You Cannot Have Your Cake and Eat It, too: How Induced Goal Conflicts Affect Complex Problem Solving

Managing multiple and conflicting goals is a demand typical to both everyday life and complex coordination tasks. Two experiments (N = 111) investigated how goal conflicts affect motivation and cognition in a complex problem- solving paradigm. In Experiment 1, participants dealt with a game-like computer simulation involving a predefined goal relation: Parallel goals were independent, mutually facilitating, or interfering with one another. As expected, goal conflicts entailed lowered motivation and wellbeing. Participants’ understanding of causal effects within the simulation was im- paired, too. Behavioral measures of subjects’ interventions support the idea of adaptive, self-regulatory processes: reduced action with growing awareness of the goal conflict and balanced goal pursuit. Experiment 2 endorses the hypotheses of motivation loss and reduced acquisition of system-related knowledge in an extended problem-solving paradigm of four conflicting goals. Impairing effects of goal interference on motivation and wellbeing were found, although less distinct and robust as in Experiment 1. Participants undertook fewer interventions in case of a goal conflict and acquired less knowledge about the system. Formal complexity due to the interconnectedness among goals is discussed as a limiting influence on inferring the problem structure

FLOW EXPERIENCE ON THE WEB: MEASUREMENT VALIDATION AND MIXED METHOD SURVEY OF FLOW ACTIVITIES

Despite strong interest in various research disciplines over two decades, adapting the \u27flow\u27 theory of Csikszentmihalyi to understand user behavior in information systems, existing literature shows high inconsistencies on both the conceptual and the methodological side. This paper addresses these inconsistencies by considering flow from the perspective of the conceptual and methodological status quo of research in psychology. Based on qualitative and quantitative data of 216 respondents, a consistent conceptualization and measurement of flow via the Flow Short Scale (FSS), which is utilized for the first time in the context of the web, is demonstrated and validated in a nomological network regarding website usage continuance intentions. Building upon this, a cross-section of activities on the web, whereat flow is experienced (flow activities), is collected and categorized by means of qualitative content analysis. Furthermore, the intensity of different aspects of the flow experience and potential for their improvement are disclosed. Looking ahead to the explanation of user behavior and implications for web design, the study makes suggestions for relevant further research

Flow Experience in Information Systems Research: Revisiting its Conceptualization, Conditions, and Effects

Despite strong interest in Csikszentmihalyi’s flow theory to understand user behavior in information systems, existing literature shows significant inconsistencies on the conceptualization, conditions, and effect mechanisms of the flow construct. Reviewing extant literature in IS on the concept of flow, this paper discusses the most common theoretical and methodological shortcomings, drawing on current considerations of flow research in motivational psychology. We argue that widely proposed assumptions of IS flow research, such as the inclusion of intrinsic motivation and the exclusion of fluency to measure flow, the flow condition of balanced skills and demands, and the proposed direct effect of flow on continuance intention, should be revisited to fully account for the construct’s nature. Reconceptualizing and validating the flow construct for IS flow research, we show that flow does not substantially depend on balanced demands and skills and that the effect of flow on continuance intention is mediated by enjoyment

Influence de la motivation sur l’apprentissage d’un système linéaire

Cette étude examine le rôle médiateur de la démarche cognitive, le niveau de motivation à la tâche et l’apprentissage qui en résulte. Quatre dimensions ont été considérées pour définir la motivation initiale : les attentes de réussite, l’anxiété, le défi et l’intérêt. L’analyse de ces dimensions a permis d’identifier trois profils motivationnels. Dans le premier profil qualifié de très motivé, les participants s’attendent à réussir. Intéressés, ils vivent leur défi avec peu d’anxiété. Dans le deuxième, les participants sont dits peu motivés ; leur niveau d’intérêt et d’attentes de réussite s’avère peu élevé. Quant au troisième profil, il est composé de participants qui présentent un faible sentiment de défi et un niveau d’anxiété élevé.This study focuses on the mediating role of the cognitive process, the level of on-task motivation and the learning resulting from it. Four dimensions were considered to define initial motivation : success expectations, anxiety, challenge, and interest. The analysis of these dimensions helped to identify three motivational profiles. In the first profile described as very motivated, the participants expect to succeed. They are interested and face challenges with little anxiety. In the second profile, the participants are known for having a low level of motivation ; their level of interest and success expectations proves to be relatively low. As for the third profile, it is composed of participants who do not feel very challenged and have a high level of anxiety.Este estudio analiza el papel mediador del enfoque cognitivo, el nivel de motivación a la tarea y el aprendizaje que de ello se deduce. Cuatro dimensiones han sido consideradas para definir la motivación inicial : las expectativas de logro, la ansiedad, el desafío y el interés. El análisis de esas dimensiones ha permitido identificar tres perfiles motivacionales. En el primer perfil, designado como motivación alta, los participantes tienen la expectativa de tener éxito.Interesados, viven su reto con poca ansiedad. En el secundo perfil, los participantes son considerados como poco motivados; su nivel de interés y de expectativas de logro es bajo. En cuanto al tercer perfil, está compuesto de participantes que presentan un bajo sentimiento de desafío y un nivel elevado de ansiedad.Diese Studie untersucht die Vermittlerrolle des Erkenntnisvorgangs, den Motivationsgrad bei der Ausführung einer Aufgabe und die Lehre, die sich daraus ergibt. Vier Dimensionen wurden berücksichtigt, um die Anfangsmotivation zu definieren : die Erfolgserwartungen, die Angst, die Herausforderung und das Interesse. Die Analyse dieser Dimensionen hat ermöglicht, drei Motivationsprofile zu identifizieren. Im ersten Profil, das als sehr motiviert qualifiziert ist, erwarten die Teilnehmer erfolgreich zu sein. Da sie interessiert sind, erleben sie eine Herausforderung mit wenig Angst. Im zweiten Profil, betrachtet man die Teilnehmer als wenig motiviert ; ihr Interessenniveau und ihre Erfolgserwartungen erweisen sich als niedrig. Das dritte Profil hingegen, besteht aus Teilnehmern die ein schwaches Herausforderungsgefühl und ein hohes Angstniveau darstellen

Customer Engagement in Online Communities: A New Conceptual Framework Integrating Motives, Incentives and Motivation

Only a match between user’s motives and incentives enables an engaging online community. The purpose of this paper is to synthesize the literature on user motivation in online communities into a conceptual framework. The framework categorizes motivational factors along motives and potential incentives and integrates the three major motives need for power, need for achievement and need for affiliation as well as the perspective of outcome- and action-related motivation. Psychological models, which explain motivation as an interrelation between different personal motives and situational incentives, demonstrate that effective incentives have to address matching motives. This paper adds to the existing literature by proposing a conceptual framework, which transfers theory of motivation psychology to the context of engagement in online communities and helps to apply successful incentives

Motivating children to learn effectively: exploring the value of intrinsic integration in educational games

The concept of intrinsic motivation lies at the heart of the user engagement created by digital games. Yet despite this, educational software has traditionally attempted to harness games as extrinsic motivation by using them as a sugar coating for learning content. This article tests the concept of intrinsic integration as a way of creating a more productive relationship between educational games and their learning content. Two studies assessed this approach by designing and evaluating an educational game called Zombie Division to teach mathematics to 7- to 11-year-olds. Study 1 examined the learning gains of 58 children who played either the intrinsic, extrinsic, or control variants of Zombie Division for 2 hr, supported by their classroom teacher. Study 2 compared time on task for the intrinsic and extrinsic variants of the game when 16 children had free choice of which game to play. The results showed that children learned more from the intrinsic version of the game under fixed time limits and spent 7 times longer playing it in free-time situations. Together, these studies offer evidence for the genuine value of an intrinsic approach for creating effective educational games. The theoretical and commercial implications of these findings are discussed

Crowdfunding : psychological conditioning

"Crowdfunding" jest stosunkowo nowym pojęciem; to neologizm, który powstał w 2006 roku. Słowo składa się z dwóch terminów: crowd ("tłum") oraz funding ("finansowanie"). Crowdfunding funkcjonuje za pośrednictwem specjalnych platform i Internetu, wykorzystuje płatności online. Celem niniejszego artykułu jest zdefiniowanie crowdfundingu, a także opisanie jego modeli i wskazanie na motywacje psychologiczne związane z dziedziną crowdfundingu. Ponadto przedstawione zostały niektóre z ostatnich badań na jego temat, które wskazują na psychologiczne i socjologiczne determinanty zachowań w sieci.Crowdfunding is a relatively new term; it’s a neologism that has been brought to live in 2006. The word itself is a blend of two terms: ‘crowd’ and ‘funding’ and the background for that term is connected with ‘crowdsourcing’. Crowdfunding use special platforms, web and online payments. The aim of the paper is mainly related to defining crowdfunding, describing models of crowdfunding and indicating some of psychological motivations and conditions to operate in crowdfunding realm. The analysis provides a clear picture of crowdfunding models and psy- chological motivations to crowdfunding. What is more, some of the recent researches and case studies will be presented to show some of the particular crowdfunding activities

УЛОГАТА НА МЕНАЏЕРОТ ВО НАМАЛУВАЊЕТО НА ТРОШОЦИТЕ ВО РАБОТЕЊЕТО ПРЕКУ ПРАВИЛНО МОТИВИРАЊЕ НА ВРАБОТЕНИТЕ

Основниот ресурс на секоја деловна организација го сочиниваат луѓето и нивните способности и вештини кои, доколку правилно се организирани, придонесуваат кон остварување на зацртаните цели на компанијата. Човечките ресурси креираат производи и услуги, го контролираат квалитетот, пласираат производи, управуваат со финансиските средства и ги утврдуваат стратегијата и целите на организацијата. Целта на секоја компанија е остварување на профит, преку економично производство со пониски трошоци. Трошоците се многу значајна економска категорија која што е дирекно поврзана со профитот на едно претпријатие. Човечките ресурси со нивното знаење, способности и мотивираност се основниот фактор за постигнувањето на подобри резутати на работењето. Затоа фокусот кон мотивираноста на вработените една од најчесто присутните задачи на менаџментот. Добро мотивираните вработени ќе придонесат како за поголемо производство, така и за подобар квалитет и поефикасно работење со посветеност кон намалување на трошоците. Предмет на научното истражување на овој труд е согледување на влијанието на мотивација за постигнување на ефикасно, продуктивно и ефективно работењ

Achievement incentives determine the effects of achievement-motive incongruence on flow experience

Previous research has shown that incongruence between implicit and explicit achievement motives impairs flow experience. We examined this relationship in a more differentiated manner by arguing that achievement-motive incongruence only exerts negative effects when individuals act in situations in which achievement incentives are present and arouse conflict between the two motives. In non-achievement situations, no negative effects of achievement-motive incongruence on flow experience are expected. Study 1 and Study 2 showed that participants with incongruent implicit and explicit achievement motives reported less flow in achievement- as compared to non-achievement-oriented sport situations. In Study 3, we experimentally manipulated achievement and non-achievement situations. Again, motive incongruence impaired the experience of flow in achievement but not in non-achievement situation

Dimensionen des Lehrerinteresses und ihre Beziehung zu beruflichem Erleben und zu Unterrichtspraktiken

This study introduced a new questionnaire on subject, didactic, and educational teacher interest and analyzed their relations to occupational well-being (burnout, enjoyment, flow) and instructional practices in a sample of 281 teachers from elementary and both low- and high-achievement secondary schools. Results of confirmatory factor analysis verified the three-dimensional structure of the newly developed interest measure. Evidence for the construct validity of the interest measure was provided by structural equation analyses showing that teachers’ occupational well-being and instructional practices were predicted by their interests, even when controlling for self-efficacy beliefs. Specifically, both didactic and educational interest contributed to lower levels of burnout and predicted beneficial instructional practices (e.g., cognitive stimulation). In addition, subject and educational interest were the main predictors of enjoyment and flow in class. (DIPF/Orig.)Es wird über die Entwicklung eines neuen Fragebogens zur Erfassung des fachlichen, didaktischen und erzieherischen Interesses von Lehrkräften berichtet. In einer Stichprobe von 281 Lehrkräften verschiedener Grund-, Haupt- und Gymnasialschulen wurden die Zusammenhänge der drei Interessendimensionen mit der beruflichen Erlebensqualität (Burnout, Vergnügen, Flow) und dem Instruktionsverhalten untersucht. Konfirmatorische Faktorenanalysen bestätigten die dreidimensionale Struktur des neuen Fragebogens. Belege für die Konstruktvalidität ergaben sich aufgrund von Strukturgleichungsanalysen, die zeigten, dass das Interesse Beiträge zur Vorhersage von beruflichem Erleben und Instruktionsverhalten leistet, auch wenn Selbstwirksamkeitsüberzeugungen kontrolliert wurden. Im Einzelnen gingen das didaktische und das erzieherische Interesse mit geringerem Burnout einher und erwiesen sich als Prädiktoren förderlichen Instruktionsverhaltens (z. B. kognitive Aktivierung). Darüber hinaus trugen das fachliche und das erzieherische Interesse zur Vorhersage von Vergnügen und Flow im Unterricht bei. (DIPF/Orig.