-
Psychological Medicine Jul 2022Motivational processes underlie behaviors that enrich the human experience, and impairments in motivation are commonly observed in psychiatric illness. While motivated... (Review)
Review
Motivational processes underlie behaviors that enrich the human experience, and impairments in motivation are commonly observed in psychiatric illness. While motivated behavior is often examined with respect to extrinsic reinforcers, not all actions are driven by reactions to external stimuli; some are driven by 'intrinsic' motivation. Intrinsically motivated behaviors are computationally similar to extrinsically motivated behaviors, in that they strive to maximize reward value and minimize punishment. However, our understanding of the neurocognitive mechanisms that underlie intrinsically motivated behavior remains limited. Dysfunction in intrinsic motivation represents an important trans-diagnostic facet of psychiatric symptomology, but due to a lack of clear consensus, the contribution of intrinsic motivation to psychopathology remains poorly understood. This review aims to provide an overview of the conceptualization, measurement, and neurobiology of intrinsic motivation, providing a framework for understanding its potential contributions to psychopathology and its treatment. Distinctions between intrinsic and extrinsic motivation are discussed, including divergence in the types of associated rewards or outcomes that drive behavioral action and choice. A useful framework for understanding intrinsic motivation, and thus separating it from extrinsic motivation, is developed and suggestions for optimization of paradigms to measure intrinsic motivation are proposed.
Topics: Humans; Motivation; Reward; Punishment; Mental Disorders
PubMed: 35796023
DOI: 10.1017/S0033291722001611 -
British Journal of Sports Medicine Nov 2007Motivation underpins successful tennis performance, representing one of the game's foremost psychological skills. This paper elaborates on its role in tennis play, and... (Review)
Review
Motivation underpins successful tennis performance, representing one of the game's foremost psychological skills. This paper elaborates on its role in tennis play, and takes an overview of the current state of motivation research applied to tennis. First, the importance of motivation in player and coach performance is explored. The body of evidence pertaining to players' motives for participation and the relevance of goal achievement motivation in tennis is then examined. Finally, the efficacy of motivational climates created by significant others is discussed in light of current practice.
Topics: Achievement; Adolescent; Adult; Athletic Performance; Child; Competitive Behavior; Female; Goals; Humans; Male; Motivation; Tennis
PubMed: 17623707
DOI: 10.1136/bjsm.2007.036285 -
The Journal of the American College of... 2007Motivation is short-term focused energy. The oldest theories of motivation explain motivated activity as effort to overcome primary deficiencies, such as hunger or...
Motivation is short-term focused energy. The oldest theories of motivation explain motivated activity as effort to overcome primary deficiencies, such as hunger or boredom. Such theories are difficult to apply because individuals learn idiosyncratic secondary motives as alternative ways of responding to these needs. Three prominent needs theories are discussed: Herzberg's theory of hygiene and motivational factors; McClelland's needs for achievement, power, and affiliation; and Maslow's hierarchy and theory of self-actualization. A second approach to motivation holds that individuals may be thought of as engaging in rational processes to maximize their self-interests. The presented examples of this approach include Vroom's expectancy theory, Adam's theory of inequality, and the Porter-Lawler model that addresses the question of whether satisfaction leads to high performance or vice versa. Finally, several theories of motivation as life orientation are developed.
Topics: Achievement; Efficiency; Health Services Needs and Demand; Humans; Motivation; Philosophy, Dental; Self Efficacy
PubMed: 18232579
DOI: No ID Found -
The Clinical Journal of Pain Mar 2020What is it that motivates our actions? As human beings, existing as part of complex societies, the actions we take are subject to multiple, often competing motives.... (Review)
Review
BACKGROUND
What is it that motivates our actions? As human beings, existing as part of complex societies, the actions we take are subject to multiple, often competing motives. Spanning non-conscious reflexes, cognitively derived choice as well as long- and short-term goals, our actions allow us to make sense of our environment. Pain disrupts action and hijacks our intentions. Whilst considered adaptive when temporary, pain that persists continues to interrupt and can threaten our ability to actively investigate a changing world.
OBJECTIVE
This work is a narrative review.
RESULTS
Drawing upon three complementary theoretical approaches to pain: an embodied framework, a motivational approach and the avoidance-endurance model, this review places the relationship between pain, motivation and action at its core, unpicking a dynamic process that can become stuck.
CONCLUSIONS
In taking a wide view of pain and action, we expose the nuances within drive to goal behaviour in the presence of pain. This has implications for the clinic, specifically in relation to assessing the multifactorial influences that shape action in pain. But it also seeks to go further, considering the broader environment in which we make decisions and the influence that other professionals, outside of typical healthcare roles, may play a part in the maintenance and resolution of pain.
Topics: Humans; Motivation; Pain
PubMed: 31833915
DOI: 10.1097/AJP.0000000000000786 -
Integrative Psychological & Behavioral... Dec 2023The central theoretical construct in human resource management today is employee engagement. Despite its centrality, clear theoretical and operational definitions are... (Review)
Review
The central theoretical construct in human resource management today is employee engagement. Despite its centrality, clear theoretical and operational definitions are few and far between, with most treatments failing to separate causes from effects, psychological variables from organizational variables, and internal from external mechanisms. This paper argues for a more sophisticated approach to the engagement concept, grounding it in the vast psychological literature on human motivation. Herein lies the contribution of our paper; we argue that the apparent diversity of operational definitions employed by academics and practitioners can be understood as tentative attempts to draw ever nearer to key motivational concepts, but never quite get there. We review the leading definitions of employee engagement in the literature and find that they are reducible to a core set of human motives, each backed by full literatures of their own, which populate a comprehensive model of twelve human motivations. We propose that there is substantial value in adopting a comprehensive motivational taxonomy over current approaches, which have the effect of "snowballing" ever more constructs adopted from a variety of fields and theoretical traditions. We consider the impact of rooting engagement concepts in existing motivational constructs for each of the following: (a) theory, especially the development of engagement systems; (b) methods, including the value of applying a comprehensive, structural approach; and (c) practice, where we emphasize the practical advantages of clear operational definitions.
Topics: Humans; Work Engagement; Motivation; Research Design
PubMed: 36577907
DOI: 10.1007/s12124-022-09737-w -
British Journal of Nursing (Mark Allen..."There are three things to remember about education. The first is motivation. The second one is motivation. The third one is motivation" (Maehr and Meyer, 1997 p372). It... (Review)
Review
"There are three things to remember about education. The first is motivation. The second one is motivation. The third one is motivation" (Maehr and Meyer, 1997 p372). It is important to understand motivation and the reasons why nurses, including educators and clinicians, need to continually motivate their students both in the classroom and within clinical practice. Using relevant literature, the following case study explores the significant issues pertinent in motivating a student undertaking a Postgraduate Diploma in Specialist Nursing. A combination of motivational and learning theories are used in the process of assisting this student to learn from her recent assessment failure and to become re-motivated. There is a discussion of the significance of this case and the key issues drawn from it, which may assist nursing staff in supporting student nurses to remain motivated within the clinical area.
Topics: Drive; Education, Nursing, Graduate; Faculty, Nursing; Humans; Interprofessional Relations; Motivation; Nurse Clinicians; Psychological Theory; Psychology, Educational; Social Support; Students, Nursing
PubMed: 17170664
DOI: 10.12968/bjon.2006.15.20.22300 -
Human Movement Science Oct 2013Motivation for physical activity in children below the age of 12 years is a largely underrepresented issue in contemporary research. Although engagement in sufficient... (Review)
Review
Motivation for physical activity in children below the age of 12 years is a largely underrepresented issue in contemporary research. Although engagement in sufficient physical activity is highly important for children's current and later health, relatively little is known of the factors that motivate children to be physically active. Various theories have been developed in an attempt to explain motivation toward physical activity in adults. Recent developments have focussed on integrating constructs of these theories in order to attain a comprehensive account of motivated behavior. The relationships between different motivational constructs have generally been investigated in healthy adolescents and adults. This manuscript outlines why more theoretically driven research into children's motivation toward physical activity is needed. Constructs stemming from various motivational theories and their interrelationship as evidenced in youth and adults will be summarized. The current state of research on the applicability of these motivational constructs to children, and the generalizability of the interrelationship between the constructs to child samples will be outlined. A deeper insight into the motivational determinants of physical activity participation in children could inform the design of interventions to facilitate the development of physically active lifestyles that persist at older ages.
Topics: Achievement; Adolescent; Adult; Age Factors; Aptitude; Child; Generalization, Psychological; Goals; Health Promotion; Humans; Life Style; Models, Psychological; Motivation; Motor Activity; Personal Autonomy; Psychological Theory
PubMed: 24100193
DOI: 10.1016/j.humov.2013.08.004 -
The Gerontologist Nov 2022Study recruitment and retention of older adults in research studies is a major challenge. Enhancing understanding of individual differences in motivations to...
BACKGROUND AND OBJECTIVES
Study recruitment and retention of older adults in research studies is a major challenge. Enhancing understanding of individual differences in motivations to participate, and predictors of motivators, can serve the dual aims of facilitating the recruitment and retention of older adults, benefiting study validity, economy, and power.
RESEARCH DESIGN AND METHODS
Older adults (N = 472) past and potential participants were surveyed about motivations to participate in research, demographic, and individual difference measures (e.g., health status, cognitive difficulties). Latent class and clustering analyses explored motivation typologies, followed by regression models predicting individual motivators and typologies.
RESULTS
Older adults endorsed a diversity of research motivations, some of which could be predicted by individual difference measures (e.g., older participants were more motivated by the desire to learn new technology, participants without a college education were more motivated by financial compensation, and participants with greater self-reported cognitive problems were more likely to participate to gain cognitive benefit). Clustering analysis revealed 4 motivation typologies: brain health advocates, research helpers, fun seekers, and multiple motivation enthusiasts. Cognitive difficulties, age, employment status, and previous participation predicted membership in these categories.
DISCUSSION AND IMPLICATIONS
Results provide an understanding of different participant motivations beyond differences between younger and older adults and begin to identify different classes of older adults motivated to participate in research studies. Results can provide guidance for targeted recruitment and retention strategies based on individual differences in stated or predicted motivations.
Topics: Humans; Aged; Motivation; Geroscience; Surveys and Questionnaires; Learning; Self Report
PubMed: 35267020
DOI: 10.1093/geront/gnac035 -
Schizophrenia Bulletin Sep 2011Learning during skills-based psychosocial treatments for schizophrenia is influenced by the motivating properties of the treatment context and the motivational... (Review)
Review
Learning during skills-based psychosocial treatments for schizophrenia is influenced by the motivating properties of the treatment context and the motivational orientation of the client. Given that motivational impairment is a core feature of schizophrenia with significant functional implications, intervention strategies emphasizing extrinsic and/or intrinsic goals may be prescribed to enhance skill learning and treatment outcomes. The purpose of this article is to consider the role that motivation plays in treatment success by evaluating the relationship between motivation and learning during cognitive remediation for schizophrenia. As intrinsic motivation (IM) is most often associated with learning, we will integrate research findings which address 3 main questions: (1) is IM in schizophrenia static or dynamic, (2) is it possible to manipulate the state of being intrinsically motivated and if so do manipulations of IM affect learning? and (3) can motivation theory be translated into clinical practice? This knowledge can facilitate treatment strategies to address the low base rate of IM that is characteristic of schizophrenia and can be applied to cognitive remediation as well as other psychosocial interventions which require learning for treatment success.
Topics: Cognitive Behavioral Therapy; Goals; Humans; Motivation; Schizophrenia; Schizophrenic Psychology; Treatment Outcome
PubMed: 21860041
DOI: 10.1093/schbul/sbr063 -
Progress in Brain Research 2016Over the last couple of decades, a body of theories has emerged that explains when and why people are motivated to act. Multiple disciplines have investigated the... (Review)
Review
Over the last couple of decades, a body of theories has emerged that explains when and why people are motivated to act. Multiple disciplines have investigated the origins and consequences of motivated behavior, and have done so largely in parallel. Only recently have different disciplines, like psychology and economics, begun to consolidate their knowledge, attempting to integrate findings. The following chapter presents and discusses the most prominent approaches to motivation in the disciplines of biology, psychology, and economics. Particularly, we describe the specific role of incentives, both monetary and alternative, in various motivational theories. Though monetary incentives are pivotal in traditional economic theory, biological and psychological theories ascribe less significance to monetary incentives and suggest alternative drivers for motivation.
Topics: Biology; Economics; Humans; Individuality; Motivation; Psychological Theory; Reward
PubMed: 27926444
DOI: 10.1016/bs.pbr.2016.06.007