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Intrinsic Motivation at Work marks a major advance on the topic of work motivation -- one based on an understanding of the changing requirements of today's workplace and the limitations of older motivational models. Written in an engaging, accessible style, yet grounded in solid academic research, the book is divided into three parts. Part One assesses older models of work motivation and why they need an overhaul. Part Two explains the nature of the ""new work"" and the importance of reintroducing a feeling of purpose and self-management. Part Three presents in depth the four intrinsic rewards that make work energizing and compelling -- a sense of meaningfulness, a sense of choice, a sense of competence or quality, and a sense of progress -- and how to create them.

As I begin to write this Preface, I feel a rush of excitement. I have now finished the book; my gestalt is coming into completion. Throughout the months that I have been writing this, I have, indeed, been intrinsically motivated. Now that it is finished I feel quite competent and self-determining (see Chapter 2). Whether or not those who read the book will perceive me that way is also a concern of mine (an extrinsic one), but it is a wholly separate issue from the intrinsic rewards I have been experiencing. This book presents a theoretical perspective. It reviews an enormous amount of research which establishes unequivocally that intrinsic motivation exists. Also considered herein are various approaches to the conceptualizing of intrinsic motivation. The book concentrates on the approach which has developed out of the work of Robert White (1959), namely, that intrinsically motivated behaviors are ones which a person engages in so that he may feel competent and self-determining in relation to his environment. The book then considers the development of intrinsic motiva­ tion, how behaviors are motivated intrinsically, how they relate to and how intrinsic motivation is extrinsically motivated behaviors, affected by extrinsic rewards and controls. It also considers how changes in intrinsic motivation relate to changes in attitudes, how people attribute motivation to each other, how the attribution process is motivated, and how the process of perceiving motivation (and other internal states) in oneself relates to perceiving them in others.

Intrinsic Motivation at Work marks a major advance on the topic of work motivation -- one based on an understanding of the changing requirements of today's workplace and the limitations of older motivational models. Written in an engaging, accessible style, yet grounded in solid academic research, the book is divided into three parts. Part One assesses older models of work motivation and why they need an overhaul. Part Two explains the nature of the ""new work"" and the importance of reintroducing a feeling of purpose and self-management. Part Three presents in depth the four intrinsic rewards that make work energizing and compelling -- a sense of meaningfulness, a sense of choice, a sense of competence or quality, and a sense of progress -- and how to create them.

In today’s organizations engagement is vital—more is being required of workers than ever. In this new edition of his classic book, Kenneth Thomas draws on the latest research findings to identify the key to employee engagement: intrinsic motivation. Only intrinsic rewards—rewards that come directly from the work itself—encourage the profound commitment and sense of ownership needed for a truly engaged and innovative workforce. Thomas identifies four intrinsic rewards, explains exactly how and why they build engagement and provides a diagnostic framework to evaluate which need boosting and how to boost them. The second edition has been revised and updated throughout, with an expanded section on how leaders can identify their own intrinsic rewards and new tools, tips and practices for encouraging intrinsic motivation in others.

Early in this century, most empirically oriented psychologists believed that all motivation was based in the physiology of a set of non-nervous­ system tissue needs. The theories of that era reflected this belief and used it in an attempt to explain an increasing number of phenomena. It was not until the 1950s that it became irrefutably clear that much of human motivation is based not in these drives, but rather in a set of innate psychological needs. Their physiological basis is less understood; and as concepts, these needs lend themselves more easily to psycho­ logical than to physiological theorizing. The convergence of evidence from a variety of scholarly efforts suggests that there are three such needs: self-determination, competence, and interpersonal relatedness. This book is primarily about self-determination and competence (with particular emphasis on the former), and about the processes and structures that relate to these needs. The need for interpersonal relat­ edness, while no less important, remains to be explored, and the findings from those explorations will need to be integrated with the present theory to develop a broad, organismic theory of human motivation. Thus far, we have articulated self-determination theory, which is offered as a working theory-a theory in the making. To stimulate the research that will allow it to evolve further, we have stated self-determination theory in the form of minitheories that relate to more circumscribed domains, and we have developed paradigms for testing predictions from the various minitheories.

Early in this century, most empirically oriented psychologists believed that all motivation was based in the physiology of a set of non-nervous­ system tissue needs. The theories of that era reflected this belief and used it in an attempt to explain an increasing number of phenomena. It was not until the 1950s that it became irrefutably clear that much of human motivation is based not in these drives, but rather in a set of innate psychological needs. Their physiological basis is less understood; and as concepts, these needs lend themselves more easily to psycho­ logical than to physiological theorizing. The convergence of evidence from a variety of scholarly efforts suggests that there are three such needs: self-determination, competence, and interpersonal relatedness. This book is primarily about self-determination and competence (with particular emphasis on the former), and about the processes and structures that relate to these needs. The need for interpersonal relat­ edness, while no less important, remains to be explored, and the findings from those explorations will need to be integrated with the present theory to develop a broad, organismic theory of human motivation. Thus far, we have articulated self-determination theory, which is offered as a working theory-a theory in the making. To stimulate the research that will allow it to evolve further, we have stated self-determination theory in the form of minitheories that relate to more circumscribed domains, and we have developed paradigms for testing predictions from the various minitheories.

Early in this century, most empirically oriented psychologists believed that all motivation was based in the physiology of a set of non-nervous­ system tissue needs. The theories of that era reflected this belief and used it in an attempt to explain an increasing number of phenomena. It was not until the 1950s that it became irrefutably clear that much of human motivation is based not in these drives, but rather in a set of innate psychological needs. Their physiological basis is less understood; and as concepts, these needs lend themselves more easily to psycho­ logical than to physiological theorizing. The convergence of evidence from a variety of scholarly efforts suggests that there are three such needs: self-determination, competence, and interpersonal relatedness. This book is primarily about self-determination and competence (with particular emphasis on the former), and about the processes and structures that relate to these needs. The need for interpersonal relat­ edness, while no less important, remains to be explored, and the findings from those explorations will need to be integrated with the present theory to develop a broad, organismic theory of human motivation. Thus far, we have articulated self-determination theory, which is offered as a working theory-a theory in the making. To stimulate the research that will allow it to evolve further, we have stated self-determination theory in the form of minitheories that relate to more circumscribed domains, and we have developed paradigms for testing predictions from the various minitheories.

Early in this century, most empirically oriented psychologists believed that all motivation was based in the physiology of a set of non-nervous­ system tissue needs. The theories of that era reflected this belief and used it in an attempt to explain an increasing number of phenomena. It was not until the 1950s that it became irrefutably clear that much of human motivation is based not in these drives, but rather in a set of innate psychological needs. Their physiological basis is less understood; and as concepts, these needs lend themselves more easily to psycho­ logical than to physiological theorizing. The convergence of evidence from a variety of scholarly efforts suggests that there are three such needs: self-determination, competence, and interpersonal relatedness. This book is primarily about self-determination and competence (with particular emphasis on the former), and about the processes and structures that relate to these needs. The need for interpersonal relat­ edness, while no less important, remains to be explored, and the findings from those explorations will need to be integrated with the present theory to develop a broad, organismic theory of human motivation. Thus far, we have articulated self-determination theory, which is offered as a working theory-a theory in the making. To stimulate the research that will allow it to evolve further, we have stated self-determination theory in the form of minitheories that relate to more circumscribed domains, and we have developed paradigms for testing predictions from the various minitheories.

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Through 50 research-based recommendations and 100 teacher-tested instructional strategies any teacher can expand students intrinsic satisfaction in learning. There is a hardcover edition also available. The focus is on using the 150 strategies and ideas to increase studentsÕ intrinsic motivation, rather than relying on the reward/punishment extrinsic strategies typically used. For each strategy the author clearly defines the purpose, procedure, grade level, and content area of each strategy, then discusses variations for each strategy and shows how the strategies can be readily incorporated into your existing curriculum. The strategies focus on enhancing autonomy, increasing competence in all students, increasing belonging, enhancing self-esteem, and stimulating involvement and enjoyment with learning. K-12 Teachers. A Longwood Professional Book.

Informing readers about major motivational theories and related research, this thought-provoking book includes an overview of metatheoretical perspectives, expectancy and efficacy beliefs, attribution theory, social congnitive theory, goal theory, intrinsic motivation, values and affect, and social-conceptual influences such as schools, classrooms, and families. Offering intensive conceptual details of different theories, it describes and applies the most recent advances in motivation theory and research to a classroom context. Sketches metaphorical and metatheoretical approach to motivation, providing a way to organzie theories of motivation at a conceptual level. Strongly emphasizes expectancies and efficacy central constructs in motivation. For educators.

Discover how to motivate students in the classroom, using the elements of EMPOWER exploration, motivation, participation, openness, willingness, empathy, and resilience. Make school a positive, meaningful experience in your students lives and cultivate intrinsic motivation. This highly practical resource offers enjoyable, engaging classroom activities, as well as strategies for refining teaching practices, incorporating student values into course content, fostering the development of soft skills, and deeply connecting with learners. How this book will EMPOWER you: Understand what values are and how they are different from preferences and goals. Discover how to help students determine which values they want to enact at school and in life. Examine how to incorporate values work into the classroom curriculum in all disciplines. Explore examples of classroom experiences that highlight the importance of student empowerment. Learn how to bring your own values to the classroom to become a better teacher and colleague. Contents: Introduction: Empowering Students to Transform What School Means Part I: Activities That Empower Students Chapter 1: Exploration Chapter 2: Motivation Chapter 3: Participation Chapter 4: Openness Chapter 5: Willingness Chapter 6: Empathy Chapter 7: Resilience Part II: Strategies That Empower Students Chapter 8: Empowering Dialogue Chapter 9: Empowering Partnerships Chapter 10: Empowering Collaborations Chapter 11: Empowering Curriculum Chapter 12: Empowering Inquiry Chapter 13: Empowering Yourself Conclusion: Paths to Empowerment Appendix: Examples of Values References and Resources Index

Combining a lively voice with scientific research, Learning Grows explores the fascinating and useful world of student motivation. Written for teachers—and everyone interested in teaching and learning—Learning Grows helps classrooms flourish by fostering students’ intrinsic motivation.Part I delves into Mindset. Although seemingly well known, this theory is often oversimplified and widely misunderstood. By exploring its step-by-step historical development, we can use it more flexibly and effectively to help learners ‘charge!’ when they might otherwise ‘retreat.’Part II enters the paradoxical world of Stereotype Threat. A surprising cascade of counter-intuitive effects can cause students to struggle in school—not because they don’t care, but because they work too hard. The right classroom strategies block this demotivational pathway, and thereby foster student learning.By interleaving psychology and neuroscience research with dozens of practical classroom examples, Learning Grows makes these two theories both clear and immediately useful. Learning Grows is the second book in the series “A Teacher’s Guide to the Learning Brain.” The first book, Learning Begins, studies the science of working memory and attention.

Combining a lively voice with scientific research, Learning Grows explores the fascinating and useful world of student motivation. Written for teachers—and everyone interested in teaching and learning—Learning Grows helps classrooms flourish by fostering students’ intrinsic motivation.Part I delves into Mindset. Although seemingly well known, this theory is often oversimplified and widely misunderstood. By exploring its step-by-step historical development, we can use it more flexibly and effectively to help learners ‘charge!’ when they might otherwise ‘retreat.’Part II enters the paradoxical world of Stereotype Threat. A surprising cascade of counter-intuitive effects can cause students to struggle in school—not because they don’t care, but because they work too hard. The right classroom strategies block this demotivational pathway, and thereby foster student learning.By interleaving psychology and neuroscience research with dozens of practical classroom examples, Learning Grows makes these two theories both clear and immediately useful. Learning Grows is the second book in the series “A Teacher’s Guide to the Learning Brain.” The first book, Learning Begins, studies the science of working memory and attention.

Parents and educators have the same desire: to hear students exclaim, “School is challenging, but I love it!” Unfortunately, our current education system does very little to produce these results. Why? Because we do not know how to preserve and grow students’ intrinsic motivation. That is the focus of How to Create a Perfect School.Lee Jenkins wrote this invaluable guide to share the proven processes he has developed which encourage students to work hard and enjoy learning. These processes include: organizing student input to maintain their kindergarten level of intrinsic motivationreplacing school practices that destroy motivation with ones that accelerate motivationhonoring every student for outperforming their own best workadding up every student’s contribution for team totalscreating students who can clearly explain the learning process to any interested adult.Do these processes really work? Yes! This method has been tested with more than 7500 students, and the results are in. Teachers using this method see an increase in classroom learning by six times the national average. Do you want this to be your school? Then look no further. How to Create a Perfect School is the book you need to lead your students into long-lasting, student-driven academic success.

Madeline Hunter introduces six factors which can influence a student′s motivation to learn: concern, feeling tone, success, interest, knowledge of results and extrinsic-intrinsic motivation. She then illustrates how to use productively these factors in the classroom.

This book presents ground-breaking research by leading international researchers on the nature, functions and characteristics of social motivation. Its contributors focus on a variety of issues, such as the functions of intrinsic and extrinsic motivation, and the subtle roles that habits and goals play in producing and maintaining motivated social behaviors. Recent discoveries in the psychology of motivation relevant to everyday social behaviors and clinical, organizational, educational and counseling practices receive particular attention.

This book presents ground-breaking research by leading international researchers on the nature, functions and characteristics of social motivation. Its contributors focus on a variety of issues, such as the functions of intrinsic and extrinsic motivation, and the subtle roles that habits and goals play in producing and maintaining motivated social behaviors. Recent discoveries in the psychology of motivation relevant to everyday social behaviors and clinical, organizational, educational and counseling practices receive particular attention.

Help students develop the intrinsic motivation to take care of themselves, each other, and their own learning! Readers will learn how to build a solid foundation for positive behavior by investing students in the rules. The techniques in this book have helped teachers around the world foster essential social-emotional and academic skills in the classroom creating learning environments where every student can thrive. Packed with real-life stories from K-5 classrooms, this book includes practical strategies for: creating effective rules that strengthen classroom community, responding to both common and complex misbehaviors, helping students who struggle with behavior due to trauma or toxic stress, communicating with parents and building a network of support for students, and much more!

In Wonder Art Workshop, educator and educational development expert Sally Haughey shares her approach to hands-on, play-based learning with parents, teachers, and other facilitators, offering 25 activities that let your child take the lead in developing their own sense of intrinsic motivation to imagine, experiment, and discover. The author's wonder-based approach reflects and synthesizes several child-centered educational movements, including Reggio Emilia, Waldorf, and Montessori.  Become a catalyst for cultivating your child’s curious mind through these steps and activities, which start with art and apply to other subjects, including science and literacy:Take stock for your wonder journey with helpful guidance on collecting materials, preparing a space, and nurturing the process while allowing children to make independent choices.Harness curiosity through a collection of sensory-based activities that use a variety of loose parts and other creative materials for open-ended play.Encourage experimentation by unleashing your child’s inner alchemist with “potion trays” they can use to mix color, create fizzing concoctions, make play dough, and more.Unlock literacy play with activities that inspire children to imagine and create their own characters, structures, and landscapes.Give your children the precious gifts of wonder and curiosity and help them become the best they can be with Wonder Art Workshop.