey method in the banks located in TRB 1 Region (Elazığ, Malatya, Tunceli and Bingöl). Reliability analysis, frequency distributions, factor analysis and regression analysis were performed with SPSS 22 program. According to the results of the analysis, it is found that the bank employees are more motivated by their intrinsic motivation than the extrinsic motivations and they use the emotional labor strategies more to show their natural emotions. Job motivation has been found to have a meaningful impact on emotional labor strategies, but not a major influence.
This classroom action research study examined teacher and student experiences in three animal science units: a cognitive constructivist unit of the pork industry, a behavioral unit of the poultry industry, and a social constructivist unit of the beef industry. The context of the study was an introductory agricultural education course of 18 freshmen at a consolidated public high school of three rural communities in a Midwestern state. The students were familiar with behavioralist teaching methods prior to being taught by the student teacher-researcher during the first 12 weeks of the spring semester. The study yielded three major findings. First, the teacher experienced a larger workload in developing the constructivist units due to the more complex nature of using ill-structured problems. She spent more time preparing the instructional materials and more attention to classroom management during the constructivist units. Second, students initially had mixed attitudes about the constructivist pork industry unit. They appeared frustrated in the beginning of the unit, but after adapting and learning the processes needed, most of the students expressed they would rather learn through constructivist methods. Third, students comprehended and tentatively retained more knowledge when taught animal science through constructivist units of study.
Objective
Employment appears to influence employees’ sense of purpose, insofar as work roles can provide life direction and allow individuals to fulfill meaningful aims or have regular goal‐related activity engagement. However, research is needed on which specific characteristics of the work predict employees’ sense of purpose. The current study sought to quantify the degree to which specific work characteristics, including skill variety, autonomy, coworker support, and supervisor support, were associated with initial levels and changes in purpose. Additionally, we examine positive and negative work‐home spillover as moderators of these relationships.
Methods
We examined hypothesized relationships in a subsample (N = 4,963) of a nationally representative panel study which included between two and three assessments of work characteristics, spillover, and sense of purpose, each roughly 10 years apart.
Results
Using multilevel models to assess within‐person associations and lagged effects, we found that greater skill variety and coworker support but not autonomy or supervisor support, were associated with higher levels of purpose. Moreover, increases in purpose were associated with higher initial levels of skill variety. These relationships were not moderated by spillover.
Conclusion
Individuals with skill variety and coworker support at work appear to experience the strongest levels of sense of purpose.
Motivation is and has always been the cardinal talk of discussion for management of any organisation. With Millennials joining the organisations, it’s becoming difficult for employers to retain them. An organisation invests its resources in molding and shaping its employees and so is always interested in retaining its employees. Millennials can be retained by motivating them to the core and bringing out best in them. There are different needs of an employee, which if fulfilled keeps their working morale high. This paper proposes a motivation model which is based on the factors affecting the performance of an employee at his workplace. The building blocks of this model are the ERG theory of needs. The new formed model defines factors which are a combination of financial and non financial incentives, responsible for boosting motivation of an employee. The study also tries to identify the prominent underlying factors responsible for increasing the level of motivation. Following a descriptive methodology, the study uses a structured questionnaire in which the data was recorded from a sample of 100 Millennials belonging to different age group of employees. The study attempts to find the preference of type of incentives preferred by employees to keep them motivated.
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