Motivation is a theoretical construct used to explain behaviour. It gives the reasons for people's actions, desires, and needs. Motivation can also be defined as one's direction to behavior, or what causes a person to want to repeat a behavior and vice versa. A motive is what prompts the person to act in a certain way, or at least develop an inclination for specific behavior. According to Maehr and Meyer, "Motivation is a word that is part of the popular culture as few other psychological concepts are."
- 1 Types of theories and models
- 2 Neuroscience of Motivation
- 3 Psychological theories
- 3.1 Rational motivations
- 3.2 Incentive theories: intrinsic and extrinsic motivation
- 3.3 Behaviorist theories
- 3.4 Socio-cultural Theory
- 3.5 Push and pull
- 3.6 Self-control
- 3.7 Drives
- 3.8 Drive-reduction theory
- 3.9 Cognitive dissonance theory
- 3.10 Content theories
- 3.11 Temporal motivation theory
- 3.12 Achievement motivation
- 3.13 Cognitive theories
- 3.14 Models of behavior change
- 3.15 Thematic Apperception Test
- 3.16 Intrinsic motivation and the 16 basic desires theory
- 3.17 Attribution theory
- 3.18 Approach versus avoidance
- 4 Practical applications
- 4.1 Employee motivation
- 4.2 Use and abuse of drugs
- 4.3 Education
- 4.4 Business
- 4.5 Games
- 5 See also
- 6 References
- 7 Further reading
- 8 External links
Types of theories and models
Motivation theories can be classified on a number of bases.
- Natural vs. Rational based on whether the underlying theory of human Cognition is based on natural forces (drives, needs, desires) or some kind of rationality (instrumentality, meaningfulness, self-identity).
- Content vs. Process based on whether the focus is on the content ("what") motivates vs process ("how") motivation takes place.
Neuroscience of Motivation
Motivation as a desire to perform an action is usually defined as having two parts, directional such as directed towards a positive stimulus or away from a negative one, as well as the activated "seeking phase" and consummatory "liking phase". This type of motivation has neurobiological roots in the basal ganglia, and mesolimbic dopaminergic pathways. Activated "seeking" behavior, such as locomotor activity is influenced by dopaminergic drugs, and in micro dialysis reveals dopamine release during anticipation of a reward. The "wanting behavior" associated with a rewarding stimulus can be increased by microinjections of dopamine and dopaminergic drugs in the dorsorostral nucleus accumbens and posterior ventral palladium. Opioid injections in this area produce pleasure, however outside of these hedonic hotspots they create an increased desire. Furthermore depletion or inhibition of DA in neurons of the nucleus accumbens decreases appetitive but not consummatory behavior. Dopamine is further implicated in motivation as administration of amphetamine increased the break point in a progressive ratio self-reinforcement schedule. That is, subjects were willing to go to greater lengths (e.g. press a level more times) to obtain a reward.
Motivation can be conceived of as a cycle in which thoughts influence behaviors, behaviors drive performance, performance affects thoughts, and the cycle begins again. Each stage of the cycle is composed of many dimensions including attitudes, beliefs, intentions, effort, and withdrawal which can all affect the motivation that an individual experiences. Most psychological theories hold that motivation exists purely within the individual, but socio-cultural theories express motivation as an outcome of participation in actions and activities within the cultural context of social groups.
The ideal that human beings are rational and human behavior is guided by reason is an old one. However, recent research (on satisficing for example) has significantly undermined the idea of homo economicus or of perfect rationality in favour of a more bounded rationality. The field of behavioural economics is particularly concerned with the limits of rationality in economic agents.
Incentive theories: intrinsic and extrinsic motivation
Motivation can be divided into two different theories known as intrinsic (internal or inherent) motivation and extrinsic (external) motivation.
Intrinsic motivation has been studied since the early 1970s. Intrinsic motivation is the self-desire to seek out new things and new challenges, to analyze one's capacity, to observe and to gain knowledge. It is driven by an interest or enjoyment in the task itself, and exists within the individual rather than relying on external pressures or a desire for consideration. The phenomenon of intrinsic motivation was first acknowledged within experimental studies of animal behavior. In these studies, it was evident that the organisms would engage in playful and curiosity driven behaviors in the absence of reward. Intrinsic motivation is a natural motivational tendency and is a critical element in cognitive, social, and physical development. Students who are intrinsically motivated are more likely to engage in the task willingly as well as work to improve their skills, which will increase their capabilities. Students are likely to be intrinsically motivated if they:
- attribute their educational results to factors under their own control, also known as autonomy or locus of control
- believe they have the skills to be effective agents in reaching their desired goals, also known as self-efficacy beliefs
- are interested in mastering a topic, not just in achieving good grades
An example of intrinsic motivation is when an employee becomes an IT professional because he or she wants to learn about how computer users interact with computer networks. The employee has the intrinsic motivation to gain more knowledge. Art for art's sake is an example of intrinsic motivation in the domain of art.
Traditionally, researchers thought of motivations to use computer systems to be primarily driven by extrinsic purposes; however, many modern systems have their use driven primarily by intrinsic motivations. Examples of such systems used primarily to fulfil users' intrinsic motivations, include on-line gaming, virtual worlds, online shopping, learning/education, online dating, digital music repositories, social networking, online pornography, gamified systems, and general gamification. Even traditional management information systems (e.g., ERP, CRM) are being 'gamified' such that both extrinsic and intrinsic motivations must increasingly be considered.
Advantages: Intrinsic motivation can be long-lasting and self-sustaining. Efforts to build this kind of motivation are also typically efforts at promoting student learning. Such efforts often focus on the subject rather than rewards or punishments.
Disadvantages: Efforts at fostering intrinsic motivation can be slow to affect behavior and can require special and lengthy preparation. Students are individuals, so a variety of approaches may be needed to motivate different students. It is often helpful to know what interests one's students in order to connect these interests with the subject matter. This requires getting to know one's students. Also, it helps if the instructor is interested in the subject.
Extrinsic motivation refers to the performance of an activity in order to attain a desired outcome and it is the opposite of intrinsic motivation. Extrinsic motivation comes from influences outside of the individual. In extrinsic motivation, the harder question to answer is where do people get the motivation to carry out and continue to push with persistence. Usually extrinsic motivation is used to attain outcomes that a person wouldn't get from intrinsic motivation. Common extrinsic motivations are rewards (for example money or grades) for showing the desired behavior, and the threat of punishment following misbehavior. Competition is an extrinsic motivator because it encourages the performer to win and to beat others, not simply to enjoy the intrinsic rewards of the activity. A cheering crowd and the desire to win a trophy are also extrinsic incentives.
Social psychological research has indicated that extrinsic rewards can lead to overjustification and a subsequent reduction in intrinsic motivation. In one study demonstrating this effect, children who expected to be (and were) rewarded with a ribbon and a gold star for drawing pictures spent less time playing with the drawing materials in subsequent observations than children who were assigned to an unexpected reward condition. However, another study showed that third graders who were rewarded with a book showed more reading behavior in the future, implying that some rewards do not undermine intrinsic motivation. While the provision of extrinsic rewards might reduce the desirability of an activity, the use of extrinsic constraints, such as the threat of punishment, against performing an activity has actually been found to increase one's intrinsic interest in that activity. In one study, when children were given mild threats against playing with an attractive toy, it was found that the threat actually served to increase the child's interest in the toy, which was previously undesirable to the child in the absence of threat.
While many theories on motivation have a mentalistic perspective, behaviorists focus only on observable behavior and theories founded on experimental evidence. In the view of behaviorism, motivation is understood as a question about what factors cause, prevent, or withhold various behaviors, while the question of, for instance, conscious motives would be ignored. Where others would speculate about such things as values, drives, or needs, that may not be observed directly, behaviorists are interested in the observable variables that affect the type, intensity, frequency and duration of observable behavior. Through the basic research of such scientists as Pavlov, Watson and Skinner, several basic mechanisms that govern behavior have been identified. The most important of these are classical conditioning and operant conditioning.
Classical and operant conditioning
In classical (or respondent) conditioning, behavior is understood as responses triggered by certain environmental or physical stimuli. They can be unconditioned, such as in-born reflexes, or learned through the pairing of an unconditioned stimulus with a different stimulus, which then becomes a conditioned stimulus. In relation to motivation, classical conditioning might be seen as one explanation as to why an individual performs certain responses and behaviors in certain situations. For instance, a dentist might wonder why a patient does not seem motivated to show up for an appointment, with the explanation being that the patient has associated the dentist (conditioned stimulus) with the pain (unconditioned stimulus) that elicits a fear response (conditioned response), leading to the patient being reluctant to visit the dentist.
In operant conditioning, the type and frequency of behavior is determined mainly by its consequences. If a certain behavior, in the presence of a certain stimulus, is followed by a desirable consequence (a reinforcer), the emitted behavior will increase in frequency in the future, in the presence of the stimulus that preceded the behavior (or a similar one). Conversely, if the behavior is followed by something undesirable (a punisher), the behavior is less likely to occur in the presence of the stimulus. In a similar manner, removal of a stimulus directly following the behavior might either increase or decrease the frequency of that behavior in the future (negative reinforcement or punishment). For instance, a student that gained praise and a good grade after turning in a paper, might seem more motivated in writing papers in the future (positive reinforcement); if the same student put in a lot of work on a task without getting any praise for it, he or she might seem less motivated to do school work in the future (negative punishment). If a student starts to cause trouble in class gets punished with something he or she dislikes, such as detention (positive punishment), that behavior would decrease in the future. The student might seem more motivated to behave in class, presumably in order to avoid further detention (negative reinforcement).
The strength of reinforcement or punishment is dependent on schedule and timing. A reinforcer or punisher affects the future frequency of a behavior most strongly if it occurs within seconds of the behavior. A behavior that is reinforced intermittently, at unpredictable intervals, will be more robust and persistent, compared to one that is reinforced every time the behavior is performed. For example, if the misbehaving student in the above example was punished a week after the troublesome behavior, that might not affect future behavior. Instead, whatever behavior the student was performing just prior to the punishment would instead decrease.
In addition to these basic principles, antecedent factors also affect behavior. Behavior is punished or reinforced in the context of whatever stimuli were present just before the behavior was performed, which means that a particular behavior might not be affected in every context, just because it was punished or reinforced in a particular one. A lack of praise for school-related behavior might, for instance, not decrease sports-related behavior usually reinforced by praise.
The various mechanisms of operant conditioning may be used to understand the motivation for various behaviors by examining what happens just after the behavior (the consequence), in what context the behavior is performed or not performed (the antecedent), and under what circumstances (motivating operators).
Motivating operations, MOs, relate to the field of motivation in that they help improve understanding aspects of behavior that are not covered by operant conditioning. In operant conditioning, the function of the reinforcer is to influence future behavior. The presence of a stimulus believed to function as a reinforcer does not according to this terminology explain the current behavior of an organism – only previous instances of reinforcement of that behavior (in the same or similar situations) do. Through the behavior-altering effect of MOs, it is possible to affect current behavior of an individual, giving another piece of the puzzle of motivation.
Motivating operations are factors that affect learned behavior in a certain context. MOs have two effects: a value-altering effect, which increases or decreases the efficiency of a reinforcer, and a behavior-altering effect, which modifies learned behavior that has previously been punished or reinforced by a particular stimulus.
When a motivating operation causes an increase in the effectiveness of a reinforcer, or amplifies a learned behavior in some way (such as increasing frequency, intensity, duration or speed of the behavior), it functions as an establishing operation, EO. A common example of this would be food deprivation, which functions as an EO in relation to food: the food-deprived organism will perform behaviors previously related to the acquisition of food more intensely, frequently, longer, or faster in the presence of food, and those behaviors would be especially strongly reinforced. For instance, a fast-food worker earning minimal wage, forced to work more than one job to make ends meet, would be highly motivated by a pay raise, because of the current deprivation of money (a conditioned establishing operation). The worker would work hard to try to achieve the raise, and getting the raise would function as an especially strong reinforcer of work behavior.
Conversely, a motivating operation that causes a decrease in the effectiveness of a reinforcer, or diminishes a learned behavior related to the reinforcer, functions as an abolishing operation, AO. Again using the example of food, satiation of food prior to the presentation of a food stimulus would produce a decrease on food-related behaviors, and diminish or completely abolish the reinforcing effect of acquiring and ingesting the food. Consider the board of a large investment bank, concerned with a too small profit margin, deciding to give the CEO a new incentive package in order to motivate him to increase firm profits. If the CEO already has a lot of money, the incentive package might not be a very good way to motivate him, because he would be satiated on money. Getting even more money wouldn't be a strong reinforcer for profit-increasing behavior, and wouldn't elicit increased intensity, frequency or duration of profit-increasing behavior.
Motivation and psychotherapy
Motivation lies at the core of many behaviorist approaches to psychological treatment. A person with autism-spectrum disorder is seen as lacking motivation to perform socially relevant behaviors – social stimuli are not as reinforcing for people with autism compared to other people. Depression is understood as a lack of reinforcement (especially positive reinforcement) leading to extinction of behavior in the depressed individual. A patient with specific phobia is not motivated to seek out the phobic stimulus because it acts as a punisher, and is over-motivated to avoid it (negative reinforcement). In accordance, therapies have been designed to address these problems, such as EIBI and CBT for major depression and specific phobia.
Incentive theory is a specific theory of motivation, derived partly from behaviorist principles of reinforcement, which concerns an incentive or motive to do something. The most common incentive would be a reward. Rewards can be tangible or intangible, and is presented generally after the occurrence of the action or behavior that one is trying to correct or cause to happen again. This is done by associating positive meaning to the behavior and or action. Studies show that if the person receives the reward immediately, the effect is greater, and decreases as delay lengthens. Repetitive action-reward combination can cause the action to become a habit. Motivation comes from two sources: oneself, and other people (see § Intrinsic motivation and § Extrinsic motivation, above).
"Reinforcers and reinforcement principles of behavior differ from the hypothetical construct of reward." A reinforcer is anything that follows an action, with the intentions that the action will now occur more frequently. From this perspective, the concept of distinguishing between intrinsic and extrinsic forces is irrelevant.
Incentive theory in psychology treats motivation and behavior of the individual as they are influenced by beliefs, such as engaging in activities that are expected to be profitable. Incentive theory is promoted by behavioral psychologists, such as B.F. Skinner. Incentive theory is especially supported by Skinner in his philosophy of Radical behaviorism, meaning that a person's actions always has social ramifications: and if actions are positively received people are more likely to act in this manner, or if negatively received people are less likely to act in this manner.
Incentive theory distinguishes itself from other motivation theories, such as drive theory, in the direction of the motivation. In incentive theory, stimuli "attract", a person towards them, and push them towards the stimulus. In terms of behaviorism, incentive theory involves positive reinforcement: the reinforcing stimulus has been conditioned to make the person happier. As opposed to in drive theory, which involves negative reinforcement: a stimulus has been associated with the removal of the punishment—the lack of homeostasis in the body. For example, a person has come to know that if they eat when hungry, it will eliminate that negative feeling of hunger, or if they drink when thirsty, it will eliminate that negative feeling of thirst.
Sociocultural theory (see Cultural-historical psychology) emphasizes impact of activity and actions mediated through social interaction, and within social contexts. Sociocultural theory represents a shift from traditional theories of motivation, which view the individual’s innate drives or mechanistic operand learning as primary determinants of motivation. Critical elements to socio-cultural theory applied to motivation include, but are not limited to, the role of social interactions and the contributions from culturally-based knowledge and practice. Sociocultural theory extends the social aspects of Cognitive Evaluation Theory, which espouses the important role of positive feedback from others during action, but requires the individual as the internal locus of causality. Sociocultural theory predicts that motivation has an external locus of causality, and is socially distributed among the social group 
Push and pull
Push motivations are those where people push themselves towards their goals or to achieve something, such as the desire for escape, rest and relaxation, prestige, health and fitness, adventure, and social interaction.
However, with push motivation it's also easy to get discouraged when there are obstacles present in the path of achievement. Push motivation acts as a willpower and people's willpower is only as strong as the desire behind the willpower.
Additionally, a study has been conducted on social networking and its push and pull effects. One thing that is mentioned is "Regret and dissatisfaction correspond to push factors because regret and dissatisfaction are the negative factors that compel users to leave their current service provider." So from reading this, we now know that Push motivations can also be a negative force. In this case, that negative force is regret and dissatisfaction.
Pull motivation is the opposite of push. It is a type of motivation that is much stronger. "Some of the factors are those that emerge as a result of the attractiveness of a destination as it is perceived by those with the propensity to travel. They include both tangible resources, such as beaches, recreation facilities, and cultural attractions, and traveler's perceptions and expectation, such as novelty, benefit expectation, and marketing image." Pull motivation can be seen as the desire to achieve a goal so badly that it seems that the goal is pulling us toward it. That is why pull motivation is stronger than push motivation. It is easier to be drawn to something rather than to push yourself for something you desire. It can also be an alternative force when compared to negative force. From the same study as previously mentioned, "Regret and dissatisfaction with an existing SNS service provider may trigger a heightened interest toward switching service providers, but such a motive will likely to translate into reality in the presence of good alternative. Therefore, alternative attractiveness can moderate the effects of regret and dissatisfaction with switching intention" And so, pull motivation can be an attracting desire when negative influences come into the picture.
The self-control aspect of motivation is increasingly considered to be a subset of emotional intelligence; it is suggested that although a person may be classed as highly intelligent (as measured by many traditional intelligence tests), they may remain unmotivated to pursue intellectual endeavours. Vroom's "expectancy theory" provides an account of when people may decide to exert self-control in pursuit of a particular goal.
A drive or desire can be described as a deficiency or need that activates behavior that is aimed at a goal or an incentive. These drives are thought to originate within the individual and may not require external stimuli to encourage the behavior. Basic drives could be sparked by deficiencies such as hunger, which motivates a person to seek food whereas more subtle drives might be the desire for praise and approval, which motivates a person to behave in a manner pleasing to others.
Another basic drive is the sexual drive which like food motivates us because it is essential to our survival. The desire for sex is wired deep into the brain of all human beings as glands secrete hormones that travel through the blood to the brain and stimulates the onset of sexual desire. The hormone involved in the initial onset of sexual desire is called Dehydroepiandrosterone (DHEA). The hormonal basis of both men and women's sex drives is testosterone. Men naturally have more testosterone than women do and so are more likely than woman to think about sex.
Drive theory grows out of the concept that people have certain biological drives, such as hunger and thirst. As time passes the strength of the drive increases if it is not satisfied (in this case by eating). Upon satisfying a drive the drive's strength is reduced. Created by Clark Hull and further developed by Kenneth Spence, the theory became well known in the 1940s and 1950s. Many of the motivational theories that arose during the 1950s and 1960s were either based on Hull's original theory or were focused on providing alternatives to the drive-reduction theory, including Abraham Maslow's hierarchy of needs, which emerged as an alternative to Hull's approach.
Drive theory has some intuitive or folk validity. For instance when preparing food, the drive model appears to be compatible with sensations of rising hunger as the food is prepared, and, after the food has been consumed, a decrease in subjective hunger. There are several problems, however, that leave the validity of drive reduction open for debate.
Cognitive dissonance theory
Suggested by Leon Festinger, cognitive dissonance occurs when an individual experiences some degree of discomfort resulting from an inconsistency between two cognitions: their views on the world around them, and their own personal feelings and actions. For example, a consumer may seek to reassure themselves regarding a purchase, feeling that another decision may have been preferable. Their feeling that another purchase would have been preferable is inconsistent with their action of purchasing the item. The difference between their feelings and beliefs causes dissonance, so they seek to reassure themselves.
While not a theory of motivation, per se, the theory of cognitive dissonance proposes that people have a motivational drive to reduce dissonance. The cognitive miser perspective makes people want to justify things in a simple way in order to reduce the effort they put into cognition. They do this by changing their attitudes, beliefs, or actions, rather than facing the inconsistencies, because dissonance is a mental strain. Dissonance is also reduced by justifying, blaming, and denying. It is one of the most influential and extensively studied theories in social psychology.
The content theory was one of the earliest theories of motivation. Content theories can also be referred to needs theories, because the theory focuses on the importance of what motivates us (needs). In other words, they try to identify what our "needs" are and how they relate to motivation to fulfill those needs. Another definition could be defined by Pritchard and Ashwood, is the process used to allocate energy to maximize the satisfaction of needs.
Maslow's hierarchy of needs
Content theory of human motivation includes both Abraham Maslow's hierarchy of needs and Herzberg's two-factor theory. Maslow's theory is one of the most widely discussed theories of motivation. Abraham Maslow believed that man is inherently good and argued that individuals possess a constantly growing inner drive that has great potential. The needs hierarchy system, devised by Maslow (1954), is a commonly used scheme for classifying human motives.
The American motivation psychologist Abraham H. Maslow developed the hierarchy of needs consisting of five hierarchic classes. According to Maslow, people are motivated by unsatisfied needs. The needs, listed from basic (lowest-earliest) to most complex (highest-latest) are as follows:
- Physiology (hunger, thirst, sleep, etc.)
- Self actualization/achievement of full potential/can never be fully accomplished
The basic requirements build upon the first step in the pyramid: physiology. If there are deficits on this level, all behavior will be oriented to satisfy this deficit. Essentially, if you have not slept or eaten adequately, you won't be interested in your self-esteem desires. Subsequently, we have the second level, which awakens a need for security. After securing those two levels, the motives shift to the social sphere, the third level. Psychological requirements comprise the fourth level, while the top of the hierarchy consists of self-realization and self-actualization.
Maslow's hierarchy of needs theory can be summarized as follows:
- Human beings have wants and desires which influence their behavior. Only unsatisfied needs influence behavior, satisfied needs do not.
- Needs are arranged in order of importance to human life, from the basic to the complex.
- The person advances to the next level of needs only after the lower level need is at least minimally satisfied.
- The further the progress up the hierarchy, the more individuality, humanness and psychological health a person will show.
Herzberg's two-factor theory
Frederick Herzberg's two-factor theory concludes that certain factors in the workplace result in job satisfaction, but if absent, they don't lead to dissatisfaction but no satisfaction. The factors that motivate people can change over their lifetime, but "respect for me as a person" is one of the top motivating factors at any stage of life.
He distinguished between:
- Motivators (e.g. challenging work, recognition, responsibility) which give positive satisfaction, and
- Hygiene factors (e.g. status, job security, salary and fringe benefits) that do not motivate if present, but, if absent, result in demotivation.
Herzberg concluded that job satisfaction and dissatisfaction were the products of two separate factors: motivating factors (satisfiers) and hygiene factors (dissatisfiers).
Some motivating factors (satisfiers) were: Achievement, recognition, work itself, responsibility, advancement, and growth.
Some hygiene factors (dissatisfiers) were: company policy, supervision, working conditions, interpersonal relations, salary, status, job security, and personal life.
The name hygiene factors is used because, like hygiene, the presence will not improve health, but absence can cause health deterioration.
Herzberg's theory has found application in such occupational fields as information systems and in studies of user satisfaction such as computer user satisfaction.
Alderfer's ERG theory
Alderfer, expanding on Maslow's hierarchy of needs, created the ERG theory. This theory posits that there are three groups of core needs — existence, relatedness, and growth, hence the label: ERG theory. The existence group is concerned with providing our basic material existence requirements. They include the items that Maslow considered to be physiological and safety needs. The second group of needs are those of relatedness- the desire we have for maintaining important personal relationships. These social and status desires require interaction with others if they are to be satisfied, and they align with Maslow's social need and the external component of Maslow's esteem classification. Finally, Alderfer isolates growth needs as an intrinsic desire for personal development. Maslow's categories are broken down into many different parts and there are a lot of needs. The ERG categories are more broad and covers more than just certain areas. As a person grows, the existence, relatedness, and growth for all desires continue to grow. All these needs should be fulfilled to greater wholeness as a human being. These include the intrinsic component from Maslow's esteem category and the characteristics included under self-actualization.
Since the early 1970s Edward L. Deci and Richard M. Ryan have conducted research that eventually led to the proposition of the self-determination theory (SDT). This theory focuses on the degree to which an individual's behaviour is self-motivated and self-determined. SDT identifies three innate needs that, if satisfied, allow optimal function and growth: competence, relatedness, and autonomy.
These three psychological needs motivate the self to initiate specific behaviour and mental nutriments that are essential for psychological health and well-being. When these needs are satisfied, there are positive consequences, such as well-being and growth, leading people to be motivated, productive and happy. When they are thwarted, people's motivation, productivity and happiness plummet.
There are three essential elements to the theory:
- Humans are inherently proactive with their potential and mastering their inner forces (such as drive and emotions).
- Humans have an inherent tendency towards growth, development and integrated functioning.
- Optimal development and actions are inherent in humans but they do not happen automatically.
Temporal motivation theory
A recent approach in developing a broad, integrative theory of motivation is temporal motivation theory. Introduced in a 2006 Academy of Management Review article, it synthesizes into a single formulation the primary aspects of several other major motivational theories, including Incentive Theory, Drive Theory, Need Theory, Self-Efficacy and Goal Setting. It simplifies the field of motivation and allows findings from one theory to be translated into terms of another. Another journal article that helped to develop the Temporal Motivation Theory, "The Nature of Procrastination, " received American Psychological Association's George A. Miller award for outstanding contribution to general science.
where , the desire for a particular outcome, or self-efficacy is the probability of success, is the reward associated with the outcome, is the individual's sensitivity to delay and is the time to realization.
Achievement motivation is an integrative perspective based on the premise that performance motivation results from the way broad components of personality are directed towards performance. As a result, it includes a range of dimensions that are relevant to success at work but which are not conventionally regarded as being part of performance motivation. The emphasis on performance seeks to integrate formerly separate approaches as need for achievement with, for example, social motives like dominance. Personality is intimately tied to performance and achievement motivation, including such characteristics as tolerance for risk, fear of failure, and others.
Achievement motivation can be measured by The Achievement Motivation Inventory, which is based on this theory and assesses three factors (in 17 separated scales) relevant to vocational and professional success. This motivation has repeatedly been linked with adaptive motivational patterns, including working hard, a willingness to pick learning tasks with much difficulty, and contributing success to effort.
Achievement motivation was studied intensively by David C. McClelland, John W. Atkinson and their colleagues since the early 1950s. This type of motivation is a drive that is developed from an emotional state. One may feel the drive to achieve by striving for success and avoiding failure. In achievement motivation, one would hope that they excel in what they do and not think much about the failures or the negatives. Their research showed that business managers who were successful demonstrated a high need to achieve no matter the culture. There are three major characteristics of people who have a great need to achieve according to McClelland's research.
- They would prefer a work environment in which they are able to assume responsibility for solving problems.
- They would take calculated risk and establish moderate, attainable goals.
- They want to hear continuous recognition, as well as feedback, in order for them to know how well they are doing.
Cognitive theories define motivation in terms of how people think about situations. Cognitive theories of motivation include goal-setting theory and expectancy theory.
Goal-setting theory is based on the notion that individuals sometimes have a drive to reach a clearly defined end state. Often, this end state is a reward in itself. A goal's efficiency is affected by three features: proximity, difficulty and specificity. One common goal setting methodology incorporates the SMART criteria, in which goals are: specific, measurable, attainable/achievable, relevant, and time-bound. An ideal goal should present a situation where the time between the initiation of behavior and the end state is close. This explains why some children are more motivated to learn how to ride a bike than to master algebra. A goal should be moderate, not too hard or too easy to complete. In both cases, most people are not optimally motivated, as many want a challenge (which assumes some kind of insecurity of success). At the same time people want to feel that there is a substantial probability that they will succeed. Specificity concerns the description of the goal in their class. The goal should be objectively defined and intelligible for the individual. A classic example of a poorly specified goal is to get the highest possible grade. Most children have no idea how much effort they need to reach that goal.
Expectancy theory was proposed by Victor H. Vroom in 1964. Expectancy theory explains the behavior process in which an individual selects a behavior option over another, and why/how this decision is made in relation to their goal.
There's also an equation for this theory which goes as follows:
- M (Motivation) is the amount an individual will be motivated by the condition or environment they placed themselves in. Which is based from the following hence the equation.
- E (Expectancy) is the person's perception that effort will result in performance. In other words, it's the person assessment of how well and what kind of effort will relate in better performance.
- I (Instrumentality) is the person's perception that performance will be rewarded or punished.
- V (Valence) is the perceived amount of the reward or punishment that will result from the performance."
Models of behavior change
Social-cognitive models of behavior change include the constructs of motivation and volition. Motivation is seen as a process that leads to the forming of behavioral intentions. Volition is seen as a process that leads from intention to actual behavior. In other words, motivation and volition refer to goal setting and goal pursuit, respectively. Both processes require self-regulatory efforts. Several self-regulatory constructs are needed to operate in orchestration to attain goals. An example of such a motivational and volitional construct is perceived self-efficacy. Self-efficacy is supposed to facilitate the forming of behavioral intentions, the development of action plans, and the initiation of action. It can support the translation of intentions into action.
John W. Atkinson, David Birch and their colleagues developed the theory of "Dynamics of Action" to mathematically model change in behavior as a consequence of the interaction of motivation and associated tendencies toward specific actions. The theory posits that change in behavior occurs when the tendency for a new, unexpressed behavior becomes dominant over the tendency currently motivating action. In the theory, the strength of tendencies rises and falls as a consequence of internal and external stimuli (sources of instigation), inhibitory factors, and consummatory in factors such as performing an action. In this theory, there are three causes responsible for behavior and change in behavior:
- Instigation (Ts) – increases tendency when an activity has intrinsic ability to satisfy;
- Inhibition (Taf) – decreases tendency when there are obstacles to performing an activity; and
- Consummation – decreases a tendency as it is performed.
Thematic Apperception Test
Psychologists David C. McClelland and John W. Atkinson argued that motivation should be unconscious. They refined measures of motivation by means of content analysis of imaginative thought using, for example, the Thematic Apperception Test.'
Intrinsic motivation and the 16 basic desires theory
Starting from studies involving more than 6,000 people, Professor Steven Reiss has proposed a theory that found 16 basic desires that guide nearly all human behavior. Intrinsic motivation is the tendency to find challenges, to push to find out for more, explore, and learn as much as possible. It is about reaching the most possible potential as a human being. The 16 basic desires that motivate our actions and define our personalities are:
- Acceptance, the need for approval
- Curiosity, the need to learn
- Eating, the need for food
- Family, the need to raise children
- Honor, the need to be loyal to the traditional values of one's clan/ethnic group
- Idealism, the need for social justice
- Independence, the need for individuality
- Order, the need for organized, stable, predictable environments
- Physical activity, the need for exercise
- Power, the need for influence of will
- Romance, the need for sex and for beauty
- Saving, the need to collect
- Social contact, the need for friends (peer relationships)
- Social status, the need for social standing/importance
- Tranquility, the need to be safe
- Vengeance, the need to strike back and to compete
Attribution theory is a theory developed by psychologist, Fritz Heider that describes the processes by which individuals explain the causes of their behavior and events. A form of attribution theory developed by psychologist, Bernard Weiner describes an individual's beliefs about how the causes of success or failure affect their emotions and motivations. Bernard Weiner's theory can be defined into two perspectives: intrapersonal or interpersonal. The intrapersonal perspective includes self-directed thoughts and emotions that are attributed to the self. The interpersonal perspective includes beliefs about the responsibility of others and other directed affects of emotions; the individual would place the blame on another individual.
Individuals formulate explanatory attributions to understand the events they experience and to seek reasons for their failures. When individuals seek positive feedback from their failures, they use the feedback as motivation to show improved performances. For example, using the intrapersonal perspective, a student who failed a test may attribute their failure for not studying enough and would use their emotion of shame or embarrassment as motivation to study harder for the next test. A student who blames their test failure on the teacher would be using the interpersonal perspective, and would use their feeling of disappointment as motivation to rely on a different study source other than the teacher for the next test.
Approach versus avoidance
Approach motivation can be defined as when a certain behavior or reaction to a situation/environment is rewarded or results in a positive/desirable outcome. In contrast, avoidance motivation can be defined as when a certain behavior or reaction to a situation/environment is punished or results in a negative/undesirable outcome. Research suggests that, all else being equal, avoidance motivations tend to be more powerful than approach motivations. Because people expect losses to have more powerful emotional consequences than equal-size gains, they will take more risks to avoid a loss than to achieve a gain.
The control of motivation is only understood to a limited extent. There are many different approaches of motivation training, but many of these are considered pseudoscientific by critics. To understand how to control motivation it is first necessary to understand why many people lack motivation.
Job characteristics model
The job characteristics Model (JCM), as designed by Hackman and Oldham attempts to use job design to improve employee motivation. They show that any job can be described in terms of five key job characteristics:
- Skill variety – the degree to which the job requires the use of different skills and talents
- Task identity – the degree to which the job has contributed to a clearly identifiable larger project
- Task significance – the degree to which the job affects the lives or work of other people
- Autonomy – the degree to which the worker has independence, freedom and discretion in carrying out the job
- Task feedback – the degree to which the worker is provided with clear, specific, detailed, actionable information about the effectiveness of his or her job performance
The JCM links the core job dimensions listed above to critical psychological states which results in desired personal and work outcomes. This forms the basis of this 'employee growth-need strength." The core dimensions listed above can be combined into a single predictive index, called the Motivating Potential Score.
Motivating potential score
The motivating potential score (MPS) can be calculated, using the core dimensions discussed above, as follows:
Jobs high in motivating potential must be high on both Autonomy and Feedback, and also must be high on at least one of the three factors that lead to experienced meaningfulness. If a job has a high MPS, the job characteristics model predicts motivation, performance and job satisfaction will be positively affected and the likelihood of negative outcomes, such as absenteeism and turnover, will be reduced.
Employee recognition programs
Employee recognition is not only about gifts and points. It's about changing the corporate culture in order to meet goals and initiatives and most importantly to connect employees to the company's core values and beliefs. Strategic employee recognition is seen as the most important program not only to improve employee retention and motivation but also to positively influence the financial situation. The difference between the traditional approach (gifts and points) and strategic recognition is the ability to serve as a serious business influencer that can advance a company's strategic objectives in a measurable way. "The vast majority of companies want to be innovative, coming up with new products, business models and better ways of doing things. However, innovation is not so easy to achieve. A CEO cannot just order it, and so it will be. You have to carefully manage an organization so that, over time, innovations will emerge."
Use and abuse of drugs
Some authors, especially in the transhumanist movement, have suggested the use of "smart drugs", also known as nootropics, as "motivation-enhancers". These drugs work in various ways to affect neurotransmitters in the brain. It is generally widely accepted that these drugs enhance cognitive functions, but not without potential side effects. The effects of many of these drugs on the brain are emphatically not well understood, and their legal status often makes open experimentation difficult.
Motivation is of particular interest to educational psychologists because of the crucial role it plays in student learning. However, the specific kind of motivation that is studied in the specialized setting of education differs qualitatively from the more general forms of motivation studied by psychologists in other fields.
Motivation in education can have several effects on how students learn and how they behave towards subject matter. It can:
- Direct behavior toward particular goals
- Lead to increased effort and energy
- Increase initiation of, and persistence in, activities
- Enhance cognitive processing
- Determine what consequences are reinforcing
- Lead to improved performance.
Because students are not always internally motivated, they sometimes need situated motivation, which is found in environmental conditions that the teacher creates.
If teachers decided to extrinsically reward productive student behaviors, they may find it difficult to extricate themselves from that path. Consequently, student dependency on extrinsic rewards represents one of the greatest detractors from their use in the classroom.
The majority of new student orientation leaders at colleges and universities recognize that distinctive needs of students should be considered in regard to orientation information provided at the beginning of the higher education experience. Research done by Whyte in 1986 raised the awareness of counselors and educators in this regard. In 2007, the National Orientation Directors Association reprinted Cassandra B. Whyte's research report allowing readers to ascertain improvements made in addressing specific needs of students over a quarter of a century later to help with academic success.
Generally, motivation is conceptualized as either intrinsic or extrinsic. Classically, these categories are regarded as distinct. Today, these concepts are less likely to be used as distinct categories, but instead as two ideal types that define a continuum:
- Intrinsic motivation occurs when people are internally motivated to do something because it either brings them pleasure, they think it is important, or they feel that what they are learning is significant. It has been shown that intrinsic motivation for education drops from grades 3-9 though the exact cause cannot be ascertained. Also, in younger students it has been shown that contextualizing material that would otherwise be presented in an abstract manner increases the intrinsic motivation of these students.
- Extrinsic motivation comes into play when a student is compelled to do something or act a certain way because of factors external to him or her (like money or good grades).
Cassandra B. Whyte researched and reported about the importance of locus of control and academic achievement. Students tending toward a more internal locus of control are more academically successful, thus encouraging curriculum and activity development with consideration of motivation theories.
Academic motivation orientation may also be tied with one's ability to detect and process errors. Fisher, Nanayakkara, and Marshall conducted neuroscience research on children's motivation orientation, neurological indicators of error monitoring (the process of detecting an error), and academic achievement. Their research suggests that students with high intrinsic motivation attribute performance to personal control and that their error-monitoring system is more strongly engaged by performance errors. They also found that motivation orientation and academic achievement were related to the strength in which their error-monitoring system was engaged.
Doyle and Moeyn have noted that traditional methods tended to use anxiety as negative motivation (e.g. use of bad grades by teachers) as a method of getting students to work. However, they have found that progressive approaches with focus on positive motivation over punishment has produced greater effectiveness with learning, since anxiety interferes with performance of complex tasks.
Indigenous education and learning
For many indigenous students (such as Native American children), motivation may be derived from social organization; an important factor educators should account for in addition to variations in sociolinguistics and cognition. While poor academic performance among Native American students is often attributed to low levels of motivation, Top-down classroom organization is often found to be ineffective for children of many cultures who depend on a sense of community, purpose, and competence in order to engage. Horizontally structured, community-based learning strategies often provide a more structurally supportive environment for motivating indigenous children, who tend to be driven by "social/affective emphasis, harmony, holistic perspectives, expressive creativity, and nonverbal communication." This drive is also traceable to a cultural tradition of community-wide expectations of participation in the activities and goals of the greater group, rather than individualized aspirations of success or triumph.
Also, in some indigenous communities, young children can often portray a sense of community-based motivation through their parent-like interactions with siblings. Furthermore, it is commonplace for children to assist and demonstrate for their younger counterparts without being prompted by authority figures. Observation techniques and integration methods are demonstrated in such examples as weaving in Chiapas, Mexico, where it is commonplace for children to learn from "a more skilled other" within the community. The child's real responsibility within the Mayan community can be seen in, for example, weaving apprenticeships; often, when the "more skilled other" is tasked with multiple obligations, an older child will step in and guide the learner. Sibling guidance is supported from early youth, where learning through play encourages horizontally structured environments through alternative educational models such as "Intent Community Participation." Research also suggests that that formal Westernized schooling can actually reshape the traditionally collaborative nature of social life in indigenous communities This research is supported cross-culturally, with variations in motivation and learning often reported higher between indigenous groups and their national Westernized counterparts than between indigenous groups across international continental divides.
Also, in some Indigenous communities in the Americas, motivation is a driving force for learning. Children are incorporated and welcomed to participate in daily activities and thus feel motivated to participate due to them seeking a sense of belonging in their families and communities.
Children's participation is encouraged and their learning is supported by their community and family, furthering their motivation. Children are also trusted to be active contributors. Their active participation allows them to learn and gain skills that are valuable and useful in their communities.
As children transition from early childhood to middle childhood, their motivation to participate changes. In both the Indigenous communities of Quechua people and Rioja in Peru, children often experience a transition in which they become more included into their family's and community's endeavors. This changes their position and role in their families to more responsible ones and leads to an increase in their eagerness to participate and belong. As children go through this transition, they often develop a sense of identity within their family and community.
The transition from childhood to adolescence can be seen in the amount of work children partake in as this changes over time. For example, Yucatec Mayan children's play time decreases from childhood to adolescence and as the child gets older, is replaced for time spent working. In childhood the work is initiated by others whereas in adolescence it is self-initiated. The shift in initiation and the change in time spent working versus playing shows the children's motivation to participate in order to learn.
This transition between childhood and adolescence increases motivation because children gain social responsibility within their families. In some Mexican communities of Indigenous-heritage, the contributions that children make within their community is essential to being social beings, establishes their developing roles, and also helps with developing their relationship with their family and community.
As children gain more roles and responsibilities within their families, their eagerness to participate also increases. For example, Young Mayan children of San Pedro, Guatemala learn to work in the fields and family run businesses because they are motivated to contribute to their family. Many San Pedro women learned to weave by watching their mothers sew when they were children, sometimes earning their own wool through doing small tasks such as watching young children of busy mothers. Eager to learn and contribute, these young girls helped other members of their community in order to help their mothers with their weaving businesses or through other tasks such as helping carry water while young boys helped with tasks such as carrying firewood alongside their fathers.
Children's motivation to learn is not solely influenced on their desire to belong but also their eagerness to see their community succeed. Children from Navajo communities were shown to have higher levels of social concern than Anglo American children in their schools. By having high levels of social concern the indigenous children are showing concern for not only their learning but also their peers', which serves as an example of their instilled sense of responsibility for their community. They wish to succeed as a united group rather than just themselves.
In order to be knowledgeable contributors, children must be aware of their surroundings and community's goals. Children's learning in Indigenous-heritage communities is mainly based upon observing and helping out others in their community. Through this type of participation within their community, they gain purpose and motivation for the activity that they are doing within their community and become active participants because they know they are doing it for their community.
Self-determination in education
Self-determination is the ability to make choices and exercise a high degree of control, such as what the student does and how they do it (Deci et al., 1991; Reeve, Hamm, & Nix, 2003; Ryan & Deci, 2002). Self-determination can be supported by providing opportunities for students to be challenged, such as leadership opportunities, providing appropriate feedback and fostering, establishing and maintaining good relationships between teachers and students. These strategies can increase students' interest, competence, creativity and desire to be challenged and ensure that students are intrinsically motivated to study. On the other hand, students who lack self-determination are more likely to feel their success is out of their control. Such students lose motivation to study, which causes a state of "helpless learning". Students who feel helpless readily believe they will fail and therefore cease to try. Over time, a vicious circle of low achievement develops.
Physical activity in education
Physical activity is body movement that works your muscles and requires more energy than resting. According to a blog by the American Intercontinental University, college students should make time for exercise to maintain and increase motivation. AIU states that regular exercise has impeccable effects on the brain. With consistent running routines, there are more complex connections between neurons, meaning the brain is able to access its brain cells more flexibly. By performing well physically, motivation will be present in education because of how well the brain is performing. After exercising, the brain can have more desire to obtain knowledge and better retain the information. In addition, exercise can relieve stress. Exercising can ease anxiety and relieve negative effects of stress on the body. Without stress factors, individuals can perform better and more efficiently, since their minds will have a more positive outlook. This positive mood will help keep students motivated and more open and willing to succeed academically. Lastly, exercise increases focus and concentration that could also help students maintain their motivation and focus on their studies. AIU claims that exercise may have improved the students' ability to participate and retain information during the class after they had exercised. Being able to retain information and being willing to participate keeps students motivated and performing well academically.
At lower levels of Maslow's hierarchy of needs, such as physiological needs, money is a motivator, however it tends to have a motivating effect on staff that lasts only for a short period (in accordance with Herzberg's two-factor model of motivation). At higher levels of the hierarchy, praise, respect, recognition, empowerment and a sense of belonging are far more powerful motivators than money, as both Abraham Maslow's theory of motivation and Douglas McGregor's theory X and theory Y (pertaining to the theory of leadership) demonstrate.
According to Maslow, people are motivated by unsatisfied needs. The lower level needs such as Physiological and Safety needs will have to be satisfied before higher level needs are to be addressed. We can relate Maslow's Hierarchy of Needs theory with employee motivation. For example, if a manager is trying to motivate his employees by satisfying their needs; according to Maslow, he should try to satisfy the lower level needs before he tries to satisfy the upper level needs or the employees will not be motivated. Also he has to remember that not everyone will be satisfied by the same needs. A good manager will try to figure out which levels of needs are active for a certain individual or employee.
Maslow has money at the lowest level of the hierarchy and shows other needs are better motivators to staff. McGregor places money in his Theory X category and feels it is a poor motivator. Praise and recognition are placed in the Theory Y category and are considered stronger motivators than money.
- Motivated employees always look for better ways to do a job.
- Motivated employees are more quality oriented.
- Motivated workers are more productive.
The average workplace is about midway between the extremes of high threat and high opportunity. Motivation by threat is a dead-end strategy, and naturally staff are more attracted to the opportunity side of the motivation curve than the threat side. Motivation is a powerful tool in the work environment that can lead to employees working at their most efficient levels of production.
Nonetheless, Steinmetz also discusses three common character types of subordinates: ascendant, indifferent, and ambivalent who all react and interact uniquely, and must be treated, managed, and motivated accordingly. An effective leader must understand how to manage all characters, and more importantly the manager must utilize avenues that allow room for employees to work, grow, and find answers independently.
The assumptions of Maslow and Herzberg were challenged by a classic study at Vauxhall Motors' UK manufacturing plant. This introduced the concept of orientation to work and distinguished three main orientations: instrumental (where work is a means to an end), bureaucratic (where work is a source of status, security and immediate reward) and solidaristic (which prioritizes group loyalty).
Other theories which expanded and extended those of Maslow and Herzberg included Kurt Lewin's force-field analysis, Edwin A. Locke's goal-setting theory and Victor Vroom's expectancy theory. These tend to stress cultural differences and the fact that individuals tend to be motivated by different factors at different times.
According to the system of scientific management developed by Frederick Winslow Taylor, a worker's motivation is solely determined by pay, and therefore management need not consider psychological or social aspects of work. In essence, scientific management bases human motivation wholly on extrinsic rewards and discards the idea of intrinsic rewards.
In contrast, David McClelland believed that workers could not be motivated by the mere need for money—in fact, extrinsic motivation (e.g., money) could extinguish intrinsic motivation such as achievement motivation, though money could be used as an indicator of success for various motives, e.g., keeping score. In keeping with this view, his consulting firm, McBer & Company, had as its first motto "To make everyone productive, happy, and free." For McClelland, satisfaction lay in aligning a person's life with their fundamental motivations.
Elton Mayo found that the social contacts a worker has at the workplace are very important and that boredom and repetitiveness of tasks lead to reduced motivation. Mayo believed that workers could be motivated by acknowledging their social needs and making them feel important. As a result, employees were given freedom to make decisions on the job and greater attention was paid to informal work groups.
William Ouchi introduced Theory Z, a hybrid management approach consisting of both Japanese and American philosophies and cultures. Its Japanese segment is much like the clan culture where organizations focus on a standardized structure with heavy emphasis on socialization of its members. All underlying goals are consistent across the organization. Its American segment retains formality and authority amongst members and the organization. Ultimately, Theory Z promotes common structure and commitment to the organization, as well as constant improvement of work efficacy.
In Essentials of Organizational Behavior, Robbins and Judge examine recognition programs as motivators, and identify five principles that contribute to the success of an employee incentive program:
- Recognition of employees' individual differences, and clear identification of behavior deemed worthy of recognition
- Allowing employees to participate
- Linking rewards to performance
- Rewarding of nominators
- Visibility of the recognition process
Modern organizations adopt non-monetary employee motivation methods rather than tying it with tangible rewards.
- Provide a positive work environment
- Encourage team contribution and rewards
- Give challenging roles
- Empowering employees with training and independent thinking
This method makes employees feel they're a part of the organization and their reward is seeing it grow through their efforts.
Motivational models are central to game design, because without motivation, a player will not be interested in progressing further within a game. Several models for gameplay motivations have been proposed, including Richard Bartle's. Jon Radoff has proposed a four-quadrant model of gameplay motivation that includes cooperation, competition, immersion and achievement. The motivational structure of games is central to the gamification trend, which seeks to apply game-based motivation to business applications. In the end, game designers must know the needs and desires of their customers for their companies to flourish.
There have been various studies on the connection between motivation and games. One particular study was on Taiwanese adolescents and their drive of addiction to games. Two studies by the same people were conducted. The first study revealed that addicted players showed higher intrinsic than extrinsic motivation and more intrinsic motivation than the non-addicted players. It can then be said that addicted players, according to the studies findings, are more internally motivated to play games. They enjoy the reward of playing. There are studies that also show that motivation gives these players more to look for in the future such as long-lasting experience that they may keep later on in life.
- Adaptive performance
- Amotivational syndrome
- Equity theory
- Happiness at work
- Health Action Process Approach
- Hedonic motivation
- Human behavior
- Human Potential Movement
- Humanistic psychology
- I-Change Model
- Incentive program
- Learned industriousness
- Motivation crowding theory
- Organismic theory
- Organizational behavior
- Positive education
- Positive Psychology in the Workplace
- Regulatory focus theory
- Rubicon model (psychology)
- Self-determination theory
- Sexual motivation and hormones
- Social cycle theory
- Volition (psychology)
- Work engagement
- Ellliot, Andrew J; Covington, Martin. "Approach and Avoidance Motivation". Educational Psychology Review. 13 (2001): 2.
- Pardee, R. L. (1990). Motivation Theories of Maslow, Herzberg, McGregor & McClelland. A Literature Review of Selected Theories Dealing with Job Satisfaction and Motivation.
- Maehr, Martin L; Mayer, Heather (1997). "Understanding Motivation and Schooling: Where We've Been, Where We Are, and Where We Need to Go". Educational Psychology Review. 9 (44).
- Robbins, Trevor W; Everitt, Barry J (1 May 1996). "Neurobehavioral Mechanisms of Reward and Motivation". ResearchGate. 6 (2): 228–236. doi:10.1016/S0959-4388(96)80077-8. ISSN 0959-4388.
- Berridge, Kent C; Kringelbach, Morten L. "Neuroscience of affect: brain mechanisms of pleasure and displeasure". Current Opinion in Neurobiology. 23 (3): 294–303. doi:10.1016/j.conb.2013.01.017. PMC . PMID 23375169.
- Salamone, John D.; Correa, Mercè (8 November 2012). "THE MYSTERIOUS MOTIVATIONAL FUNCTIONS OF MESOLIMBIC DOPAMINE". Neuron. 76 (3): 470–485. doi:10.1016/j.neuron.2012.10.021. ISSN 0896-6273. PMC . PMID 23141060.
- Rueda, Richard; Moll, Luis C. (1994). "Chapter 7: A Sociocultural Perspective on Motivation". In O'Neill, Jr., Harold F.; Drillings, Michael. Motivation: Theory and Research. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc. ISBN 0-8058-1286-5.
- "Motivation". panoramaconsulting.co.ke. Retrieved 8 December 2014.
- Ryan, R. M.; Deci, E. L. (2000). "Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being". American Psychologist. 55 (1): 68–78. doi:10.1037/0003-066X.55.1.68.
- Ryan, Richard; Edward L. Deci (2000). "Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions". Contemporary Educational Psychology. 25 (1): 54–67. doi:10.1006/ceps.1999.1020.
- Wigfield, A.; Guthrie, J. T.; Tonks, S.; Perencevich, K. C. (2004). "Children's motivation for reading: Domain specificity and instructional influences". Journal of Educational Research. 97: 299–309. doi:10.3200/joer.97.6.299-310.
- N Root III, George. "Examples of Intrinsic Workplace Motivation". Chron. Retrieved 27 November 2014.
- Benjamin Lowry, Paul; Gaskin, James; Twyman, Nathan W.; Hammer, Bryan; Roberts, Tom L. (2013). "Taking 'fun and games' seriously: Proposing the hedonic-motivation system adoption model (HMSAM)". Journal of the Association for Information Systems. 14 (11): 617–671.
- "Motivating Students". Retrieved 4 March 2015.
- Ryan, R. M.; Deci, E. L. (2000). "Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being". American Psychologist. 55 (1): 68–78. doi:10.1037/0003-066x.55.1.68.
- Dewani, Vijay. "Motivation". slideshare. Retrieved 22 March 2013.
- Mark R. Lepper, David Greene and Richard Nisbet, "Undermining Children's Intrinsic Interest with Extrinsic Reward; A Test of 'Overjustification' Hypothesis, " Journal of Personality and Social Psychology 28, 1973, 129‐37.
- Barbara A. Marinak and Linda B. Gambrell, "Intrinsic Motivation and Rewards: What Sustains Young Children's Engagement with Text?, " Literacy Research and Instruction 47, 2008, 9-26.
- Wilson, T. D.; Lassiter, G. D. (1982). "Increasing intrinsic interest with superfluous extrinsic constraints". Journal of Personality and Social Psychology. 42 (5): 811–819. doi:10.1037/0022-3522.214.171.1241.
- Cooper, John O (2007). Applied Behavior Analysis. Upper Saddle River, NJ, USA: Pearson Education. ISBN 0-13-129327-3.
- Donahoe, J.W. (2004). Learning and Complex Behavior. Richmond, MA, USA: Ledgetop Publishing. ISBN 0-9762371-0-5.
- Rani, Rekha; Kumar-Lenka, Sameer (August 2012). "Motivation and Work Motivation: Concepts, Theories & Researches" (PDF). International Journal of Research in IT & Management. 2 (8): 4–6. Retrieved August 19, 2015.
- "Testing the push and pull factors". Annals of Tourism Research. 21: 844–846. doi:10.1016/0160-7383(94)90091-4.
- "Push and Pull Motivation".
- Chang, I.; Liu, C.; Chen, K. (2014). "The push, pull and mooring effects in virtual migration for social networking sites". Information Systems Journal. 24 (4): 323–346. doi:10.1111/isj.12030.
- Kelly, Theresa (February 6, 2012). Empathy: A Quantum Approach – The Psychical Influence of Emotion. p. 101. ISBN 9781105482885. Retrieved 8 December 2014.
- "Drive". Dictionary.com. Retrieved 22 March 2013.
- Schacter, D.L., Gilbert, D.L. and Wegner, D.M. (2009,2011) Psychology. 2nd ed. New York: Worth.
- Kamlesh, M. L. (Jan 12, 2011). Psychology in Physical Education and Sport. Pinnacle Technology. ISBN 9781618202482. Retrieved 8 December 2014.
- R. Pritchard & E. Ashwood (2008). Managing Motivation. New York: Taylor & Francis Group. p. 6. ISBN 978-1-84169-789-5.
- Pardee, R. L. (1990). The basic concept behind the hierarchy system is that it's like a food pyramid. Everybody starts at the bottom of the pyramid and are motivated to satisfy each level in the ascending order to work our way to the top of the pyramid, and those levels (needs) are categorized into two main groups with five difference sections which are explained below. Motivation Theories of Maslow, Herzberg, McGregor & McClelland. A Literature Review of Selected Theories Dealing with Job Satisfaction and Motivation.
- "The Content Theories of Motivation".
- Schneider, B., & Alderfer, C. P. (1973). Three studies of measures of need satisfaction in organizations. Administrative Science Quarterly, 489-505.
- Harter, S (1978). "Effectance motivation reconsidered: Toward a developmental model". Human Development. 1: 661–669.
- White, R. W. (1963). Ego and reality in psychoanalytic theory. New York: International Universities Press.
- Baumeister, R.; Leary, M. R. (1995). "The need to belong: Desire for interpersonal attachments as a fundamental human motivation". Psychological Bulletin. 117: 497–529. doi:10.1037/0033-2909.117.3.497. PMID 7777651.
- deCharms, R. (1968). Personal causation. New York: Academic Press.
- Deci, E. L. (1975). Intrinsic motivation. New York: Plenum.
- Deci, E. L.; Vansteenkiste, M. (2004). "Self-determination theory and basic need satisfaction: Understanding human development in positive psychology". Ricerche di Psichologia. 27: 17–34.
- Steel, Piers; C. König (2006). "Integrating theories of motivation" (PDF). Academy of Management Review. 31: 889–913. doi:10.5465/AMR.2006.22527462.
- Steel, Piers (2007). "The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure" (PDF). Psychological Bulletin. 133 (1): 65–94. doi:10.1037/0033-2909.133.1.65. PMID 17201571.
- Atkinson, John; Norman Feather (1974). A Theory of Achievement Motivation (6 ed.). Krieger Pub Co. ISBN 0-88275-166-2.
- Atkinson, John; George H. Litwin (1960). Achievement Motive and Text Anxiety Conceived as Motive to Approach Success and Motive to Avoid Failure. Bobbs-Merrill Company.
- Atkinson, John; Joel O. Raynor (1978). Personality, Motivation and Achievement. Hemisphere Pub. Corp. ISBN 0-470-99336-7.
- Wikiversity:Motivation and emotion/Book/2011/Achievement motivation
- Xiang, P.; McBride, R.; Guan, J. (2004). "Children's motivation in elementary physical education: A longitudinal study". Research Quarterly for Exercise and Sport. 75 (1): 71–80. doi:10.1080/02701367.2004.10609135.
- McClelland, David (1953). The Achievement Motive. New York: Appleton-Century-Crofts.
- Covington, M. V. (2000). "Goal theory, motivation, and school achievement: An integrative review". Annual Review of Psychology. 51 (1): 171–200. doi:10.1146/annurev.psych.51.1.171.
- Schultz & Schultz, Duane (2010). Psychology and work today. New York: Prentice Hall. pp. 121–122. ISBN 978-81-317-3370-7.
- "Theories of Motivation". analytictech.com.
- Atkinson, John; David Birch (1970). The Dynamics of Action. New York: Wiley. ISBN 0-471-03624-2.
- Kuhl, Julius; John W. Atkinson (1986). Motivation, Thought, and Action. New York: Praeger Publishers. ISBN 0-275-92096-8.
- Atkinson, John; David Birch (1978). Introduction to Motivation. New York: D. Van Nostrand Company.
- Reeve, J (2009). Understanding motivation and emotion (5 ed.). Hoboken, NJ: Wiley.
- Schacter, Daniel. "Psychology". Worth Publishers. 2011. p.340
- Atkinson, John (1958). Motives in Fantasy, Action, and Society: a method of assessment and study. Van Nostrand. ISBN 0-442-00367-6.
- "New Theory of Motivation Lists 16 Basic Desires That Guide Us". Research News. Ohio State. 2000-06-28. Retrieved 2012-06-02.
- Reiss, Steven (March 5, 2002). Who am I? The 16 Basic Desires that Motivate Our Actions and Define Our Personalities. Berkley Trade. ISBN 978-0425183403.
- Kassin, Saul (2007). Social Psychology. Wadsworth: Cengage Learning. ISBN 0618868461.
- Weiner, Bernard (2000). "Interpersonal and intrapersonal theories of motivation from an attributional perspective". Educational Psychology Review. 12 (1): 1–14.
- Elliot, Andrew J; Covington, Martin V (2001). "Approach and Avoidance Motivation". Educational Psychology Review. 13: 2.
- J.R. Hackman and G.R. Oldham. Work Redesign. Upper Saddle River, N.J.: Pearson Education, Inc, 1980; pp 78-80.
- Katz, Ralph. Motivating Technical Professionals Today. IEEE Engineering Management Review, Vol. 41, No. 1, March 2013, pp. 28-38
- Steel, Piers. Motivation: Theory and Applied. Boston, MA: Pearson Learning Solutions, 2012. Print. pp. 49
- How Employee Recognition Programmes Improve Retention CFO Insight Magazine, January 2013
- Five mistaken beliefs business leaders have about innovation by Freek Vermeulen in Forbes, May 2011
- Stevens, Sharni. Cognitive Enhancement: A Boost in the Right Direction?. The Triple Helix. 2011.
- Ormrod, 2003
- Williams, R. L., & Stockdale, S. L., "Classroom Motivation Strategies for Prospective Teachers", "The Teacher Educator", 2004
- Whyte, Cassandra B (2007). "An Additional Look at Orientation Programs Nationally- (reprint of 1986 article in same journal)". National Orientation Directors Association Journal. 15 (1): 71–77.
- Alexander, P., Ryan, R., & Deci, E. (January 1, 2000). Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions. Contemporary Educational Psychology, 25, 1.
- Vallerand, R. J. (March 08, 1993). The Academic Motivation Scale: A Measure of Intrinsic, Extrinsic, and Amotivation in Education. Educational and Psychological Measurement, 52
- Susan Harter (1981), A New Self-Report Scale of Intrinsic versus Extrinsic Orientation in the Classroom: Motivational and Informational Components
- Diana Cordova, Mark Lepper (1995) Intrinsic Motivation and the Process of Learning:Beneficial Effects of Contextualization, Personalization, and Choice
- Whyte, Cassandra B. (1979) Effective Counseling Methods for High-Risk College Freshmen. Measurement and Evaluation in Counseling. 6 (4). 198-200.
- Lauridsen, K. (editor) and Whyte, C.B. (1980). An Integrated counseling and Learning Assistance Center. New Directions Sourcebook. Jossey-Bass.
- Fisher, K.; Marshall, M.; Nanayakkara, A. (2009). "Motivational orientation, error monitoring, and academic performance in middle childhood: A behavioral and electrophysiological investigation". Mind, Brain, and Education. 3: 56–63. doi:10.1111/j.1751-228x.2008.01053.x.
- Moen, R., & Doyle, K. O. (1978). Measures of Academic Motivation: A Conceptual Review. Research in Higher Education, 8, 1-23. Retrieved from http://www.jstor.org/stable/40195071
- Instructional Conversations in Native American Classrooms (1994). Center for Applied Linguistics: Online Digests (5).
- McInerney, Dennis M.; Gayton Swisher, Karen (1995). "Exploring Navajo Motivation in School Settings". Journal of American Indian Education. 34: 3.
- Pewewardy, Cornel (2002). "Learning Styles of American Indian/Alaska Native Students: A Review of the Literature and Implications for Practice". Journal of American Indian Education. 41: 3.
- Wilfred Pelletier (1969). Childhood in an Indian Village. Institute for Indian Studies. Neewin Publishing, Toronto etc.
- Maynard, A. E. (2004). "Cultures of teaching in childhood: formal schooling and Maya sibling teaching at home". Cognitive Development. 19 (4): 517–535. doi:10.1016/j.cogdev.2004.09.005.
- Greenfield, P. M.; Maynard, A. E.; Childs, C. P. (2000). "History, culture, learning, and development". Cross-cultural research. 34 (4): 351–374. doi:10.1177/106939710003400404.
- Rogoff, Barbara (2011). Developing Destinies: A Mayan Midwife and Town. Cambridge: Oxford University Press.
- Chavajay, Pablo (2002). "Schooling and Traditional Collaborative Social Organization of Problem Solving by Mayan Mothers and Children". Developmental Psychology. 38: 55–66. doi:10.1037/0012-16126.96.36.199. PMID 11806702.
- Lillemyr, Ole Fredrik; Søbstad, Frode; Marder, Kurt; Flowerday, Terri (June 2010). "Indigenous and non‐Indigenous primary school students' attitudes on play, humour, learning and self‐concept: a comparative perspective". European Early Childhood Education Research Journal. 18 (2): 243–267. doi:10.1080/13502931003784396.
- Rogoff, B.; Paradise, R.; Mejia Arauz, R.; Correa-Chavez, M.; Angelillo, C. (2003). "Firsthand learning through intent participation". Annual Review of Psychology. 54: 175–203. doi:10.1146/annurev.psych.54.101601.145118.
- Rogoff, B (2012). "Learning without lessons: Opportunities to expand knowledge". Infancia y Aprendizaje / Journal for the Study of Education and Development. 35 (2): 233–252. doi:10.1174/021037012800217970.
- Ames, P (2013). "Learning to be responsible: Young children transitions outside of school". Learning, culture and social interaction. 2 (3): 143–154. doi:10.1016/j.lcsi.2013.04.002.
- Gaskins, S (2000). "Children's daily activities in a mayan village: A culturally grounded description". Cross-Cultural Research: The Journal of Comparative Social Science. 34 (4): 375–389. doi:10.1177/106939710003400405.
- Correa-Chávez, M.; Roberts, A. L. D.; Pérez, M. M. (2011). "Cultural patterns in children's learning through keen observation and participation in their communities". Adv Child Dev Behav. 40: 209–241. doi:10.1016/b978-0-12-386491-8.00006-2. PMID 21887963.
- Mejía-Arauz, R.; Rogoff, B.; Dexter, A.; Najafi, B. (2007). "Cultural Variation in Children's Social Organization". Child Development. 78 (3): 1001–1014. doi:10.1111/j.1467-8624.2007.01046.x.
- Ali, J.; Mcinerney, D.; Craven, R.; Yeung, A.; King, R. (2013). "Socially Oriented Motivational Goals and Academic Achievement: Similarities Between Native and Anglo Americans". The Journal of Educational Research. 107 (2): 123–137. doi:10.1080/00220671.2013.788988.
- Paradise, R.; Rogoff, B. (2009). "Side by Side: Learning by Observing and Pitching In.". Ethos. 37: 102–138. doi:10.1111/j.1548-1352.2009.01033.x.
- American Intercontinental University. 5 Reasons College Students Should Make Time For Exercise. N.p., 14 Sept. 2012. Web. 27 July 2013.
- Tom P (2004). Managing IT According To A Hierarchy Of Needs. N/A. http://archive.webpronews.com/it/itmanagement/wpn-18-20040302ManagingITAccordingtoaHierarchyofNeeds.html
- Steinmetz, L. (1983) Nice Guys Finish Last: Management Myths and Reality. Boulder, Colorado: Horizon Publications Inc.
- Steinmetz, L.L. (1983) Nice Guys Finish Last: Management Myths and Reality. Boulder, Colorado: Horizon Publications Inc. (pp. 43–44)
- Goldthorpe, J.H., Lockwood, D., Bechhofer, F. and Platt, J. (1968) The Affluent Worker: Attitudes and Behaviour Cambridge: Cambridge University Press.
- Weightman, J. (2008) The Employee Motivation Audit: Cambridge Strategy Publications
- Human Resources Management, HT Graham and R Bennett M+E Handbooks(1993) ISBN 0-7121-0844-0
- Barnett, Tim, and Scott B. Droege. "Theory Z." Encyclopedia of Management. Ed. Marilyn M. Helms. 5th ed. Detroit: Gale, 2006. 914-916. Gale Virtual Reference Library. Web. 5 Feb. 2012.
- Robbins, Stephen P.; Judge, Timothy A. (2007), Essentials of Organizational Behavior (9 ed.), Upper Saddle River, NJ: Prentice Hall
- Writer, Staff (2016-08-31). "Team Productivity: 15 Top Tips to Boost Employee Morale". Motivation Matters. Retrieved 2016-11-28.
- Radoff, Jon. April 2011. Game On: Energize Your Business with Social Games. ISBN 978-0-470-93626-9
- Radoff, Jon. "Game Player Motivations." May 2011. radoff.com
- Popkin, Helen (June 1, 2010). "FarmVille invades the real world". MSNBC.
- Wan, C.; Chiou, W. (2007). "THE MOTIVATIONS OF ADOLESCENTS WHO ARE ADDICTED TO ONLINE GAMES: A COGNITIVE PERSPECTIVE". Adolescence. 42 (165): 179–197.
- Ryan, R. M.; Rigby, C. S.; Przybylski, A. (2006). "The motivational pull of video games: A self-determination theory approach". Motivation and emotion. 30 (4): 344–360. doi:10.1007/s11031-006-9051-8.
- Baumeister, R.F.; Vohs, K.D. (2004), Handbook of self-regulation: Research, theory, and applications, New York: Guilford Press, p. 574, ISBN 1-57230-991-1
- Carver, C.S.; Scheier, M.F. (2001), On the self-regulation of behavior, New York: Cambridge University Press, p. 460, ISBN 0-521-00099-8
- Cervone, D.; Shadel, W.G.; Smith, Ronald E.; Fiori, Marina (2006), "Self-Regulation: Reminders and Suggestions from Personality Science", Applied Psychology: An International Review, 55 (3): 333–385, doi:10.1111/j.1464-0597.2006.00261.x
- Cofer, Charles N; Appley, Mortimer H (1967), Motivation: Theory and Research, New York, London, Sydney: John Wiley & Sons
- Fishbein, M.; Ajzen, I. (1975), Belief, attitude, intention, and behavior: An introduction to theory and research, Reading, MA: Addison-Wesley
- Gollwitzer, P.M. (1999), "Implementation intentions: Strong effects of simple plans" (PDF), American Psychologist, 54 (7): 493–503, doi:10.1037/0003-066X.54.7.493
- Jones, Ishmael (2008), The Human Factor: Inside the CIA's Dysfunctional Intelligence Culture, New York: Encounter Books, ISBN 978-1-59403-382-7
- Murphy, Jim (2009), Inner Excellence, McGraw-Hill, ISBN 978-0-07-163504-2
|Library resources about