Motivation: Intrinsic vs Extrinsic
Motivation plays a critical role in the success of an organization. Employees who are motivated to achieve organizational goals and targets leave a positive impression on the overall performance of that organization. While there are many theories and strategies concerning motivation, the one that is most critical is the debate regarding intrinsic and extrinsic rewards. Motivational theories like Maslow's theory or Vroom's expectancy theory fail to completely answer the question of which kind of reward is more important for motivation: intrinsic or extrinsic. For example can we truly motivate a person by showing him how extra effort on a task can enhance his knowledge or do we really need to attach a monetary reward with it? A student may be motivated to study harder for intrinsic reward like more knowledge and higher learning but without appreciation and recognition, will he continue to put in the effort simply…...

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References

Weinberg R, & Gould, D (2003). Foundations of Sport and Exercise Psychology:

Human Kinetics.

Deci, E.L. And Ryan, R.M. (1994). Promoting Self Determined Education.

Scandinavian Journal of Educational Research. 38, 3-41.

Extrinsic motivation refers to behavior that is driven by external rewards such as money, fame, grades, and praise. This type of motivation arises from outside the individual, as opposed to intrinsic motivation, which involves engaging in a behavior because it is personally rewarding; essentially, performing an activity for its own sake rather than the desire for some external reward (yan & Deci, 2000).
One of the primary theories associated with extrinsic motivation is the behaviorist concept of operant conditioning. B.F. Skinner, a well-known psychologist, suggested that behavior is a function of its consequences; thus, behavior that is reinforced tends to be repeated (i.e., strengthened), while behavior that is not reinforced tends to die out-or be extinguished (i.e., weakened) (Skinner, 1953). For example, when a student receives a reward (such as a gold star) for a high test score, this positive reinforcement may increase the likelihood that the student will study for…...

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References

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American psychologist, 55(1), 68.

Deci, E. L., Koestner, R., & Ryan, R. M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological bulletin, 125(6), 627.

Gagné, M., & Deci, E. L. (2005). Self-determination theory and work motivation. Journal of Organizational Behavior, 26(4), 331-362.

Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American psychologist, 57(9), 705.

Motivation refers to the driving force that results from desire and an individual's will in life. Motivation has been seen to have roots in the behavioral, physiological, social, and cognitive area. This is rooted in the basic impulse where individual's skills and well-being are utilized for the benefit of the organization. It is the inner drive to act or behave in a certain manner. The innermost conditions of an individual such as goals, desires, and wishes activate an individual to move in a positive direction. This report endeavors to explain about the motivators that exist in the public agency based on Maslow's hierarchy of needs. It also endeavors to explain the assumptions made concerning employees in my agency: the City Hall supervisor's office.
Maslow's Hierarchy of needs.

Maslow assumed that individuals are motivated by needs that are unmet. When an individual's needs are not met, they feel driven and motivated to accomplish…...

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References

Ryan, R; Deci, L.E (2000). "Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions." Contemporary Educational Psychology 25.1: 54 -- 67.

Motivation is the key to materializing energy and getting things accomplished. Organizational relationships require proper motivation from all sides of the relationships. Leaders must be motivated and workers must be motivated as well in order to succeed at any mission. The purpose of this essay is to design an organizational motivation plan that encourages and maintains a high level of performance from the members of the Woo Widget Company. The essay will first describe the need for the plan before introducing key components of the system that intends to increase the productivity and efficiency of the employees at Woo.
Before designing a motivational plan that will work in this environment, it is necessary to reveal some important facts that contribute to the motivating factors of the employees at this organization. WooWoo designs widgets, but the widget that WooWoo makes is a clone of a nationally known widget. Woo sells their widget…...

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References

Amabile, T. (1997). Motivating Creativity in Organizations. California Management Review 40, 1, 1997. Retrieved from w.pdfhttp://bear.warrington.ufl.edu/weitz/mar7786/articles/amabile%20ccal%20mgt%20revie

Osterloh, M. et al. (2002). The Dynamics of Motivation in New Organizational Forms. International Journal of the Economics of Business, 9,1, 2002; 61-77. Retrieved from  http://www.bsfrey.ch/articles/366_02.pdf 

Vallerand, R.J. (March 08, 1993). The Academic Motivation Scale: A Measure of Intrinsic, Extrinsic, and Amotivation in Education. Educational and Psychological Measurement, 52, 4, 1003-17.

esearch has identified ability, effort, task difficulty, and luck as the most important achievement attributions. The last category focuses on two issues: how motivation gets translated into regulated behavior, and how motivation and cognition are linked.
These theories can provide insights into the leader who is trying to motivate others to follow. It must be understood that no two people are motivated in the same way. For a committee with a small number of members, it may be best to look at each person and define how he or she is best motivated and then put these different individuals into groups and decide what can be the specific motivator for each group. For example, those individuals who are extrinsically motivated may be motivated if they receive some form of gratitude from the principal. In order to determine the particular motivations of these individuals, it may be necessary to talk one-on-one…...

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References

Wigfield, a (2002). Motivational Beliefs, Values and Goals. Annual Review of Psychology. 109+.

Motivation
What is it like to have enthusiasm? Does this come from within one person? Are outside influences important as well? Can it change someone's life? One will discuss motivation and provide examples as to how it impacts an individual on regular basis.

Intrinsic motivation is what comes from inside a person. For example, he or she is motivated to learn at school in order to get the best grade possible. This can make someone work hard at achieving their goals. If he or she wants an A in Biology, then he or she will work twice as hard to accomplish this. In the long run, the individual may or may not get what it is they want despite having the drive. Extrinsic motivation is important as well.

When it comes to extrinsic motivation, a person looks outside of themselves in order to seek ways in which to do a better job at…...

These performance appraisals are usually given to employees by managers. Such appraisals occur once or twice per year, depending upon the industry and the position of the employee. In some cases, performance appraisals are carried out by colleagues. egardless of how feedback is given most organizations recognize it as a legitimate and productive way to judge performance and present employees with ways to improve job performance.
Examples of Employee motivation

According to Neff (2002) the ability to motivate employees is an essential component in creating an organization that is successful. The author points out that the most successful organizations in the world are always succeeding in making certain that job satisfaction and motivation are primary priorities. These organizations have realized that employees who are motivated are also more productive and therefore improve the bottom line. Greater productivity usually leads to greater job satisfaction and ultimately greater customer satisfaction. The author explains

Successful…...

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References

Brief, a.P., & Weiss, H.M. (2002). Organizational Behavior: Affect in the Workplace. 279+.

Cameron, J., & Pierce, W.D. (2002). Rewards and Intrinsic Motivation: Resolving the Controversy. Westport, CT: Bergin & Garvey.

Kermally, S. (2005). Gurus on Managing People. London: Thorogood.

London, M. (2003). Job Feedback: Giving, Seeking, and Using Feedback for Performance Improvement. Mahwah, NJ: Lawrence Erlbaum Associates.

Additionally, those who were in the test group also scored, on average 20% higher on the test when it was graded by the researcher. Though the case study was based on an abnormal psychology case the questions are associated with content (i.e. reading comprehension) and are not expected to be interpretive. The group was also debriefed at the close of the exam and informed of the nature of the exam and the resulting scoring, which was based on participation as apposed to test scores.
Discussion

This brief research work demonstrates that extrinsic motivation (in an anomalous form) motivates students to achieve success on tests. The balance between intrinsic (results of moderate scores on MSLQ) and extrinsic, the motivation to score high on the exam as an impetus to a higher extra credit score, as apposed to a participation only score motivated those students in the test group to pay closer attention…...

Motivation
The present study aims to establish a relationship between academic motivation and academic self-efficacy. More specifically we will be looking at whether individuals with high academic self-efficacy possess high intrinsic or high extrinsic motivation levels. A sample of approximately 100 undergraduate students will complete the Academic Motivation Scale, which measures their level of academic motivation as well as their type of motivation, and the College Academic Self-Efficacy Scale to measure their level of academic self-efficacy. It is expected that individuals with high levels of academic self-efficacy will also show high levels of intrinsic academic motivation. These findings are significant in that they would give insight as to the reason students strive toward success, which if known could play a role in the increase in college admission and retention, for if it is known what motivates one to perform well academically, it is thus known what to target as far as…...

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References

Bandura, A. (1991). Social cognitive theory of self-regulation. Organizational Behavior

and Human Decision Processes, 50, 248 -- 287.

Bandura, A. (1997). Self-efficacy: the exercise of control. New York, Freeman.

Carway, K., Tucker, C.M., Reinke, W.M., & Hall, C. (2003). Self-efficacy, goal orientation, and fear of failure as predictors Of school engagement in high school students, Psychology in the School, 40, 417 -- 427.

Intrinsic vs. Extrinsic Motivation
Motivation

A detailed analysis of how differing organizations use various blends of extrinsic and intrinsic compensation and benefits strategies to maximize organizational potential to meet the needs of the workforce. Describes the myriad factors including the industry, strategic planning, compensation philosophy and recruitment/retention strategies that when balanced, create a changing yet dynamic and motivated generational workforce that succeeds in accomplishing workplace goals.

Intrinsic vs. Extrinsic Motivation

The purpose of this analysis is to describe how different organizations can potentially use different blends of extrinsic and intrinsic compensation and benefits strategies to maximize organizational potential to meet the needs of their workforce. Traditionally compensation has been a highly volatile and controversial aspect of human resource management, with managers typically siding on the intrinsic or extrinsic side of compensation strategies. However research suggests that a program must address multiple factors that will balance both extrinsic and intrinsic factors to succeed.

Extrinsic vs. Intrinsic…...

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References:

Hendriks, P. & Sousa, S. 2008. Motivating University Researchers. Higher Education Policy, 21,

pp.359-376.

Kunz, J. & Quitmann, A.2011. The influence of incentive systems on intrinsic motivation.

Zeitschrift fur Personal forschung, 25(1), 55-76.

Intrinsic vs. Extrinsic Motivation in Schools
"Do students Care About Learning?"

"What Engages Underachieving Middle School Students in Learning?"

"Intrinsic vs. Extrinsic Motivation in Schools: A Reconciliation"

In "Intrinsic vs. Extrinsic Motivation in Schools: A Reconciliation," Martin V. Covington argues that both approaches can be effective if done well, and do not necessarily have to be incompatible. In his evaluation of the literature, he found that other factors, such as how interested the student is in the work, how successful they feel, affect student effort. He also found that the extrinsic reward of a good grade increased intrinsic motivation. He recommended a grading practice that compared each student's performance to a set standard, rather than grading on a curve, can increase intrinsic motivation.

In "Do students Care About Learning?" Marge Scherer interviewed author Mihaly Csikszentmihalyi regarding his book about youth and the world of work. The participants reported eight times a day how much they…...

In this case one may imagine the student who attending class in school and cannot concentrate on what is being taught because their stomach is rumbling from lack of having eaten and they also have a headache from a general lack of nutrition. Furthermore, this student has no sense of security or safety and is nervous and anxious.
Example 2: The individual in this example is not hungry and they are not tired but they are nervous because their parents fought all night and this resulted in their being awake and scared the neighbors would call the police again and that their parents would wind up in jail by morning. This individual has no inner motivation to learn because they are worried and stressed about their own safety and security in their home life. This individual may very well be extrinsically motivated to learn but have not reached the level…...

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Bibliography

Soenens, Bart et al. (2005) Maladaptive Perfectionist Self-representation: The mediational link between psychological control and adjustment. Personality and Individual Differences 38 (2005). Online available at Science Direct:

 http://www.psych.rochester.edu/SDT/documents/2005_SoenensVansteenkisteLuytenDuriezGossens_PAID.pdf 

Michalik, Nicole M. et al. (2007) Longitudinal Relations among Parental Emotional Expressivity and Sympathy and Prosocial Behavior in Adolescence. Social Development May 2007 Vol. 16 No.2. Online available at: ttp:/ / www.pubmedcentral.nih.gov/articlerender.fcgi?artid=1949391

Experience Alters How We Perceive Emotion (2002) Science Daily - Science News. 18 Jun 2002. Online available at  http://www.sciencedaily.com/releases/2002/06/020618072601.htm

Workplace Motivation
This paper investigates the issue of motivation as it applies to an organizational setting.

The research regarding motivation in the workplace has been a major area of investigation that is of interest to corporate leaders, managers, organizational psychologists, and educators. The issue that this paper will discuss has to do with the particular factors that managers and leaders can address to increase the motivation of their workers to perform as well as to increase the job satisfaction levels of their employees. However, motivation is only one issue regarding increased productivity or increased job satisfaction; we would certainly think that at a basic level an employee would need a certain level of motivation to perform as well as the ability to actually do the job (as it turns out the research is consistent with this type of common-sense thinking). However, the actual types of interventions/activities that can be used to motivate…...

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References

Argyris, C. 1993, Knowledge for action: a guide to overcoming barriers to organizational change, Jossey-Bass, San Francisco, CA.

Chien, J.C. 2013,'Examining Herzberg's Two Factor Theory in a large Chinese chemical fiber company' World Academy of Science, Engineering and Technology, vol. 78, no. 248, pp.1433-1438.

Gneezy, U. And Rustichini, A. 2000, 'Pay enough or don't pay at all', Quarterly Journal of Economics vol. 115, no. 3, pp. 791-810.

Hackman, J.R. And Oldham, G.R. 1980, Work redesign. Pearson Education Inc., Upper Saddle River, N.J.

Extrinsic rewards should only be used when other efforts to actively engage students in learning has failed; (3) In the event extrinsic rewards must be utilized, they should be "just powerful enough to control behavior" and should be eliminated in phases before all intrinsic motivation is lost.

Jones, Vermette, and Jones posit in their article, "An Integration of "Backwards Planning' Unit Design with the "Two Step" Lesson Planning Framework," planning and engaging students in effective lessons is a fundamental component of successful teaching and therefore, motivating students (Skowron, 2001). The authors created the concept of backwards planning which requires educators to start with a nominal list of essential questions all students must answer by the end of the lesson plan. With the end goal in mind, teachers then design assessments based on those understandings and strategically crafted lessons to achieve the desired objectives. Once the goals and assessments have been created,…...

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References

Alvermann, L. (1999). Classroom goal orientation, school belonging, and social goals as predictors of students' positive and negative affect following the transition to middle school. Journal of Research and Development in Education, 32(2), 89-103.

Assor, A., Kaplan, H., Kanat-Maymon, Y., & Roth, G. (2005). Directly controlling teacher behaviors as predictors of poor motivation and engagement in girls and boys: The role of anger and anxiety. Learning and Instruction, 15, 397-413.

Assor, A., Kaplan, H., & Roth, g. (2002). Choice is good, but relevance is excellent: Autonomy enhancing and suppressing teaching behaviors predicting students' engagement in schoolwork. British Journal of Educational Psychology, 27, 261-278.

Assor, A., Roth, G., & Deci, E. (2004). The emotional costs of parents' conditional regard: A self-determination theory analysis. Journal of Personality, 72, 47-88.

In the absence of both factors, employee motivation will not work. Green and Butkus also shared that although Vroom's model had been widely accepted for a number of years, it lacked applicability that it cannot be used in practice.
Aside from Vroom, Green and Butkus (1999) also shared about Green's own Belief System model. This model was actually a practical application of Viktor Vroom's Expectancy Theory and was reported to be better utilized by the workforce. The Belief System Theory focused on using a structured and facilitated meeting between the supervisor and the staff. This meeting becomes a venue to discuss motivational problems on the areas that Vroom had developed and will provide the manager and the employee with a specific period to help address motivational issues in their workplace.

Discussion

Whiteley and Kerr's ideas focus on an individual's motivation and how it can be used to help him contribute more to…...

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References

The American Heritage Dictionary of the English Language, 4th Edition. (2000). Houghton Mifflin Company.

Kerr, Steven. (1997). Ultimate Rewards: what really motivates people to achieve. Boston, Ma. Harvard Business School Press.

Whiteley, Philip. (2002). Motivation. Oxford, United Kingdom Capstone Publishing, Ltd.

Green, Thad B. And Butkus, Raymond T. (1999). Motivation, beliefs and organizational transformation. Westport, Conn. Quorum Books.

1. The Influence of Cognitive Distortions on Mental Health:

- How do cognitive distortions, such as catastrophising, overgeneralisation, and black-and-white thinking, contribute to the development and maintenance of mental health issues like anxiety, depression, and PTSD?
- Explore the role of cognitive restructuring techniques in challenging and modifying dysfunctional thought patterns, thereby improving mental health outcomes.

2. Attachment Styles and Their Impact on Relationships:

- Elaborate on the different attachment styles, including secure, anxious-preoccupied, dismissive-avoidant, and fearful-avoidant, and their formation during childhood.
- Analyse the effects of attachment styles on romantic relationships, focusing on how they influence communication, trust, intimacy, and....

## Factors Influencing Student Productivity and Coping Strategies

Introduction

Student productivity is a crucial aspect of academic success, and numerous factors influence students' ability to stay focused, efficient, and motivated. This literature review examines key factors affecting student productivity and explores coping strategies students can employ to overcome challenges and enhance their performance.

Factors Influencing Student Productivity

1. Time Management:
Time management skills enable students to prioritize tasks, allocate time effectively, and meet deadlines. Poor time management can lead to procrastination, overwhelm, and decreased productivity.

2. Motivation:
Intrinsic and extrinsic motivation drives students to engage with their studies. Intrinsic motivation stems from interest and enjoyment, while extrinsic....

Engagement: A Fundamental Catalyst for Student Reading

Engagement, the active involvement of students in meaningful learning experiences, plays a pivotal role in fostering student reading comprehension and literacy development. When students are engaged, they are more motivated to read, retain information better, and develop a lifelong love of reading.

Cognitive Benefits of Engagement

Engaged students demonstrate enhanced cognitive abilities that support reading comprehension:

Improved Attention and Focus: Engagement captivates students' attention, allowing them to concentrate on the text and actively process the information.
Enhanced Memory: Engagement promotes deeper encoding of information, which facilitates retention and recall.
Critical Thinking: Engaged students are more likely....

Extrinsic motivation can help individuals achieve their goals by providing external rewards or incentives that encourage them to work towards their objectives. This type of motivation can be especially effective in the following ways:

1. Providing tangible rewards: Extrinsic motivation can be in the form of tangible rewards such as money, gifts, or recognition. These rewards can serve as incentives for individuals to stay motivated and focused on achieving their goals.

2. Creating healthy competition: Extrinsic motivation can also come from competition with others, such as colleagues or teammates. This can push individuals to work harder in order to outperform others and....