General Resources

WEBSITES

    • Theories Used in IS Research Wiki
    • Note: Some theories are "motivation" theories, the format of the site and the IS focus is relevant to our work.
    • (From the website) This site provides researchers with summarized information on theories widely used in information systems (IS) research. Click on a linked theory name below to find details about the theory, some examples of IS papers using the theory, and links to related sites. Please feel free to summarize a theory, add to the information already present, correct errors, or suggest additional theories for the list. Theories yet to be summarized and theory submission guidelines can be found below. The editors of this site are Scott Schneberger and Mike Wade. Senior IS researcher site advisors are Sid Huff, Dan Robey, Carol Saunders, Geoff Walsham, and Jane Webster. All information on this site is presented under a GNU Free Documentation License]. Got a theory paper you're not sure what to do with? Consider contributing a chapter to our new book, "Information Systems Theory: Explaining and Predicting Our Digital Society" from Springer Press (click here for the Call for Chapters). Contact Yogesh Dwivedi for full details. The deadline for proposals is February 15, 2010; full submission deadline is July 1, 2010.

PPT

  • Themes in the Study of Motivation PPT Eight Basic Themes of Contemporary Motivation Theories.
  • Motivation theories attempt to explain what energizes employees to accomplish organizational goals. ... Achievement Motivation Theories. Content Theories. Results are mixed. In a New Zealand study, results were similar to US ...
  • Themes in the Study of Motivation Eight Basic Themes of Contemporary Motivation Theories. Understanding the role of emotions ... Theories of Motivation. Evolutionary theory: members of a species with physical or behavioral attributes allow them to better deal with environmental pressures would ...
  • Motivation and Need Theories Describe the major need hierarchy theories of motivation. Appreciate that the importance of particular needs varies from person to person. Learning Goals (Cont. ... Assumptions of motivation Theories. Behavior has a starting point, a direction, and a stopping point. Focus is on ...

ARTICLES

  • Motivation & Identity - Special Issue Educational Psychologist, Volume 44 Issue 2 2009
  • Murphy, Karen, P. (2000) A motivated exploration of motivation terminology. Contemporary Educational Psychology 25, 3-53. doi:10.1006/ceps.1999.1019, available online at http://www.idealibrary.com.
  • Williams, R., & Stockdale, S. (2004). Classroom Motivation Strategies for Prospective Teachers. The Teacher Educator, 39(3), 212-30. Retrieved November 15, 2009,
    • Information-Seeking Behavior in Generation Y Students: Motivation, Critical Thinking, and Learning Theory Weiler, Angela The Journal of Academic Librarianship v. 31 no. 1 (January 2005) p. 46-53 2005 Research in information-seeking behavior, motivation, critical thinking, and learning theory was explored and compared in a search for possible motivating factors behind students' dependence on television and the Internet for their information needs. The research indicates that only a very small percentage of the general population prefer to learn by reading. Reprinted by permission of the publisher.
  • What Theories of Motivation Say about Why Learners Learn. McMillan, James H.; Forsyth, Donelson R. College Instruction; Expectation; Higher Education; Learning Motivation; Learning Theories; Student Motivation; Student Needs; Teacher Role; Theory Practice Relationship New Directions for Teaching and Learning, n45 p39-52 Spr 1991
  • Using Psychological Models to Understand Student Motivation.
  • MOTIVATIONAL BELIEFS, VALUES, AND GOALS Jacquelynne S. Eccles, Allan Wigfield Annual Review of Psychology, February 2002, Vol. 53, Pages 109-132 (doi: 10.1146/annurev.psych.53.100901.135153) Abstract This chapter reviews the recent research on motivation, beliefs, values, and goals, focusing on developmental and educational psychology. The authors divide the chapter into four major sections: theories focused on expectancies for success (self-efficacy theory and control theory), theories focused on task value (theories focused on intrinsic motivation, self-determination, flow, interest, and goals), theories that integrate expectancies and values (attribution theory, the expectancy-value models of Eccles et al., Feather, and Heckhausen, and self-worth theory), and theories integrating motivation and cognition (social cognitive theories of self-regulation and motivation, the work by Winne & Marx, Borkowski et al., Pintrich et al., and theories of motivation and volition). The authors end the chapter with a discussion of how to integrate theories of self-regulation and expectancy-value models of motivation and suggest new directions for future research.
  • Mastery & Motivation, What's the Link
      • Daniel Pink explains in his book Drive: "This is the nature of mastery: Mastery is an asymptote. You can approach it. You can home in on it. You can get really, really close to it... The mastery asymptote is a source of frustration. Why reach for something you can never fully attain? But it's also a source of allure. Why not reach for it? The joy is in the pursuit more than the realization. In the end, mastery attracts precisely because mastery eludes."
      • Seth Godin takes a slightly different perspective on the pursuit of mastery in his book Linchpin: "Ten percent of applications to Harvard are from people who got a perfect score on their SATs. Approximately the same number are from people who were ranked first in their class. Of course, it's impossible to rank higher than first and impossible to get an 820, and yet more than a thousand in each group are rejected by Harvard every year. Perfection, apparently, is not sufficient."
      • Alfie Kohn explains how research has come to differentiate between students who have a 'learning orientation' and a 'grades orientation'. From Degrading to De-Grading By Alfie Kohn http://www.alfiekohn.org/teaching/fdtd-g.htm

REFERENCE LIST

  • (REFWORKS) Norwich, B. (2007). Handbook of competence and motivation. edited by andrew J. elliot, carol S. dweck, new york: Guilford press 2005, hbk £54 ISBN 1-59385-123-5. British Journal of Educational Psychology, 77(3), 744. Note: Focuses on Achievement Goal Theory through lens of competence. Excellent resource for historical backbroud on Achievement Goal Theory and Competence
  • Deci, Edward L. Why We Do What We Do. NY: Penguin Books, 1995.
  • Motivation and Classroom Learning self-determination theory. self-efficacy theory. situational cues. Behavioral and cognitive psychologists agree that motivation is essential for. learning. ... Person-as-Machine: Biobehavioral Motivation Theories. Teacher: Now Jared, do you see why we have to do this stuff? Jared: It's boring. ...
  • Management of Organizations in Africa - includes summaries of several theories.
  • Motivation and Self-Regulated Learning: Theory, Research, and Applications Edited by Dale H. Schunk and Barry J. Zimmerman (Lawrence Erlbaum Associates, 2008S Review by Steven Fleisher California State
    • University, Channel Islands Camarillo, California, USA steven.fleisher@csuci.edu

WEBSITES