東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

A Path to Motivation: A Mediated Mod...

Morey, Raphael.

FindBook

Google Book

Amazon

博客來

A Path to Motivation: A Mediated Moderation Analysis of the Relationships between Task-Contingent Rewards, Psychological Ownership, and Intrinsic Motivation Using Path Analysis.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A Path to Motivation: A Mediated Moderation Analysis of the Relationships between Task-Contingent Rewards, Psychological Ownership, and Intrinsic Motivation Using Path Analysis./
作者:	Morey, Raphael.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	274 p.
附註:	Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
Contained By:	Dissertation Abstracts International79-04A(E).
標題:	Educational leadership. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10690283
ISBN:	9780355555028

A Path to Motivation: A Mediated Moderation Analysis of the Relationships between Task-Contingent Rewards, Psychological Ownership, and Intrinsic Motivation Using Path Analysis.
Morey, Raphael.

A Path to Motivation: A Mediated Moderation Analysis of the Relationships between Task-Contingent Rewards, Psychological Ownership, and Intrinsic Motivation Using Path Analysis. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 274 p.

Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.

Thesis (Ed.D.)--Long Island University, C. W. Post Center, 2017.

Private sector businesses employ performance pay compensation plans in order to incentivize increased employee effort. Legislation offers opportunities for school districts to experiment with performance pay plans in an attempt to encourage teacher effort, productivity, competition, and recruitment. Despite the potential benefits of performance pay, providing a task-contingent reward for an interesting activity has the tendency to undermine an individual's intrinsic motivation for a task. This study sought to assess psychological ownership as a potential moderator for the undermining effect, which may shield an individual's feelings of autonomy, competence, and relatedness, allowing for intrinsic motivation in light of a task-contingent reward. This study analyzed data from 127 undergraduates and graduate students enrolled at Long Island University, CW Post Campus and an additional 27 teachers from Brooklyn, New York. Full and trimmed path analyses were conducted on a series of Likert-type scales to test three primary hypotheses. The findings confirmed that a task-contingent reward undermined intrinsic motivation for an interesting task. This study's psychological ownership intervention and the combination of the intervention with a task-contingent reward also negatively effected intrinsic motivation. Job-based psychological ownership, a measurement of feelings of possession, however, did positively effect intrinsic motivation providing evidence that feelings of psychological ownership lead to feelings of intrinsic motivation. This study contributes to the fields of psychological ownership theory and self-determination theory by presenting empirical evidence connecting these two theories. Recommendations are offered for the improvement of teacher motivation, job design, compensation and educational policy.

ISBN: 9780355555028Subjects--Topical Terms:

529436
Educational leadership.

A Path to Motivation: A Mediated Moderation Analysis of the Relationships between Task-Contingent Rewards, Psychological Ownership, and Intrinsic Motivation Using Path Analysis.
LDR:02923nmm a2200313 4500 001 2155018
005 20180426101950.5
008 190424s2017 ||||||||||||||||| ||eng d
020 $a 9780355555028
035 $a (MiAaPQ)AAI10690283
035 $a (MiAaPQ)liu:10068
035 $a AAI10690283
040 $a MiAaPQ $c MiAaPQ
100 1 $a Morey, Raphael. $3 3342767
245 1 2 $a A Path to Motivation: A Mediated Moderation Analysis of the Relationships between Task-Contingent Rewards, Psychological Ownership, and Intrinsic Motivation Using Path Analysis.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 274 p.
500 $a Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
500 $a Adviser: David S. Jalajas.
502 $a Thesis (Ed.D.)--Long Island University, C. W. Post Center, 2017.
520 $a Private sector businesses employ performance pay compensation plans in order to incentivize increased employee effort. Legislation offers opportunities for school districts to experiment with performance pay plans in an attempt to encourage teacher effort, productivity, competition, and recruitment. Despite the potential benefits of performance pay, providing a task-contingent reward for an interesting activity has the tendency to undermine an individual's intrinsic motivation for a task. This study sought to assess psychological ownership as a potential moderator for the undermining effect, which may shield an individual's feelings of autonomy, competence, and relatedness, allowing for intrinsic motivation in light of a task-contingent reward. This study analyzed data from 127 undergraduates and graduate students enrolled at Long Island University, CW Post Campus and an additional 27 teachers from Brooklyn, New York. Full and trimmed path analyses were conducted on a series of Likert-type scales to test three primary hypotheses. The findings confirmed that a task-contingent reward undermined intrinsic motivation for an interesting task. This study's psychological ownership intervention and the combination of the intervention with a task-contingent reward also negatively effected intrinsic motivation. Job-based psychological ownership, a measurement of feelings of possession, however, did positively effect intrinsic motivation providing evidence that feelings of psychological ownership lead to feelings of intrinsic motivation. This study contributes to the fields of psychological ownership theory and self-determination theory by presenting empirical evidence connecting these two theories. Recommendations are offered for the improvement of teacher motivation, job design, compensation and educational policy.
590 $a School code: 6025.
650 4 $a Educational leadership. $3 529436
650 4 $a Education policy. $3 2191387
650 4 $a Educational psychology. $3 517650
690 $a 0449
690 $a 0458
690 $a 0525
710 2 $a Long Island University, C. W. Post Center. $b Interdisciplinary Educational Studies. $3 2098426
773 0 $t Dissertation Abstracts International $g 79-04A(E).
790 $a 6025
791 $a Ed.D.
792 $a 2017
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10690283