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Relationships between work ethic and motivation to work from the point of view of the self-determination theory.

ABSTRACT: Most studies on motivation to work concentrate on its environmental and situational antecedents. Individual values are not the point of interest of empirical analyses. The aim of the research described in the paper was to seek possible relationships between work ethic and motivation to work. A hypothesis was put forward that work ethic, in the classical Weberian approach, is connected with motivation to work, from the point of view of Ryan's and Deci's self-determination theory. The study on a sample of 405 Polish employees was conducted with use of the Polish version of Multidimensional Work Ethic Profile MWEP-PL and Work Extrinsic and Intrinsic Motivation Scale, in the Polish adaptation WEIMS-PL. The Canonical Correlation Analysis was used to assess the simultaneous interrelationships between two sets of the variables measured. The results show that selected dimensions of work ethic, such as centrality of work, valuing hard work, perceiving work as an obligation, anti-leisure sentiment and delay of gratification are positively related to autonomous dimensions of motivation: intrinsic motivation, integration and identification, and non-autonomous introjection. Attributing a high value to hard work, including the conviction that it leads to success, aversion to wasting time and self-reliance correlate positively with taking up work for extrinsic rewards and with the desire to acquire a positive opinion about oneself as well as gain approval and recognition from others. Work ethic is connected on the one hand with autonomous motivation, including in particular intrinsic motivation, and on the other hand with extrinsic motivation, with the striving for success, which is the result of work. After empirical verification the findings could become a base for training programs and shape the way of influencing people's motivation, morale, attitude towards work and job satisfaction. They can result in the way employees are managed and selected for different tasks.

SUBMITTER: Grabowski D

PROVIDER: S-EPMC8248600 | biostudies-literature |

REPOSITORIES: biostudies-literature

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Project description:BackgroundUnderstanding children's physical activity motivation, its antecedents and associations with behavior is important and can be advanced by using self-determination theory. However, research among youth is largely restricted to adolescents and studies of motivation within certain contexts (e.g., physical education). There are no measures of self-determination theory constructs (physical activity motivation or psychological need satisfaction) for use among children and no previous studies have tested a self-determination theory-based model of children's physical activity motivation. The purpose of this study was to test the reliability and validity of scores derived from scales adapted to measure self-determination theory constructs among children and test a motivational model predicting accelerometer-derived physical activity.MethodsCross-sectional data from 462 children aged 7 to 11 years from 20 primary schools in Bristol, UK were analysed. Confirmatory factor analysis was used to examine the construct validity of adapted behavioral regulation and psychological need satisfaction scales. Structural equation modelling was used to test cross-sectional associations between psychological need satisfaction, motivation types and physical activity assessed by accelerometer.ResultsThe construct validity and reliability of the motivation and psychological need satisfaction measures were supported. Structural equation modelling provided evidence for a motivational model in which psychological need satisfaction was positively associated with intrinsic and identified motivation types and intrinsic motivation was positively associated with children's minutes in moderate-to-vigorous physical activity.ConclusionsThe study provides evidence for the psychometric properties of measures of motivation aligned with self-determination theory among children. Children's motivation that is based on enjoyment and inherent satisfaction of physical activity is associated with their objectively-assessed physical activity and such motivation is positively associated with perceptions of psychological need satisfaction. These psychological factors represent potential malleable targets for interventions to increase children's physical activity.

Project description:The twofold aim of this study was to substantiate the validity of the Self-Regulation Questionnaire-Reading Motivation and Self-Regulation Questionnaire-Writing Motivation for third to eight graders and to map motivational trends in elementary and secondary education students' academic and recreational reading and writing. More specifically, we adopted the innovative and coherent theoretical framework of the Self-Determination Theory to study qualitatively different motives for reading and writing and to examine the relationships between them. In total, 2,343 students from third to eighth grade were involved. Based on confirmatory factor analyses, a two-factor model, distinguishing between autonomous and controlled motivation, for academic and recreational reading and writing was confirmed in all grades. Furthermore, the scales were reliable, and the measurement models were invariant across students' gender and their general achievement level. Despite the absence of strong invariance for the measurement models across each of the different grades, we found evidence that students within the same grade level (i.e., middle elementary, upper elementary, and lower secondary grade) interpreted the SRQ-Reading and Writing scale items in a conceptually similar way. Factor correlations confirmed the interrelatedness of reading and writing motives, as well as strong associations between students' motivation to read and write in either academic and recreational contexts. Finally, concerning the motivational trends, the present results advert to a significant decline of students' autonomous motivation to read and write, both in and outside school. Accordingly, we point out that the late elementary and the lower secondary grades are crucial phases to engage students in motivating literacy activities. In light of these alarming results, we recommend future experimental research studies to focus on evaluating the effectiveness of instructional reading and writing activities that foster students' innate need for autonomy, competence, and relatedness.

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Relationships between work ethic and motivation to work from the point of view of the self-determination theory.

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