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Michael T Ford - One of the best experts on this subject based on the ideXlab platform.
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does public service Motivation always lead to organizational commitment examining the moderating roles of Intrinsic Motivation and ethical leadership
Public Personnel Management, 2017Co-Authors: Wisanupong Potipiroon, Michael T FordAbstract:Much of the work in public management indicates that public service Motivation (PSM) generally leads to higher levels of organizational commitment. We argue that this relationship is more complex than generally assumed. First, drawing from self-determination theory, we propose that Intrinsic Motivation is conceptually distinct from PSM and that the two variables could interact. Second, drawing from the fit perspective, we further propose that ethical leadership is a contextual variable that will enhance the effect of PSM. A field study of public employees in Thailand provides support for this contingency perspective. We found that Intrinsic Motivation moderated the effect of PSM, such that the effect was positive only for individuals with high-Intrinsic Motivation but negative for those with low-Intrinsic Motivation. Furthermore, our analysis revealed a three-way interaction, which indicated that PSM was most positively related to organizational commitment when accompanied by high-Intrinsic Motivation and...
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Intrinsic Motivation performance and the mediating role of mastery goal orientation a test of self determination theory
The Journal of Psychology, 2014Co-Authors: Christopher P Cerasoli, Michael T FordAbstract:Although Intrinsic Motivation has been linked repeatedly to performance and outcomes, the causal relationship between the two has remained unclear. To explain the link, this study considered the focusing influence of mastery goals. Using a three-wave panel study and hypotheses drawn from self-determination theory and achievement goal theory, the current study sought to clarify the relationships between Intrinsic Motivation, mastery goal orientation, and performance. Specifically, the current study hypothesized and found that mastery goals mediated (explained) the relationship between Intrinsic Motivation and performance.
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Intrinsic Motivation and extrinsic incentives jointly predict performance a 40 year meta analysis
Psychological Bulletin, 2014Co-Authors: Christopher P Cerasoli, Jessica M Nicklin, Michael T FordAbstract:More than 4 decades of research and 9 meta-analyses have focused on the undermining effect: namely, the debate over whether the provision of extrinsic incentives erodes Intrinsic Motivation. This review and meta-analysis builds on such previous reviews by focusing on the interrelationship among Intrinsic Motivation, extrinsic incentives, and performance, with reference to 2 moderators: performance type (quality vs. quantity) and incentive contingency (directly performance-salient vs. indirectly performance-salient), which have not been systematically reviewed to date. Based on random-effects meta-analytic methods, findings from school, work, and physical domains (k = 183, N = 212,468) indicate that Intrinsic Motivation is a medium to strong predictor of performance (ρ = .21-45). The importance of Intrinsic Motivation to performance remained in place whether incentives were presented. In addition, incentive salience influenced the predictive validity of Intrinsic Motivation for performance: In a "crowding out" fashion, Intrinsic Motivation was less important to performance when incentives were directly tied to performance and was more important when incentives were indirectly tied to performance. Considered simultaneously through meta-analytic regression, Intrinsic Motivation predicted more unique variance in quality of performance, whereas incentives were a better predictor of quantity of performance. With respect to performance, incentives and Intrinsic Motivation are not necessarily antagonistic and are best considered simultaneously. Future research should consider using nonperformance criteria (e.g., well-being, job satisfaction) as well as applying the percent-of-maximum-possible (POMP) method in meta-analyses.
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Intrinsic Motivation and extrinsic incentives jointly predict performance a 40 year meta analysis
Psychological Bulletin, 2014Co-Authors: Christopher P Cerasoli, Jessica M Nicklin, Michael T FordAbstract:More than 4 decades of research and 9 meta-analyses have focused on the undermining effect: namely, the debate over whether the provision of extrinsic incentives erodes Intrinsic Motivation. This review and meta-analysis builds on such previous reviews by focusing on the interrelationship among Intrinsic Motivation, extrinsic incentives, and performance, with reference to 2 moderators: performance type (quality vs. quantity) and incentive contingency (directly performance-salient vs. indirectly performance-salient), which have not been systematically reviewed to date. Based on random-effects meta-analytic methods, findings from school, work, and physical domains (k = 183, N = 212,468) indicate that Intrinsic Motivation is a medium to strong predictor of performance (? = .21�45). The importance of Intrinsic Motivation to performance remained in place whether incentives were presented. In addition, incentive salience influenced the predictive validity of Intrinsic Motivation for performance: In a �crowding out� fashion, Intrinsic Motivation was less important to performance when incentives were directly tied to performance and was more important when incentives were indirectly tied to performance. Considered simultaneously through meta-analytic regression, Intrinsic Motivation predicted more unique variance in quality of performance, whereas incentives were a better predictor of quantity of performance. With respect to performance, incentives and Intrinsic Motivation are not necessarily antagonistic and are best considered simultaneously. Future research should consider using nonperformance criteria (e.g., well-being, job satisfaction) as well as applying the percent-of-maximum-possible (POMP) method in meta-analyses. (PsycINFO Database Record (c) 2014 APA, all rights reserved)
Christopher P Cerasoli - One of the best experts on this subject based on the ideXlab platform.
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Intrinsic Motivation performance and the mediating role of mastery goal orientation a test of self determination theory
The Journal of Psychology, 2014Co-Authors: Christopher P Cerasoli, Michael T FordAbstract:Although Intrinsic Motivation has been linked repeatedly to performance and outcomes, the causal relationship between the two has remained unclear. To explain the link, this study considered the focusing influence of mastery goals. Using a three-wave panel study and hypotheses drawn from self-determination theory and achievement goal theory, the current study sought to clarify the relationships between Intrinsic Motivation, mastery goal orientation, and performance. Specifically, the current study hypothesized and found that mastery goals mediated (explained) the relationship between Intrinsic Motivation and performance.
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Intrinsic Motivation and extrinsic incentives jointly predict performance a 40 year meta analysis
Psychological Bulletin, 2014Co-Authors: Christopher P Cerasoli, Jessica M Nicklin, Michael T FordAbstract:More than 4 decades of research and 9 meta-analyses have focused on the undermining effect: namely, the debate over whether the provision of extrinsic incentives erodes Intrinsic Motivation. This review and meta-analysis builds on such previous reviews by focusing on the interrelationship among Intrinsic Motivation, extrinsic incentives, and performance, with reference to 2 moderators: performance type (quality vs. quantity) and incentive contingency (directly performance-salient vs. indirectly performance-salient), which have not been systematically reviewed to date. Based on random-effects meta-analytic methods, findings from school, work, and physical domains (k = 183, N = 212,468) indicate that Intrinsic Motivation is a medium to strong predictor of performance (ρ = .21-45). The importance of Intrinsic Motivation to performance remained in place whether incentives were presented. In addition, incentive salience influenced the predictive validity of Intrinsic Motivation for performance: In a "crowding out" fashion, Intrinsic Motivation was less important to performance when incentives were directly tied to performance and was more important when incentives were indirectly tied to performance. Considered simultaneously through meta-analytic regression, Intrinsic Motivation predicted more unique variance in quality of performance, whereas incentives were a better predictor of quantity of performance. With respect to performance, incentives and Intrinsic Motivation are not necessarily antagonistic and are best considered simultaneously. Future research should consider using nonperformance criteria (e.g., well-being, job satisfaction) as well as applying the percent-of-maximum-possible (POMP) method in meta-analyses.
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Intrinsic Motivation and extrinsic incentives jointly predict performance a 40 year meta analysis
Psychological Bulletin, 2014Co-Authors: Christopher P Cerasoli, Jessica M Nicklin, Michael T FordAbstract:More than 4 decades of research and 9 meta-analyses have focused on the undermining effect: namely, the debate over whether the provision of extrinsic incentives erodes Intrinsic Motivation. This review and meta-analysis builds on such previous reviews by focusing on the interrelationship among Intrinsic Motivation, extrinsic incentives, and performance, with reference to 2 moderators: performance type (quality vs. quantity) and incentive contingency (directly performance-salient vs. indirectly performance-salient), which have not been systematically reviewed to date. Based on random-effects meta-analytic methods, findings from school, work, and physical domains (k = 183, N = 212,468) indicate that Intrinsic Motivation is a medium to strong predictor of performance (? = .21�45). The importance of Intrinsic Motivation to performance remained in place whether incentives were presented. In addition, incentive salience influenced the predictive validity of Intrinsic Motivation for performance: In a �crowding out� fashion, Intrinsic Motivation was less important to performance when incentives were directly tied to performance and was more important when incentives were indirectly tied to performance. Considered simultaneously through meta-analytic regression, Intrinsic Motivation predicted more unique variance in quality of performance, whereas incentives were a better predictor of quantity of performance. With respect to performance, incentives and Intrinsic Motivation are not necessarily antagonistic and are best considered simultaneously. Future research should consider using nonperformance criteria (e.g., well-being, job satisfaction) as well as applying the percent-of-maximum-possible (POMP) method in meta-analyses. (PsycINFO Database Record (c) 2014 APA, all rights reserved)
Allen W Gottfried - One of the best experts on this subject based on the ideXlab platform.
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Continuity of academic Intrinsic Motivation from childhood through late adolescence: A longitudinal study.
Journal of Educational Psychology, 2001Co-Authors: Adele Eskeles Gottfried, James S Fleming, Allen W GottfriedAbstract:Two aspects of continuity, stability of individual differences and means, were examined in a longitudinal study from the middle elementary through the high school years. Two hypotheses regarding individual-difference stability were supported with structural equation modeling in both the general-verbal and math domains: (a) Academic Intrinsic Motivation is a stable construct throughout these years, and (b) with advancement in age, academic Intrinsic Motivation becomes increasingly stable. A third hypothesis, that the mean level of academic Intrinsic Motivation declines over these ages, also was supported, and significant linear trends were obtained, but it was also found to be modified by particular subject areas, with math showing the greatest decline and social studies showing no significant change. The combination of these 2 aspects of continuity places those with low Motivation early in their schooling particularly at risk.
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role of parental Motivational practices in children s academic Intrinsic Motivation and achievement
Journal of Educational Psychology, 1994Co-Authors: Adele Eskeles Gottfried, James S Fleming, Allen W GottfriedAbstract:In a longitudinal study of children at ages 9 and 10 years, the role of parental Motivational practices in children's academic Intrinsic Motivation and achievement was tested. Two types of Motivational practices were assessed: mothers'encouragement of children's task endogeny and provision of task-extrinsic consequences. Structural equations path models for general-verbal and math academic areas supported the 2 predictions that children's academic Intrinsic Motivation is positively related to encouragement of task endogeny and negatively related to provision of task-extrinsic consequences. Academic Intrinsic Motivation at age 9 years predicted Motivation and achievement at age 10 years. Moreover, through age 9 year Motivation, the Motivational practices indirectly affected age 10 year Motivation and achievement
Jessica M Nicklin - One of the best experts on this subject based on the ideXlab platform.
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Intrinsic Motivation and extrinsic incentives jointly predict performance a 40 year meta analysis
Psychological Bulletin, 2014Co-Authors: Christopher P Cerasoli, Jessica M Nicklin, Michael T FordAbstract:More than 4 decades of research and 9 meta-analyses have focused on the undermining effect: namely, the debate over whether the provision of extrinsic incentives erodes Intrinsic Motivation. This review and meta-analysis builds on such previous reviews by focusing on the interrelationship among Intrinsic Motivation, extrinsic incentives, and performance, with reference to 2 moderators: performance type (quality vs. quantity) and incentive contingency (directly performance-salient vs. indirectly performance-salient), which have not been systematically reviewed to date. Based on random-effects meta-analytic methods, findings from school, work, and physical domains (k = 183, N = 212,468) indicate that Intrinsic Motivation is a medium to strong predictor of performance (ρ = .21-45). The importance of Intrinsic Motivation to performance remained in place whether incentives were presented. In addition, incentive salience influenced the predictive validity of Intrinsic Motivation for performance: In a "crowding out" fashion, Intrinsic Motivation was less important to performance when incentives were directly tied to performance and was more important when incentives were indirectly tied to performance. Considered simultaneously through meta-analytic regression, Intrinsic Motivation predicted more unique variance in quality of performance, whereas incentives were a better predictor of quantity of performance. With respect to performance, incentives and Intrinsic Motivation are not necessarily antagonistic and are best considered simultaneously. Future research should consider using nonperformance criteria (e.g., well-being, job satisfaction) as well as applying the percent-of-maximum-possible (POMP) method in meta-analyses.
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Intrinsic Motivation and extrinsic incentives jointly predict performance a 40 year meta analysis
Psychological Bulletin, 2014Co-Authors: Christopher P Cerasoli, Jessica M Nicklin, Michael T FordAbstract:More than 4 decades of research and 9 meta-analyses have focused on the undermining effect: namely, the debate over whether the provision of extrinsic incentives erodes Intrinsic Motivation. This review and meta-analysis builds on such previous reviews by focusing on the interrelationship among Intrinsic Motivation, extrinsic incentives, and performance, with reference to 2 moderators: performance type (quality vs. quantity) and incentive contingency (directly performance-salient vs. indirectly performance-salient), which have not been systematically reviewed to date. Based on random-effects meta-analytic methods, findings from school, work, and physical domains (k = 183, N = 212,468) indicate that Intrinsic Motivation is a medium to strong predictor of performance (? = .21�45). The importance of Intrinsic Motivation to performance remained in place whether incentives were presented. In addition, incentive salience influenced the predictive validity of Intrinsic Motivation for performance: In a �crowding out� fashion, Intrinsic Motivation was less important to performance when incentives were directly tied to performance and was more important when incentives were indirectly tied to performance. Considered simultaneously through meta-analytic regression, Intrinsic Motivation predicted more unique variance in quality of performance, whereas incentives were a better predictor of quantity of performance. With respect to performance, incentives and Intrinsic Motivation are not necessarily antagonistic and are best considered simultaneously. Future research should consider using nonperformance criteria (e.g., well-being, job satisfaction) as well as applying the percent-of-maximum-possible (POMP) method in meta-analyses. (PsycINFO Database Record (c) 2014 APA, all rights reserved)
Adele Eskeles Gottfried - One of the best experts on this subject based on the ideXlab platform.
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Continuity of academic Intrinsic Motivation from childhood through late adolescence: A longitudinal study.
Journal of Educational Psychology, 2001Co-Authors: Adele Eskeles Gottfried, James S Fleming, Allen W GottfriedAbstract:Two aspects of continuity, stability of individual differences and means, were examined in a longitudinal study from the middle elementary through the high school years. Two hypotheses regarding individual-difference stability were supported with structural equation modeling in both the general-verbal and math domains: (a) Academic Intrinsic Motivation is a stable construct throughout these years, and (b) with advancement in age, academic Intrinsic Motivation becomes increasingly stable. A third hypothesis, that the mean level of academic Intrinsic Motivation declines over these ages, also was supported, and significant linear trends were obtained, but it was also found to be modified by particular subject areas, with math showing the greatest decline and social studies showing no significant change. The combination of these 2 aspects of continuity places those with low Motivation early in their schooling particularly at risk.
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role of parental Motivational practices in children s academic Intrinsic Motivation and achievement
Journal of Educational Psychology, 1994Co-Authors: Adele Eskeles Gottfried, James S Fleming, Allen W GottfriedAbstract:In a longitudinal study of children at ages 9 and 10 years, the role of parental Motivational practices in children's academic Intrinsic Motivation and achievement was tested. Two types of Motivational practices were assessed: mothers'encouragement of children's task endogeny and provision of task-extrinsic consequences. Structural equations path models for general-verbal and math academic areas supported the 2 predictions that children's academic Intrinsic Motivation is positively related to encouragement of task endogeny and negatively related to provision of task-extrinsic consequences. Academic Intrinsic Motivation at age 9 years predicted Motivation and achievement at age 10 years. Moreover, through age 9 year Motivation, the Motivational practices indirectly affected age 10 year Motivation and achievement
