Thesis (Ph.D.) - University of Glasgow, 1996. / Ph.D. thesis submitted to the Department of Psychology, University of Glasgow, 1996. Includes bibliographical references. Print version also available.

Thesis (M.S. in Management)--Naval Postgraduate School, June 1990. / Thesis Advisor(s): McGonigal, Richard A. ; Thomas, Kenneth W. "June 1990." Description based on title screen as viewed on March 23. 2010. Author(s) subject terms: Job Satisfaction, Intrinsic Motivation. Includes bibliographical references (p. 63). Also available in print.

Thesis (M.S.)--Brigham Young University. Dept. of Exercise Sciences, 2007. / Includes bibliographical references.

The humanistic concept of flow (Csikszentmihalyi, 1975), which describes intrinsically enjoyable experiences, is based on the ratio of challenges to skills. Csikszentmihalyi's (1975) flow theory emphasises the positive affective state ('flow') experienced where challenges and skills are matched, so that the theory has clear implications for the study of personality. However, of more immediate consequence are the possible implications of the experience of flow and intrinsic motivation for the study of of health and well-being. In this study, three experiments were conducted. The first determined the intrinsically motivating qualities of performing on a computer video game in comparison with other stimulating and unstimulating activities. Subsequently, this task was used in Experiment Two to formally examine the flow theory by assessing skill, and varying the challenge dimension of the activity. Affective states were assessed via the Experience Sampling Method (Larson and Csikszentmihalyi, 1983) and Experience Questionnaire (Privette, 1984) thereby identifying the factors underlying the flow experience. Three factors, labelled intensity of flow, coping and motivation, were shown to vary in line with predictions from the flow model; that is to say, the flow and experience factors were at their most positive where skill and challenge were matched, and at their most negative where the skill/challenge ratio imbalance was greatest. Experiment Three originated the construction of 'flow profiles' to examine the hypothesis that the flow experience is a desirable quantity, and that differences in individual experiences of flow are accompanied by crucial differences in personality factors. The findings suggested that differences in flow experiences should not be considered in personality terms alone, but also that the flow experience is associated with more desirable personality characteristics from a health point of view, as described by Eysenck (1987). More specifically, healthy personality characteristics were associated with positive aspects of the flow factors (intense flow experience, ability to cope, motivation), whilst vulnerability to stress related disease was associated with the negative aspects of the flow factors (less intense flow experience, coping at a cost to health, less motivation). Evidence as to the causality of the relationship between flow, personality and health is discussed, and it is concluded that this indicates a cyclical relationship. It was concluded that the flow experience may therefore play an important role in the prevention of stress related health disorders via it's interaction with personality factors. Further implications and directions for future research are discussed.

The current study addresses the questions of what determines intrinsic motivation, how do the factors that determine it work, and what kinds of cognitive learning may be achieved in an intrinsically motivating environment? A microcomputer game environment, involving one instructional and one noninstructional game, was selected for the study. Two game-specific parallel tests of motivation involving the factors of Challenge, Curiosity, Control, and Fantasy were constructed. An achievement test of algebra relating to the content of the instructional game and involving the learning of Concepts, Rules, and Procedures was also constructed. In an experiment involving 134 10th-grade students, a test of divergent feeling, measuring how creative the students feel about themselves, was administered. The subjects were then randomly assigned by gender and class to either an experimental or a control group. Following a practice session, the experimental group played each game twice and answered a test of motivation each time, while the control group played the noninstructional game twice and used worksheets twice to practice the mathematical content of the instructional game. The test of algebra was administered to all subjects after the last playing session and in the fifth week following that. The results revealed that each of the four factors of Challenge, Curiosity, Control, and Fantasy played a role in determining the intrinsic motivational effects of the games. The games did not differentiate in motivation between boys and girls or among students with different levels of perceived creativity. There were no significant differences in achievement or retention between the experimental and control groups: the worksheets were just as effective as the game in enabling the learning of Concepts, Rules, and Procedure on both the post-test and retention test. Gender differences in mathematics achievement, favouring boys over girls, were accounted for, in part, by the level of perceived creativity. Challenge, Control, and Fantasy correlated positively with cognitive learning. For the instructional game, there was no significant change for the factors of Challenge, Curiosity, and Fantasy; but student motivation attributed to Control increased significantly. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

published_or_final_version / Psychology / Doctoral / Doctor of Philosophy

Typescript (photocopy). / Digitized by Kansas Correctional Industries / Department: Physical Education, Dance, and Leisure Studies.

Abstract The importance of teamwork is highlighted nowadays in business management. To smooth the operation and strengthen the competitiveness of an organization, recruiting professionals from diversified fields to build cross-functional teams is extremely needed. Nevertheless, individuals may have diverse personality, hold different attitude to their work or are driven by different incentives, including extrinsic or intrinsic motivation. Based on the research of Hoegl & Gemuenden in 2001, this study take teamwork quality as the feature of teamwork performance and discuss how team member¡¦s personality and intrinsic motivation affect the result of teamwork quality. This subjects were consisted of groups of students from 11 colleges who took the nationwide course ¡§The Discovery and Application of Creativity¡¨launched by the Consulting Division in Ministry of Education. We collected the questionnaire spread from these students after course and analyze the data with statistical methods of descriptive statistics, factor analysis, reliability analysis, ANOVA, t test, multiple regression. The major results of this study are as following: 1. Intrinsic motivation has significant positive influence on teamwork quality. 2. Personality partly influences teamwork quality.

Thesis (M.S.)--Brigham Young University. Dept. of Recreation Management Youth Leadership, 2008. / Includes bibliographical references (p. 62-70).

No description available.