motivation

　 　 　 　

WordNet

1. the condition of being motivated; "his motivation was at a high level"
2. the act of motivating; providing incentive (同)motivating
3. the psychological feature that arouses an organism to action toward a desired goal; the reason for the action; that which gives purpose and direction to behavior; "we did not understand his motivation"; "he acted with the best of motives" (同)motive, need
4. give an incentive for action; "This moved me to sacrifice my career" (同)actuate, propel, move, prompt, incite
5. a positive motivational influence (同)inducement, motivator
6. of or relating to motivation

PrepTutorEJDIC

1. 動機を与えること,動機づけ
2. 〈物事〉‘の'動機となる,‘を'動機づけする;〈人〉‘に'動機を与える
3. 刺激,動機,誘因

Wikipedia preview

出典(authority):フリー百科事典『ウィキペディア（Wikipedia）』「2013/10/16 16:39:24」(JST)

wiki en

[Wiki en表示]

Motivation is a psychological feature that arouses an organism to act towards a desired goal and elicits,controls, and sustains certain goal-directed behaviors. It can be considered a driving force; a psychological one that compels or reinforces an action toward a desired goal. For example, hunger is a motivation that elicits a desire to eat. Motivation is the purpose or psychological cause of an action.

Motivation has been shown to have roots in physiological, behavioral, cognitive, and social areas. Motivation may be rooted in a basic impulse to optimize well-being, minimize physical pain and maximize pleasure. It can also originate from specific physical needs such as eating, sleeping or resting, and sex.

Motivation is an inner drive to behave or act in a certain manner. "It's the difference between waking up before dawn to pound the pavement and lazing around the house all day." These inner conditions such as wishes, desires, goals, activate to move in a particular direction in behavior.

Types of theories and models

motivational theories A class of theories about why people do things seeks to reduce the number of factors down to one and explain all behaviour through that one factor. For example, economics has been criticized for using self-interest as a mono-motivational theory. Mono-motivational theories are often criticized for being too reductive or too abstract.

Conscious and unconscious motivations

A number of motivational theories emphasize the distinction between conscious and unconscious motivations. In evolutionary psychology, the "ultimate", unconscious motivation may be a cold evolutionary calculation, the conscious motivation could be more benign or even positive emotions. For example, while it may be in the best interest of a male's genes to have multiple partners and thus break up with or divorce one before moving onto the next, the conscious rationalization could be, "I loved her at the time".

Freud is associated with the idea that human beings have many unconscious motivations that cause them to make important decisions because of these unconscious forces, such as choosing a partner.

Non-psychological theories

Platonic theory of motivation

In The Republic, Plato advances a tri-partite theory of the soul, which consists of three parts: reason, spirit and appetite. All parts of the soul have desires, however not all desires are the same. Desires take many different forms and have many different responses or results.

Machiavellianism

Machiavellism argues that human beings are motivated to seek power and status above all. Modern research argues that people who are high in this trait do indeed seek power and money, and are willing to use others as instruments towards that end.

Psychological theories and models

Rational motivations

The idea that human beings are rational and human behaviour is guided by reason is an old one. However, recent research (on Satisficing for example) has significantly undermined the idea of homo economicus or of perfect rationality in favour of a more bounded rationality. The field of behavioural economics is particularly concerned with the limits of rationality in economic agents.

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 engage in the task willingly as well as work to improve their skills, which will increase their capabilities. Students are likely to be intrinsically motivated if they:

• attribute their educational results to factors under their own control, also known as autonomy
• believe they have the skills to be effective agents in reaching their desired goals, also known as self-efficacy beliefs
• are interested in mastering a topic, not just in achieving good grades

Extrinsic motivation

Extrinsic motivation refers to the performance of an activity in order to attain an outcome, whether or not that activity is also intrinsically motivated. Extrinsic motivation comes from outside of the individual. Common extrinsic motivations are rewards (for example money or grades) for showing the desired behavior, and the threat of punishment following misbehavior. Competition is in an extrinsic motivator because it encourages the performer to win and to beat others, not simply to enjoy the intrinsic rewards of the activity. A cheering crowd and the desire to win a trophy are also extrinsic incentives.

Comparison of intrinsic and extrinsic motivation

Social psychological research has indicated that extrinsic rewards can lead to overjustification and a subsequent reduction in intrinsic motivation. In one study demonstrating this effect, children who expected to be (and were) rewarded with a ribbon and a gold star for drawing pictures spent less time playing with the drawing materials in subsequent observations than children who were assigned to an unexpected reward condition. While the provision of extrinsic rewards might reduce the desirability of an activity, the use of extrinsic constraints, such as the threat of punishment, against performing an activity has actually been found to increase one's intrinsic interest in that activity. In one study, when children were given mild threats against playing with an attractive toy, it was found that the threat actually served to increase the child's interest in the toy, which was previously undesirable to the child in the absence of threat.

For those children who received no extrinsic reward, self-determination theory proposes that extrinsic motivation can be internalized by the individual if the task fits with their values and beliefs and therefore helps to fulfill their basic psychological needs.

Operant conditioning

Operant conditioning a term coined by B.F. Skinner, is a method of learning that occurs through rewards and punishments for behaviour. Skinner believed that internal thoughts and motivations could not be used to explain behaviour; instead to look at external, observable causes of human behaviour. His theory explained how we acquire the range of learned behaviors we exhibit each and every day.

Push and pull

This model is usually used when discussing motivation within the context of tourism. Push factors determine the desire to go on holiday, whereas pull factors determine the choice of destination. Push motives are connected with internal forces, for example the need for relaxation or escapism, while pull factors are the external factors, such as landscape, cultural image or the climate of a destination, that induce a traveller to visit a certain location.^{[citation needed]} Push factors can be stimulated by external and situational aspects of motivation in the shape of pull factors. Then again pull factors are issues that can arise from a location itself and therefore ‘push’ an individual to choose to experience it. Since then, a large number of theories have been developed over the years in many studies there is no single theory that illustrates all motivational aspects of travelling. Many researchers have highlighted that because several motives may occur at the same time it should not be assumed that only one motive drives an individual to perform an action, as was presumed in previous studies. On the other hand, since people are not able to satisfy all their needs at once, they usually seek to satisfy some or a few of them.^{[citation needed]}

Self-control

The self-control aspect of motivation is increasingly considered to be a subset of emotional intelligence; it is suggested that although a person may be classed as highly intelligent (as measured by many traditional intelligence tests), they may remain unmotivated to pursue intellectual endeavours. Vroom's "expectancy theory" provides an account of when people may decide to exert self-control in pursuit of a particular goal.

Drives

Main article: Drive theory

A drive or desire can be described as a deficiency or need that activates behavior that is aimed at a goal or an incentive. These drives are thought to originate within the individual and may not require external stimuli to encourage the behavior. Basic drives could be sparked by deficiencies such as hunger, which motivates a person to seek food whereas more subtle drives might be the desire for praise and approval, which motivates a person to behave in a manner pleasing to others. Another basic drive is the sexual drive which like food motivates us because it is essential to our survival. The desire for sex is wired deep into the brain of all human beings as glands secrete hormones that travel through the blood to the brain and stimulates the onset of sexual desire. The hormone involved in the initial onset of sexual desire is called dihydroepiandosterone (DHEA). The hormonal basis of both men and women's sex drives is testosterone. Men naturally have more testosterone than women do and so are more likely than woman to think about sex, have sexual fantasies, seek sex and sexual variety (whether positions or partners), masturbate, want sex at an early point in a relationship, sacrifice other things for sex, have permissive attitudes for sex, and complain about low sex drive in their partners.

By contrast, the role of extrinsic rewards and stimuli can be seen in the example of training animals by giving them treats when they perform a trick correctly. The treat motivates the animals to perform the trick consistently, even later when the treat is removed from the process.

Incentive theory

A reward, tangible or intangible, is presented after the occurrence of an action (i.e. behavior) with the intention of causing the behavior to occur again. This is done by associating positive meaning to the behavior. Studies show that if the person receives the reward immediately, the effect is greater, and decreases as delay lengthens. Repetitive action-reward combination can cause the action to become habit. Motivation comes from two sources: oneself, and other people. These two sources are called intrinsic motivation and extrinsic motivation, respectively.

Reinforcers and reinforcement principles of behavior differ from the hypothetical construct of reward. A reinforcer is any stimulus change following a response that increases the future frequency or magnitude of that response, therefore the cognitive approach is certainly the way forward as in 1973 Maslow described it as being the golden pineapple. Positive reinforcement is demonstrated by an increase in the future frequency or magnitude of a response due to in the past being followed contingently by a reinforcing stimulus. Negative reinforcement involves stimulus change consisting of the removal of an aversive stimulus following a response. Positive reinforcement involves a stimulus change consisting of the presentation or magnification of a positive stimulus following a response. From this perspective, motivation is mediated by environmental events, and the concept of distinguishing between intrinsic and extrinsic forces is irrelevant.

Applying proper motivational techniques can be much harder than it seems. Steven Kerr notes that when creating a reward system, it can be easy to reward A, while hoping for B, and in the process, reap harmful effects that can jeopardize your goals.

Incentive theory in psychology treats motivation and behavior of the individual as they are influenced by beliefs, such as engaging in activities that are expected to be profitable. Incentive theory is promoted by behavioral psychologists, such as B.F. Skinner and literalized by behaviorists, especially by Skinner in his philosophy of Radical behaviorism, to mean that a person's actions always have social ramifications: and if actions are positively received people are more likely to act in this manner, or if negatively received people are less likely to act in this manner.

Incentive theory distinguishes itself from other motivation theories, such as drive theory, in the direction of the motivation. In incentive theory, stimuli "attract", to use the term above, a person towards them, as opposed to the body seeking to reestablish homeostasis and pushing towards the stimulus. In terms of behaviorism, incentive theory involves positive reinforcement: the reinforcing stimulus has been conditioned to make the person happier. For instance, a person knows that eating food, drinking water, or gaining social capital will make them happier. As opposed to in drive theory, which involves negative reinforcement: a stimulus has been associated with the removal of the punishment—the lack of homeostasis in the body. For example, a person has come to know that if they eat when hungry, it will eliminate that negative feeling of hunger, or if they drink when thirsty, it will eliminate that negative feeling of thirst.

Escape-seeking dichotomy model

Escapism and seeking are major factors influencing decision making. Escapism is a need to breakaway from a daily life routine, turning on the television and watching an adventure film, whereas seeking is described as the desire to learn, turning on the television to watch a documentary. Both motivations have some interpersonal and personal facets for example individuals would like to escape from family problems (personal) or from problems with work colleagues (interpersonal). This model can also be easily adapted with regard to different studies.

Drive-reduction theory

There are a number of drive theories. The Drive Reduction Theory grows out of the concept that people have certain biological drives, such as hunger. As time passes the strength of the drive increases if it is not satisfied (in this case by eating). Upon satisfying a drive the drive's strength is reduced. The theory is based on diverse ideas from the theories of Freud to the ideas of feedback control systems, such as a thermostat.

Drive theory has some intuitive or folk validity. For instance when preparing food, the drive model appears to be compatible with sensations of rising hunger as the food is prepared, and, after the food has been consumed, a decrease in subjective hunger. There are several problems, however, that leave the validity of drive reduction open for debate. The first problem is that it does not explain how secondary reinforcers reduce drive. For example, money satisfies no biological or psychological needs, but a pay check appears to reduce drive through second-order conditioning. Secondly, a drive, such as hunger, is viewed as having a "desire" to eat, making the drive a homuncular being—a feature criticized as simply moving the fundamental problem behind this "small man" and his desires.

Drive reduction theory cannot be a complete theory of behavior, or a hungry human could not prepare a meal without eating the food before he finished cooking it. The ability of drive theory to cope with all kinds of behavior, from not satisfying a drive (by adding on other traits such as restraint), or adding additional drives for "tasty" food, which combine with drives for food in order to explain cooking render it hard to test.

Cognitive dissonance theory

Suggested by Leon Festinger, cognitive dissonance occurs when an individual experiences some degree of discomfort resulting from an inconsistency between two cognitions: their views on the world around them, and their own personal feelings and actions. For example, a consumer may seek to reassure themselves regarding a purchase, feeling in retrospect that another decision may have been preferable. Their feeling that another purchase would have been preferable is inconsistent with their action of purchasing the item. The difference between their feelings and beliefs causes dissonance, so they seek to reassure themselves.

While not a theory of motivation, per se, the theory of cognitive dissonance proposes that people have a motivational drive to reduce dissonance. The cognitive miser perspective makes people want to justify things in a simple way in order to reduce the effort they put into cognition. They do this by changing their attitudes, beliefs, or actions, rather than facing the inconsistencies, because dissonance is a mental strain. Dissonance is also reduced by justifying, blaming, and denying. It is one of the most influential and extensively studied theories in social psychology.

Need theories

Motivation, as defined by Pritchard and Ashwood, is the process used to allocate energy to maximize the satisfaction of needs.

Maslow's Hierarchy of Needs

Content theory of human motivation includes both Abraham Maslow's hierarchy of needs and Herzberg's two-factor theory. Maslow's theory is one of the most widely discussed theories of motivation.

The American motivation psychologist Abraham H. Maslow developed the hierarchy of needs consisting of five hierarchic classes. According to Maslow, people are motivated by unsatisfied needs. The needs, listed from basic (lowest-earliest) to most complex (highest-latest) are as follows:

• Physiology (hunger, thirst, sleep, etc.)
• Safety/Security/Shelter/Health
• Belongingness/Love/Friendship
• Self-esteem/Recognition/Achievement
• Self actualization

The basic requirements build upon the first step in the pyramid: physiology. If there are deficits on this level, all behavior will be oriented to satisfy this deficit. Essentially, if you have not slept or eaten adequately, you won't be interested in your self-esteem desires. Subsequently we have the second level, which awakens a need for security. After securing those two levels, the motives shift to the social sphere, the third level. Psychological requirements comprise the fourth level, while the top of the hierarchy consists of self-realization and self-actualization.

Maslow's Hierarchy of Needs theory can be summarized as follows:

• Human beings have wants and desires which influence their behavior. Only unsatisfied needs influence behavior, satisfied needs do not.
• Needs are arranged in order of importance to human life, from the basic to the complex.
• The person advances to the next level of needs only after the lower level need is at least minimally satisfied.
• The further the progress up the hierarchy, the more individuality, humanness and psychological health a person will show.

Herzberg's two-factor theory

Main article: Two-factor theory

Frederick Herzberg's two-factor theory, a.k.a. intrinsic/extrinsic motivation, concludes that certain factors in the workplace result in job satisfaction, but if absent, they don't lead to dissatisfaction but no satisfaction. The factors that motivate people can change over their lifetime, but "respect for me as a person" is one of the top motivating factors at any stage of life.

He distinguished between:

• Motivators; (e.g. challenging work, recognition, responsibility) which give positive satisfaction, and
• Hygiene factors; (e.g. status, job security, salary and fringe benefits) that do not motivate if present, but, if absent, result in demotivation.

The name hygiene factors is used because, like hygiene, the presence will not improve health, but absence can cause health deterioration.
Herzberg's theory has found application in such occupational fields as information systems and in studies of user satisfaction such as computer user satisfaction.

Alderfer's ERG theory

Alderfer, expanding on Maslow's hierarchy of needs, created the ERG theory. This theory posits that there are three groups of core needs — existence, relatedness, and growth, hence the label: ERG theory. The existence group is concerned with providing our basic material existence requirements. They include the items that Maslow considered to be physiological and safety needs. The second group of needs are those of relatedness- the desire we have for maintaining important personal relationships. These social and status desires require interaction with others if they are to be satisfied, and they align with Maslow's social need and the external component of Maslow's esteem classification. Finally, Alderfer isolates growth needs as an intrinsic desire for personal development. These include the intrinsic component from Maslow's esteem category and the characteristics included under self-actualization.

Self-determination theory

Edward L. Deci and Richard M. Ryan, during the early nineties, proposed the theory of self-determination; focusing on the degree to which an individual’s behaviour is self-motivated and self-determined. According to Deci and Ryan, the three psychological needs motivate the self to initiate specific behaviour and mental nutriments that are essential for psychological health and well-being for an individual. These needs are said to be universal, innate and psychological and include the need for competence, autonomy, and psychological relatedness. When these needs are satisfied, there are positive consequence (e.g. well being and growth), we're motivated, productive and happy. When they’re thwarted, our motivation, productivity and happiness plummet. Deci and Vansteenkiste claim that there are three essential elements to the theory: 1. Humans are inherently proactive with their potential and mastering their inner forces (such as drive and emotions). 2. Humans have an inherent tendency towards growth, development and integrated functioning. 3. Optimal development and actions are inherent in humans but they don’t happen automatically. Whether this aspect of our humanity emerges in our lives depends on whether the conditions around us support it. The main mechanisms of Motivation 2.0 are more stifling than supportive. Of course these are necessary, as stated earlier, but the less salient they are made, the better. Instead, we should focus our efforts on creating environments (at our workplace, schools, home) for our innate psychological needs to flourish. Other researchers also reach the same conclusion, i.e. human beings have an innate drive to be autonomous, self-determined yet connected to one another. When these conditions are met, internet drive is liberated and people achieve more and live richer lives.

Temporal motivation theory

The latest approach in developing a broad, integrative theory of motivation is Temporal Motivation Theory. Introduced in a 2006 Academy of Management Review article, it synthesizes into a single formulation the primary aspects of several other major motivational theories, including Incentive Theory, Drive Theory, Need Theory, Self-Efficacy and Goal Setting. It simplifies the field of motivation and allows findings from one theory to be translated into terms of another. Another journal article that helped to develop the Temporal Motivation Theory, "The Nature of Procrastination, " received American Psychological Association's George A. Miller award for outstanding contribution to general science.

Achievement motivation

Achievement motivation is an integrative perspective based on the premise that performance motivation results from the way broad components of personality are directed towards performance. As a result, it includes a range of dimensions that are relevant to success at work but which are not conventionally regarded as being part of performance motivation. The emphasis on performance seeks to integrate formerly separate approaches as Need for Achievement with, for example, social motives like dominance. Personality is intimately tied to performance and achievement motivation, including such characteristics as tolerance for risk, fear of failure, and others. The Achievement Motivation Inventory is based on this theory and assesses three factors (in 17 separated scales) relevant to vocational and professional success. This motivation has repeatedly been linked with adaptive motivational patterns, including working hard, a willingness to pick learning tasks with much difficulty, and contributing success to effort.

Achievement motivation was studied intensively by David C. McClelland, John W. Atkinson and their colleagues since the early 1950s. Their research showed that business managers who were successful demonstrated a high need to achieve no matter the culture. There are three major characteristics of people who have a great need to achieve according to McClelland’s research.

1. They would prefer a work environment in which they are able to assume responsibility for solving problems.
2. They would take calculated risk and establish moderate, attainable goals.
3. They want to hear continuous recognition, as well as feedback, in order for them to know how well they are doing.

Cognitive theories

Goal-setting theory

Goal-setting theory is based on the notion that individuals sometimes have a drive to reach a clearly defined end state. Often, this end state is a reward in itself. A goal's efficiency is affected by three features: proximity, difficulty and specificity. Good goal setting incorporates the SMART criteria, in which goals are: specific, measurable, accurate, realistic, and timely. An ideal goal should present a situation where the time between the initiation of behavior and the end state is close. This explains why some children are more motivated to learn how to ride a bike than to master algebra. A goal should be moderate, not too hard or too easy to complete. In both cases, most people are not optimally motivated, as many want a challenge (which assumes some kind of insecurity of success). At the same time people want to feel that there is a substantial probability that they will succeed. Specificity concerns the description of the goal in their class. The goal should be objectively defined and intelligible for the individual. A classic example of a poorly specified goal is to get the highest possible grade. Most children have no idea how much effort they need to reach that goal.

Models of behavior change

Social-cognitive models of behavior change include the constructs of motivation and volition. Motivation is seen as a process that leads to the forming of behavioral intentions. Volition is seen as a process that leads from intention to actual behavior. In other words, motivation and volition refer to goal setting and goal pursuit, respectively. Both processes require self-regulatory efforts. Several self-regulatory constructs are needed to operate in orchestration to attain goals. An example of such a motivational and volitional construct is perceived self-efficacy. Self-efficacy is supposed to facilitate the forming of behavioral intentions, the development of action plans, and the initiation of action. It can support the translation of intentions into action.

John W. Atkinson, David Birch and their colleagues developed the theory of "Dynamics of Action" to mathematically model change in behavior as a consequence of the interaction of motivation and associated tendencies toward specific actions. The theory posits that change in behavior occurs when the tendency for a new, unexpressed behavior becomes dominant over the tendency currently motivating action. In the theory, the strength of tendencies rises and falls as a consequence of internal and external stimuli (sources of instigation), inhibitory factors, and consummatory in factors such as performing an action. In this theory, there are three causes responsible for behavior and change in behavior:

1. Instigation (Ts) - increases tendency when an activity has intrinsic ability to satisfy;
2. Inhibition (Taf) - decreases tendency when there are obstacles to performing an activity; and
3. Consummation - decreases a tendency as it is performed.

Conscious motivation

This is a kind of motivation that people are aware of.

Unconscious motivation

Some psychologists believe that a significant portion of human behavior is energized and directed by unconscious motives. According to Maslow, "Psychoanalysis has often demonstrated that the relationship between a conscious desire and the ultimate unconscious aim that underlies it need not be at all direct."

Thematic Appreception Test

Psychologists David C. McClelland and John W. Atkinson argued that motivation should be unconscious. They refined measures of motivation by means of content analysis of imaginative thought using, for example, the Thematic Apperception Test.'

Intrinsic motivation and the 16 basic desires theory

Starting from studies involving more than 6,000 people, Professor Steven Reiss has proposed a theory that found 16 basic desires that guide nearly all human behavior. The 16 basic desires that motivate our actions and define our personalities are:

• Acceptance, the need for approval
• Curiosity, the need to learn
• Eating, the need for food
• Family, the need to raise children
• Honor, the need to be loyal to the traditional values of one's clan/ethnic group
• Idealism, the need for social justice
• Independence, the need for individuality
• Order, the need for organized, stable, predictable environments
• Physical activity, the need for exercise
• Power, the need for influence of will
• Romance, the need for sex and for beauty
• Saving, the need to collect
• Social contact, the need for friends (peer relationships)
• Social status, the need for social standing/importance
• Tranquility, the need to be safe
• Vengeance, the need to strike back and to compete

Attribution Theory

The attribution theory is a theory developed by psychologist, Fritz Heider that describes the processes by which individuals explain the causes of their behavior and events. A form of attribution theory developed by psychologist, Bernard Weiner describes an individual’s beliefs about how the causes of success or failure affect their emotions and motivations. Bernard Weiner’s theory can be defined into two perspectives: intrapersonal or interpersonal. The intrapersonal perspective includes self-directed thoughts and emotions that are attributed to the self. The interpersonal perspective includes beliefs about the responsibility of others and other directed affects of emotions; the individual would place the blame on another individual.

Individuals formulate explanatory attributions to understand the events they experience and to seek reasons for their failures. When individuals seek positive feedback from their failures, they use the feedback as motivation to show improved performances. For example, using the intrapersonal perspective, a student who failed a test may attribute their failure for not studying enough and would use their emotion of shame or embarrassment as motivation to study harder for the next test. A student who blames their test failure on the teacher would be using the interpersonal perspective, and would use their feeling of disappointment as motivation to rely on a different study source other than the teacher for the next test.

Approach versus avoidance

Approach motivation is a motivation to experience a positive outcome. In contrast, avoidance motivation is a motivation not to experience a negative outcome. Research suggests that, all else being equal, avoidance motivations tend to be more powerful than approach motivations. Because people expect losses to have more powerful emotional consequences than equal-size gains, they will take more risks to avoid a loss than to achieve a gain.

Practical applications

The control of motivation is only understood to a limited extent. There are many different approaches of motivation training, but many of these are considered pseudoscientific by critics. To understand how to control motivation it is first necessary to understand why many people lack motivation.

Employee motivation

See also: Work motivation

Workers in any organization need something to keep them working. Most of the time, the salary of the employee is enough to keep him or her working for an organization. An employee must be motivated to work for a company or organization. If no motivation is present in an employee, then that employee’s quality of work or all work in general will deteriorate. People differ on a personality dimension called locus of control. This variable refers to individual's beliefs about the location of the factors that control their behavior. At one end of the continuum are high internals who believe that opportunity to control their own behavior rests within themselves. At the other end of the continuum there are high externals who believe that external forces determine their behavior. Not surprisingly, compared with internals, externals see the world as an unpredictable, chancy place in which luck, fate, or powerful people control their destinies. When motivating an audience, you can use general motivational strategies or specific motivational appeals. General motivational strategies include soft sell versus hard sell and personality type. Soft sell strategies have logical appeals, emotional appeals, advice and praise. Hard sell strategies have barter, outnumbering, pressure and rank. Also, you can consider basing your strategy on your audience personality. Specific motivational appeals focus on provable facts, feelings, right and wrong, audience rewards and audience threats.

Job Characteristics Model

See also: Work motivation and Job satisfaction

The Job Characteristics Model (JCM), as designed by Hackman and Oldham attempts to use job design to improve employee motivation. They show that any job can be described in terms of five key job characteristics:

1. Skill Variety - the degree to which the job requires the use of different skills and talents

2. Task Identity - the degree to which the job has contributed to a clearly identifiable larger project

3. Task Significance - the degree to which the job has an impact on the lives or work of other people

4. Autonomy - the degree to which the employee has independence, freedom and discretion in carrying out the job

5. Task Feedback - the degree to which the employee is provided with clear, specific, detailed, actionable information about the effectiveness of his or her job performance

The JCM links the core job dimensions listed above to critical psychological states which results in desired personal and work outcomes. This forms the basis of this 'employee growth-need strength." The core dimensions listed above can be combined into a single predictive index, called the Motivating Potential Score.

Motivating Potential Score

See also: Work motivation and Job satisfaction

The motivating potential score (MPS) can be calculated, using the core dimensions discussed above, as follows:

Jobs that are high in motivating potential must be high on at least one of the three factors that lead to experienced meaningfulness, and also must be high on both Autonomy and Feedback. If a job has a high MPS, the job characteristics model predicts that motivation, performance and job satisfaction will be positively affected and the likelihood of negative outcomes, such as absenteeism and turnover, will be reduced.

Employee Recognition Programs

Employee recognition is not only about gifts and points. It's about changing the corporate culture in order to meet goals and initiatives and most importantly to connect employees to the company's core values and beliefs. Strategic employee recognition is seen as the most important program not only to improve employee retention and motivation but also to positively influence the financial situation. The difference between the traditional approach (gifts and points) and strategic recognition is the ability to serve as a serious business influencer that can advance a company’s strategic objectives in a measurable way. "The vast majority of companies want to be innovative, coming up with new products, business models and better ways of doing things. However, innovation is not so easy to achieve. A CEO cannot just order it, and so it will be. You have to carefully manage an organization so that, over time, innovations will emerge."

Drugs

Some authors, especially in the transhumanist movement, have suggested the use of "smart drugs", also known as nootropics, as "motivation-enhancers". These drugs work in various ways to affect neurotransmitters in the brain. It is generally widely accepted that these drugs enhance cognitive functions, but not without potential side effects. The effects of many of these drugs on the brain are emphatically not well understood, and their legal status often makes open experimentation difficult.^{[citation needed]}

Education

Motivation is of particular interest to educational psychologists because of the crucial role it plays in student learning. However, the specific kind of motivation that is studied in the specialized setting of education differs qualitatively from the more general forms of motivation studied by psychologists in other fields.

Motivation in education can have several effects on how students learn and how they behave towards subject matter. It can:

1. Direct behavior toward particular goals
2. Lead to increased effort and energy
3. Increase initiation of, and persistence in, activities
4. Enhance cognitive processing
5. Determine what consequences are reinforcing
6. Lead to improved performance.

Because students are not always internally motivated, they sometimes need situated motivation, which is found in environmental conditions that the teacher creates.

If teachers decided to extrinsically reward productive student behaviors, they may find it difficult to extricate themselves from that path. Consequently student dependency on extrinsic rewards represents one of the greatest detractors from their use in the classroom.

The majority of new student orientation leaders at colleges and universities recognize that distinctive needs of students should be considered in regard to orientation information provided at the beginning of the higher education experience. Research done by Whyte in 1986 raised the awareness of counselors and educators in this regard. In 2007, the National Orientation Directors Association reprinted Cassandra B. Whyte's research report allowing readers to ascertain improvements made in addressing specific needs of students over a quarter of a century later to help with academic success.

Generally, motivation is conceptualized as either intrinsic or extrinsic. Classically, these categories are regarded as distinct. Today, these concepts are less likely to be used as distinct categories, but instead as two ideal types that define a continuum:

• Intrinsic motivation occurs when people are internally motivated to do something because it either brings them pleasure, they think it is important, or they feel that what they are learning is significant. It has been shown that intrinsic motivation for education drops from grades 3-9 though the exact cause cannot be ascertained. Also, in younger students it has been shown that contextualizing material that would otherwise be presented in an abstract manner increases the intrinsic motivation of these students.
• Extrinsic motivation comes into play when a student is compelled to do something or act a certain way because of factors external to him or her (like money or good grades).

Cassandra B. Whyte researched and reported about the importance of locus of control and academic achievement. Students tending toward a more internal locus of control are more academically successful, thus encouraging curriculum and activity development with consideration of motivation theories.

Academic motivation orientation may also be tied with one's ability to detect and process errors. Fisher, Nanayakkara, and Marshall conducted neuroscience research on children's motivation orientation, neurological indicators of error monitoring (the process of detecting an error), and academic achievement. Their research suggests that students with high intrinsic motivation attribute performance to personal control and that their error-monitoring system is more strongly engaged by performance errors. They also found that motivation orientation and academic achievement were related to the strength in which their error-monitoring system was engaged.

Motivation has been found to be an important element in the concept of Andragogy (what motivates the adult learner), and in treating Autism Spectrum Disorders, as in Pivotal Response Therapy.

Doyle and Moeyn have noted that traditional methods tended to use anxiety as negative motivation (e.g. use of bad grades by teachers) as a method of getting students to work. However, they have found that progressive approaches with focus on positive motivation over punishment has produced greater effectiveness with learning, since anxiety interferes with performance of complex tasks.

Indigenous Education, Learning, and Motivation

For many indigenous students (such as Native American children), motivation may be derived from social organization; an important factor educators should account for in addition to variations in Sociolinguistics and Cognition. While poor academic performance among Native American students is often attributed to low levels of motivation, Top-down classroom organization is often found to be ineffective for children of many cultures, who depend on a sense of community purpose and competence to effectively engage in material. Horizontally-structured, community-based learning strategies often provide a more structurally supportive environment for motivating indigenous children, who tend to be driven by “social/affective emphasis, harmony, holistic perspectives, expressive creativity, and nonverbal communication.” This drive is also traceable to a cultural tradition of community-wide expectations of participation in the activities and goals of the greater group, rather than individualized aspirations of success or triumph.

Structure for social learning in indigenous communities also often allows siblings to co-parent younger children in their acquisition of behaviors and traditions, which fosters the dynamic of community-motivated engagement from a young age. Furthermore, it is commonplace for children to assist and demonstrate for their younger counterparts without being prompted by authority figures. Observation techniques are demonstrated in such examples as weaving in Chiapas, Mexico, where it is commonplace for children to learn by "a more skilled other" within the community. The assumption of responsibility amongst children is also apparent within Mayan weaving apprenticeships; often, when the "more skilled other" is tasked with multiple obligations, an older child will step in and guide the learner. Sibling guidance is supported from early youth, where learning through play encourages horizontally-structured environments through alternative educational models such as "Intent Community Participation." Research also suggests that that formal Westernized schooling can actually reshape the traditionally collaborative nature of social life in indigenous communities This research is supported cross-culturally, with variations in motivation and learning often reported higher between indigenous groups and their national Westernized counterparts than between indigenous groups across international continental divides.

Self-Determination in Education

Self-determination is the ability to make choices and exercise a high degree of control, such as what the student does and how they do it (Deci et al., 1991; Reeve, Hamm, & Nix, 2003; Ryan & Deci, 2002). Self-determination can be supported by providing opportunities for students to be challenged, such as leadership opportunities, providing appropriate feedback and fostering, establishing and maintaining good relationships between teachers and students. These strategies can increase students' interest, competence, creativity and desire to be challenged and ensure that students are intrinsically motivated to study. On the other hand, students who lack of self-determination are more likely to feel their success is out of their control. Such students lose motivation to study, which causes a state of "helpless learning". Students who feel helpless readily believe they will fail and therefore cease to try. Over time, a vicious circle of low achievement develops.

Physical activity in Education

Physical activity is body movement that works your muscles and requires more energy than resting. According to the American Intercontinental University, college students should make time for exercise to maintain and increase motivation. AIU states that regular exercise has impeccable effects on the brain. With consistent running routines, there are more complex connections between neurons, meaning the brain is able to access its brain cells more flexibly. By performing well physically, motivation will be present in education because of how well the brain is performing. After exercising, the brain can have more desire to obtain knowledge and better retain the information. In addition, exercise can relieve stress. Exercising can ease anxiety and relieve negative effects of stress on the body. Without stress factors, individuals can perform better and more efficiently, since their minds will have a more positive outlook. This positive mood will help keep students motivated and more open and willing to succeed academically. Lastly, exercise increases focus and concentration that could also help students maintain their motivation and focus on their studies. AIU claims that exercise may have improved the students’ ability to participate and retain information during the class after they had exercised. By being able to retain information and be more willing to participate will keep the students motivated and perform academically well.

Healthy sleeping habits in Education

Sleep is a natural periodic state of rest for the mind and body. According to the American Academy of Sleep Medicine, it is important and essential for students to obtain the right amount of sleep in order to succeed in academics. AASM states that getting good nights of sleep is one of the best ways to maximize performance on finals. It is possible that the more chaotic and sporadic one’s sleeping schedule is, the harder it will be for that individual to get an A or B on an exam. Dr. Kushida from AASM proclaims that sleep loss may lead to learning and memory impairment. In addition, she also comments that lack of sleep can lead to decreased attention and vigilance. So, with small amounts of sleep, individuals cannot maintain all their memory or focus needed to score well in their classes. Therefore, sleep is a requirement in education if the individual wants to succeed academically. The right amount of sleep will enable individuals to keep their motivation and good grades in education. Without sleep, students and individual’s memory capacity can become so minimal that it is possible for them not to even remember what they are supposed to do in a day’s time. In addition, with a lack of sleep, students cannot physically withhold and function for a long time, since their bodies will not have the energy. So, with enough sleep, students’ minds will be clearer and have more potential to contain information. At the same time, students would be granted with more motivation and energy since their minds and bodies will be more willing to obtain information.

Business

See also: Work motivation

At lower levels of Maslow's hierarchy of needs, such as physiological needs, money is a motivator, however it tends to have a motivating effect on staff that lasts only for a short period (in accordance with Herzberg's two-factor model of motivation). At higher levels of the hierarchy, praise, respect, recognition, empowerment and a sense of belonging are far more powerful motivators than money, as both Abraham Maslow's theory of motivation and Douglas McGregor's theory X and theory Y (pertaining to the theory of leadership) demonstrate.

According to Maslow, people are motivated by unsatisfied needs. The lower level needs such as Physiological and Safety needs will have to be satisfied before higher level needs are to be addressed. We can relate Maslow's Hierarchy of Needs theory with employee motivation. For example, if a manager is trying to motivate his employees by satisfying their needs; according to Maslow, he should try to satisfy the lower level needs before he tries to satisfy the upper level needs or the employees will not be motivated. Also he has to remember that not everyone will be satisfied by the same needs. A good manager will try to figure out which levels of needs are active for a certain individual or employee.

Maslow has money at the lowest level of the hierarchy and shows other needs are better motivators to staff. McGregor places money in his Theory X category and feels it is a poor motivator. Praise and recognition are placed in the Theory Y category and are considered stronger motivators than money.

• Motivated employees always look for better ways to do a job.
• Motivated employees are more quality oriented.
• Motivated workers are more productive.

The average workplace is about midway between the extremes of high threat and high opportunity. Motivation by threat is a dead-end strategy, and naturally staff are more attracted to the opportunity side of the motivation curve than the threat side. Motivation is a powerful tool in the work environment that can lead to employees working at their most efficient levels of production.

Nonetheless, Steinmetz also discusses three common character types of subordinates: ascendant, indifferent, and ambivalent who all react and interact uniquely, and must be treated, managed, and motivated accordingly. An effective leader must understand how to manage all characters, and more importantly the manager must utilize avenues that allow room for employees to work, grow, and find answers independently.

The assumptions of Maslow and Herzberg were challenged by a classic study at Vauxhall Motors' UK manufacturing plant. This introduced the concept of orientation to work and distinguished three main orientations: instrumental (where work is a means to an end), bureaucratic (where work is a source of status, security and immediate reward) and solidaristic (which prioritizes group loyalty).

Other theories which expanded and extended those of Maslow and Herzberg included Kurt Lewin's Force Field Theory, Edwin Locke's Goal Theory and Victor Vroom's Expectancy theory. These tend to stress cultural differences and the fact that individuals tend to be motivated by different factors at different times.

According to the system of scientific management developed by Frederick Winslow Taylor, a worker's motivation is solely determined by pay, and therefore management need not consider psychological or social aspects of work. In essence, scientific management bases human motivation wholly on extrinsic rewards and discards the idea of intrinsic rewards.

In contrast, David McClelland believed that workers could not be motivated by the mere need for money—in fact, extrinsic motivation (e.g., money) could extinguish intrinsic motivation such as achievement motivation, though money could be used as an indicator of success for various motives, e.g., keeping score. In keeping with this view, his consulting firm, McBer & Company, had as its first motto "To make everyone productive, happy, and free." For McClelland, satisfaction lay in aligning a person's life with their fundamental motivations.

Elton Mayo found that the social contacts a worker has at the workplace are very important and that boredom and repetitiveness of tasks lead to reduced motivation. Mayo believed that workers could be motivated by acknowledging their social needs and making them feel important. As a result, employees were given freedom to make decisions on the job and greater attention was paid to informal work groups. Mayo named the model the Hawthorne effect. His model has been judged as placing undue reliance on social contacts within work situations for motivating employees.

William Ouchi introduced Theory Z, a hybrid management approach consisting of both Japanese and American philosophies and cultures. Its Japanese segment is much like the clan culture where organizations focus on a standardized structure with heavy emphasis on socialization of its members. All underlying goals are consistent across the organization. Its American segment retains formality and authority amongst members and the organization. Ultimately, Theory Z promotes common structure and commitment to the organization, as well as constant improvement of work efficacy.

In Essentials of Organizational Behavior, Robbins and Judge examine recognition programs as motivators, and identify five principles that contribute to the success of an employee incentive program:

• Recognition of employees' individual differences, and clear identification of behavior deemed worthy of recognition
• Allowing employees to participate
• Linking rewards to performance
• Rewarding of nominators
• Visibility of the recognition process

Games

Motivational models are central to game design, because without motivation a player will not be interested in progressing further within a game. Several models for gameplay motivations have been proposed, including Richard Bartle's. Jon Radoff has proposed a four-quadrant model of gameplay motivation that includes cooperation, competition, immersion and achievement. The motivational structure of games is central to the gamification trend, which seeks to apply game-based motivation to business applications.

See also

Addiction Amotivational syndrome Andragogy Dopamine Equity theory Flow Goal orientation Happiness at work Health Action Process Approach Hedonic motivation Human behavior

Human Potential Movement Humanistic psychology I-Change Model Incentive program Learned industriousness Locus of control Motivation crowding theory Organismic theory Organizational behavior Personality psychology Positive education

Positive Psychology in the Workplace Regulatory Focus Theory Self-determination theory Self-efficacy Sexual motivation and hormones Social cycle theory Theory Z of Ouchi Volition Work engagement

References

Further reading

• Baumeister, R.F.; Vohs, K.D. (2004), Handbook of self-regulation: Research, theory, and applications, New York: Guilford Press, p. 574, ISBN 1-57230-991-1 
• Carver, C.S.; Scheier, M.F. (2001), On the self-regulation of behavior, New York: Cambridge University Press, p. 460, ISBN 0-521-00099-8 
• Cervone, D.; Shadel, W.G.; Smith, Ronald E.; Fiori, Marina (2006), "Self-Regulation: Reminders and Suggestions from Personality Science", Applied Psychology: an International Review 55 (3): 333–385, doi:10.1111/j.1464-0597.2006.00261.x 
• Cofer, Charles N; Appley, Mortimer H (1967), Motivation: Theory and Research, New York, London, Sydney: John Wiley & Sons 
• Fishbein, M.; Ajzen, I. (1975), Belief, attitude, intention, and behavior: An introduction to theory and research, Reading, MA: Addison-Wesley 
• Gollwitzer, P.M. (1999), "Implementation intentions: Strong effects of simple plans", American Psychologist 54 (7): 493–503, doi:10.1037/0003-066X.54.7.493 
• Jones, Ishmael (2008), The Human Factor: Inside the CIA's Dysfunctional Intelligence Culture (New York: Encounter Books), ISBN 978-1-59403-382-7 
• Murphy, Jim (2009), Inner Excellence, McGraw-Hill, ISBN 978-0-07-163504-2 

UpToDate Contents

全文を閲覧するには購読必要です。 To read the full text you will need to subscribe.

• 1. 気晴らし食い症候群：認知行動療法（CBT） binge eating disorder cognitive behavioral therapy cbt
• 2. 高脂血症剤のアドヒアランスおよびライフスタイル変更の推奨 compliance with lipid altering medications and recommended lifestyle changes
• 3. プライマリケアにおける禁煙カウンセリング策 smoking cessation counseling strategies in primary care
• 4. 物質使用障害に対する動機づけ面接 motivational interviewing for substance use disorder
• 5. 成人における神経性無食欲症：認知行動療法（CBT） anorexia nervosa in adults cognitive behavioral therapy cbt

English Journal

• Recent developments in time-of-flight PET.

• Vandenberghe S1, Mikhaylova E2, D'Hoe E2, Mollet P2, Karp JS3.
• EJNMMI physics.EJNMMI Phys.2016 Dec;3(1):3. doi: 10.1186/s40658-016-0138-3. Epub 2016 Feb 16.
• While the first time-of-flight (TOF)-positron emission tomography (PET) systems were already built in the early 1980s, limited clinical studies were acquired on these scanners. PET was still a research tool, and the available TOF-PET systems were experimental. Due to a combination of low stopping po
• PMID 26879863

• Understanding motivation to implement smoking bans among mothers with a hospitalized infant.

• Stotts AL1, Klawans MR2, Northrup TF2, Villarreal Y2, Hovell MF3.
• Addictive behaviors.Addict Behav.2016 Jul;58:60-7. doi: 10.1016/j.addbeh.2016.02.018. Epub 2016 Feb 10.
• OBJECTIVE: Secondhand smoke exposure (SHSe) poses risks to hospitalized children upon discharge and no uniformly effective interventions have been identified. Understanding change-related processes and social-contextual factors related to motivation for implementing home and car smoking bans may inf
• PMID 26914262

• Anxiety sensitivity in relation to quit day dropout among adult daily smokers recruited to participate in a self-guided cessation attempt.

• Langdon KJ1, Farris SG2, Hogan JB3, Grover KW4, Zvolensky MJ5.
• Addictive behaviors.Addict Behav.2016 Jul;58:12-5. doi: 10.1016/j.addbeh.2016.02.017. Epub 2016 Feb 10.
• Anxiety sensitivity (AS; fear of anxiety and internal sensations) has been implicated in a variety of aspects of smoking, including difficulties achieving and maintaining abstinence during tobacco cessation. However, research has yet to evaluate whether AS impacts premature termination of initiating
• PMID 26896560

• Ecodriving in hybrid electric vehicles - Exploring challenges for user-energy interaction.

• Franke T1, Arend MG2, McIlroy RC3, Stanton NA3.
• Applied ergonomics.Appl Ergon.2016 Jul;55:33-45. doi: 10.1016/j.apergo.2016.01.007. Epub 2016 Jan 27.
• Hybrid electric vehicles (HEVs) can help to reduce transport emissions; however, user behaviour has a significant effect on the energy savings actually achieved in everyday usage. The present research aimed to advance understanding of HEV drivers' ecodriving strategies, and the challenges for optima
• PMID 26995034

Japanese Journal

• 学校適応を促進する「遊び」の集団体験 対人関係ゲームによる登校支援の可能性

• 岸田 幸弘
• 學苑 872, 27-39, 2013-06-01
• … As a result, children's motivation to attend school increased and consequently, the number of children refusing school decreased. …
• NAID 110009581087

• 学習ゲームを用いた発達障害児向け文字学習支援システム

• 金山 貴泰,浅野 久美子,西野 哲朗,若月 光夫
• 情報処理学会研究報告. MPS, 数理モデル化と問題解決研究報告 2013-MPS-93(8), 1-6, 2013-05-16
• 発達障害児教育においては,児童の学習に関する動機の喚起・維持が困難な場合が多い.この問題を解決するために,近年,発達障害児教育の現場において,ICT(情報通信技術)を用いた教育支援システムの活用が注目されている.本研究では,発達障害児の興味を引くように,学習ゲームの仕組みを取り入れた,文字学習支援システム『おとかな!』を開発した.その際,教員とのディスカッションを通して,本システムに難易度設定,問 …
• NAID 110009579814

• A Concept analysis : Empowerment in cancer patients

• Hagiwara Eiko,Futawatari Tamae
• The Kitakanto medical journal 63(2), 165-174, 2013-05-01
• … Results:The concept of empowerment in cancer patients comprised the following 6 attributes:［existence of motivation］,［awareness and reinforcement of inner strength］,［acquisition ofproblem-solving abilities］,［self-directive and independent activities］,［reframing］,and［construction of partnership and interaction］. …
• NAID 120005231550

• 前立腺全摘除術後患者に対するMasturbation device : EGGの使用経験 : Penile rehabilitationとしての可能性

• 佐藤 嘉一,丹田 均,中嶋 久雄,新田 俊一,赤樫 圭吾,半澤 辰夫,戸邉 武蔵,芳賀 一徳,内田 耕介,本間 一也
• 泌尿器科紀要 59(5), 271-275, 2013-05-00
• … We also studied the change of self-esteem and motivation for continuation of PR after stimulation with EGG. … Changes of self-esteem and motivation for penile rehabilitation were assessed by the self-esteem subscale of the Self-Esteem and Relationship (SEAR) questionnaire and one original question, respectively. … Six patients who showed a better erectile response with EGG retained motivation for continuation of PR. …
• NAID 120005245089

Related Links

• Motivation - Wikipedia, the free encyclopedia

Motivation is the psychological feature that arouses an organism to action toward a desired goal and elicits, controls, and sustains certain goal directed behaviors. It can be considered a driving force; a psychological drive that compels or ...

• motivationとは - はてなキーワード

「motivation」とは - ＞＞モチベーション参照 (1)動機付け (2)動機や意欲を与えること。 刺激。熱意。

• Motivation Maker （モチベーション・メーカー）

東京大学i.school発の教育系NPO組織 Motivation Maker （モチベーション・メーカー）。 「モチベーション」に特化した教育サービスを提供します。

Related Pictures

---

★リンクテーブル★

リンク元	「意欲」「motivate」「incentive」「モチベーション」
拡張検索	「motivational」

「意欲」

　　[★]

英

motivation、incentive, volition

関

動機づけ、誘因、モチベーション、意欲を刺激する、意志

• 前頭葉に主座があるらしい。　→　意欲低下と前頭葉の萎縮とは関連がある？

「motivate」

　　[★]

• 動機づける、動機を与える

関

motivation、motivational

　 　

「incentive」

　　[★]

• n.

• 誘因、意欲

• v.

• 意欲を刺激する

関

motivation

　 　

「モチベーション」

　　[★]

英

motivation

関

意欲、動機づけ

「motivational」

　　[★]

• 動機づけの

関

motivate、motivation