The Importance Of Motivation And Performance

Motivation is, according to the text, “A set of energetic forces that originate within and outside an employee that initiates work-related effort and determines its direction, intensity and persistence.” (Colquitt) When one hears the word “motivation”, one automatically thinks of an individual’s reasoning behind a certain task or performance. In terms of job motivation, it is what pushes or encourages a person to not only perform the work tasks, but to also be successful in the position and within the company. Motivation includes factors like “what do you do? How hard do you do it? How long do you do it?” The question of motivation has been a topic of discussion for decades. Many might think that money or, financial gains, play a huge role in motivation for an employee; however, motivation may differ drastically from person to person. Various underlying elements affect an employee’s motivation. There are several theories that are able to partially summarize aspects that account for high motivation.

There are many people that struggle to motivate their athlete such as coaches, mentors, parents and managers. The athlete struggles to find energy, and persist at the task of life and work. Most times people are moved by external factors that are known as rewards, grades, evaluations or even opinions the athlete fear others might have on them. People can be motivated within themselves by interest, curiosity, care or abiding values. Intrinsic motivation doesn’t necessarily need externally reward or support but can sustain passion creativity and

In youth sports, motivation is a key factor for an athlete’s satisfaction. There are many reasons why people participate in sports. Some are for internal motivation and others external. Intrinsic motivation is a motivation that is inside yourself, such as playing purely out of love and enjoyment of the game. This is a high level of self-determination. Extrinsic motivation is the decision to participate in a sport due to external reasons such as social status, rewards, or financial reasons which affects one’s self-determination. Introjected regulation is the third form of extrinsic motivation. It is an external source, but can be confused as an intrinsic motivation because of the feeling of guilt or self-worth from the demand and result of the outcome of your performance. Amotivation does not perceive the links between behavior and the consequences which are the lack of autonomy, feelings of incompetence, and non-rewarding actions. In the SDT, results in people with low self-determination are at a higher risk of burnout. Also, previous studies concluded that athletes with high levels of amotivation and controlled regulations lead to burnout.

According to “The Puzzle of Motivation”, the speech given by Daniel Pink (2009) on TED, Pink demonstrates idea that our motivation has many different methods, which well known as extrinsic motivation and intrinsic motivation. But it also could have even more complex motivation methods, such as extrinsic and intrinsic combined motivation, depends on different tasks. Reward could give us positive motivation and improve us work efficiency, however, it is limited on easy job, and people given a clearly direction on how to complete the mission. For creative and complex task, rewards can narrow our views, or even harm.

the motivation of the athlete as well as their self-esteem, which can direct them on a path to better

The outcome of this paper is to explain how motivation is different for each person and why some factors (cultural and situational) may influence motivation and the effect.

Goals are very effective for motivating performance in the workplace. Setting high, specific goals typically results in higher performance compared to setting low or non-specific goals (Locke & Latham, 2012). Given goals’ influence on performance, scholars have examined factors that affect the level at which goals are set. This research has primarily focused on self-set goals and not assigned goals. Self-efficacy, an individual’s expectation for his or her success in a specific domain, has been shown to influence self-set goals. Individuals higher in self-efficacy tend to set higher goals for themselves than do individuals lower in self-efficacy (Bandura, 2012). Although, to my knowledge, it has not been directly examined we might expect to see a similar effect for assigned goals. Meaning, when goals are assigned, goal setters are likely influenced by their stereotypic judgments and subsequent expectations for a targets’ ability. These expectations can come from a variety of sources, including stereotypes associated with the goal target’s group. For example, competency-related gender stereotypes often lead to the expectation that women will perform worse than males at most tasks (Biernat & Kobrynowics, 1997; Wood, 1987; Wood & Karten, 1987). Therefore, given that assigned goals are likely based, at least in part, on expectations and that those expectations are often driven by stereotypes one must question whether the

Motivation is derived from the Latin word movere, meaning “to move.” It is “the tendency for the direction and selectivity of behavior to be controlled by its connections to consequences, and the tendency of this behavior to persist until a goal is achieved.” (Anshel, 1948) An athlete with motivation is energized to participate in a purposeful and meaningful task. Motivation is fueled by motives, which are an individual’s anticipation of reaching a goal. The purpose of motivation is to prolong desirable feelings and actions of athletes. (Straub, 1984) Athletes are motivated because they want to improve their performance in a sport. Athletes can improve their motivation by engaging in activities that they find pleasant and have

Vroom, hypothesizes that in order for a person to be motivated that effort, performance and motivation must be linked. He proposes three variables to account for this, which he calls Valence, Expectancy and Instrumentality.

There are many theories that try to explain intrinsic motivation. In cognitive evaluation theory (CET)-a branch of self-determination theory, intrinsic motivation is the need of competence and self-determination (Deci, Koestner & Ryan, 2001). Accordingly, it suggests that strategies that enhance the need of competence and autonomy can promote intrinsic motivation. For example, informational rewards such as positive feedback contribute to intrinsic motivation by enhancing perceived self-competence. Choices and chances for self-directions can improve intrinsic motivation too, because they bring about a sense of autonomy (Deci, Koestner & Ryan, 2001). In teleonomic theory of the self, intrinsic motivation is viewed as a self-reinforcing. It studies what happens when people feel intrinsically motivated. Two essential factors are mentioned: flow-a positive and intensive psychological state which makes people fully engages in the task and a perceived balance between challenges of tasks and self-skills (Waterman et al., 2003). In order to reach the state of flow, people have to perceive balanced and high levels of task challenges and skills (Waterman et al., 2003). In eudaimonistic identity

Sport and exercise in today’s society can have many positive benefits. Sport may cater for all through both individual based sports and team based sports. The benefits of playing sport include, positive mental health, combats obesity, satisfaction, self-esteem and reduces cardiovascular disease. Although sport has many positives there can also negative factors to. Examples of this would be pressure to perform or pressure to win. Many people take part in Exercise for their own benefits, people will have different goals, some will participate in exercise just to keep fit whereas others will set targets to reach different levels of fitness. When it comes to motivation in sport there is two different types,

The expectancy theory of motivation clarifies the behavioural handle of why people select one behavioural alternative over the other. This explanation specifies that there is a definite relationship between efforts and performance, the outcome of a high execution will result in a desirable reward, a reward from an achievement will satisfy a significant need, and/or the result fulfils that they require sufficient to make the exertion beneficial.

One method applied by sports psychologist is goal setting techniques based on achievement goal theory. When playing sports goals that have been set can become unattainable due to injury, constraining factors and biological limitations (Schumuck & Sheldon, 2001). Therefore according to achievement goal theory, goal rearrangement reviews alternatives options towards the same goal (Wrosch et al., 2003, 2007). Although this still depends on athletes and their own performance. Furthermore Ntourmanis et al ( ), conducted research on motivation and self-regulation of goals. All of the participants received an unattainable personal and first study had the option to disengage or persist with same goal whereas second group could engage in alternative

Motivation is usually accounted as a sociopsychological factor that ‘appears to be the second strongest predictor of success, trailing only aptitude’ (Skehan, 1989, cited in Gass et al., 2013, p. 453), but its nature is still unclear. Dörnyei (2001) believes that motivation can be described as an answer why people decided to do something, how long they are going to do it and how hard they are going to pursue it.

Motivation: desire to attain a selected goal (the goal-congruence aspect) combined with resulting pursuit of that goal (the effort aspect)