Motivation Extrinsic And Intrinsic Factors - 1476 Words

Motivation: An Evaluation of Extrinsic and Intrinsic Factors Motivation has been widely studied and particularly explored in organisational behaviour. Extrinsic and intrinsic motivations are two areas of current discourse that have been critically examined for motivating workforce. This paper aims to: define extrinsic and intrinsic motivations; outline the competing views regarding the relationship between the concepts; and, apply the research findings to a workplace observation within the Royal Australian Air Force (RAAF). A conclusion is presented at the end of this paper based on the current findings. Reeve (2014) illustrates that extrinsic motivation arises from environmentally induced incentives and the consequences is to modify†¦show more content†¦Benabou and Tirole (2003) argue that reinforcers turn negative once withdrawn from short-term stimulation of extrinsic motivation; and that the agent’s motivation is reduced for performing the same task following the removal of the stimuli, and overall affects the inner motivation. Conversely, empowerment boosts self-confidence, increases the intrinsic motivation of an individual towards attaining goals. This is consistent with Locke and Latham (2006) that conditions of autonomy lead to enhanced performance via mastering goals and improvement of mental focus. DuBrin (2016) also supports the empowerment and autonomy arguments, adding that leadership can be substituted if intrinsic motivation is satisfied and that attention and energy are focused on goals. These studies have primarily focused on motivation to undertake specific goals, and the findings were recorded through testing various hypotheses. Amabile (1997) argues that creative thinking is affected when applying incentives to perform an activity and concluding this cause and effect to the impact on intrinsic motivation. Equally, organisations that provide the environment to foster intrinsic motivation are likely to reap benefits such as increase of productivity and morale (Amabile, 1997). Gerhart and Fang (2015) argue that the impact of extrinsic performance incentives onShow MoreRelatedCompare Intrinsic and Extrinsic Motivators1199 Words   |  5 PagesCompare Relationship Between Intrinsic Extrinsic Motivation USP MBA Program - Presentation – Trimester 1 – 2011 by Group 8 Members Mukhtar Ahmed Nitesh Chandra ; Gabriel Pen ; Ateca C. Vakatora ; Devina R. Rao ; Salote Naulivou Objectives: To define motivation To define Intrinsic and Extrinsic motivation To give examples of Intrinsic and Extrinsic motivations Identify the relationship between Intrinsic Extrinsic motivations using the theories that discuss the relationship and give examplesRead MoreThe Self-Determination Theory by Edward Deci and Richard Ryan1720 Words   |  7 PagesThe motivation of different individuals can vary for many reasons, two of those reasons can be internal and external factors. The internal factors are referred to as intrinsic motivators and the external factors are signified as extrinsic motivators. The Self-Determination Theory developed by Edward Deci and Richard Ryan is constructed on the basis of three distinctive psychological essentials, which include competence, relatedness, and autonomy (self-determination) (Moneta, 2004, p. 181). In orderRead MoreMotivation - Extrinsic and Intrinsic1014 Words   |  5 Pagesï » ¿ ESSAY #2 Motivation: Extrinsic to Intrinsic Motivation is a key factor in determining business success or failure. Successful organizations relentlessly seek to operate with a clear understanding of employee needs , and develop specific focus’ on how to meet them. Two key theories in organizational motivation are expectancy theory and equity theory. Both theories focus on the outcomes of a given decision or system rather than on individual employee needs. The goal of both processRead MoreEssay on Intrinsic versus Extrinsic Motivation1327 Words   |  6 PagesIntrinsic versus Extrinsic Motivation Introduction The success of any business depends on the productivity and satisfaction of its employees. Employees need to be motivated to work. Motivation can be defined as the inner force that drives individuals to accomplish personal and organizational goals. Motivation can be either intrinsic or extrinsic. For an individual to be motivated in a work situation there must be a need, which the individual would have to perceive a possibilityRead MoreMotivation of Employee in Lic1357 Words   |  6 Pages] Intrinsic and extrinsic motivation Motivation can be divided into two types: intrinsic (internal) motivation and extrinsic (external) motivation. Intrinsic motivation Intrinsic motivation refers to motivation that 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 reward. Intrinsic motivation has been studied since the early 1970s. Students who are intrinsically motivated are more likely to engageRead MoreThe Environmental Interaction And Personal Forces914 Words   |  4 Pageslazy and inadequate, so a better understanding of work motivation is important to be made. Little effort has been made to identify how the environmental interaction and personal forces can influence the work motivation of the employees working for the public sector and also, to determine the extent of work motivation differences between the public and the private sector. (Wright, 2001, p. 561). 2.1 DEFINITION OF MOTIVATION â€Å"The term ‘motivation’ can refer variously to the goals individuals have, theRead MoreMotivation in Sport1118 Words   |  5 PagesKnow the effects of motivation on sports performance â€Å"†¦ the internal state which tends to direct a person’s behaviour towards a goal.† - (Kent, 1994) â€Å"†¦motivation has been seen as having two aspects: it is what drives I’d to do things †¦and it makes us do particular things.† -(Woods, 1988) Motivation can influence decisions, learning and performance in sport. If a performer is not in a positive psychological state, mistakes will be made in the performance, and they will not perform atRead MoreTypes of Motivation1118 Words   |  5 PagesMotivation is defined as the accumulation of different process which influence and direct our behavior to achieve a goal (Negussie, 2012). According to Deci, there are two broad classes of motivation, which are intrinsic motivation and extrinsic motivation. He states: â€Å"A person is intrinsically motivated if he performs an activity for no apparent reward except the activity itself. On the other hand, extrinsic motivation refers to the performance of an activity because it leads to external rewardsRead MoreIntrinsic and Extrinsic Motivation1083 Words   |  5 PagesMotivation Ken 1 Intrinsic and Extrinsic Motivation Literature Review AK 11 April 2013 Professor J. Losche PSY-432 Ken 2 Both intrinsic and extrinsic motivation help to fit psychological values and beliefs of an individual. Intrinsic motivation comes from the inside of an individual, such as the drive to do something. Extrinsic motivation comes from the outside factors, such as doing something for a reward. There are mixed emotionsRead MoreRelationship Between Motivation and Behavior961 Words   |  4 PagesRelationship between Motivation and Behavior The examination of human behavior has been the source of debate and intrigue for psychologists, sociologists, biologists and philosophers for centuries. The expression of human wants, needs, and desires stem from an internal experience known as motivation. Motivation is an internal experience that drives external behaviors (Huitt, 2011). The two broad categories of motivational needs are distinguished as intrinsic and extrinsic motivation, and within these

Essay on Love and Spoon River Anthology - 779 Words

Love Hurts With divorce rates of today being at an all time high, people say that marriage has lost its value. It is also said that it is rare to find a happy relationship. Edgar Lee Masters seemed to believe the same about the romantic relationships of his time, as well. Masters conveys theses feelings through some of the characters of his work, Spoon River Anthology. Edgar Lee Masters uses unhappy marriages as a common factor in the deaths of many of the characters including Margaret Fuller Slack, Amanda Barker and Tom Merritt in order to reveal his own discontent toward romantic relationships. First, Margaret Fuller Slack’s loveless relationship with her husband is a main factor in her death. In the poem, Margaret Fuller Slack,†¦show more content†¦This is one way that Masters displays his discontent toward romantic relationships. Also, Masters uses Amanda Barker’s loveless and hateful relationship with her husband Henry as the cause of her death. In the poe m Amanda Barker, the character tells of how she died at a young age at the fault of her husband. Masters wrote: â€Å"HENRY got me with child, /Knowing that I could not bring forth life /Without losing my own.† Here, the character, Amanda Barker, retells of how her husband, Henry, killed her. He was fully aware that she could not have a child without losing her own life, yet he impregnates her anyway. She also tells of how the townspeople believed that her husband loved her, but this was not the truth. Masters wrote: â€Å"†¦it is believed in the village where I lived /That Henry loved me with a husband’s love /But I proclaim from the dust /That he slew me to gratify his hatred.† If it where not for her relationship with Henry, she would not have died young. This, once again, shows Edgar Lee Masters’ feelings about marriage. By often using marriage and relationships as an important factor in the death of many of his characters, Lee confirms his doubt in them. Finally, Tom Merritt’s death had occurred because of his wife’s romantic relationship with a lover. The poems, Tom Merritt, Mrs. Merritt, and Elmer Karr tell the story of a married woman’s affair with a young man who, in the end, kills her husband. From the husband Tom’sShow MoreRelatedSpoon River Anthology Essay534 Words   |  3 PagesSpoon River Anthology The Spoon River Anthology, written by Edgar Lee Masters in 1915, was a unique piece of work in both style and structure. There are over two hundred â€Å"stories† told by the dead people who once lived in the town of Spoon River. The lives and dreams of these people are written as poems. The poetry itself is an excellent example of early modernist style. Since there are many people from many different backgrounds, and even different generations, (There are examples of OldRead MoreLucinda Matlock Poem Analysis936 Words   |  4 PagesEdgar Lee Masters is best known for his book Spoon River Anthology. Spoon River Anthology is considered by some critics, like Ernest Earnest, to be one of the greatest poetry collections in American literature. One of the most popular poems in Spoon River Anthology is â€Å"Lucinda Matlock.† In â€Å"Lucinda Matlock,† Masters concocts a fictional character, who is based on his grandmother, that tells readers from beyond the grave about the beauty and the pain that she faced in her life. The paradox of havingRead MorePoetry Analysis Paper of Edgar Lee Masters and Amy Lowell1857 Words   |  8 PagesHope versus Passionate Love Two poets can be both alike and different, just as the two poets Edgar Lee Masters and Amy Lowell are Edgar Lee Masters and Amy Lowell write poetry about life, finding love and experiencing loss in very different ways, but both are successful in bringing about a truly touching connection with their readers. These two poets have an extraordinary ability to attract their audiences, by using both romanticism and modern techniques in their writing. Amy Lowell said it bestRead MoreSimilarities Between Washington McNeely by Edgar Lee Master and Our Town Comparison by Thornton Wilde621 Words   |  2 Pageshis cedar tree. The book also displays the same themes as the poem. The book, Our Town shows the theme of time, because we see two families go through almost a lifetime, in about 112 pages. The book starts out with a young girl Emily, who falls in love with and marries her neighbor George. The book ends, with Emily dying in child birth and George visiting her grave. We see the two age from teenagers to young adults. Time plays a big role in Our Town because the entire book takes over the span ofRead MoreSpoon River Anthology (Monologue)2179 Words   |  9 Pagesyour soul, 11. Your soul takes fire, 12. And in the conflagration of your soul 13. The evil of the world is lighted up and made clear-- 14. Be thankful if in that hour of supreme vision 15. Life does not fiddle. When viewing over Spoon River Anthology written by Edgar Lee Masters, various monologues came into consideration for further analysis. Although these numerous monologues were considered its speculation would became discarded when I read â€Å"Jonathan Swift Somers†. The words of â€Å"JonathanRead MoreMetz Film Language a Semiotics of the Cinema PDF100902 Words   |  316 Pageshardly known. Film is too obviously a message for one not to assume that it is coded. For that matter, any message, provided it is repeated often enough and with a sufficient number of variations—as is the case with film —becomes in time like a great river whose channels are forever shift* Despite the clumsy formulations of a man who was partly self-taught, which are scattered throughout his books (though not in his films), Eisenstein remains, to my mind, one of the greatest film theoreticians. His writings

John Dewey Free Essays

Introduced his theories and concepts on how people think. He identified a number of different modes of thought including reflection. He saw reflection as an aspect of thought, a rational and purposeful act that is more then mere thinking. We will write a custom essay sample on John Dewey or any similar topic only for you Order Now Dewey contrasted routine action with reflective action, laying the roots of reflective practice in teaching (Kodiak-Myers, 2012, p. 5). In his notion of reflective action he described a willingness to engage in self-assessment, which squired flexibility, analysis and social awareness (Pollard, 2005, p. 3). His reflection described a willingness to consider different possibilities and the ability and desire to recognize various opinions (Skateboarders, 2012, p. 5). Reflection, as a familiar activity, is often misunderstood, overlooked in the formal process of teaching and equated with similar activities such as thinking about the day, making sense of experiences we had or discussing resent occurred events and issues. In these daily activities teachers assume that learning occurs (Bout, Gogh, Walker, 1 985, p. 8). Employing a reflective teaching approach, a teacher will be In control of the teaching process and Its outcome, giving the teacher the ability to research on the effectiveness of his teaching enabling him to asses if learning indeed occurs (Killeen, 1989, p. 52). In this assignment I will first, explain reflection. In this explanation I will consider the different classification, categories and some characteristics of reflection. Next I will argue that reflection within the learning process is important for the teacher. I will thereafter critically discuss some of the advantages and limitations of along feedback from students In the reflective practice and wall conclude that the advantages outweigh the Limitations of galling feedback. For a teacher to employ a reflective practice he or she needs to firstly understand the meaning of reflection. Rodgers (2002) is of the opinion that, after almost a century of considering reflection there is no clear understanding in our academic literature of what exactly reflection is. She reconsiders Dew’s concept of reflection and formulated four criteria that she felt characterized his concept of reflection. She speaks of reflection as a meaning making process that moves a learner from one experience Into the next†, as a â€Å"systematic, rigorous, deadlines way of thinking† that â€Å"needs to happen in community, in interaction with others† and it requires â€Å"attitude that value the personal and intellectual growth of oneself and of others† (Rodgers, 2002, p. 845). Reflection starts when a person inquires into his or her experiences and knowledge relevant to the experience, enabling him or her to ascribe meaning to his or her beliefs (Collier, 1999, p. 73). Learning Is affected through a process of thinking and fleeting on new experiences In relation to an excellent knowledge base and own understanding. Collier (1999) refers to Kitcheners research that suggests a continuation of the reflection process, where knowledge is first viewed as certain and absolute, learned from authorities and direct observations. This absolute acceptance of knowledge develops, a s the individual’s own experiences and knowledge develops to â€Å"uncertain, relative and personal constructed† (1999, p. 174). Such ¶n (1987) is of the theory within practice, and the use of such a process ultimately leads to expertise. He identified two possible processes of reflection, a retrospective analysis of experiences, the reflection-on-action and the reflection-in-action, which is the process of reflection as an active part of the experience. In the reflection-on-action a teacher will reflect after a lesson on the process by thinking about the lesson, reflecting on the good and bad moments in the lecture, considering how to improve on the bad elements and how to build on the good moments. Reflection-on-action will be possible through self-examination, student assessments, student feedback of lesson ND discussions of mentor teachers (Howell, 2014). Reflection-in-action is used more by teachers with existing knowledge of teaching and experience of the learning process and is used to assess the student participation, knowledge, understanding and learning during the lesson (Howell, 2014). A third process of reflection is a proactive reflection known as reflection-for-action (Collier, 1999, p. 174). Howell (2014) uses this third process of reflection, before-action, which allows her to consider her lesson before it takes place. This process of reflection allows the cheer to be in a position to consider what will be taught, how it will be taught and he or she can develop an inner attitude of gratitude that will positively influence the attitude of the learners. Reflection does not always occur on the same level and, is depending on the circumstances and experiences of the teacher. Reflection will be influenced by the teacher’s knowledge of the subject matter, her understanding of the teaching process as well as her personal circumstances and attributes. Howell (2014) identified these levels as technical, practical and critical reflection. The chemical level is concern with â€Å"effective application of educational knowledge and skill†, the practical level describes â€Å"an experience so that a subjective perception or commitment to a certain theory or system† is noticed and critical reflection is â€Å"indicated by a high degree of open-mindedness including ethical/moral and social considerations† (Collier, 1999, p. 174). These levels of reflection exist and work together (Howell, 2014) and research has indicated that new teachers often apply all these levels of reflection and all levels are equally important in the learning process Collier, 1999, p. 74). The teacher, as well as the learner in the sense that both teacher and learner bring certain attributes to the learning process, will influence the process. Unless a teacher is capable of reflection he might not be able to bring about long term positive outcomes within the learning process. Teachers are often influenced by outside factors when faced with difficult situations within the class room and can easily, unconsciously develop standard problem solving tactics, left unexamined for years (Shortchange Vassals, 2005, p. 45). Shortchange Vassals (2005, . 9) refers too five phase structured reflection process. In this process there is an action from the teacher, followed by a retrospective look back on the action, an awareness of essential aspects of the action, the creating of alternative methods of action and a re-trial of the action. Palmer, as quoted by Howell (2014) stated, â€Å"good teaching comes from the identity and integrity of the teacher†. Every teacher has certain identities, pre-set ideas and assumptions which he or she brings into the class room and these identities, personal views and assumptions will influence how e or SE teach and what he or she teach. This in turn will influence what our described as paradigmatic, prescriptive, and casual assumptions (Brookfield, 1995, p. 4). Paradigmatic assumptions are very difficult to identify and they are basic structuring of ideas we use to order the world, perspective assumptions are assumptions about what we think ought to happen in a situations and causal assumptions assist us in understanding the different processes within the working world and how processes work (Brookfield, 1995, p. 3). As teachers we must be able o reflect on these predetermined assumptions to enable us to build on our professional development. According to Shortchange Vassals (Shortchange Vassals, 2005, p. 53) it is important for a teacher, specially a new teacher to be able to get in touch with these different identities. They refer to reflection, which can take place on different inner levels. Where a teacher sees him or herself in a specific role within the class room, the teacher might be set on a mission to fulfill this role and beliefs which in turn may create behavior issues in the class (Shortchange Vassals, 2005). It s only if the teacher reflect on what it is that he or she is doing that causes the behavior problem and ask why he or she is doing it that they might find an alternative to their perceived reality. This requires the teacher to do introspective reflection of her own actions, which is a very difficult task for anybody to achieve. Often reflection can focus mainly on the technical or practical levels, without being critical. According to Brookfield (1995, p. 9) critical reflection will assist the teacher in unearthing the ways in which power is present in and distort the educational recess. Reflection is important for teachers both in their professional development as teachers as well as their personal growth as educators. Reflection will lead to new and better understanding of the learning process, often plagued with assumptions. The application of a reflective practice will lead to better Judgment, an examined common sense and better learning and understanding of our students who, in observing us, will develop their own reflective practices (Howell, 2014). Part of a reflective practice includes consultation with our peers and the enquiry into our caching by way of student evaluations. Student evaluations can form a very good reflective technique enabling a teacher to reflect on how her classes are received by her students instead of assuming that learning has taken place. An advantage of student feedback is to determine from the students how they engage with the lesson, what did they find interesting and what did not work for them. One of the disadvantages of this form of feedback could lead to very subjective feedback from students, which is not a reflection of the true ability of the teacher. Brookfield (1995, p. 7) refers to the â€Å"perfect ten syndrome† where teachers who receive a less then perfect score assume that they are not worthy teachers. Teachers disregard the complimentary and good feedback, concentrating only on the negative aspects of the feedback. This reaction is based on the preconceived assumption of teachers that good teaching is always followed by positive and good student evaluations. Critically reflection will assist the teacher in recognizing these unrealistic assumption and enable him or her to know that the â€Å"complexities of learning† as well as the students win attitudes towards their studies and the teacher self has influenced the low score. Equally, a perfect score could be indicating the teachers only accommodated the students in their preferred learning styles without testing the student outside of critique and was not developed to be the only answer in the learning process however I think that the advantages of reflective practice including student feedback outweigh the disadvantages. Student feedback is important for the teachers’ own understanding of the learning process and it can contribute to the students sense of ratification in the learning process, displacing the inherent assumption of teacher power over student. As a negative aspect of the student reflections it may over power students, giving them the false assumption that they control the learning process. I think that the teacher and the students, accepting the true negative issues as such, should critically reflect on the outcome of student feedback in an open process in a positive manner to overcome the negative issues. At the same time positive issues should also be considered and build on in future. In conclusion I can ay that reflection is a process of deep questioning set assumptions and believes within the learning process to enable a better understanding of the process, to develop as a diverse teacher and to ensure maximum learning within the learning process. If reflection takes place before-action, the teacher will be able to prepare with gratitude, to enter the learning action with thankfulness and to convey a positive and thankful attitude to the students, creating an optimal learning environment. 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Discuss two errors in attribution free essay sample

Attribution, defined as assigning a quality or character to a person or an object, in the context of Psychology, refers to the classification of factors that affect behaviour. Behaviour is attributed to either or both dispositional factors and situational factors. Dispositional factors refer to the internal causes of an individual’s behaviour, whilst situational factors deal with the external causes of behaviour which can include the social setting and environment. Two common errors of attribution are the Fundamental attribution error (FAE) and Self-serving bias (SSB). Fundamental attribution error is a term used to refer to a bias to attribute other people’s behaviour to internal causes rather than external circumstances. If people behave kindly towards us with a warm gesture we immediately assume and conclude that they have a kind personality whilst if they behave in ways that seem impolite to us (perhaps not greet us at all) we tend to think of them as rude. We will write a custom essay sample on Discuss two errors in attribution or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Instead of acknowledging the important role played by situational determinants of behaviour, we assume that other people’s behaviour reflects their dispositions. A study that demonstrates the (FAE) is Jones and Harris (1967). These researchers asked their participants to read essays written by fellow students which were about Fidel Castro’s rule in Cuba and were either supportive or critical of Castro. There were two conditions- the choice condition and the no choice condition. The choice condition was that a group of the participants were told the essayists were given the choice whether to take a positive or negative view of Castro whilst in the no choice condition, another group of the participants were told that the essayist did not have any choice and that the experimenter had assigned them in the pro-Castro or anti-Castro role. As expected, participants in the choice condition assumed that the essays reflected the genuine attitudes of their writers. However, participants in the no choice condition also thought that the essays reflected the genuine views of their authors. Despite the fact that it was made clear that the essayists’ behaviour was severely constrained by the situation, participants still opted for an internal attribution. This study in itself is evidence for (FAE). Although research has shown that people make the fundamental attribution error even if the conditions are told beforehand, in many situations the participants are university students therefore they do not  represent the general population and also university students are familiar with authoritative figures. It is possible that these students have assumed these researchers are a lot more intelligent therefore leading them to only listening and not questioning the researchers. This may suggest that it may not be the (FAE). Gilbert and Malone (1995) argue that FAE is a two-step attribution process. The first step is that we observe some behaviour and draw an inference, based on largely automatic and often unconscious processing, that the behaviour has been caused by some disposition. The second step involves us enquiring into whether or not situational factors may have had an influence on the behaviour. According to Gilbert and Malone (1995) we make the (FAE) as often as we do because the first step always forms part of the attribution process but only occasionally do we proceed to the second step. Basically, we commit the FAE because we are mentally lazy and believe the initial step alone can result in the correct explanation. 1 The second error in attribution is self-serving bias. Our attributions exhibit the self-serving bias when we explain our successes on the basis of internal, dispositional factors and blame our failures to external, situational factors. Such biased attributions are viewed as serving the interest of preserving or increasing self-esteem. Zuckerman (1979) reviewed a number of studies of (SSB) and confirmed that the effect depends on a desire to maintain self-esteem. Evidence from cross-cultural studies is consistent with this interpretation. Heine et al. (1999) found that members of collectivistic cultures (e.g. Japan) are far less likely to strive for positive self-esteem than individuals from individualistic cultures (e.g. USA). Consequently, the Japanese were found to be less likely to make self-serving attributions. Contrastingly, Miller and Ross (1975) proposed that several uses of self-serving attributions are rational and not based on the need to enhance self-esteem. They argue that what seem to be self-serving biases often occur because effort changes with success but not failure. If trying harder does not improve performance, then it is reasonable to conclude that something about the task is presenting the obstacle. However, if trying harder does improve performance, then success  is logically attributable to your trying. To conclude, these two common errors of attribution are what have influenced our understanding of the factors influencing behaviour.