1,721,004 research outputs found
Lønn, ledelse og motivasjon hos ansatte i organisatoriske arbeidsmiljø
No full textFormålet med denne avhandlingen er å tilnærme seg kunnskap om sammenhengen mellom
arbeidsmotivasjon, lønn, lederstil, behovstilfredshet og behovsfrustrasjon i organisatoriske
arbeidsmiljø. Studiet er basert på selvbestemmelsesteorien, som bidrar til å belyse hva som styrker
eller svekker motivasjonen hos ansatte i et organisatorisk arbeidsmiljø. Det er fokus på de
grunnleggende psykologiske behovene av autonomi, kompetanse og tilhørighet, der tilfredsstillelse
av disse vil skape økt velvære hos den ansatte. I tillegg presenteres kognitiv evalueringsteori,
organisk integrasjonsteori, kasualitetsorienteringsteori, målinnhold, og relasjon-motivasjonsteori.
Dette er mini-teorier i selvbestemmelsesteorien. Videre er det søkelys på forståelsen av lønn,
lederstil og behovsteorier, samt tidligere forskning på dette. Studien ser på ulike
belønningssystemer, og hvordan dette påvirker motivasjon hos en ansatt. Det blir også sett på ulike
typer lederstil, og hvordan dette enten tilfredsstiller eller skaper frustrasjon knyttet til arbeiderens
grunnleggende psykologiske behov.
Studiet benytter en kvantitativ metode, der informanter er hentet fra forskjellige økonomi-forum og
det norske næringsliv. Denne datainnsamlingen bidro til 343 respondenter, med hensikt om å
besvare studiens utarbeidet hypoteser. Hypotesene tar utgangspunkt i eksisterende teori, som
innebærer en deduktiv studie. Datamaterialet ble videre benyttet til statistisk analyse, som bidrar til
besvarelse på problemstillingen.
Analyseresultater viser en sammenheng mellom lønn og behovstilfredshet, der tilfredsheten ved
autonomi, kompetanse og tilhørighet blir støttet. Korrelasjon mellom lønn og indre motivasjon blir
også støttet. Dette betyr at høyere årslønn blant ansatte i en organisasjon bidrar til styrket
engasjement og tilfredshet av arbeidsoppgaver. Det eksisterer en delvis støttet samvariasjon mellom
prestasjonsbasert lønn og behovstilfredshet, hvor det støttes for tilfredshet ved kompetanse, men
ikke autonomi og tilhørighet. Dette betyr at tillitt til egen kunnskap øker dersom den ansatte mottar
prestasjonsbasert lønn. Studiet viser videre ingen sammenheng mellom stillingsbasert fastlønn og
behovstilfredshet. Stillingsbasert fastlønn vil gi en redusert selvbestemmelse og kompetanse, samt
følelse av svekket tilhørighet på arbeidsplassen.
Analysen viser videre en samvariasjon mellom autonomistøttende ledelse og behovstilfredshet. Når
den ansatte føler seg forstått av den overordnede, vil dette dermed skape positiv retning innenfor de
grunnleggende behovene. Sammenhengen mellom kontrollert ledelse og behovsfrustrasjon blir
dermed delvis støttet. Her informerer analyseresultater frustrasjon ved autonomi og tilhørighet, men
ikke for kompetanse. Dette indikerer at følelsen av valg og frihet blir svekket dersom den
overordnede kritiserer og ikke lytter til den ansatte.
Foreliggende studie viser en delvis støttet sammenheng mellom indre motivasjon og
behovstilfredshet. Innenfor de grunnleggende behovene vil dette kun støtte autonomitilfredshet. Til
slutt viser resultater en delvis støttet sammenheng mellom indre motivasjon og behovsfrustrasjon.
Her vil frustrasjon ved kompetanse og tilhørighet ha negativ sammenheng med indre motivasjon,
der autonomifrustrasjon viser en positiv sammenheng
Personality and Educational Choice of General versus Vocational Studies among 16- to 19-Year-Olds
No full text Achievement motives, future time orientation, and perceived instrumentality of theoretical subjects were investigated in relation to educational choice of general versus vocational studies at secondary school. Among 257 students, multivariate regression of educational choice showed that the higher the scores on the motive to achieve success, the lower the scores on the motive to avoid failure, and the higher the scores on perceived instrumentality, the more likely a student will be to choose general, i.e., mainly theoretical, studies at secondary school. No significant effect of future time orientation on educational choice occurred. The results are discussed in relation to achievement motivation theory, school attachment and achievement, and implications for reform of the school system. </jats:p
Perception of Goal Proximity, Latency and Duration of Action Plans, and Worry in Relation to Goal Distance in Time and Personality Characteristics
No full text 128 male high school students were tested for achievement motives, future-time orientation and perceived intrinsic instrumentality, and answered several questions related to future goals or tests at different distances in time. Success-oriented individuals and individuals with high future-time orientation perceived the goals as closer, planned to initiate preparations for the goals earlier, and planned to devote more time in the preparation than failure-oriented individuals and those with low future-time orientation. Interactions of motives and future-time orientation on the perception of goal proximity and planned time of initiating goal preparations did also emerge. Motives and future-time orientation affected the dependent variables most when the goals were at some distance in time (i.e., 1 yr. and 3 mo.), and the effects were minimized for the goal relatively close in time (i.e., 1 wk.). Individuals with high instrumentality report that they would start preparations earlier, devote more time to all goal preparations, and perceive more worry for the goal closest in time than individuals with low instrumentality. In addition, interactions of motives and instrumentality and of future-time orientation and instrumentality are presented. The results are interpreted and discussed in relation to the dynamics of action theory of Atkinson and Birch and other theories of achievement motivation. </jats:p
Motivasjon i fokus
Get PDFMotivation in Focus: Self-Determination Theory, in Theory and Practice sheds light on how Self-Determination Theory (SDT) can be applied in the workplace, education, health, sports and the arts. This anthology provides a systematic overview of SDT's scientific status and how it can be used to promote motivation and well-being. Each chapter examines new research and provides concrete examples in which practical implementation of SBT serves to strengthen individual achievement and independence.
The anthology brings together leading researchers from a variety of disciplines in Norway and offers both theoretical and practical insights. It will be a useful reference work for anyone interested in how motivation can be deliberately encouraged in different life situations, and particularly relevant for students, researchers and practitioners in the fields of economics, administration, education, health, sports and the arts
Motivasjon i fokus
No full textMotivation in Focus: Self-Determination Theory, in Theory and Practice sheds light on how Self-Determination Theory (SDT) can be applied in the workplace, education, health, sports and the arts. This anthology provides a systematic overview of SDT's scientific status and how it can be used to promote motivation and well-being. Each chapter examines new research and provides concrete examples in which practical implementation of SBT serves to strengthen individual achievement and independence.
The anthology brings together leading researchers from a variety of disciplines in Norway and offers both theoretical and practical insights. It will be a useful reference work for anyone interested in how motivation can be deliberately encouraged in different life situations, and particularly relevant for students, researchers and practitioners in the fields of economics, administration, education, health, sports and the arts.Motivasjon i fokus: Selvbestemmelsesteorien i teori og praksis belyser hvordan selvbestemmelsesteorien (SBT) kan anvendes innen arbeidsliv, utdanning, helse, idrett og kunst. Antologien gir en systematisk oversikt over teoriens vitenskapelige status og hvordan den kan brukes for å fremme motivasjon og velvære. Hvert kapittel undersøker ny forskning og gir konkrete eksempler på hvordan SBT kan implementeres i praksis for å styrke individets mestring og selvstendighet.
Antologien samler ledende forskere fra ulike fagfelt i Norge og tilbyr både teoretiske og praktiske innsikter. Den vil være et nyttig referanseverk for alle som er interessert i hvordan motivasjon kan fremmes på en selvbestemt måte i ulike livssituasjoner, og er spesielt relevant for studenter, forskere og praktikere innenfor økonomi og administrasjon, pedagogikk, helse, idrett og kunst
Maximal Aerobic Power as a Function of Achievement Motives, Future Time Orientation, and Perceived Intrinsic Instrumentality of Physical Tasks for Future Goals among Males
No full text The following results, based on responses of 128 high school boys, were found: (i) Motive for success affects maximal aerobic power indirectly positively through motive for failure and perceived intrinsic instrumentality. According to the indirect effects, increased strength of motive for success is accompanied by a decreased motive for failure which results in increased maximal aerobic power. In addition, increased strength of motive for success has a positve influence on perceived intrinsic instrumentality which results in increased maximal aerobic power. (ii) The direct effect of motive for failure on maximal aerobic power is negative. However, this negative effect is reduced somewhat by the positive indirect effect of motive for failure on maximal aerobic power through perceived intrinsic instrumentality. Increased strength of motive for failure is accompanied by an increased perceived intrinsic instrumentality which results in increased maximal aerobic power. (iii) Perceived intrinsic instrumentality affects maximal aerobic power directly and positively. (iv) Future time orientation did not affect maximal aerobic power. (v) Motive for success affects future time orientation directly and positively, and indirectly positively through motive for failure. According to the indirect effect, increased strength of motive for success influences a decreasing motive for failure which increases the future time orientation. The interpretations of these findings are based on the following assumptions related to Nuttin's (1984) cognitive model: achievement motives are transformed or channeled into future goal objects, means-end structures, and plans of action, i.e., motives stimulate goal setting and the development of the individual's future time orientation, structure subgoals and goals in the path after importance is related to the ultimate goal (i.e., instrumentality), regulate the behavior at each step and realize the goals. In addition, the interaction of motives with one or more of the following variables, i.e., motor, cognitive (e.g., future time orientation), cognitive-situational (e.g., instrumentality), and situational (e.g., goal distance in time) variables, is supposed to have an important effect on the different types of mentioned behavior. </jats:p
Effects of Achievement Motives on Wrestling Ability, Oxygen Uptake, Speed of Movement, Muscular Strength, and Technical Performance
No full text In this study was tested the prediction that approach-oriented wrestlers should perform better than indifferent- and avoidance-oriented ones. The 1970 Achievement Motives Scale of Gjesme and Nygård was administered to 47 boys, and subjects' scores were sampled for four different wrestling championships on international and national level. Measured were oxygen uptake, speed of movement, muscular strength, and serial performance of five wrestling holds. Approach-oriented wrestlers performed better than indifferent-oriented ones on 9 of 15 tasks. Only in international competitive situations did the approach-oriented wrestlers perform better than the avoidance-oriented ones. Results are interpreted in terms of hypotheses about achievement motivation, and pedagogical implications are discussed. </jats:p
The Relations between Competitive Experiences in Mid-Childhood and Achievement Motives among Male Wrestlers
No full text The 1970 Achievement Motives Scale of Gjesme and Nygård was administered to 78 adolescent and more mature male wrestlers. Athletes answered three questions about content of training and competitions between the ages of 7 and 12 yr. The data indicate that early emphasis on achievement training contributes to the development of achievement motivation among wrestlers. Those who start training early and succeed, between the ages of 7 and 12 yr., develop a higher motive for success than those who start at a later stage. However, at the same time, data indicate that the earlier children start, the harder they are matched during training and competition before the age of 12. Inexperienced athletes have to compete against more experienced ones, and participation at this age is related to experience of failure. Consequently, high frequencies of training and competitive intensity in early, inexperienced years contribute to the development of fear of failure motivation. Results are discussed and pedagogical implications considered. </jats:p
Effects of Goal Distance in Time on Relations between Achievement Motives and Energy Consumption by Aerobic Processes during 1500 M Running
No full text The study is based on responses among 128 male high school students who were tested for achievement motives, randomly assigned to three experimental conditions, i.e., goal and training conditions 1 mo. and 1 yr. from goal, and performed a task of 1500 m running on a treadmill. Based on Miller's and Gjesme's theoretical models and research, it was predicted that (i) success-oriented individuals should increase and (ii) failure-oriented individuals should decrease their heart rates and energy consumption (i.e., in percent of individual maximum of oxygen uptake) during 1500 m running as a distant goal approaches in time. (iii) As a consequence of the foregoing, success-oriented individuals should work with higher heart rates and energy consumption than failure-oriented individuals in the goal situation. The hypotheses were confirmed. In addition, from the situation where the goal was 1 month away to the goal situation, failure-oriented individuals had a steeper slope of negative goal gradient than the positive goal gradient of success-oriented individuals, i.e., the former group had a more rapid decrease in oxygen consumption than the increase shown by the latter group. Results are discussed in relation to Gjesme's (1981) theory of achievement motivation, Raynor and Entin's (1983) research and step-path theory of action, and Kohl's (1984) theory of action control. </jats:p
Goal Distance in Time and its Effects on the Relations between Achievement Motives, Future-Time Orientation, and Motor Performance among Girls and Boys
No full text Among the 348 pupils 11 to 13 years old, 148 girls and 158 boys participated in this study. Among success-oriented individuals, girls increased all types of performance responses (i.e., tasks attempted, attempts with score, quality score, and force), and boys increased their quality score and force as the goal distance in time decreased. Among the failure-oriented girls, no performance measures were affected by decreased goal distance in time, except for the force response which decreased. Failure-oriented boys seem to be more actively oriented than girls on all responses, except for force, when the goal distance in time decreased from 1 month to the goal situation. Although not consistent with the predicted lack of relationship, future time orientation modified the performance of failure-oriented individuals in the goal situation. Interactions of motives (success- and failure-oriented individuals) and goal distance in time were significant on all types of performance responses for girls, but not for boys. Results are discussed in relation to achievement motivation theory and theory of stress and the coping process. </jats:p
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