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Motivation - Wikipedia. For the bike- sharing system management company, see Motivate (company). Motivation is a theoretical construct used to explain behaviour. It gives the reason for people's actions, desires, and needs. Motivation can also be defined as one's direction to behavior, or what causes a person to want to repeat a behavior and vice versa. Rational: based on whether the underlying theory of human cognition is based on natural forces (drives, needs, desires) or some kind of rationality (instrumentality, meaningfulness, self- identity). Content vs. Process: based on whether the focus is on the content (.

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This type of motivation has neurobiological roots in the basal ganglia, and mesolimbic dopaminergic pathways. Opioid injections in this area produce pleasure, however outside of these hedonic hotspots they create an increased desire. Dopamine is further implicated in motivation as administration of amphetamine increased the break point in a progressive ratio self- reinforcement schedule.

That is, subjects were willing to go to greater lengths (e. Each stage of the cycle is composed of many dimensions including attitudes, beliefs, intentions, effort, and withdrawal which can all affect the motivation that an individual experiences. Most psychological theories hold that motivation exists purely within the individual, but socio- cultural theories express motivation as an outcome of participation in actions and activities within the cultural context of social groups. However, recent research (on satisficing for example) has significantly undermined the idea of homo economicus or of perfect rationality in favour of a more bounded rationality.

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The field of behavioural economics is particularly concerned with the limits of rationality in economic agents. Intrinsic motivation is the self- desire to seek out new things and new challenges, to analyze one's capacity, to observe and to gain knowledge. The phenomenon of intrinsic motivation was first acknowledged within experimental studies of animal behavior. In these studies, it was evident that the organisms would engage in playful and curiosity driven behaviors in the absence of reward.

Intrinsic motivation is a natural motivational tendency and is a critical element in cognitive, social, and physical development. The employee has the intrinsic motivation to gain more knowledge. Even traditional management information systems (e.

ERP, CRM) are being 'gamified' such that both extrinsic and intrinsic motivations must increasingly be considered. Advantages: Intrinsic motivation can be long- lasting and self- sustaining. Efforts to build this kind of motivation are also typically efforts at promoting student learning. Such efforts often focus on the subject rather than rewards or punishments. Disadvantages: Efforts at fostering intrinsic motivation can be slow to affect behavior and can require special and lengthy preparation.

Students are individuals, so a variety of approaches may be needed to motivate different students. It is often helpful to know what interests one's students in order to connect these interests with the subject matter. This requires getting to know one's students. Also, it helps if the instructor is interested in the subject.

In extrinsic motivation, the harder question to answer is where do people get the motivation to carry out and continue to push with persistence. Usually extrinsic motivation is used to attain outcomes that a person wouldn't get from intrinsic motivation. Competition is an extrinsic motivator because it encourages the performer to win and to beat others, not simply to enjoy the intrinsic rewards of the activity.

A cheering crowd and the desire to win a trophy are also extrinsic incentives. In one study demonstrating this effect, children who expected to be (and were) rewarded with a ribbon and a gold star for drawing pictures spent less time playing with the drawing materials in subsequent observations than children who were assigned to an unexpected reward condition. In one study, when children were given mild threats against playing with an attractive toy, it was found that the threat actually served to increase the child's interest in the toy, which was previously undesirable to the child in the absence of threat. In the view of behaviorism, motivation is understood as a question about what factors cause, prevent, or withhold various behaviors, while the question of, for instance, conscious motives would be ignored. Where others would speculate about such things as values, drives, or needs, that may not be observed directly, behaviorists are interested in the observable variables that affect the type, intensity, frequency and duration of observable behavior.

Through the basic research of such scientists as Pavlov, Watson and Skinner, several basic mechanisms that govern behavior have been identified. The most important of these are classical conditioning and operant conditioning. Classical and operant conditioning. They can be unconditioned, such as in- born reflexes, or learned through the pairing of an unconditioned stimulus with a different stimulus, which then becomes a conditioned stimulus. In relation to motivation, classical conditioning might be seen as one explanation as to why an individual performs certain responses and behaviors in certain situations. If a certain behavior, in the presence of a certain stimulus, is followed by a desirable consequence (a reinforcer), the emitted behavior will increase in frequency in the future, in the presence of the stimulus that preceded the behavior (or a similar one). Conversely, if the behavior is followed by something undesirable (a punisher), the behavior is less likely to occur in the presence of the stimulus.

In a similar manner, removal of a stimulus directly following the behavior might either increase or decrease the frequency of that behavior in the future (negative reinforcement or punishment). If a student starts to cause trouble in class gets punished with something he or she dislikes, such as detention (positive punishment), that behavior would decrease in the future. The student might seem more motivated to behave in class, presumably in order to avoid further detention (negative reinforcement).

The strength of reinforcement or punishment is dependent on schedule and timing. A reinforcer or punisher affects the future frequency of a behavior most strongly if it occurs within seconds of the behavior. A behavior that is reinforced intermittently, at unpredictable intervals, will be more robust and persistent, compared to one that is reinforced every time the behavior is performed. Behavior is punished or reinforced in the context of whatever stimuli were present just before the behavior was performed, which means that a particular behavior might not be affected in every context, just because it was punished or reinforced in a particular one. The most common incentive would be a compensation. Compensation can be tangible or intangible, It helps in motivating the employees in their corporate life, students in academics and inspire to do more and more to achieve profitability in every field.

Studies show that if the person receives the reward immediately, the effect is greater, and decreases as delay lengthens. From this perspective, the concept of distinguishing between intrinsic and extrinsic forces is irrelevant. Incentive theory in psychology treats motivation and behavior of the individual as they are influenced by beliefs, such as engaging in activities that are expected to be profitable. Incentive theory is promoted by behavioral psychologists, such as B.

F. Incentive theory is especially supported by Skinner in his philosophy of Radical behaviorism, meaning that a person's actions always have social ramifications: and if actions are positively received people are more likely to act in this manner, or if negatively received people are less likely to act in this manner. Incentive theory distinguishes itself from other motivation theories, such as drive theory, in the direction of the motivation. In incentive theory, stimuli . In terms of behaviorism, incentive theory involves positive reinforcement: the reinforcing stimulus has been conditioned to make the person happier. As opposed to in drive theory, which involves negative reinforcement: a stimulus has been associated with the removal of the punishment—the lack of homeostasis in the body.

For example, a person has come to know that if they eat when hungry, it will eliminate that negative feeling of hunger, or if they drink when thirsty, it will eliminate that negative feeling of thirst. In operant conditioning, the function of the reinforcer is to influence future behavior. The presence of a stimulus believed to function as a reinforcer does not according to this terminology explain the current behavior of an organism – only previous instances of reinforcement of that behavior (in the same or similar situations) do. Through the behavior- altering effect of MOs, it is possible to affect current behavior of an individual, giving another piece of the puzzle of motivation.

Motivating operations are factors that affect learned behavior in a certain context. MOs have two effects: a value- altering effect, which increases or decreases the efficiency of a reinforcer, and a behavior- altering effect, which modifies learned behavior that has previously been punished or reinforced by a particular stimulus. A common example of this would be food deprivation, which functions as an EO in relation to food: the food- deprived organism will perform behaviors previously related to the acquisition of food more intensely, frequently, longer, or faster in the presence of food, and those behaviors would be especially strongly reinforced. The worker would work hard to try to achieve the raise, and getting the raise would function as an especially strong reinforcer of work behavior.