Optimal Motivation for Talent Development

Rea, Dan W.

doi:10.4219/jeg-2000-574

Cited by 50 publications

(38 citation statements)

References 42 publications

(47 reference statements)

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“…Prior studies have examined the effects of flow in higher education (Ghani, 1995;Kiili, 2005), foreign language studies (Egbert, 2003), music education (Custodero, 2002), education for the gifted (Rea, 2000), and instructional design using hypermedia (Chan & Ahern, 1999;Konradt, Filip, & Hoffman, 2003).…”

Section: Flow and Learning Outcomesmentioning

confidence: 98%

An Examination of the Effects of Flow on Learning in a Graduate-Level Introductory Operations Management Course

Klein

Rossin

Guo

et al. 2010

Journal of Education for Business

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The authors investigated the effects of flow on learning outcomes in a graduate-level operations management course. Flow was assessed through an overall flow score, four dimensions of flow, and three characteristics of flow activities. Learning outcomes were measured objectively through multiple-choice quiz scores and subjectively using measures of students' perceived learning of the subject matter, students' perceived skill development, and student satisfaction. The findings show that flow affected students' perceived learning of the subject matter and student satisfaction but did not affect learning performance as measured through multiplechoice quizzes. Partial support is found for an effect of flow on students' perceived skill development.

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Section: Flow and Learning Outcomesmentioning

confidence: 98%

An Examination of the Effects of Flow on Learning in a Graduate-Level Introductory Operations Management Course

Klein

Rossin

Guo

et al. 2010

Journal of Education for Business

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“…However, our study indicates that we have to broaden Rea's unit of analysis. Rea (2000) and Csikszentmihalyi et al (1993) were primarily concerned with the relationship between the educator and the learner, and the learner's egocentric experience of flow, whereas our approach encompasses the ecological niches around the students in order to understand how these flow zones come about. Therefore we suggest that successful ecological niches, and not only individual experiences, can be characterized as flow zones, i.e.…”

Section: How Does the Microclimate Support Doctoral Students?mentioning

confidence: 99%

“…In a study on optimal motivation for talent development, Rea (2000) suggested a prototypical model for the development of talent among students that balances serious-minded and fun-minded motivational processes. This balance creates a zone of optimal motivation -a so-called 'flow zone' -between the emotional extremes of anxiety and boredom.…”

Section: How Does the Microclimate Support Doctoral Students?mentioning

confidence: 99%

Doctoral Education in a Successful Ecological Niche: A Qualitative Exploratory Case Study of the Relationship between the Microclimate and Doctoral Students’ Learning to Become a Researcher

Christensen

Lund

2014

IJHE

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Scholarly communities are dependent on and often measured by their ability to attract and develop doctoral students. Recent literature suggests that most scholarly communities entail ecological niches in which the doctoral students learn the codes and practices of research. In this article, we explore the microclimate in an ecological niche of doctoral education. Based on a theoretical definition of microclimate as the emotional atmosphere that ties group members together and affects their actions, we conducted a case study that aimed to describe the key features of the microclimate in a successful ecological niche of doctoral education, and the ways in which the microclimate support the doctoral students' learning. The methods we applied in the case study were based on short-term ethnographic fieldwork. The results reveal four key features of the emotional atmosphere in the microclimate: mutual appreciation, balancing seriousness and humor, desire, and ambition. These features constitute the shared emotionality that sets the scene for the microclimate, and affects and guides the doctoral students' daily practices. Furthermore, the results indicate that the microclimate supports successful doctoral education because it: 1) fleshes out the professional attitude that is necessary for becoming a successful researcher in the department, 2) shapes and adapts the doctoral students' desires to grasp and identify with the department's practices, and 3) provides the doctoral students with access to flow zones that drive their education. These results may suggest practical implications for fostering and cultivating successful ecological niches in medical education at doctoral level.

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“…The assumption is that only in activities that are conducted with passion, peak performances (i.e., episodes of superior functioning; Privette, 1983) can be achieved (Seligman & Csikszentmihalyi, 2000). With the concept of 'passion', described as the inclination towards an activity one likes, finds important and in which one wants to invest energy (Vallerand et al, 2003), the essential role of motivation and interests in attaining excellence is highlighted (Rea, 2000). Giftedness and Talent (DMGT) and replaced the seven domains of human functioning he initially distinguished by six major occupational groups (i.e., technical, science and technology, arts, social service, administration and sales, and business operations) based on Holland's work on vocational interests.…”

Section: Operationalization Of Talent Into Two Componentsmentioning

confidence: 99%

A multidisciplinary review into the definition, operationalization, and measurement of talent

Nijs

Gallardo-Gallardo

Dries

et al. 2014

Journal of World Business

203

191

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Organizations report great difficulty in measuring talent accurately, reflecting the lack of theoretical foundations for talent-identification in the HRM literature. This multidisciplinary review aims to contribute to the establishment of a stronger theoretical basis for talent-management by presenting a conceptual framework of talent in which the definition, operationalization and measurement of talent and its relation to excellent performance is clarified. We systematically introduce 11propositions into the framework, building on fragmented insights from the literature-from the fields of HRM, gifted education, positive psychology, and vocational psychology respectively-that will guide readers in understanding and applying the proposed framework. Starting from the HRM perspective on talent, we systematically incorporate insights from the divergent literature streams, which counteract some of the limitations inherent to the HRM literature and therefore can help establish better conceptual foundations for talent-management. The relationship between talent and excellent performance functions as a general framework within which issues of predictive and construct validity are addressed, across 11 research propositions. With the future research directions, we shed light on how talent-management scholars might further capitalize on the cross-fertilization between insights from different disciplines so as to gradually establish the theoretical foundations needed to transform talent-management into a legitimate field of academic study. By discussing managerial implications in the concluding part, we provide practical guidelines for designing talent-identification practices grounded in sound theory. Search StrategyTo achieve a comprehensive multidisciplinary review of the literature on talentwhich could account for the evolutions within the field-we used 1993 as the starting point of our literature search, thus covering insights developed over the last twenty years. We took four different steps to establish the final body of peer-reviewed, academic articles considered in this review.Step 1: Clarifying the Talent ConstructIn order to find those articles that would be most informative for achieving conceptual clarity about talent, we first developed a general working definition of TALENT: A MULTIDISCIPLINARY REVIEW 3 talent based on the meaning contemporary English dictionaries ascribe to the term (Gallardo-Gallardo, Dries & González-Cruz, 2013). In the English language, talent is commonly understood as corresponding to an above-average ability that makes the individuals who possess, detect, develop, and deploy it, perform excellently in a given performance domain (Gagné, 2004;Tansley, 2011).Step 2: Selecting Search Terms We started our search by tracking articles that had 'talent' in their titles. As we were interested in talent and talent-identification in the context of the business world, specifically, we selected Business Source Premier as the database of departure. The use of talent as a search term resulted ...

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Optimal Motivation for Talent Development

Cited by 50 publications

References 42 publications

An Examination of the Effects of Flow on Learning in a Graduate-Level Introductory Operations Management Course

An Examination of the Effects of Flow on Learning in a Graduate-Level Introductory Operations Management Course

Doctoral Education in a Successful Ecological Niche: A Qualitative Exploratory Case Study of the Relationship between the Microclimate and Doctoral Students’ Learning to Become a Researcher

A multidisciplinary review into the definition, operationalization, and measurement of talent

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