Motivation and service

In understanding the meaning of community service, service learning, and civic engagement we also understand how they are interconnected. Civic engagement is motivated by the need to improve society as a whole. Civic service extends beyond volunteerism and other areas of community service or service learning

Motivation and Organizational Culture on Performance with Self-efficacy Mediation

The study aims to determine firstly the direct effect of motivation on performance,secondly the indirect effect of motivation on performance mediated by self efficacy, thirdlythe direct influence of organizational culture on the performance, and lastly the indirectinfluence of organizational culture on performance mediated by self-efficacy. The subjectsof this study are 60 women from the group of cashew producer. Hence, the samplingtechnique uses Census and the data collection method uses semi-structured interviews andquestionnaires. The data analysis uses Simple Linear Regression and Path Analysis. Basedon the data processing results, it shows: 1) the direct effect of motivation on the performanceare at 0,287; 2) the indirect effect of motivation on performance mediated by self efficacyare at 0.440; 3) the direct effect of organizational culture on the performance are at 0,260;and 4) the indirect influence organizational culture on performance mediated by selfefficacymediated are at 0.426.Therefore, it can be concluded that self-efficacy can help in overcoming the existingproblems in the organization, because self-efficacy encourage the efforts to improveperformance. Within strong, dynamic, and positive motivation and organizationalculture, one's performance will definitely increase and shows good progress

The relation between elementary students' recreational and academic reading motivation, reading frequency, engagement, and comprehension : a self-determination theory perspective

Research indicates the need to further examine the dimensions of reading motivation. A clear theoretical basis is necessary for conceptualizing reading motivation and considering contextual differences therein. The present study develops and validates the SRQ-Reading Motivation, a questionnaire measuring recreational and academic reading motivation based on self-determination theory. The study clarifies the relation among reading motivation, reading self-concept, reading behavior (i.e., engagement and frequency), and reading performance (i.e., comprehension). Participants included 1,260 Flemish fifth-grade students and their 67 teachers. Exploratory and confirmatory factor analyses indicated that both recreational and academic reading motivation comprise 2 factors: autonomous and controlled motivation. This factor structure was found to be invariant across boys and girls. Comparisons of the SRQ-Reading Motivation with subscales of the Motivation for Reading Questionnaire provide evidence for the construct validity of the instrument. Structural equation modeling confirmed that recreational autonomous reading motivation is associated with more positive reading behavior and better performance. In the academic setting, only the equivalent relationship between autonomous reading motivation and leisure-time reading frequency could be corroborated. In this respect, the results confirm the independent contribution of recreational autonomous reading motivation and reading self-concept to reading behavior and performance. No significant indirect relationship between reading motivation and reading comprehension through reading frequency or reading engagement was found. The theoretical and practical significance of the present study is discussed

Gender differences in adolescents' academic motivation and classroom behaviour

© 2013 Taylor & Francis. The present study investigated gender differences in adolescents’ academic motivation and classroom behaviour and gender differences in the extent to which motivation was associated with, and predicted, classroom behaviour. Seven hundred and fifty students (384 boys and 366 girls) aged 11–16 (M age = 14.0, 1.59 SD) completed a questionnaire examining academic motivation and teachers completed assessments of their classroom behaviour. Girls generally reported higher levels of academic motivation, whilst teacher reports of behaviour were poorer for boys. Interestingly, boys’ reported levels of academic motivation were significantly more closely associated with teacher reports of their classroom behaviour. Furthermore, cognitive aspects of boys’ motivation were better predictors of their classroom behaviour than behavioural aspects. On the other hand, behavioural aspects of girls’ motivation were better predictors of their behaviour. Implications for understanding the relationship between motivation and behaviour among adolescent boys and girls are discussed, in addition to interventions aimed at improving adolescents’ classroom behaviour

The Moderating Effects of Praise on the Relationship between Autonomy and Work Motivation

This study applied self-determination theory principals and the already existing links to work motivation to examine how praise would moderate the relationship between work motivation and autonomy. Previous literature has already stated that there is a positive relationship between autonomy and work motivation and also a positive relationship between praise and work motivation. A sample of 54 participants was used in a 37 question survey highlighting questions on work motivation, autonomy and praise. Our results yielded that there was in fact a significant relationship between praise moderating the effects of autonomy on work motivation. From this research it is evident that praise plays a much greater role in the level of work motivation that employees have. This is something that managers should pay attention to when creating higher levels of motivation in their company

Work motivation

Wages