Extrinsic Motivation

Implementation of the Minimum Wage Policy in 2012 is to recognize Malaysia as a high income and sustainable country by the year 2020. The idea of the implementation has been a challenge that impact, particularly on employment, industry and the economy of a country. Currently, the minimum wage is an important issue in the labour market and economic development; the impacts of this policy are considered and discussed extensively in various aspects such as employment, crime rate, inflation, poverty and small medium industry. Research attention towards individual behaviour such as job satisfaction, job commitment and job performance in the context of the minimum wage is very minimal. More conclusive understanding is needed to determine the effect of the implementation of the minimum wage on individual behaviors in an organization. This paper explores more on past research findings on the effect of implementing the minimum wage in selected countries including Malaysia; and suggests future research specifically in job satisfaction, job commitment and job performance.

Why do we think motivation is so important for learners? Motivation contributes to academic success, but different learners have different ways of acquiring knowledge. Does it mean that motivation also determines learning styles? In this research, we are going to scrutinize and verify the theories and the reality of motivation and its effect on students’ learning styles.

This study aims to examine the job satisfaction among employees in one of the Malaysian banking institutions. In particular, the study explores the differences between intrinsic and extrinsic satisfaction factors. Multistage sampling was employed in this study, whereby simple random sampling and cluster sampling were used. A quantitative (survey) method was employed in this study, in which questionnaires were distributed to 353 bank employees (managerial and non-managerial), but with only 174 valid responses received. The data were then analysed using descriptive statistics and one sample t-test through the Statistical Package for the Social Sciences (SPSS) version 22.0. Based on the findings, the employees at the banking institution were slightly satisfied with their jobs. One sample t-test revealed that the intrinsic and extrinsic satisfaction factors are significantly positive. Hence, the results call upon the management of the bank institution to foster both intrinsic and extrinsic satisfaction factors in order to enhance the employees' satisfaction that will link to the increase of the organisation's productivity.

Age differences in intrinsic and extrinsic motivation and the relationships of each to academic outcomes were examined in an ethnically diverse sample of 797 3rd-grade through 8th-grade children. Using independent measures, the authors found intrinsic and extrinsic motivation to be only moderately correlated, suggesting that they may be largely orthogonal dimensions of motivation in school. Consistent with previous research, intrinsic motivation showed a significant linear decrease from 3rd grade through 8th grade and proved positively correlated with children's grades and standardized test scores at all grade levels. Extrinsic motivation showed few differences across grade levels and proved negatively correlated with academic outcomes. Surprisingly few differences based on children's sex or ethnicity were found. Causes and consequences of the disturbingly low levels of motivation for older, relative to younger, children are discussed.

Game Based Learning (GBL) is often promoted by those who wish to improve learning by increasing pupil motivation. Playing games is considered to be an intrinsically motivating activity. Unfortunately, many GBL games aren’t intrinsically motivating. Better understanding and application of motivational models to GBL design may help both GBL designers as well as educators in general make more enjoyable learning experiences. Self Determination Theory (SDT) is a motivational theory that providesawayofunderstandinghumanmotivationinanycontext(Deci&Ryan2000). SDTsuggests that humans are motivated by Autonomy, Relatedness, and Competence (ARC). There is a growing body of evidence to support the theory that high perceived support for ARC is related to feelings of high intrinsic motivation (Przybylski et al, 2012, Przybylski, Rigby and Ryan, 2010, Gagne & Deci, 2005). SDT also offers a path from extrinsic, towards intrinsic motivation. If we can apply SDT to games, or education in general, we might be able to improve the experience of the learner such that they perceive activities as enjoyable, interesting and intrinsically motivating. To test whether SDT could encourage and predict engagement in a GBL context, a Serious Game (Career Quest), was designed and implemented. Thegametaughtemployabilityskillstofinalyear“SeriousGames”studentsatGlasgow Caledonian University but the primary purpose of the game was to implement SDT overtly and investigate whether we could measure differences in engagement or motivation for players who had greater or lesser ARC support. 37 students played the game for 10 minutes at the beginning of class over a period of 4 weeks. In addition to this compulsory play session, there was a different, optional challengedaily. Engagementwiththedailytaskwasusedasanimplicitmeasureofengagementwith the intention of validating standard SDT questionnaires that measure engagement. Results indicate that the implementation of the SDT model in this game cannot fully explain levels of engagement. The degree of engagement with the optional Daily Task was not predicted by the either the level of ARC support given to players or a self­report questionnaire that assessed student interest in their Serious Game class. Possible explanations are discussed including the subtle distinctions between objective ARC support and p​erceived ARC support as well as the idea that SDT may require an additional component such as “Purpose” to predict engagement.

Abstract
Purpose
–
The purpose of this paper is to examine underlying linkages between employees
’
intrinsic/extrinsic motivation and their task/contextual performance in a Pakistani health care and
educational context. Employees
’
affective occupational and organizational commitments were
proposed as mediators to explain these relationships.
Design/methodology/approach
–
Data were collected from 181 doctors from a Pakistani hospital
and 135 academics from a Pakistani university and analyzed using Baron and Kenney (1986) approach
and Preacher and Hayes (2008) bootstrapping approach for testing multiple mediators simultaneously.
Findings
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As expected, intrinsic motivation is related to task performance (TP) and this relationship is
mediated by affective occupational commitment. Extrinsic motivation is related both to TP and contextual
performance (CP) and these relationships are mediated by affective organizational commitment.
Research limitations/implications
–
Research has implications both for practitioners and
academicians. The results highlight how different motivational orientations can produce different
results and managers need to understand the different needs of employees while devising their human
resource strategies. Employees can differ in their motivational orientations depending on their level of
need, and can accordingly differ in their subsequent attitudes, performance and behaviors. Employees
also need to choose jobs carefully after evaluating their motivational orientations.
Originality/value
–
The current study recognizes the multi-dimensional nature of motivation and
differentiates the effects of intrinsic and extrinsic motivational orientations of employees by establishing
the unique linkages between these orientations and employee task and CP. The study also examines
differential role of two foci of employee commitment in analyzing the main effects.

The pandemic generated by the Coronavirus COVID-19 challenged universities to go exclusively online thus affecting both the education and personal life of teachers and students. This work analyzes the perceptions of Lithuanian and Romanian university students as regards the extrinsic and intrinsic motivation of online learning during the pandemic. Following the technology acceptance theory, extrinsic motivation has been operationalized as the perceived usefulness and intrinsic motivation as the perceived enjoyment. Although the results show a low to moderate motivation for online/distance learning, interesting differences between the two motivating factors have been found, as well as between the perceptions of students from the two countries.