企业员工工作动机的结构研究

本研究利用问卷调查的方法 ,探讨了我国企业员工工作动机的结构及其特征 ,结果发现我国企业员工的工作动机可以概括为追求胜任取向、外在报酬取向、他人评价取向、自我决定取向与良好关系取向五个因素。所得到的五因素模型较内部动机、外部动机两维模型更加具体、全面地反映了工作动机的内容。企业员工工作动机的取向与性别、受教育水平等因素有关。研究得到了《企业员工工作动机取向量表》 ,该量表共 38个项目 ,具有较好的信度与效度。     

表扬与内在动机关系的三种观点

目前表扬与内在动机的关系共有三种观点：一种观点认为表扬对内在动机有促进作用,另外一些观点则认为表扬会对内在动机产生损害。Henderlong和Lepper对这两类观点进行了整合,提出了第三种观点,他们认为不能简单地说表扬会促进还是损害内在动机,他们引入了5个概念变量(conceptual variables)：自主性(perceived autonomy)、归因方式(performance attributions)、自我效能感(competence self—efficacy)、真诚性(sincerity)、成就标准(standards and expectations),并认为这5个变量决定着表扬对内在动机的影响效果。     

动机的结构与效应：基于动机连续体的视角

动机连续体是对内部动机、外部动机进行整合的心理学概念,其对内部动机和外部动机的争论提出了不同的假设。从大理论(grand theory)视角出发,对涉及上述两个概念的理论进行梳理,将自我决定理论与其他相关理论进行整合。由此展开对内部动机、外部动机结构的讨论,总结了动机的单维结构、多维结构和复杂结构假设下的理论新进展,分别论述在拮抗效应、累加效应和其他复杂效应等假设下动机对结果变量的影响,并展开不同效应对实践应用的讨论。     

学习动机整合理论的建构与研究展望

动机整合理论为研究学习动机提供了新的视野,本文参照动机整合理论,建立学习动机整合的概念.学习动机整合是指在学习过程中,个体通过自我调节,逐步内化外部控制因素、增强学习自主性的过程.学习动机的整合状态是最理想的学习动机状态.学习动机整合水平评定工具的修订、学习动机整合水平及其相关因素的调查分析、促进学习动机整合的策略研究是研究学习动机整合问题中需要关注的三个方面.     

大学生学习动机的测量及其与自我效能感的关系

以270名大学生为被试,对Amabile等人编制的学习动机量表进行修订以确定其对中国被试的适用性,此外还探讨了大学生学习动机与一般自我效能感及领域专门的自我效能感之间的关系。研究结果表明:(1)学习动机量表可以明确区分成用于测量内生和外生动机的两个分量表,前者包括挑战性和热衷性两个维度,后者包括依赖他人评价、选择简单任务、关注人际竞争和追求回报等四个维度。两个分量表的多种信效度指标都十分理想,表明可用于对中国被试的有关研究。(2)男生的内生动机总分显著高于女生,而在外生动机总分上性别差异不显著。具体来看,男女生在挑战性和依赖他人评价两个维度的得分存在显著差异,男生的挑战性高于女生,而女生比男生更依赖他人评价。(3)被试一般的和领域专门的效能感都与内生动机呈正相关,而与外生动机无关。具体来看,效能感与内生和外生动机各维度中的挑战性、热衷性和关注人际竞争呈正相关,与选择简单任务呈负相关。     

大学生的自我构念与动机定向关系研究

该研究采用自我构念(SCS)量表和工作(学习)动机定向量表对432名大学生进行调查,探讨了中国大学生自我构念与动机定向的关系。结果表明:1)大学生自我构念与动机定向各维度有密切相关;典型相关发现自我构念各维度通过三个典型因素解释动机定向变异的13.2%;2)不同自我构念类型大学生的动机定向存在显著差异,二元型自我构念大学生的总体动机水平最高,边缘型自我构念大学生的总体动机水平最低;独立型自我构念大学生的关注人际竞争和追求回报动机水平显著高于依赖型自我构念大学生,而选择简单任务及关注他人评价动机水平显著低于依赖型自我构念大学生。     

大学生利他动机的调查研究

研究的主要目的是对大学生利他动机进行调查分析。测量工具为利己性利他动机量表和利他性利他动机量表。被试取自北京5所高校的大学生1920名。结果显示：57.4%的大学生报告高度利己性利他动机。63.2%的大学生报告高度利他性利他动机。性别、独生子女、家庭地点等因素均同大学生利己性利他动机无关。独生子女、家庭地点、学校性质同大学生利他性利他动机有显著关系。     

组织学习动力研究

本文以协调博弈原理为基础,系统分析了组织学习中微观个体层面和宏观组织层面的学习动力性质和相互关系,尝试提出了刻画宏观组织层面学习动力状态的理论和方法,并据此建立了协调组织学习动力的三维整合模型。     

Need fulfillment and motivation in physical education predict trajectories of change in leisure-time physical activity in early adolescence

ObjectivesWe examined (1) how psychological need fulfillment and motivation in physical education and leisure-time physical activity change during early adolescence, and (2) the degree to which need fulfillment and motivation predict trajectories of change in physical activity.DesignLongitudinal survey.MethodsStudents (N = 134, ages 10–13 years) completed surveys assessing perceived competence, autonomy, relatedness, intrinsic motivation, and identified, introjected, and external regulations in physical education, and leisure time physical activity each semester in school for 3 years.ResultsUnconditional growth models showed an average increase in physical activity. Competence also increased, while autonomy and relatedness, and identified and introjected regulation decreased. Conditional models showed that students with higher levels of autonomy, relatedness, intrinsic motivation, and identified regulation had higher levels of physical activity at baseline and throughout the study. Students with lower levels of autonomy, relatedness, intrinsic motivation, and identified regulation experienced significantly greater increases in physical activity, but these effects were very small.ConclusionsNeed fulfillment and motivation variables positively predict physical activity. While youth with lower levels of need fulfillment and motivation have lower levels of physical activity, they also tend to increase physical activity levels more across early adolescence. These associations highlight how physical education experiences in early adolescence may influence change in physical activity, and suggest efforts to foster need fulfillment and autonomous regulation in physical education may promote physical activity.     

削弱效应是否存在：工作场所中内外动机的关系

外部动机是否削弱内部动机？已有研究结论并不一致。澄清这一问题的有效途径是对外部动机的恰当分类。研究以165名企业员工为研究对象, 针对动机的动态性特点, 采用两时点纵向研究的方法, 以自我决定理论对外部动机的分类为基础, 探讨3种不同内化程度的外部动机--外在动机、内射动机和认同动机与内部动机的关系及外部动机内化程度与自主支持的关系。研究结果表明：(1)控制性、非内化的外部动机, 即外在动机和内射动机削弱员工的内部动机; (2)自主性、内化的外部动机, 即认同动机不会削弱员工的内部动机, 而是促进和保护内部动机; (3)自主支持环境促进员工外部动机内化的程度(即认同动机的增加)。最后, 研究对所取得结果的管理意义进行了讨论。     

Subliminal priming of motivational orientation in educational settings: Effect on academic performance moderated by mindfulness

Recent literature indicates that a motivational orientation can be unconsciously primed. This study examined whether motivational priming influences students’ academic performance within an educational setting and whether this effect is moderated by students’ degree of mindfulness. Two randomly assigned groups of students received an identical lesson. However, the teacher’s slideshow contained different subliminal words according to the condition (autonomous vs. controlled motivation). Results demonstrated an interaction between students’ dispositional mindfulness and priming conditions. The more mindful students were immune to the manipulation whereas the less mindful students were affected by the priming: those primed with autonomous motivation obtained better results than those primed with controlled motivation. These findings contribute to priming research specifying individual differences of priming responsiveness.     

A Motivational Analysis of Russian Presidents, 1994–2018

This article analyzes the motivations of the three presidents of Russia since the end of the Soviet Union: Boris Yeltsin, Vladimir Putin, and Dmitry Medvedev. Imagery for the achievement, affiliation, and power motives was scored from the texts of annual presidential addresses to the Federal Assembly from 1994 through 2018. Although there were fluctuations from president to president, and from year to year within each term, the Russian presidents overall tended to be higher in achievement than power. This contrasts with many political leaders from other countries and suggests modification in previous conclusions about the problems of high achievement motivation in politics. The scores of each president are related to the events and policies of that president's term of office. The third term of Vladimir Putin is particularly interesting, because his achievement scores were lower, and power and affiliation scores higher, than in his previous terms. These changes seem to fit with his changes in foreign and domestic policies from his earlier terms.     

Aggression and offence motivation in prisoners: exploring the components of motivation in an adult male sample

This study examined aggression and offending motivation. Participants were 206 adult male prisoners. All completed the Aggression Motivation Questionnaire [Ireland, 2008], the Offending Motivation Questionnaire [Gudjonsson and Sigurdsson, 2004], the Multidimensional Anger Inventory [Siegel, 1986] and the Balanced Inventory of Desirable Responding [Paulhus, 1991]. It was predicted that aggression motivation would separate into two factors, one reflecting proactive aggression and the other reactive aggression. It was predicted that aggression motives would vary by offence type. It was also predicted that the offending motives identified in previous research (i.e. Excitement, Compliance, Provocation and Financial) would be reflected in this study. Levels of anger and social desirability were also examined for their relationship with aggression and offending motives. Results indicated that aggression motivation separated into four core motives; protection, social recognition, perceived positive outcome, and pleasure. Violent and nonviolent offenders were found to differ in their underlying motives for recent acts of aggression. Anger was related to all core aggression motives, whereas social desirability was related only to some. Offending motives were similar to previous research although some differences were found. Results are discussed with reference to their theoretical and clinical implications.     

Reciprocal effects of motivation in physical education and self-reported physical activity

ObjectivesThe present study tested whether self-reported school and leisure-time physical activity have a reciprocal relationship with Physical Education (PE)-based motivational regulations described by self-determination theory. Participants were 635 11- and 12-year-old school children from the United Kingdom.Design & MethodA cross-lagged longitudinal design over two time points was employed. Study hypotheses were analyzed using latent factor reciprocal effects models.ResultsFollowing temporal invariance tests, data revealed positive relationships between both types of physical activity and subsequent changes in autonomous motivation, but not the oft-stated reverse relationship. No relationships were observed involving introjected regulation. Theoretically aligned relationships between external regulation and changes in physical activity were observed, but no reverse relationships. Both types of physical activity behavior were negatively associated with changes in amotivation in PE, but surprisingly, amotivation in PE positively predicted changes in leisure-time physical activity.ConclusionsIn general, physical activity participation may help children internalize reasons for partaking in PE and foster self-determination. However, the widespread theory that self-determined PE motives can develop school and leisure-time physical activity participation was not compellingly demonstrated.     

初中生学业成就动机量表的编制

本研究根据我国初中生的实际编制了一套测量初中生学业成就动机的自陈式量表。该量表由外部行为表现和内部心理因素两个分量表构成。行为表现分置表包括主动性、行为策略和坚持性三个子量表,心理因素分量表包括能力、兴趣、目的、知识价值观四个子量表。测题分析和测验分析的结果表明此量表具有较高的信度和效度,能用于鉴别初中生学业成就动机的水平。     

动机在特质自我控制与主观幸福感关系中的作用与影响

本研究基于调节定向理论,以476名有效被试的测量数据,从动机的作用与影响来解释特质自我控制与主观幸福感关系的争议。结果发现：尽管（1）特质自我控制与主观幸福感正相关;但（2）两者间,促进动机有部分中介作用,预防动机无显著中介作用;故（3）高自我控制者也未必有更高的主观幸福感。因此,动机是特质自我控制与主观幸福感间的重要中介因素,不同动机导向的作用是造成特质自我控制与主观幸福感关系争议的重要原因。     

Value congruence and teachers’ work engagement: The mediating role of autonomous and controlled motivation

This study aimed to examine the importance of value congruence in work engagement and to extend the previous literature by investigating the potential mediating effects of autonomous and controlled motivation in this relationship. The Perceived Value Congruence, Autonomous and Controlled Motivation and Work Engagement scales were administered to 767 teachers in Mainland China. Correlation analysis revealed that value congruence, autonomous and controlled motivation and work engagement were significantly correlated with each other. Furthermore, structural equation modeling (SEM) analysis showed that value congruence exerted its indirect effect on teacher’s work engagement through the mediating effect of autonomous and controlled motivation. These findings provide a new perspective to explain the complex association between value congruence and work engagement. The possible explanations and the research limitations are discussed.     

Do Both Intrinsic and Identified Motivations Have Long-Term Effects?

This research examined the possible long-term effects of autonomous motivation on educational outcomes in the large scale High School Longitudinal Study 2009 (HSLS:09) data. We used a three-wave cross-lagged model to examine the longitudinal effects of intrinsic and identified motivation on 18,132 students in the mathematics domain and 16,684 students in the science domain. The results showed that intrinsic motivation was a long-term and effective enhancement agent on the subsequent academic performance, self-efficacy, identity, and course effort. In contrast, identified motivation might be sensitive to the contexts and was thus vulnerable to change in the long-term effects. Though identified motivation has positive effects on some immediate educational outcomes and is often regarded as “helpful” motivation, its positive effect is probably short-lived and might not last long in real life educational settings.     

Mapping Moral Motivation

In this paper we defend a version of moral internalism and a cognitivist account of motivation against recent criticisms. The internalist thesis we espouse claims that, if an agent believes she has reason to A, then she is motivated to A. Discussion of counter-examples has been clouded by the absence of a clear account of the nature of motivation. While we can only begin to provide such an account in this paper, we do enough to show that our version of internalism can be defended against putative counter-examples. All theories of motivation which take what motivates to be a psychological state run foul of the following plausible constraint: the reason why you ought to do an action and the reason why you do it can be the same. In our view, however, while what motivates is a reason (which is a fact) the state of being motivated is a cognitive stage, viz. the belief that one has reason to act. In cases where the agent's relevant beliefs are false, then she has no reason to act, but nontheless her action can be explained in other ways.