The purpose with this study has been to examine what motivates employees working in the security industry. Further, the aim has been to examine managers view on motivation within the same industry and find out how they work to motivate their employees. Finally, the study aimed to compare how employees and managers look at motivation and how they look at the way it is created, to see if they have the same opinions about the subject. Following research questions have been examined and answered: Which factors have the biggest impact on employees’ motivation within one company in the security industry? How do managers design the job in the security industry to create motivated employees? Do managers and employees within one company in the security industry have the same opinions about how motivation is created? The theoretical reference frame has consisted of the two classic theories Herzberg’s Two-Factor Theory and Hackman and Oldham’s Job Characteristics Model, and the more modern Self-Determination Theory. A qualitative research method in the form of semi structured interviews has been used to deeply investigate the topic. The results showed that the factor that had the biggest positive impact on the employees’ motivation was performance, linked to the wish to perform, but relationships, in terms of getting along with one’s colleges, was also associated with motivation. Performance was also the factor that could have the biggest negative impact on motivation, since the employees experienced themselves being the least motivated when they had not performed. Also, relationships, when these do not work out, and salary that does not live up to expectations could adversely affect motivation. Both of the interviewed managers thought it is important to find the right person for the job, where the personality matches the tasks. To create a motivating job, focus is being put-on well-made business plans and development plans, regular follow-ups, and distribution of tasks between groups to create variation. The managers were aware of that performance is an important factor for creating motivation. When it came to factors that have a negative impact on motivation, the managers had different thoughts than the employees, besides from that salary could matter.The managers did not know how their employees experience their own growth need, but they did know that their employees were generally satisfied with their jobs and with the work context. The results also showed that the employees had a more optimistic approach towards their jobs than their managers had, and all of the employees were both extrinsically and intrinsically motivated, in different forms and combinations.

While self-determination researchers emphasize the importance of pursuing internally motivated goals for self-regulation, cybernetic theorists instead highlight the structural features of goal systems and the manner in which such structural features should facilitate controlled behavior in daily life. However, it was our intuition that a consideration of both these literatures might best explain self-regulatory processes in daily life. Along these lines, we conducted two studies in which we measured the degree to which a person's goals are organized in hierarchical manner with respect to their intrinsic versus extrinsic properties. In Study 1, we found that individuals with hierarchical goal structures were less likely to experience increased motivation to quit following frustrating events. Consistent with this pattern, in Study 2 we found that negative feedback concerning goal progress adversely affected only those without hierarchical goal structures. Implications of these findings for perspectives on self-regulation are discussed, as well as potential new directions for testing cybernetic concepts within human functioning.

Examining the role of individual differences, especially variations in human motivation, in vigilance tasks will result in a better understanding of sustained semantic attention and processing, which has, to date, received limited study in the literature (see Fraulini, Hancock, Neigel, Claypoole, & Szalma, 2017; Epling, Russell, & Helton, 2016; Thomson et al., 2016). This present study seeks to understand how individual differences in intrinsic motivation affect performance in a short semantic vigilance task. Performance across two conditions (lure vs. standard condition) were compared in the present study of 79 undergraduate students at the University of Central Florida. The results indicated significant main effects of intrinsic motivation on pre- and post-task stress factors, workload, and performance measures, which included correct detections, false alarms, and response time. Sensitivity and response bias, which are indices of signal detection theory, were also examined in the present study. Intrinsic motivation influenced sensitivity, but not response bias, which was affected by period on watch. The theoretical and practical implications of this research are also discussed.

Little is known about the mechanisms underlying the relation between perceived teacher emotional support and intrinsic motivation to learn English. The primary purpose of this quantitative, cross-sectional correlation study was to examine the mediating effects of foreign language enjoyment, anxiety, and self-efficacy on the relationship between Chinese college students’ perceptions of teacher emotional caring and intrinsic motivation in EFL classrooms. Undergraduates (N = 1,464) enrolled in six public four-year universities in mainland China completed five student self-report questionnaires. Data were analyzed using an ordinary least squares (OLS) regression-based path analysis with the PROCESS macros for SPSS and utilizing the Amos program version 26.0 for structural equation modeling (SEM) with maximum likelihood method. Five specific indirect effects of emotional support from teachers on intrinsic motivation to learn English were tested. Specifically, the five indirect effects (or mediating) pathways were hypothesized as: (1) teacher emotional support to enjoyment to intrinsic motivation, (2) teacher emotional support to anxiety to intrinsic motivation, (3) teacher emotional support to self-efficacy to intrinsic motivation, (4) teacher emotional support to enjoyment to self-efficacy to intrinsic motivation, and (5) teacher emotional support to anxiety to self-efficacy to intrinsic motivation. Results of mediation analyses revealed that foreign language enjoyment and anxiety independently mediated the relationship between teacher emotional support and intrinsic motivation to learn English. However, self-efficacy did not independently mediate the effect of teacher emotional caring on intrinsic motivation. Further, there was evidence of mediating pathways from teacher emotional support to intrinsic motivation through enjoyment then to self-efficacy as well as anxiety then to self-efficacy. Additionally, when estimating the mediation model, the results are the same whether SEM or an OLS regression is used. The findings of the present research make a contribution to the SLA motivation literature and add additional support for the Self-Determination Theory (SDT). I discuss implications and limitations as well as recommendations for future search.

Robotics has gained a great deal of popularity across the United States as a means to engage youth in science, technology, engineering, and math. Understanding what motivates youth and adults to participate in a robotics project is critical to understanding how to engage others. By developing a robotics program built on a proper understanding of the motivational influences, the program can be built on a foundation that addresses these influences. By engaging more youth in the robotics program, they will be able to envision a future for themselves as a high-school or college graduate, in addition to a viable employee with marketable skills in tough economy. The purpose of this research was to evaluate the underlying motivational attributes or factors that influenced 4-H youth, parents, volunteers, and agents to participate in the Mississippi 4-H robotics project. Specifically, this research focuses on two unique counties in Mississippi with very diverse populations. Interviews with participants, observation, and document analysis which took place occurred over the course of a robotics year – October to July. This study sought to identify motivational attributes of participants in the robotics project. Once identified these attributes could be used when developing new program curricula or expanding into new counties in Mississippi. Data analysis revealed that there are many unique motivational factors that influence participants. Among these factors, (1) the desire to build and construct a robot, (2) competition and recognition, (3) desire for future success and security, (4) safe place to participate and build relationships, (5) teamwork, (6) positive role models, and (7) encouragement.

Yes / Much of the scholarly debate on the extrinsic-intrinsic motivation dichotomy to date has focused on organisational context. However, the recent upsurge of technology use amongst individuals in non-organisational context has led to consumer-focused research model such as extended unified theory of acceptance and use of technology (UTAUT2). The objective of this study is to bring back much needed focus on motivation dichotomy from the consumer perspective. This involved a systematic review and meta-analysis of hedonic motivation an affective construct in UTAUT2 studies. The findings from 79 UTAUT2 empirical studies revealed that only 46 studies (58%) utilised hedonic motivation while the remaining 33 studies (42%) omitted the construct. Extrinsic motivation was the major driver of non-hedonic and non-significant hedonic motivation studies with individuals using technologies for utilitarian outcomes. Unlike UTAUT2, moderators association of hedonic motivation were non-significant in determining consumer intention to use technology. The findings also revealed an important association between hedonic motivation and effort expectancy, in addition to fruitful directions for research and practice.

Det är av stort intresse för lärare och tränare att öka elevers inre motivation. Det finns flera studier av hur feedback påverkar den inre motivationen inom olika områden men motsvarande studie för ryttare saknas. Ridundervisning innefattar tre individer – tränare, ryttare och häst. Frågan är därför om ryttares inre motivation påverkas av tränarens feedback i samma utsträckning som i andra idrotter. I studien användes en inomgruppsdesign med 35 ryttare och tre betingelser; positiv feedback, negativ feedback samt ingen feedback. Instrumentet Intrinsic motivation inventory (IMI) användes för att mäta inre motivation som en funktion av fyra faktorer: intresse/nöje, upplevd kompetens, press/anspänning samt ansträngning. Resultaten visade att samtliga faktorer förutom ansträngning påverkades av vilken typ av feedback ryttaren fick. Intresse/nöje och upplevd kompetens var högst vid positiv feedback och lägst vid negativ feedback medan press/anspänning, som är negativt relaterat till inre motivation, var lägst vid positiv och högst vid negativ feedback. Av de 35 deltagarna var 19 kända av experimentledaren sedan tidigare. När tidigare känd/tidigare okänd användes som mellangruppsvariabel fanns en huvudeffekt för faktorn press/anspänning. De tidigare okända deltagarna upplevde högre anspänning än de tidigare kända deltagarna under alla betingelser. För faktorn ansträngning fanns en interaktionseffekt. De tidigare okända ansträngde sig mest vid positiv feedback och minst vid negativ feedback medan de tidigare kända deltagarna visade motsatta reaktioner. Störst effekt hade feedbacken på upplevd kompetens vilket kan leda till förbättrade prestationer. Slutsatsen av studien är att positiv feedback gynnar den inre motivationen hos ryttare och kan därmed förbättra deras utveckling och prestationer. / It is of utmost interest for teachers to increase student’s intrinsic motivation. Several previous studies have examined the impact of feedback on intrinsic motivation, but corresponding studies on riders are missing. Three individuals are involved at riding lessons – coach, rider and horse. The question therefore arises if the rider´s intrinsic motivation will be as affected by coaches’ feedback as in other sports. In this study, a within group design was used with 35 participating riders and three conditions: positive, negative or no feedback. The Intrinsic motivation inventory (IMI) was used to measure intrinsic motivation as a function of four factors: interest/joy, perceived competence, pressure/tension and effort. All factors except effort were affected by the type of feedback. Interest/joy and perceived competence were highest at positive and lowest at negative feedback, while pressure/tension that is negatively related with intrinsic motivation was lowest at positive and highest at negative feedback. Of the 35 participants, 19 were previously known by the experimenter. Previously known/unknown were used as a between factor variable. That revealed a main effect on pressure/tension. The previously unknown participants experienced more pressure/tension at all conditions. An interaction was revealed for perceived effort: the previously unknown stated most perceived effort at positive and least at negative feedback while the reactions were the opposite for the previously known. Feedback had greatest effect on perceived competence which may lead to better performance. The conclusion is that positive feedback increases the intrinsic motivation in riders and hence, is beneficial on their development and performance.

Examines how the cognitive and biological perspectives of Intrinsic Motivation (IM) could collaboratively engage second language (L2) students in the university writing classroom. Brain-structures and body systems specifically associated with intrinsic motivation are detailed, and brain-based learning strategies are outlined. Concludes with a sample application for the university writing classroom that reflects a brain-based approach to L2 learning.

Allt sedan insikten om att de anställdas produktivitet är ett resultat av hur pass motiverade de är har teorier utvecklats i syfte att förklara vad som motiverar dem. Tidigare forskning har utvecklat dessa teorier, vilka visar hur en decentraliserad organisationsstruktur, där ansvaret är fördelat och sprider sig i en horisontell riktning, tenderar att öka den inre motivationen. Forskning visar också hur företag som tillämpar empowerment som ledningsprincip, där medarbetarna blir bemyndigade att självständigt ansvara över sitt arbetssätt påverkar de anställda att känna inre motivation. Det har även visat sig att organisationens struktur och ledningsprincip har en större påverkan när arbetstagarna har en utbildning eller är professionella och kunniga, då dessa personer tenderar att starkare drivas av inre motivation. Då en väsentlig del av detta forskningsområde endast är baserat på kvantitativa studier är denna kvalitativa studie ämnad till att bidra med en djupare kunskap. Genom att utföra en fallstudie med semi-strukturerade intervjuer som metod på ett företag som definierar sig själva som en platt organisation med empowerment som ledningsprincip, är syftet att få en djupare förståelse för hur en decentraliserad organisationsstruktur med empowerment som ledningsprincip är kopplat till medarbetarnas inre motivation. Vidare har studien till syfte att lyfta fram nya betydande begrepp inom detta område. Utifrån den teori som ligger till grund för studien har nyckelbegrepp plockats ut som andra relevanta teorier även gör anspråk på. Dessa teorier tillsammans med tidigare forskning binds samman till en egenutvecklad modell där också nya begrepp behandlas. Vad resultatet visar är att den decentraliserade organisationsstrukturen ger stora förutsättningar för att kunna tillämpa empowerment som ledningsprincip vilket bidrar till att medarbetarna upplever empowerment och inre motivation. Vad som även är genomgående för studiens resultat är att de utvalda begreppen, medarbetarskap och organisationskommunikation har en betydande påverkan på samtliga nyckelbegrepp. Den egenutvecklade modellen med dess utvalda begrepp illustrerar hur empowerment som ledningsprincip leder till inre motivation. Vad som ytterligare behandlats i studien är hur ledningen i företag som tillämpar empowerment som ledningsprincip, tar tillvara och tillfredsställer medarbetarskapet, samt upprätthåller en god organisationskommunikation för att få bästa möjliga utfall när det kommer till inre motivation. Detta är något som vidare forskning inom detta område kan ta i beaktning. / All since the realization that productivity is a result of how motivated employees are, theories have evolved to explain what motivates them. Prior research claims these theories, and shows how a decentralized organizational structure, where responsibility is shared and spread in a horizontal direction, tends to increase the intrinsic motivation. Research also shows how companies applying empowerment as a management principle, which means that the employees are empowered to work independently and be responsible about their work, contributes the employees to feel intrinsic motivation. Research also shows that organizational structure and management policy has a greater impact when employees have an education, are professional and knowledgeable, as these people tend to be stronger driven by internal motivation. As an essential part of this area of research is only based on quantitative studies, this qualitative study intended to contribute to a deeper knowledge than what previous studies have succeeded. By doing a case study of a company that defines itself as a flat organization with empowerment as a management policy, the purpose is to gain a deeper understanding of how a decentralized organizational structure with empowerment as a management policy is linked to employees' intrinsic motivation. Furthermore, the study aims to highlight new important concepts in this area. Based on the theory underlying the study, key concepts have been picked out that other relevant theories also claims. These theories along with previous research are linked together into a proprietary model with the new concepts taken into consideration. What the results shows is that the decentralized organizational structure has given great conditions for the application of empowerment as a management policy which has helped employees experience psychological empowerment and intrinsic motivation. What also pervade the result of the study is that the new highlighted concepts, teamwork and organizational communication has a significant impact on all key concepts. This shows how the proprietary model with all the selected concepts has a decisive role in how empowerment as a management policy leads to intrinsic motivation. What is further treated in this study is whether the management of the companies that applies empowerment as a management policy, takes advantage of and satisfy the teamwork, as well as maintaining a good organizational communication to get the best possible outcomes when it comes to intrinsic motivation. This is something that further research in this area should take into account.

The aim of this research was to determine the role of the school principal in fostering the creativity and innovativeness of educators. This aim was explored by: determining the nature of creativity and innovativeness; determining the role of the principal in fostering the creativity and innovativeness of educators at schools; and investigating how the creativity and innovativeness of educators is currently fostered at schools. The literature survey on the nature of creativity and innovativeness revealed creativity as the generation of novel and useful ideas and the ability to combine them in a unique way, while innovativeness is the ability to be innovative, i.e. to implement creative outcomes to benefit an organisation or the practical application of ideas towards the organisation's objectives. Creativity and innovativeness can thus be fostered by creating a stimulating work environment that advocates enriched jobs and supporting management practices, an organisational culture that supports innovativeness and an environment that provides adequate resources. Therefore, creativity and innovativeness are a function of an organisational climate that promotes nine dimensions, namely, challenge and involvement, freedom, trust and openness, idea time, idea support, debate, risk-taking, conflict management and humour and playfulness. The empirical survey found that school-organisational climates generally foster educators' creativity and innovativeness in terms of the dimension thereof.-How it was found that some dimensions enjoy more prevalence at schools than others. It was also found that some aspects of these dimensions were inconsistent with the general finding that schools portray climates conducive to educators' creativity and innovativeness. For instance, the involvement of educators in vision review as a way of setting standards or as a pace-setter for performance, and educators having to seek permission before implementing their creative ideas were seen as not fostering creativity and innovativeness at schools. Although there were statistical differences in responses between principals and educators on all creativity and innovativeness dimensions, it was found that these were of no practical significance and thus could be attributed to chance or coincidence. This study therefore recommends that principals should adopt a holistic approach to school organisational creativity and innovativeness. In this way, all the dimensions will be fostered, thus creating school organizational climates that engender the creativity and innovativeness of all educators and focusing on all aspects of their work. Principals should also receive capacity building exercises, initiated both at school and at departmental levels. These exercises should focus on staff development that relates creativity and innovativeness to the achievement of teaching and learning outcomes. / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2005.