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This study investigates how customer requests, a common phenomenon, influence frontline employee (FLE) job outcomes. We propose and demonstrate that (1) FLEs possess tendencies to appraise customer requests in both positive (i.e., challenge appraisal tendency) and negative (i.e., hindrance appraisal tendency) ways, (2) higher levels of challenge appraisal tendency result in higher levels of FLE performance and lower levels of turnover (mediated through job engagement), (3) higher levels of hindrance appraisal tendency lead to increased FLE turnover (mediated through job stress), (4) the effects of FLE appraisal tendencies on situational engagement and stress are magnified when a specific customer request is deemed to be more (rather than less) demanding, and (5) customer request appraisal tendencies are shaped by the interaction between FLEs’ level of prosocial motivation and intrinsic motivation. These results are very encouraging for managers as they imply that FLE responses to customer requests are not determined by the nature of the requests themselves (which is beyond their control) but, rather, they are a function of how FLEs construe customer requests, a process that can be influenced through organizational human resource practices.

This paper applies the assumptions of self-determination theory to study social entrepreneurial intention. We suggest that motivational forces, identified as autonomous and controlled, affect an individual’s intention to start a social venture. The study extends the social entrepreneurial intention research by examining the effect of prosocial and intrinsic motivations on an individual’s inclination to become a social entrepreneur and by testing the role of gender. Prosocial and intrinsic motivations are found to positively affect social entrepreneurial intention of individuals. Furthermore, females have demonstrated to be more influenced by the combination of motivational factors compared to males.

In this paper, we use self-determination theory to examine the benefits of the use of paradoxical leader behaviour (PLB) by supervisors. We posit that PLB can initiate two complementary mechanisms: a top-down mechanism (perception of leaders' legitimate power) that may encourage employees to satisfy and exceed standard performance criteria, and a bottom-up mechanism (employee intrinsic motivation) that stimulates employees to be proactive. We argue that implementing these mechanisms simultaneously may interactively enhance employee creativity. Our study is based on field data collected from a sample of 392 employees and their supervisors. We find that PLB is positively related to employees’ perception of legitimate power and intrinsic motivation. Furthermore, power perception and intrinsic motivation are associated with standard performance and proactive behaviour, respectively, and these mechanisms jointly influence employee creativity. In demonstrating the efficacy of balancing extrinsic requirements and intrinsic motivation, our findings have significant theoretical and empirical implications for employee motivation.

Intrinsic motivation (IM) is key for persistence at work. When they are intrinsically motivated, people experience work activities as an end in itself, such that the activity and its goal collide. The result is increased interest and enjoyment of work activities. In this article, we review the current state of knowledge on IM, including studies within organizational, cognitive, and social psychology. We distinguish our structural perspective, which defines IM as the overlap between means and ends (e.g., the means-ends fusion model), from content-based approaches to study IM. We specifically discuss three questions: ( a) What is IM and why does it matter, ( b) how can individuals and organizations increase IM, and ( c) what biases and misconceptions do employees and managers hold about IM?

The objective of this study is to investigate whether social self-authorship, a facet of the Philosophically Informed Conceptualisation of Autonomous Motivation (PhICAM) scale we developed, might be more relevant for individuals in deciding to engage in sustainable behaviours when they are relatively more ambivalent towards the relevant behaviour. As such, we want to answer whether individuals that are more ambivalent towards a behaviour are more likely to report being autonomously motivated through a process of internalising group norms than people with stronger formed opinions and whom thus rely less on group norms to guide their own autonomously motivated behaviour (because they already have fully formed opinions and attitudes towards the relevant behaviour). We also want to see whether these group norms are more likely to be internalised when an in-group norm is presented rather than an out-group norm. The societal relevance of this research is quite clear in conjunction with the other studies we have conducted as part of the PhD research project. So far, we have demonstrated that there is reason to believe that group norms can be internalised to be autonomously motivating, however this has generally been overshadowed by the more individual facets of autonomous motivation. If we could demonstrate the specific circumstances under which people could be most effectively motivated through a process of internalising group norms while still feeling autonomous, this could give, e.g. policy makers a better idea of when and how to design policies. Such policies may involve championing particular socially held norms to help individuals make sustainable behavioural choices that they otherwise may not have internalised, and thus would not engage in that behaviour, or may not have felt autonomous when doing so.

Purpose This paper aims to understand what drives people – their motivations, autonomous learning attitudes and learning interests – to volunteer as mentors for a program that helps families to ideate technological solutions to community problems. Design/methodology/approach A three-phase method was used to build volunteer mentor profiles; elicit topics of interest and establish relationships between those. The mentor profiles were based on self-assessments of motivation, attitude toward lifelong learning and self-regulated learning strategies. The topics of interest were elicited through content analysis of answers to reflection questions. Statistical methods were applied to analyze the relationship between the interests and the mentor profiles. Findings Bottom-up clustering led to the identification of three mentor groups (G1 “low”; G2 “high” and G3 “medium”) based on pre-survey data. While content analysis led to identifying topics of interest: communication skills; learning AI; mentoring; prototype development; problem-solving skills; working with families. Analyzing relationships between mentor profile and the topics of interest, the group G3 “medium,” with strong intrinsic motivation, showed significantly more interest in working with families. The group with the overall highest scores (G2 “high”) evidenced also substantial interest in learning about AI, but with high variability between members of the group. Originality/value The study established different types of learning interests of volunteer mentors and related them to the mentor profiles based on motivation, self-regulated learning strategies and attitudes toward lifelong learning. Such knowledge can help organizations shape the volunteering experience to provide more value to volunteers. Furthermore, the reflection questions can be used by volunteers as an instrument for reflection and by organizations to elicit the learning interests of volunteers.

Job burnout is a profound concern in modern society producing enormous financial and emotional costs for companies, health insurances, and the individual employee. In this study, we aimed at contributing to the literature on determinants of job burnout by investigating the indirect effects of implicit and explicit motive discrepancies (IED) through intrinsic motivation, with the aim of replicating previous findings from the literature. In addition, we extended this research by adding job satisfaction as an outcome variable in the mediation model, as well as volition as a moderator in these relationships. We preregistered our study and collected data from 136 participants (82 females; Mage = 29.33 years, SDage = 6.30) using indirect measures (for implicit motives) and self-report measures (for explicit motives, job burnout, job satisfaction and volition). IED was shown to have an indirect effect on both job burnout and job satisfaction through intrinsic motivation. Additionally, these indirect effects were mitigated by high levels volition. We discuss implications of our findings for research and practice.Supplemental data for this article is available online at https://doi.org/10.1080/00223980.2021.1980758.

The self-determination theory (SDT) has been used to understand students’ motivation at school in general as well as in various school subjects. This literature review conducted on a number of SDT studies showed that (1) autonomous types of extrinsic motivation as well as intrinsic motivation leads to positive consequences for students; (2) the types of goals and the regulation behind them are also important to predict school outcomes; (3) when the psychological needs for competence, autonomy and relatedness are satisfied this leads to autonomous motivation or autonomous goals endorsement; (4) autonomy supportive practices by parents and teachers are important catalyzers of needs’ fulfillment; (5) intervention programs designed for teachers or parents focusing on these psychological needs usually lead to greater autonomous extrinsic motivation and intrinsic motivation and better adjustment outcomes. The implication of this theory for school psychologists is underscored as well as its implications for the practice of teaching.

PurposeThis study aims to analyze the relationship between mindfulness and study engagement focusing on the mediating mechanism between the relationships proposed. Based on the conservation of resources (COR) theory, the authors examine whether psychological capital (PsyCap) and intrinsic motivation mediate the relationship between mindfulness traits and study engagement.Design/methodology/approachPath analysis was conducted to test the hypothesized relationships among a sample of 428 international students studying in Chinese universities in Shanghai.FindingsThe results support the hypothesized relationships and imply that mindfulness is an essential antecedent of study engagement and more mindful students are more engaged in studying. Besides, the relationship between self-rated mindfulness and study engagement is mediated by PsyCap and intrinsic motivation.Research limitations/implicationsFor universities, these findings help develop unique educational strategies to resolve issues related to study involvement. The study has several theoretical and practical implications.Originality/valueThe current study explored the relationship between mindfulness and study engagement in international students studying in Chinese universities – an understudied context in higher education. The authors find that mindfulness has positive effects on study engagement through PsyCap and intrinsic motivation.

본 연구는 선행연구 검토를 통해 행정조직 구성원의 조직몰입 향상을 위한 핵심적인 선행요인으로서, 현대적 리더십의 대표격인 변혁적･거래적 리더십 및 구성원 중심의 서번트 리더십과 함께, 직무 자체에 대한 자발적인 즐거움과 성취감 등인 내재적 동기의 중요성에 주목하였다. 이에 따라 본 연구의 목적은 부서장의 거래적･변혁적･서번트 리더십이 행정조직 구성원의 조직몰입에 미치는 영향과 그 과정에서 구성원의 내재적 동기가 갖는 매개효과에 대해 실증적으로 분석하는 것이다. 연구 가설의 검증을 위해 S행정기관의 본부와 소속기관의 구성원을 대상으로 설문조사를 실시하여 총 406명의 데이터를 수집하여 회귀분석을 수행한 결과는 다음과 같다. 첫째, 부서장의 거래적･변혁적･서번트 리더십은 각각 행정조직 구성원의 조직몰입에 긍정적 영향을 미치는 것으로 나타났다. 둘째, 부서장의 거래적･변혁적･서번트 리더십은 각각 행정조직 구성원의 내재적 동기에 긍정적 영향을 미치는 것으로 나타났다. 셋째, 행정조직 구성원의 내재적 동기는 조직몰입에 긍정적인 영향을 미치는 것으로 나타났다. 마지막으로 행정조직 구성원의 내재적 동기는 부서장의 거래적･변혁적･서번트 리더십이 구성원의 조직몰입에 미치는 영향을 각각 매개하는 것으로 나타났다. 이러한 연구 결과를 바탕으로 다양한 관점에서 이론적, 실무적 시사점이 도출되었으며, 연구의 한계점에 관한 논의를 통해 후속 연구 방향이 함께 제시되었다.

Aims: This study aimed to investigate the relationship model of religiosity, spirituality, intrinsic motivation, and extrinsic motivation with students' performance in Indonesian students based on different beliefs or religions in the country. Methodology: This study used a survey method with a questionnaire conducted on 628 students as a sample. The relationship between all variables was tested using Pearson’s correlation and the direct relationship between the independent variables on the dependent variable using multiple linear regression analysis. Furthermore, the mediating model test was conducted using structural equation modeling with a two-step approach. Results: The findings showed that motivation, religiosity, and spirituality affected students’ performance. Furthermore, intrinsic and extrinsic motivation serially mediated the relationship model between religiosity and spirituality with students' performance. Conclusion: This paper addressed the need to understand how to motivate and improve students' performance from a religious and spiritual perspective. The findings of this paper can be used to identify curriculum preparation that includes religiosity in it to increase students' motivation and performance. Furthermore, this paper has demonstrated that religiosity and spirituality are very important for students in Indonesia because they can increase motivation so that student achievement becomes better.

L’interaction entre la capacite creative individuelle et la maniere de l’ameliorer est une question qui presente un enorme potentiel pour l’analyse economique. Dans cette etude, nous nous attardons sur la question en nous concentrant sur les avantages methodologiques d’une approche experimentale. Nous fournissons une revue de la litterature en economie experimentale sur la creativite, en identifiant sept principaux objets d’etude. A savoir, l’impact sur la creativite : (1) des incitations monetaires faibles ou elevees (2) de l’interaction entre les incitations monetaires et les tâches, (3) de la concurrence au sein du groupe (4) de la cooperation au sein du groupe, (5) des facteurs culturels, (6) des incitations sociales non monetaires, et (7) du comportement strategique. Nous classons egalement les etudes de notre revue en fonction des caracteristiques cles des procedures experimentales standard en economie, telles que le type de tâche creative, la maniere dont elle est evaluee et le groupe de sujets specifique. Cette comparaison multidimensionnelle nous permet de conclure que l’absence actuelle de resultats solides sur les determinants de la creativite en economie pourrait etre due a l’absence d’etudes experimentales comparables dans les memes conditions experimentales. Notre revue souligne egalement le role crucial des recherches anterieures sur la creativite dans la litterature psychologique dans l’elaboration des procedures d’incitation a la creativite en economie experimentale.Classification JEL : C91, C92, D91, O31.

Why we pursue goals can have an impact on our ability to achieve them. How much a goal aligns with who we are and what we value (i.e., it is more autonomously motivated) is a critical factor. Additionally, pursuing a goal for external reasons, such as to avoid punishment (i.e., more driven by controlled motivation), also plays an important role. Yet, it’s unclear if this is the result of context, personality or both. We propose to examine if autonomous and controlled motivation function primarily to affect goal pursuit within-person (variation from the individual's average over time), between people (interpersonal differences) or both.

We will investigate whether changes in individuals' challenge seeking behaviours after observing a challenge-seeker confederate are influenced by the likeability of the confederate.

This study aims at examining the effect of the motivational and attitudinal determinants on entrepreneurial intention among Hospitality and Tourism (H&T) students in Malaysia. In practice, entrepre...

This study examines the effects of external environmental factors, specifically monetary reward and choice, on intrinsic motivation, and tests whether they are moderated by individual differences in causality orientation. We randomly assigned 103 undergraduates to one of four conditions: reward (reward vs. no reward) × choice (choice vs. no choice). Participants were given puzzles to solve in the experimenters' presence, which they were free to continue tackling when the experimenters left the room. We measured the time spent solving puzzles when free to choose other activities, task enjoyment, and perceived competence as dependent variables. Interest in puzzles was unaffected by receiving a reward in participants with high autonomy orientation but dropped significantly in participants with low autonomy orientation. Choice over the task increased competence in participants with high autonomy orientation but lowered competence in low autonomy orientation. Finally, we found no significant effects on time spent on puzzles. The present study contributes to current literature regarding the causes of differences in performance in various achievement settings.

Feelings of competence play a key role in youth athletes' sport experiences and behaviors. Although competence is affected by both contextual and personal characteristics, most studies have focused on the role of either context or athletes' personality in competence. To study competence from a Person-x-Context perspective, the current experimental field study examined the unique and interactive role of self-critical perfectionism and normative feedback in youth competitive tennis players' (N = 59, M-age = 15.47, SD = 1.63) competence need satisfaction and subsequent tension and enjoyment. Participants first filled out a measure of self-critical perfectionism and then performed a series of tennis exercises, presented as a competition in which their results were compared to an interpersonal standard. Positive, compared to negative, normative feedback enhanced competence need satisfaction, while self-critical perfectionism yielded a negative relation. Both predictors interacted such that self-critical perfectionism exacerbated the impact of negative normative feedback on competence. In turn, competence played an intervening role in the association between normative feedback and self-critical perfectionism on the one hand, and players experienced enjoyment and tension on the other hand. Overall, the results testify to the importance of studying competence dynamics from a Person-x-Context perspective.

O objetivo desse trabalho foi o estudo do perfil motivacional de alunos compreendendo quais fatores os motivam para o estudo da Química. Como referencial teórico, utilizou-se a Teoria da Autodeterminação, propondo um continuum de autodeterminação com seis níveis motivacionais. Os dados foram coletados entre alunos do 1° ano do Ensino Médio, a partir de um processo de escolha, preparação e demonstração de experimentos de Química; por meio da aplicação de dois tipos de questionários, um aberto e outro utilizando a escala Likert. A análise dos dados mostrou que antes da realização do projeto os alunos apresentavam valores de Ranking Médio (RM) mais altos para a Regulação Integrada e mais baixos para as formas menos autodeterminadas de motivação. Após a realização do projeto os valores de RM para a Regulação Integrada e Motivação Intrínseca aumentaram ainda mais, enquanto os valores para as formas menos autodeterminadas tiveram um decréscimo. Isso pode ser uma evidência de variação no perfil motivacional dos alunos, com relação aos motivos para a aprendizagem. Os dados evidenciam que a ocorrência de situações que favorecem a satisfação das necessidades psicológicas básicas desperta o entusiasmo dos alunos em situações consideradas favoráveis à promoção da motivação intrínseca. Buscamos contribuir para um aprofundamento sobre a motivação para o estudo da química, relacionando à satisfação das necessidades psicológicas básicas durante esse processo com a promoção da motivação.

PurposeThe purpose of this paper is to investigate the role of intrinsic motivation and self-construal in explaining the relationship between work-related identity discrepancy and employee innovation behavior.Design/methodology/approachBased on a survey of 637 respondents from 15 organizations in southern China, this study examines four hypotheses with regard to the relationship between work-related identity discrepancy and employee innovation behavior through hierarchical regression analysis.FindingsThe research results indicate that work-related identity discrepancy is negatively related to employee innovation behavior, but intrinsic motivation mediates their negative relationship, and self-construal moderates this mediating effect further. Specifically, the results demonstrate that perceiving work-related identity discrepancy can lower intrinsic motivation among employees with interdependent self-construal and subsequently reduce their innovation behavior.Originality/valueDrawn on social cognitive theory, this study reveals the negative effect of work-related identity discrepancy on employee innovation behavior and the moderated mediation effect of intrinsic motivation and self-construal on the negative relationship. The finding expands existing literature on work-related identity discrepancy and employee innovation behavior.

Este estudio de investigación se llevó a cabo para determinar la influencia de la motivación en las estrategias de aprendizaje en estudiantes de Enfermería de una Universidad Particular – 2020. El diseño fue no experimental, transversal, descriptiva, correlacional causal y la muestra estuvo formada por 309 estudiantes de Enfermería, distribuidos de manera estratificada del I al III ciclo. Los resultados han sido planteados de acuerdo a los objetivos propuestos en esta investigación, en referencia a la influencia de la motivación en las estrategias de aprendizaje existe una relación positiva de efecto mediano de rho=.40. en relación a la influencia de la motivación intrínseca en las estrategias de aprendizaje se obtuvo una correlación de dirección positiva, con un efecto mediano de rho=.42. con respecto a la influencia de la motivación extrínseca en las estrategias de aprendizaje se obtuvo una correlación de dirección positiva, con un efecto mediano de rho=.34. y para la influencia de la desmotivación en las estrategias de aprendizaje se evidencia una correlación de dirección positiva, con un efecto pequeño de rho=-.14. En conclusión, se evidencio que existe una relación directa y estadísticamente significativa, entre las variables motivación con las estrategias de aprendizaje.

Purpose – The purpose of this research is to study the direct impact of brand citizenship behavior on employees’ performance, as well as its indirect effect, having intrinsic and extrinsic motivations as mediators, for employees working in international franchised branded organizations operating in Yemen. Design/methodology/approach – The research targeted supervisors that have subordinates under their supervision. They were asked to answer a survey questioner based on their observations of their subordinates’ behavior. 207 responses were accepted to participate in the research analysis, which was conducted using structural equational modeling. Findings – It has been found that there is a direct impact of brand citizenship behavior on employee performance. It was also found that intrinsic motivations have the only mediating role between brand citizenship behavior toward employee performance, on the other hand, no mediation role was found for extrinsic motivations. Discussion – This research has combined the branding field and organizational behavior field. It contributes to the internal brand management field besides employee performance management, by presenting insights to management in their internal branding strategies and employee motivators. On the other hand, it provides subordinates an overview of their supervisors’ perceptions.

This study investigates the factors that influence students in choosing a career path in accounting. The decision to choose a career path needs to be detected early because it has an impact on future professional performance which determines both the individual’s social position, style and standard of living, and life satisfaction. This study examines the factors that influence the career paths of accounting students through the social cognitive career theory. Based on this theory, the relationship between career path and driving factors such as intrinsic motivation, extrinsic motivation, third party influence, career exposure, is identified. The online survey was conducted on 333 respondents. Through regression analysis, this study found that intrinsic motivation, extrinsic motivation and career exposure have a positive effect while third parties influences do not have a significant value on career paths. These findings could be useful for policy makers and higher education institutions to provide a more supportive environment that will foster interest among accounting students to be motivated in choosing career paths in accounting.

This study aimed to provide a quantitative synthesis on the effect of the Sport Education Model (SEM) on basic need satisfaction, intrinsic motivation, and prosocial attitudes in physical education (PE). We conducted a systematic review and meta-analysis on experimental studies conducted before August 2020. The initial search yielded 6061 articles, with 25 articles ( n = 2937) meeting the inclusion criteria. The articles were analyzed using five separate analyses using two- and three-level random-effects models and Hedges’ g effect size. The study showed the SEM to have a positive heterogeneous medium effect on autonomy ( g = 0.43; CI 95% [0.12, 0.74]), competence ( g = 0.42; CI 95% [0.17, 0.67]) and relatedness ( g = 0.57; CI 95% [0.28, 0.85]) need satisfaction, intrinsic motivation ( g = 0.63; CI 95% [0.37, 0.89]), and prosocial attitudes ( g = 0.46; CI 95% [0.09, 0.83]). All a priori categorical moderators were statistically insignificant. The analyses indicate that the SEM is more need-supportive and promotes intrinsic motivation and prosocial attitudes more compared to the skill-drill, direct, and traditional instructional styles used in PE. However, high-quality experimental and comparative trials testing the efficacy of the SEM on broad outcomes are needed. Specifically, the concept of novelty, potential negative outcomes, and essential behavioral outcomes, such as physical activity, should be included in the future. Further, the fidelity of the interventions should be measured and reported with more transparency and detail.