At a time when policy-makers in Hong Kong are pushing for educational reforms, there seems to be an increasing interest for both the Government and parents to use success stories of our western counterparts as a point of reference in guiding reforms. The general purpose of this study was to examine the subtle interplay of factors (e.g. classroom structures, culturally-derived values, teachers' perceptions of 'what counts’ in education, students' perceptions of their learning, government policy and resources allocation etc) that might contribute to students' motivation orientations. Two primary classrooms, one from each education system (a local school and an international school in Hong Kong), were analysed. Subjects for this study were 80 students who completed a questionnaire and 20 students and 5 teachers who were interviewed individually by the researcher. They were chosen from two Key stage 2 classes in each of the two targeted schools. One specific focus of this investigation was to examine whether there were any significant differences in students' motivational orientations in the two classes of students (who came from two types of schools) studied. A second specific focus was to examine whether there were any differences in the classroom structures and practices between the two classes of students and, if so, to find out to what extent did they account for the differences in students' motivation orientation. The third specific focus was to examine the extent to which culturally derived values served to affect teachers’ interpretation of their professional values and definitions of good educational practices, which in turn defined how they structured their classroom. The last focus was to examine the extent to which culturally derived values served to affect students’ perceptions of the classroom instruction, and their definition of 'how learning should happen' in the classroom. Findings from this study could shed light on whether policy makers are heading for the right direction in education reforms.

Educational programs for children with autism rely on the use of extrinsic rewards to increase childrens motivation to participate. However, maintenance and transfer of intervention gains remains problematic. Research with typically developing children and adults has shown that extrinsic rewards can have differing effects on intrinsic motivation. That is, the ways in which rewards are administered (reward contingency, interpersonal context) can increase, decrease, or leave an individuals intrinsic motivation unaffected. The present research examined whether these characteristics would increase the intrinsic motivation of children with autism, and whether observed increases maintained and generalized to novel contexts. In two different studies, children with autism were given performance-based rewards for engaging in academic activities in both choice and no-choice conditions. Each correct response earned the children one token that was exchangeable for one minute of time with their preferred reward. In some conditions, children were offered opportunities to make choices during the activity, whereas in other conditions, choice making was not allowed. Results indicated that childrens intrinsic motivation for the academics was neither undermined nor enhanced following the receipt of the reward. Further, children showed a clear preference for the academic subject associated with enhanced choice. These results were discussed in terms of Skinners behavioral theory and cognitive evaluation theory. The limitations, as well as the practical implications, are also discussed. / Special Education

Thesis (M.S.)--Eastern Illinois University, 1989. / Includes bibliographical references (leaves 56-60).

In the public education accountability movement, politicians and corporate reformers claim that student performance on standardized tests is an appropriate and reliable measure of a teacher's ability to educate. Given the process of holding K-12 classroom teachers directly accountable for individual student achievement based on standardized testing results, the teachers at XYZ Elementary School are currently motivated to change only through externally controlled factors or extrinsic motivation. The purpose of this research was to explore processes other than extrinsic motivation that motivate teachers to engage in strategies and methods that indirectly influence students to learn over the long term. The purpose of the mixed transformative emancipatory design focused on change orientation and the social injustice inflicted upon professional educators (Creswell & Plano Clark, 2011). The study took place at a single-site elementary location with 19 volunteer teachers. The qualitative and quantitative data included 2 assessments, 1 experiment, 1 activity, and individual interviews. Data analysis of this transformative, mixed-methods, emancipatory design revealed the participants of XYZ Elementary School were ready and willing to change, felt low levels of autonomy in the workplace, experienced levels of flow (intrinsic motivation) in the classroom, and experienced low levels of support or appreciation from political leaders and the business community. The implication for local social change is the reexamining of current extrinsic motivation and management techniques to help educators become more effective. Broader social implications of this study are that teachers who experience higher degrees of autonomy and sense of purpose also feel a greater amount of intrinsic motivation to teach and learn.

This study investigated the perceived locus of causality of motivation in high school football players. The Sports Motivation Scale (SMS) was used to study seven motivation subscales (IM to know, IM to accomplish, IM stimulation, EM identified, EM introjected, EM external and Amotivation) with respect to motivation among high school football players. This indicated that IM to know, IM to accomplish, EM identified and EM introjected were the best predictors of the participants? perceived locus of causality of motivation. The results indicate that when using perceived locus of causality for motivation, position played could be predicted 62 percent of the time. The study also speculates on ways in which communication could be used to affect motivation.

Feedback sign (positive, negative, or no feedback sign) and feedback style (autonomous, controlling, or no feedback style) were manipulated in a 3x3 repeated measures design. Two hundred thirty-three undergraduate students from introductory psychology classes completed measures of perceived competence, perceived choice, and interest over four time periods. Interest was regressed on perceived competence, perceived choice, and a moderation analysis revealed that perceived choice moderated the effect of perceived competence on interest. Creative answers to open-ended problems were assessed after time 2 (before feedback), and after time 3 (after feedback). Feedback style (autonomous, controlled, and neutral) and Feedback sign (positive, negative, and neutral) manipulations were analyzed using a 3x3 ANOVA, revealing no effect of feedback. Post-hoc analyses using perceived difficulty of the first creative problem as a covariate revealed an interaction of feedback style and difficulty, limiting between subjects analyses. Creativity was also regressed on interest. Pre-feedback interest predicted creativity according to expectations, but post-feedback interest did not predict creativity. Creativity did predict post-performance interest, possibly implying that interest is not a valid proxy for intrinsic motivation in within-subjects designs. Future studies should test the proposition that feedback affects intrinsic motivation, which in turn affects creative performance, and creative performance affects interest.

<p>This investigation explored the conditions that minimize the negative effects of lacking choice and maximize the positive effects of having choice. Four experimental studies were conducted with college students as participants. Four aspects of this issue were addressed: (a) whether the saliency of not having a choice moderates the detrimental effects of lacking choice, (b) whether having choice is more beneficial when the type of choice is less costly in terms of self-regulatory effort, (c) whether the effect of choice on motivation is influenced by the number of choices an individual must make, and (d) whether perceived competence mediates of the relationships between choice, motivation and performance. Overall, this investigation failed to provide substantial support for the hypotheses regarding factors that might moderate the effects of choice on motivation. Null results are proposed to be largely attributable to the strength of the choice manipulations, the nature of the tasks used, and characteristics of participants. The results of two studies provided partial support for hypotheses showing that participants in no-choice conditions experienced a decrease in perceived competence or intrinsic motivation for the task, while participants who received a choice experienced no such decrease. This in conjunction with evidence showing that the participants found the task to be more difficult than expected suggested that choice may serve a protective function for difficult tasks. Further, exploratory analyses revealed that that the effect of choice may be more beneficial for individuals with low perceived or actual competence and that restricting choice may be more detrimental to individuals with high perceived or actual competence. Ways in which future studies may address the limitations of the present investigation and build on exploratory findings are discussed.</p> / Dissertation

Feedback sign (positive, negative, or no feedback sign) and feedback style (autonomous, controlling, or no feedback style) were manipulated in a 3x3 repeated measures design. Two hundred thirty-three undergraduate students from introductory psychology classes completed measures of perceived competence, perceived choice, and interest over four time periods. Interest was regressed on perceived competence, perceived choice, and a moderation analysis revealed that perceived choice moderated the effect of perceived competence on interest. Creative answers to open-ended problems were assessed after time 2 (before feedback), and after time 3 (after feedback). Feedback style (autonomous, controlled, and neutral) and Feedback sign (positive, negative, and neutral) manipulations were analyzed using a 3x3 ANOVA, revealing no effect of feedback. Post-hoc analyses using perceived difficulty of the first creative problem as a covariate revealed an interaction of feedback style and difficulty, limiting between subjects analyses. Creativity was also regressed on interest. Pre-feedback interest predicted creativity according to expectations, but post-feedback interest did not predict creativity. Creativity did predict post-performance interest, possibly implying that interest is not a valid proxy for intrinsic motivation in within-subjects designs. Future studies should test the proposition that feedback affects intrinsic motivation, which in turn affects creative performance, and creative performance affects interest.

Introduction: Work motivation (intrinsic &amp; extrinsic) and employee engagement is the hot issues for today’s management. Employee’s motivation has been in discussion for years, different compensation plans and strategies were adopted over years to make employees more productive. Recently, the introduction of employee engagement as a new construct to business, management, and human resource management fields make it an imperative to adopt in organizational settings. Many studies made indirect link between work motivation (intrinsic &amp; extrinsic) and employee engagement. Moreover, motivational factors (intrinsic &amp; extrinsic) are often considered a useful tool for employee engagement. But very few studies investigated the direct relationship between work motivation (intrinsic &amp; extrinsic) and employee engagement. Purpose: This study explored the relationship between work motivation (Intrinsic &amp; Extrinsic) and employee engagement. Moreover, the study also examined the impact of intrinsic and extrinsic motivation on employee engagement.   Methodology: In order to fulfill the research purpose, quantitative study was adopted. Questionnaires were designed using Google survey tool. 187 questionnaires were collected from employees of Allied Bank of Pakistan. Later on, SPSS was used to perform the required test of descriptive statistics, reliability analysis, bivariate correlation, ANOVA test and multiple regression analysis.   Findings: The results of SPSS revealed strong agreement of respondents to positive relationship between intrinsic motivation and employee engagement, and extrinsic motivation and employee engagement. Four intrinsic factors namely interesting work, job appreciation, satisfaction and stress, and four extrinsic factors namely job security, good wages, promotion &amp; growth and recognition were considered important by respondents for engagement.   Conclusion: From the findings it is concluded that there is positive relationship between intrinsic motivation and employee engagement, and extrinsic motivation and employee engagement. Furthermore, it is also accomplished that both intrinsic and extrinsic motivation has strong positive impact on employee engagement. From the results it is also concluded that the relationship and impact of extrinsic motivation was stronger on employee engagement as compared to intrinsic motivation.      The study will enrich the current literature of work motivation and employee engagement. On practical level this study will not only help practitioners and consultants but also bank management will also be equipped with useful information regarding work motivation and employee engagement in organizational settings.

No description available.