How scholars define motivation
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The document presents various definitions and perspectives on motivation from multiple scholars, highlighting its complexity, dependency on individual situations, and its role as a driving force behind actions and behaviors. It emphasizes that motivation is an ongoing, multi-dimensional process, influenced by psychological needs such as competence, relatedness, and autonomy. Additionally, the document mentions the relationship between motivation and goals, as well as its positive and negative aspects.
How scholars define motivation
- 2. • “Motivation is an ongoing process” (Goudas, Biddle, & Fox, 2011). • “Motivation is a desire for change” (Hong, Cheng, Hwang, Lee, & Chang, 2009). • “Motivation is a desire to do something” (Kim, & Lee, 2008).
- 3. • “Motivation is an abstract concept” (Sass, 1989). • “Motivation is dependent upon the individual and the situation” (Strombeck, & Wakefield, 2008). • “Motivation is dependent on the fulfillment of fundamental, innate psychological needs for competence, relatedness, and autonomy” (Thijs, 2011).
- 4. • “Motivation is an action” (Potter, & Ware, 1987). • “Motivation is an inner drive” (Locke & Baum, 2006). • “Motivation is level of effort” (Pew, 2007).
- 5. • “Motivation is dependent on 3 psychological processes: arousal, direction and intensity” (Curral, L., & Marques-Quinteiro, 2009). • “Motivation is defined by two processes” (Koob, & Le Moal, 2008). • “Motivation is what causes behavior” (Fejes, 2008).
- 6. • Motivation is system oriented (Davis, & Singh, 2011). • Motivation is generally considered a kind of curiosity (Schmidt, 2009). • Motivation is level of persistence (Kennedy, 2010).
- 7. • Motivation is the stage that triggers the whole decision process (Harmon-Jones, & Harmon-Jones, 2010). • Motivation is complex (Vilma, & Egle, 2007). • Motivation is direction (Barrick, Stewart, & Piotrowski, 2002).
- 8. • Motivation is a broad concept (De Cooman, De Gieter, Pepermans, & Jegers, 2011). • Motivation is goal oriented (Howard, & Erich, 2005). • Motivation is at once simple and intensely complicated (Winne, & Hadwin, 2008).
- 9. • “Motivation can be positive or negative” (Harmon- Jones, E., & Harmon-Jones, C. 2010). • “Motivation is a continuous process” (Khuntia, 2010). • “Motivation is goal oriented” (Chung, & Ross, 1977)/Motivation is complex (Hardré, 2003). • Motivation is complex (Hardré, 2003).
- 10. • Motivation is different from satisfaction (Mahesh, & Kasturi, 2006). • Motivation is associated with the whole individual (Neal, & Griffin, 2006). • Motivation and goals are inseparable (Lemos, 2001).
- 11. • Motivation is a multi-dimensional concept (Moynihan, 2007). • Motivation is an internal feeling (Fehr, & Sassenberg, 2010). • Motivation is the product of anticipated values (Clark, Dobbins, & Ladd, 1993).
- 12. References • Goudas, M., Biddle, S., & Fox, K. (2011). Perceived locus of causality, goal orientations, and perceived competence in school physical education classes. British Journal of Educational Psychology, 64(3), 453-463. • Hong, J. C., Cheng, C. L., Hwang, M. Y., Lee, C. K., & Chang, H. Y. (2009). Assessing the educational values of digital games. Journal of Computer Assisted Learning, 25(5), 423-437. • Kim, J. H., & Lee, C. H. (2008). Multi-objective evolutionary generation process for specific personalities of artificial creature. Computational Intelligence Magazine, IEEE, 3(1), 43-53.
- 13. References • Sass, E. J. (1989). Motivation in the college classroom: What students tell us. Teaching of Psychology, 16(2), 86-88. • Strombeck, S. D., & Wakefield, K. L. (2008). Situational influences on service quality evaluations. Journal of Services Marketing, 22(5), 409- 419. • Thijs, J. (2011). Ethnic differences in teacher-oriented achievement motivation: A study among early adolescent students in the Netherlands. The Journal of genetic psychology, 172(2), 121-140.
- 14. References • Potter, W. J., & Ware, W. (1987). An analysis of the contexts of antisocial Acts on prime-time television. Communication Research, 14(6), 664-686. doi: 610.1177/009365087014006003. • Locke, E. A., & Baum, J. R. (2006). Entrepreneurial Motivation in The Psychology of Entrepreneurship (pp. 93-112). Mawah, NJ: Lawrence Erlbaum Associates Publishers. • Pew, S. (2007). Andragogy and pedagogy as foundational theory for student motivation in higher education. A Journal of the Center for Excellence in Teaching and Learning, 4(1), 14.
- 15. References • Curral, L., & Marques-Quinteiro, P. (2009). Self-leadership and Work Role Innovation: Testing a Mediation Model with Goal Orientation and Work Motivation Autoliderazgo y Motivación de Rol Laboral: Prueba de un Modelo de Mediación con Orientación de Meta y Orientación Laboral. Revista de Psicología del Trabajo y de las Organizaciones, 25(2), 165-176. • Koob, G. F., & Le Moal, M. (2008). Neurobiological mechanisms for opponent motivational processes in addiction. Philosophical Transactions of the Royal Society B: Biological Sciences, 363(1507), 3113-3123. • Fejes, A. (2008). Foucault and lifelong learning: Governing the subject. New York, NY: Routledge.
- 16. References • Davis, J. Q., & Singh, H. (2011). Chapter 6: Motivation Organisational Behavior (pp. 131). New Delhi: VK (India) Enterprises. • Schmidt, H. G. (2009). Foundations of problem-based learning: some explanatory notes. Medical education, 27(5), 422-432. • Kennedy, K. P. (2010). Training: The key to keeping your head in a crisis situation. Naval Engineers Journal, 122(3), 73-85.
- 17. References • Harmon-Jones, E., & Harmon-Jones, C. (2010). On the relationship of trait PANAS positive activation and trait anger: Evidence of a suppressor relationship. Journal of Research in Personality, 44(1), 120-123. doi:110.1016/j.jrp.2009.1009.1001. • Vilma, Z., & Egle, K. (2007). Improving motivation among health care workers in private health care organizations: a perspective of nursing personnel. Baltic Journal of Management, 2(2), 213-224. • Barrick, M. R., Stewart, G. L., & Piotrowski, M. (2002). Personality and job performance: Test of the mediating effects of motivation among sales representatives. Journal of Applied Psychology, 87(1), 43.
- 18. References De Cooman, R., De Gieter, S., Pepermans, R., & Jegers, M. (2011). A cross-sector comparison of motivation-related concepts in for-profit and not-for-profit service organizations. Nonprofit and Voluntary Sector Quarterly, 40(2), 296-317. doi: 210.1177/0899764009342897. Howard, J. K., & Erich, C. F. (2005). Goal propensity: Understanding and predicting individual differences in motivation Research in Personnel and Human Resources Management (Vol. 24, pp. 215-263. DOI: 210.1016/S0742- 7301(1005)24006-24009): Emerald Group Publishing Limited. Winne, P., & Hadwin, A. (2008). The weave of motivation and self-regulated learning. Motivation and self-regulated learning: Theory, research, and applications 297-314.
- 19. References • Harmon-Jones, E., & Harmon-Jones, C. (2010). On the relationship of trait PANAS positive activation and trait anger: Evidence of a suppressor relationship. Journal of Research in Personality, 44(1), 120- 123. doi:110.1016/j.jrp.2009.1009.1001. • Khuntia, D. K. (2010). Motivation: The essence of library management. Pearl: A Journal of Library and Information Science, 4(4), 232-237. • Chung, K. H., & Ross, M. F. (1977). Differences in motivational properties between job enlargement and job enrichment. The Academy of Management Review, 2(1), 113-122. doi:110.2307/257612.
- 20. References • Hardré, P. L. (2003). Beyond two decades of motivation: A review of the research and practice in instructional design and human performance technology. Human Resource Development Review, 2(1), 54-81. doi: 10.1177/1534484303251661. • Mahesh, V. S., & Kasturi, A. (2006). Improving call centre agent performance: A UK-India study based on the agents’ point of view. International Journal of Service Industry Management, 17(2), 136-157. 110.1108/09564230610656971. • Neal, A., & Griffin, M. A. (2006). A study of the lagged relationships among safety climate, safety motivation, safety behavior, and accidents at the individual and group levels. Journal of Applied Psychology, 91(4), 946.
- 21. References • Lemos, M. S. (2001). Context-bound research in the study of motivation in the classroom. In S. Volet & S. Jarvela (Eds.), Motivation in learning contexts: Theoretical and methodological implications (pp. 105-139). Oxford: Emerald Group Pub Ltd. • Moynihan, D. P., & Pandey, S. K. (2007). Finding Workable Levers Over Work Motivation Comparing Job Satisfaction, Job Involvement, and Organizational Commitment. Administration & Society, 39(7), 803- 832. • Fehr, J., & Sassenberg, K. (2010). Willing and able: How internal motivation and failure help to overcome prejudice. Group Processes & Intergroup Relations, 13(2), 167-181. doi: 110.1177/1368430209343116.
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