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Therefore, alternative attractiveness can moderate the effects of regret and dissatisfaction with switching intention" [46] And so, pull motivation can be an attracting desire when negative influences come into the picture. The self-control aspect of motivation is increasingly considered to be a subset of emotional intelligence ; [47] 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. A drive or desire can be described as a deficiency or need that activates behavior that is aimed at a goal or an incentive. 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.

Drive theory grows out of the concept that people have certain biological drives, such as hunger and thirst. 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. Created by Clark Hull and further developed by Kenneth Spence , the theory became well known in the s and s. Many of the motivational theories that arose during the s and s were either based on Hull's original theory or were focused on providing alternatives to the drive-reduction theory, including Abraham Maslow's hierarchy of needs, which emerged as an alternative to Hull's approach.

Drive theory has some intuitive 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. 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.

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. The content theory was one of the earliest theories of motivation. Content theories can also be referred to needs theories, because the theory focuses on which categories of goal needs motivate people.

Content theory of human motivation includes both Abraham Maslow 's hierarchy of needs and Herzberg 's two-factor theory.

Motivational Stories

Maslow's theory is one of the most widely discussed theories of motivation. Abraham Maslow believed that man is inherently good and argued that individuals possess a constantly growing inner drive that has great potential. The needs hierarchy system, devised by Maslow , is a commonly used scheme for classifying human motives. 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: [53]. 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.

Definition of Motivation

Psychological requirements comprise the fourth level, while the top of the hierarchy consists of self-realization and self-actualization. One of the first influential figures to discuss the topic of Hedonism was Socrates, and he did so around BC in ancient Greece. Hedonism, as Socrates described it, is the motivation wherein a person will behave in a manner that will maximize pleasure and minimize pain.

The only instance in which a person will behave in a manner that results in more pain than pleasure is when the knowledge of the effects of the behavior is lacking. Sex is one of the pleasures people pursue. Sex is on the first level of Maslow's Hierarchy of needs. It is a necessary physiological need, like air, warmth, or sleep, and if the body lacks it will not function optimally. That being said, sex as a basic need is different from the need for sexual intimacy, which is located on the third level in Maslow's Hierarchy.

There are multiple theories for why sex is a strong motivation, and many fall under the Theory of Evolution. Species that reproduce more, survive and pass on their genes. Therefore, species have sexual desire that leads to sexual intercourse as a means to create more offspring. Without this innate motivation, a species may determine that attaining intercourse is too costly in terms of effort, energy, and danger. In addition to sexual desire, the motivation for romantic love runs parallel in having an evolutionary function for the survival of a species. On an emotional level, romantic love satiates a psychological need for belonging.

Therefore, this is another hedonistic pursuit of pleasure. From the evolutionary perspective, romantic love creates bonds with the parents of offspring. This bond will make it so that the parents will stay together and take care and protect the offspring until it is independent. By rearing the child together, it increases the chances that the offspring will survive and pass on its genes itself, therefore continuing the survival of the species. Without the romantic love bond, the male will pursue satiation of his sexual desire with as many mates as possible, leaving behind the female to rear the offspring by herself.

Child rearing with one parent is more difficult and provides less assurance that the offspring survives than with two parents. Romantic love therefore solves the commitment problem of parents needing to be together; individuals that are loyal and faithful to one another will have mutual survival benefits. Additionally, under the umbrella of evolution, is Darwin's term sexual selection.

This refers to how the female selects the male for reproduction. The male is motivated to attain sex because of all the aforementioned reasons, but how he attains it can vary based on his qualities. For some females, they are motivated by the will to survive mostly, and will prefer a mate that can physically defend her, or financially provide for her among humans.

Some females are more attracted to charm, as it is an indicator of being a good loyal lover that will in turn make for a dependable child rearing partner. Altogether, sex is a hedonistic pleasure seeking behavior that satiates physical and psychological needs and is instinctively guided by principles of evolution. Frederick Herzberg 's two-factor theory concludes that certain factors in the workplace result in job satisfaction motivators , while others hygiene factors , if absent, lead to dissatisfaction but are not related to satisfaction. The name hygiene factors is used because, like hygiene, the presence will not improve health, but absence can cause health deterioration.

The factors that motivate people can change over their lifetime. Some claimed motivating factors satisfiers were: Achievement, recognition, work itself, responsibility, advancement, and growth. Some hygiene factors dissatisfiers were: company policy, supervision, working conditions, interpersonal relations, salary, status, job security, and personal life. Alderfer , building on Maslow's hierarchy of needs, posited that needs identified by Maslow exist in 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. All these needs should be fulfilled to greater wholeness as a human being. Since the early s Deci [62] and Ryan have developed and tested their self-determination theory SDT.

SDT identifies three innate needs that, if satisfied, allow optimal function and growth: competence, [63] [64] relatedness, [65] and autonomy. A recent approach in developing a broad, integrative theory of motivation is temporal motivation theory. It simplifies the field of motivation and allows findings from one theory to be translated into terms of another.

Miller award for outstanding contribution to general science. 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 [74] 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. Achievement motivation can be measured by The Achievement Motivation Inventory , which 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 attributing success to effort.

Achievement motivation was studied intensively by David C. McClelland , John W. Atkinson and their colleagues since the early s. One may feel the drive to achieve by striving for success and avoiding failure. In achievement motivation, one would hope that they excel in what they do and not think much about the failures or the negatives. There are three major characteristics of people who have a great need to achieve according to McClelland's research.

Cognitive theories define motivation in terms of how people think about situations. Cognitive theories of motivation include goal-setting theory and expectancy 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.

Time management is an important aspect to consider, when regarding time as a factor contributing to goal achievement. Having too much time allows area for distraction and procrastination, which simultaneously distracts the subject by steering his or her attention away from the original goal. An ideal goal should present a situation where the time between the initiation of behavior and the end state is close. A goal should be moderate, not too hard or too easy to complete. 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 smaller, more attainable goal is to first motivate oneself to take the stairs instead of an elevator or to replace a stagnant activity, like watching television, with a mobile one, like spending time walking and eventually working up to a jog.

Expectancy theory was proposed by Victor H. Vroom in Procrastination is the act to voluntarily postpone or delay an intended course of action despite anticipating that you will be worse off because of that delay. In a study conducted by Dianne Tice and William James Fellow Roy Baumeister at Case Western University, college students were given ratings on an established scale of procrastination, and tracked their academic performance, stress, and health throughout the semester. While procrastinators experienced some initial benefit in the form of lower stress levels presumably by putting off their work at first , they ultimately earned lower grades and reported higher levels of stress and illness.

Procrastination can be seen as a defense mechanism. Procrastination can also be a justification for when the user ultimately has no choice but to undertake a task and performs below their standard. For example, a term paper could be seem as a daunting task. If the user puts it off until the night before, they can justify their poor score by telling themselves that they would have done better with more time. This kind of justification is extremely harmful and only helps to perpetuate the cycle of procrastination. Over the years, scientists have determined that not all procrastination is the same.

The first type are chronic procrastinators whom exhibit a combination of qualities from the other, more specialized types of procrastinators. Lastly, "Decisional" procrastinators avoid making decisions in order to protect themselves from the responsibility that follows the outcome of events. 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. 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:. Murray and Christina D. Morgan at Harvard during the early s. Their underlying goal was to test and discover the dynamics of personality such as internal conflict, dominant drives, and motives. Testing is derived of asking the individual to tell a story, given 31 pictures that they must choose ten to describe. To complete the assessment, each story created by the test subject must be carefully recorded and monitored to uncover underlying needs and patterns of reactions each subject perceives.

From this, the underlying dynamics of each specific personality and specific motives and drives can be determined. Starting from studies involving more than 6, people, Professor Steven Reiss has proposed a theory that found 16 basic desires that guide nearly all human behavior. Attribution theory describes individual's motivation to formulate explanatory attributions "reasons" for events they experience, and how these beliefs affect their emotions and motivations. Important researchers include Fritz Heider and Bernard Weiner.

Weiner's theory differentiates intrapersonal and interpersonal perspectives. Intrapersonal includes self-directed thoughts and emotions that are attributed to the self. The interpersonal perspective includes beliefs about the responsibility of others and emotions directed at other people, for instance attributing blame to another individual.

Approach motivation i. In contrast, avoidance motivation i. 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. Conditioned taste aversion is the only type of conditioning that only needs one exposure. It does not need to be the specific food or drinks that cause the taste. Conditioned taste aversion can also be attributed to extenuating circumstances. An example of this can be eating a rotten apple. Eating the apple then immediately throwing up. Now it is hard to even near an apple without feeling sick.

Conditioned taste aversion can also come about by the mere associations of two stimuli. Eating a peanut butter and jelly sandwich, but also have the flu. Eating the sandwich makes one feel nauseous, so one throws up, now one cannot smell peanut butter without feeling queasy. Though eating the sandwich does not cause one to through up, they are still linked. In his book A General Introduction to Psychoanalysis , Sigmund Freud explained his theory on the conscious-unconscious distinction.

The smaller of the two rooms is filled with a person's preconscious, which is the thoughts, emotions, and memories that are available to a person's consciousness. This room also houses a person's consciousness, which is the part of the preconscious that is the focus at that given time. Connected to the small room is a much larger room that houses a person's unconscious. This part of the mind is unavailable to a person's consciousness and consists of impulses and repressed thoughts.

The door between these two rooms acts as the person's mental censor. Its job is to keep anxiety inducing thoughts and socially unacceptable behaviors or desires out of the preconscious. Freud describes the event of a thought or impulse being denied at the door as repression, one of the many defense mechanisms. This process is supposed to protect the individual from any embarrassment that could come from acting on these impulses or thoughts that exist in the unconscious.

In terms of motivation, Freud argues that unconscious instinctual impulses can still have great influence on behavior even though the person is not aware of the source. He divides these instincts into sexual instincts, death instincts, and ego or self-preservation instincts. Sexual instincts are those that motivate humans to stay alive and ensure the continuation of the mankind.

On the other hand, Freud also maintains that humans have an inherent drive for self-destruction, or the death instinct. Similar to the devil and angel that everyone has on there should, the sexual instinct and death instinct are constantly battling each other to both be satisfied. The death instinct can be closely related to Freud's other concept, the id, which is our need to experience pleasure immediately, regardless of the consequences.

The last type of instinct that contributes to motivation is the ego or self-preservation instinct. This instinct is geared towards assuring that a person feels validated in whatever behavior or thought they have. The mental censor, or door between the unconscious and preconscious, helps satisfy this instinct. For example, one may be sexually attracted to a person, due to their sexual instinct, but the self-preservation instinct prevents them to act on this urge until that person finds that it is socially acceptable to do so.

Quite similarly to his psychic theory that deals with the id, ego, and superego, Freud's theory of instincts highlights the interdependence of these three instincts. All three instincts serve as a checks and balances system to control what instincts are acted on and what behaviors are used to satisfy as many of them at once. Priming is a phenomenon, often used as an experimental technique, whereby a specific stimulus sensitizes the subject to later presentation of a similar stimulus. Priming can affect motivation, in the way that we can be motived to do things by an outside source.

Priming can be linked with the mere exposer theory. People tend to like thing that they have exposed to before. Mere exposer theory is used by advertising companies to get people to buy their products. An example of this is seeing a picture of the product on a sign and then buying that product later. If an individual is in a room with two strangers they are more likely to gravitate towards the person that they occasionally pass on the street, then the person that they have never seen before. An example of the use of mere exposure theory can be seen in product placements in movies and TV shows.

We see a product that our is in our favorite movie, and we are more inclined to buy that product when we see it again. Visual and Semantic priming is the most used in motivation. Most priming is linked with emotion, the stronger the emotion, the stronger the connection between memory and the stimuli. Priming also has an effect on drug users. In this case, it can be defined at, the reinstatement or increase in drug craving by a small dose of the drug or by stimuli associated with the drug.

If a former drug user is in a place where they formerly did drugs, then they are tempted to do that same thing again even if they have been clean for years. Mental fatigue is being tired, exhausted, or not functioning effectively. Not wanting to proceed further with the current mental course of action, this in contrast with physical fatigue, because in most cases no physical activity is done. A perfect example of mental fatigue is seen in college students just before finals approach. One will notice that students start eating more than they usually do and care less about interactions with friends and classmates.

Mental fatigue arises when an individual becomes involved in a complex task but does no physical activity and is still worn out, the reason for this is because the brain uses about 20 percent of the human body's metabolic heart rate. The brain consumes about Meaning that a typical human adult brain runs on about twelve watts of electricity or a fifth of the power need to power a standard light bulb. One study suggests that when presented with a complex task, an individual would need to consume about two hundred more calories than if they were resting or relaxing.

Mental fatigue can affect an individual's life by causing a lack of motivation, avoidance of friends and family members and changes in one's mood. To treat mental fatigue, one must figure out what is causing the fatigue. Once the cause of the stress has been identified the individual must determine what they can do about it.

Most of the time mental fatigue can be fixed by a simple life change like being more organized or learning to say no. An individual who is experiencing mental fatigue will not feel relaxed but feel the physical symptoms of stress. Learned industriousness theory is the theory about an acquired ability to sustain the physical or mental effort.

It can also be described as being persistent despite the building up subjective fatigue. The more significant or more rewarding the incentive, the more the individual is willing to do to get to the end of a task. The students may be worn out, but they are willing to go through more school for the reward of getting a higher paying job when they are out of school. 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 [ which?

To understand how to control motivation it is first necessary to understand why many people lack motivation [ original research? Like any theory, motivational theory makes predictions about what will work in practice. For instance McGregor's Theory Y makes the assumption that the average person not only accepts, but also seeks out responsibility, enjoys doing work and, therefore, is more satisfied when they have a wider range of work to do.

Likewise allocating more work is predicted to increase engagement. Additionally, Malone argues that the delegation of responsibility encourages motivation because employees have creative control over their work and increases productivity as many people can work collaboratively to solve a problem rather than just one manager tackling it alone.

In general, motivation theory is often applied to employee motivation. They suggest that any job can be described in terms of five key job characteristics: [] []. 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 motivating potential score MPS can be calculated, using the core dimensions discussed above, as follows:. Jobs high in motivating potential must be high on both Autonomy and Feedback, and also must be high on at least one of the three factors that lead to experienced meaningfulness. Employee recognition is not only about gifts and points.

The 7 Qualities Of Compelling Character Motivations - Writers Write

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.

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.

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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.

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 raised the awareness of counselors and educators in this regard. 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. 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 treatment. Motivation has also been found critical in adolescents compliance to health suggestions, since "commitment requires belief in potentially negative and serious consequences of not acting". Doyle and Moeyn have noted that traditional methods tended to use anxiety as negative motivation e.

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. Symer et al. They evaluated a group of eight hundred and one first-year surgical interns to compare motivational traits amongst those who did and did not complete surgical training. There was no difference noted between the They concluded based on this that resident physician motivation is not associated with completion of a surgical training program.

It may appear that the reason some students are more engaged and perform better in class activities relative to other students is because some are more motivated than others. According to Sansone and Morgan, when students are already motivated to engage in an activity for their own personal pleasure and then a teacher provides the student with feedback, the type of feedback given can change the way that student views the activity and can even undermine their intrinsic motivation. Therefore, it's crucial that a teacher is aware of how the feedback they give to their students can both positively and negatively impact the student's engagement and motivation.

In a correlational study, Katz and Shahar used a series of questionnaires and Likert-style scales and gave them to teachers to see what makes a motivating teacher. Their results indicate that teachers who are intrinsically motivated to teach and believe that students should be taught in an autonomous style are the types of teachers that promote intrinsic motivation in the classroom. However, while the students were quick to adapt to the new teaching style the impact was short-lived.

Examples of this would be posters around school promoting pizza parties for highest grade point average or longer recess times for the classroom that brings more canned food donations. In conclusion, it is not a matter whether a student is motivated, unmotivated, or more motivated than other students- it's a matter of understanding what motivates students before providing a certain type of feedback. 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.

Also, in some indigenous communities, young children can often portray a sense of community-based motivation through their parent-like interactions with siblings. Observation techniques and integration methods are demonstrated in such examples as weaving in Chiapas, Mexico, where it is commonplace for children to learn from "a more skilled other" within the community. Also, in some Indigenous communities in the Americas, motivation is a driving force for learning.

Children are incorporated and welcomed to participate in daily activities and thus feel motivated to participate due to them seeking a sense of belonging in their families and communities. Children's participation is encouraged and their learning is supported by their community and family, furthering their motivation.

Children are also trusted to be active contributors. Their active participation allows them to learn and gain skills that are valuable and useful in their communities. As children transition from early childhood to middle childhood, their motivation to participate changes. In both the Indigenous communities of Quechua people and Rioja in Peru, children often experience a transition in which they become more included into their family's and community's endeavors. This changes their position and role in their families to more responsible ones and leads to an increase in their eagerness to participate and belong.

As children go through this transition, they often develop a sense of identity within their family and community. The transition from childhood to adolescence can be seen in the amount of work children partake in as this changes over time. For example, Yucatec Mayan children 's play time decreases from childhood to adolescence and as the child gets older, is replaced for time spent working. In childhood the work is initiated by others whereas in adolescence it is self-initiated. The shift in initiation and the change in time spent working versus playing shows the children's motivation to participate in order to learn.

This transition between childhood and adolescence increases motivation because children gain social responsibility within their families. In some Mexican communities of Indigenous-heritage, the contributions that children make within their community is essential to being social beings, establishes their developing roles, and also helps with developing their relationship with their family and community. As children gain more roles and responsibilities within their families, their eagerness to participate also increases.

For example, Young Mayan children of San Pedro, Guatemala learn to work in the fields and family run businesses because they are motivated to contribute to their family. Many San Pedro women learned to weave by watching their mothers sew when they were children, sometimes earning their own wool through doing small tasks such as watching young children of busy mothers. Eager to learn and contribute, these young girls helped other members of their community in order to help their mothers with their weaving businesses or through other tasks such as helping carry water while young boys helped with tasks such as carrying firewood alongside their fathers.

Children's motivation to learn is not solely influenced on their desire to belong but also their eagerness to see their community succeed. Children from Navajo communities were shown to have higher levels of social concern than Anglo American children in their schools. By having high levels of social concern the indigenous children are showing concern for not only their learning but also their peers', which serves as an example of their instilled sense of responsibility for their community.

They wish to succeed as a united group rather than just themselves. In order to be knowledgeable contributors, children must be aware of their surroundings and community's goals. Children's learning in Indigenous-heritage communities is mainly based upon observing and helping out others in their community. Through this type of participation within their community, they gain purpose and motivation for the activity that they are doing within their community and become active participants because they know they are doing it for their community.

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. 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 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 "learned helplessness". 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 is body movement that works your muscles and requires more energy than resting. According to a blog by 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.

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AIU claims that exercise may have improved the students' ability to participate and retain information during the class after they had exercised. Being able to retain information and being willing to participate keeps students motivated and performing well academically. Within Maslow's hierarchy of needs first proposed in , at lower levels such as physiological needs money functions as 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 of 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 originating in the s and pertaining to the theory of leadership suggest.

One can relate Maslow's Hierarchy of Needs theory with employee motivation. For example, if managers attempt to motivate their employees by satisfying their needs; according to Maslow, they should try to satisfy the lower-level needs before trying to satisfy the upper-level needs - otherwise the employees will not become motivated. Managers should also remember that not everyone will be satisfied by the same needs. A good manager will try to figure out which levels of needs are relevant to a given individual or employee.

Maslow places money at the lowest level of the hierarchy and postulates other needs as better motivators to staff. McGregor places money in his Theory X category and regards it as a poor motivator. Praise and recognition placed in the Theory Y category are considered stronger motivators than money. The average workplace lies 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. Lawrence Steinmetz sees motivation as 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.

Other theories expanded and extended those of Maslow and Herzberg. These included the s force-field analysis of Kurt Lewin , Edwin A. Locke 's goal-setting theory mids onwards and Victor Vroom 's expectancy theory of These tend to stress cultural differences and the fact that different factors tend to motivate individuals at different times. According to the system of scientific management developed by Frederick Winslow Taylor , pay alone determines a worker's motivation, 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. For McClelland, satisfaction lay in aligning peoples' lives with their fundamental motivations. Elton Mayo discovered the importance of the social contacts a worker has at the workplace and found 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 [ by whom? Mayo named his model the Hawthorne effect. In William Ouchi introduced Theory Z , a hybrid management approach consisting of both Japanese and American philosophies and cultures.

All underlying goals are consistent across the organization.

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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 : [].

Modern organizations which adopt non-monetary employee motivation methods rather than tying it with tangible rewards. When the reward is about aimed at fulfilling employee contribution, participation and individual satisfaction, it boosts their morale. Motivational models are central to game design , because without motivation, a player will not be interested in progressing further within a game.

Jon Radoff has proposed a four-quadrant model of gameplay motivation that includes cooperation, competition, immersion and achievement. There have been various studies on the connection between motivation and games. One particular study was on Taiwanese adolescents and their drive of addiction to games. Two studies by the same people were conducted. The first study revealed that addicted players showed higher intrinsic than extrinsic motivation and more intrinsic motivation than the non-addicted players.

They enjoy the reward of playing. There are studies that also show that motivation gives these players more to look for in the future such as long-lasting experience that they may keep later on in life. From Wikipedia, the free encyclopedia. For the bike-sharing system management company, see Motivate company. For other uses, see Motivation disambiguation. This article's lead section does not adequately summarize key points of its contents. Please consider expanding the lead to provide an accessible overview of all important aspects of the article.

Please discuss this issue on the article's talk page. August Main article: Motivational salience. See also: Ikigai. See also: Goal orientation. See also: Motivational interviewing. See also: Cultural-historical psychology. Main articles: Self-control and Inhibitory control. Main article: Drive theory. Main article: Cognitive dissonance. Main article: Two-factor theory. Main article: ERG theory. Main article: Self-determination theory. Main article: Temporal motivation theory. Main article: Achievement motivation.

Main article: Goal-setting theory. But Cooper was born to fly. As witnesses to this story, we hope someone will give Cooper an aircraft to pilot. We rejoice when NASA offers him a mission to save humanity by exploring space for an Earth replacement. In the television show House , the brilliant diagnostician Dr.

Gregory House is cynical, surly, and rude. House suffered a blood clot in his leg, and the tissue in his quadricep became necrotic, leaving him hobbled and in chronic pain. During the show, he hobbles around with his cane, occasionally gripping his leg in agony, eating pain pills like Skittles.

His unyielding pain evokes sympathy. Moreover, underneath all his snarky, offensive comments and lack of bedside manner, House always does right by the patient. This is redeeming. We are dazzled by his genius, especially since he does it with a disability. A villain might not consciously recognize their wound s.

In fact, the less aware they are of the source of their pain, the more apt they are to act out in ways they and others find incomprehensible. Bannon and Loesch took their shots and missed. Perhaps they are projecting their unacknowledged pain onto the liberal artists who actually achieved their dreams? Whether human or fictional, villains may develop complex rationalizations for their evildoing. That system that kills the human spirit.

We stand for something. To those dead souls inching along the freeway in their metal coffins, we show them the human spirit is still alive.

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This is, though. My work. We tolerate it morning, noon, and night. Well, not anymore. Adolf Eichmann was an administrator who helped coordinate the deaths of millions of innocent people. He lived far from the death camps. To him, the names on his papers were an abstraction.

He was a disturbingly normal bureaucrat. And yet his actions and his blind obedience to authority had profoundly horrific consequences. One question has preoccupied the mind of social scientist Philip Zimbardo his entire career: What transforms good, ordinary people into perpetrators of evil? In what Zimbardo terms the Lucifer effect , three factors explain why people cross the line:. In this study, subjects were broken into two groups—students and teachers—and then separated into two rooms. The teachers asked the students questions through a microphone. If a student answered a question incorrectly, the teacher was instructed by a doctor to administer an electric shock.

These shocks supposedly became increasingly stronger with each question. After a shock, teachers could hear the students shout in pain the students were part of the study and pretending to be in pain. They speculated that only a sadist would progress to this voltage, which would cause tremendous pain in another person. According to Zimbardo, the study demonstrates the power of institutions and authority to influence individual behavior and has terrifying implications—from the gas chambers of the Holocaust to the torture chambers of Guantanamo Bay.

Readers cannot relate to it. In Treasure Island , the villain, Long John Silver, initially appears honest, hardworking, and obedient. Surprisingly, at the end of the book, when we think Silver has crossed to the dark side forever, Silver and Hawkins work together to locate the hidden treasure. In some ways, Silver acts as a catalyst for Hawkins to grow up, becoming an adult. But when a robbery goes sour and one friend dies, Bodhi raises his gun slowly and shoots a police officer.

In the movie Heat , professional thieves debate whether they should take down a bank, which they have prepared to rob. They are second-guessing the job because police are closely surveilling them. They take a vote. One needs the money; one says he will do what McCauley does. Later in the story, during an iconic scene, the detective, Vincent Hanna, played by Al Pacino, sits down for a late-night coffee with the loner McCauley.

For whatever reason, McCauley was born for crime, and he likes it that way. In the last episode of Breaking Bad , White finally confesses to his wife why he decided to continue breaking bad for all those years. White did not do it for his family. I liked it. I was good at it. And I was alive. Are some individuals just wired wrong? How much does biology play into the mind of a villain? Was Charles Manson born a monster? Standing next to Costello, his right-hand man quips that his boss should seek professional help.

Would Costello have developed such antisocial, psychopathic tendencies if he had been born into a caring, predictable nuclear family? Perhaps with a more nurturing upbringing, he would have grow up to become a successful contributor to society—a creator, not a destroyer. Research has shown that some of the greatest American presidents had psychopathic tendencies, such as fearless determination, charisma, and the ability to manipulate people in the pursuit of their goals, but their prosocial dispositions kept them on the rails.

A psychiatrist told him that the patients were split between the treatable schizophrenics and the incurable psychopaths. But the one brought up in a broken home, or a violent, abusive situation, is likely to become dangerously warped. Many serial killers come from such latter backgrounds, as did Adolf Hitler who had a bullying father who would not let him pursue the career as a painter he wanted in life.

As much as we search for answers, sometimes we may never learn why an evildoer does what they do. There may never be a clear motive, psychological explanation, or identifiable social or political force. This can be a difficult pill to swallow for well-adjusted, law-abiding citizens, especially for those who enforce our laws. This was true for the protagonist in No Country for Old Men. His evil is incomprehensible, otherworldly. In this video, nothing appears out of the ordinary, and yet Dahmer is hiding a horrific secret. After he was caught, his neighbors said he was kind and quiet.

Why did Dahmer do what he did? We may never know. They make life difficult for them. They encourage the heroes to access untapped mental faculties, strength, and courage and to overcome doubts and fears. They call the hero to adventure and invite them into the arena. He says most people are guilty of the evil of inaction. In the face of wrongdoing, they remain passive bystanders. He encourages all ordinary people to commit extraordinary moral deeds in the face of evil. A hero is not passive but active.

A hero speaks when everyone is quiet. They stand when everyone sits. They fight when people run.

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In real life and fiction, a hero gets involved. White is taken aback, offended. I am the danger. However, in life and in story, if circumstances and conditions access the danger or try to draw it out, there will be a hero waiting for them.