I have been reading motivational articles how behavior is influenced by motivational factors eg. enviornment, learning, peers but how are they distinguished to allow us determine someone's character??
Hello Carla,
Could you explain a little more about what you mean by "character"? I see you have "characterisation" as one of your key words. Is this about characterizing a particular behavior or outcome of interest.
Just trying to understand ...
Tim
Hi Tim sorry meaning characterising ones personal behaviour/response in their approach to achieve the desired outcome.
dear Carla,
pl. have a look at the following links:
1-https://www.usatoday.com/story/money/business/2014/08/02/unprofessional-workplace-behaviors/13420381/
2-https://www.thebalancecareers.com/culture-your-environment-for-people-at-work-1918809
3-https://www.monster.com/career-advice/article/10-signs-positive-workplace
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Hello Carla,
Thanks for the further detail. Perhaps others may suggest more, but I might direct you to a few motivational theories which have been used to explain (and predict) intentions and behavioural outcomes.
1) Expectancy-value theory (EVT) is one of the most influential theories for explaining individual behaviour and choice in achievement-related tasks (e.g., educational, occupational, leisure activities, etc.), persistence in such tasks, and performance in carrying them out (Eccles-Parsons et al., 1983; Wigfield, Tonks, & Klauda, 2016). It presents a substantive theoretical perspective that provides a “place” for characteristics and influences you list above.
2) Goal Theory - Achievement goal theory focuses on individuals’ purposes for engaging in the achievement task as the basis for their motivation, emphasizes the environment goal structure as influencing students’ construction of these purposes (Ames, 1992; Dweck, 1986; Elliott & Dweck, 1988).
3) Self-determination theory (SDT) – A theory that is specifically framed in terms of social and environmental factors that facilitate versus undermine intrinsic motivation.(Ryan & Deci, 2000). A good background read is (Vansteenkiste, Niemiec, & Soenens, 2010).
4) Social cognitive career theory (SCCT) – This is a self-efficacy theory that applies to career and related choice (Bandura, 1989; Lent, Brown, & Hackett, 1994).
These are just a few within the achievement choice framework (or closely related). Personally, I find a great deal of empirical evidence abounds for EVT, plus it has a very extensive framework of constructs.
Wishing you well in your research,
Tim
Just realised I left out references from above. Here they are:
Ames, C. (1992). Classrooms: Goals, Structures, and Student Motivation. Journal of Educational Psychology, 84(3), 261-271. doi:10.1037//0022-0663.84.3.261
Bandura, A. (1989). Human agency in social cognitive theory. American Psychologist, 44(9), 1175-1184.
Dweck, C. S. (1986). Motivational Processes Affecting Learning. American Psychologist, 41(10), 1040-1048.
Eccles-Parsons, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Perspective on achievement and achievement motivation (pp. 75-146). San Fransisco, CA: W. H. Freeman and Company.
Elliott, E. S., & Dweck, C. S. (1988). Goals: an approach to motivation and achievement. Journal of Personality and Social Psychology, 54(1), 5. doi:10.1037/0022-3514.54.1.5
Lent, R. W., Brown, S. D., & Hackett, G. (1994). Towards a Unifying Social Cognitive Theory of Career and Academic Interest, Choice, and Performance. Journal of Vocational Behaviour, 45, 79-122.
Ryan, R. M., & Deci, E. L. (2000). Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-Being. American Psychologist, 55(1), 68-78. doi:10.1037/0003-066X.55.1.68
Vansteenkiste, M., Niemiec, C. P., & Soenens, B. (2010). The development of the five mini-theories of self-determination theory: an historical overview, emerging trends, and future directions. In T. Urdan & S. Karabenick (Eds.), The Decade Ahead: Theoretical Perspectives on Motivation and Achievement (pp. 105-165). UK: Emerald.
Wigfield, A., Tonks, S., & Klauda, S. L. (2016). Expectancy-value theory. In K. R. Wentzel & D. B. Miele (Eds.), Handbook of Motivation at School (2nd ed., pp. 55-74). New York, NY: Routledge.
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