The role of basic need satisfaction for junior academics’ goal conflicts and teaching motivation

Esdar, Wiebke; Gorges, Julia; Wild, Elke

doi:10.1007/s10734-015-9944-0

Cited by 42 publications

(45 citation statements)

References 26 publications

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“…Specific work behavior has been examined less often, although research has also pointed out that discretionary (work) behavior such as knowledge sharing (Foss et al 2009) or voting in political elections (Koestner et al 1996) benefits from autonomous forms of motivation. In the academic field, autonomous forms of motivation have been linked to the teaching motivation of junior academics (Esdar et al 2016). In comparison to Northcraft and Tenbrunsel (2011) not differentiating intrinsic and extrinsic motivation, we therefore connect our theorizing about the motivation to act as a reviewer and SDT.…”

Section: Self-determination Theory (Sdt) To Study Academics' Motivationmentioning

confidence: 94%

“…During pretesting, we found that the MWMS caused substantial context effects (Mummendey and Grau 2014;Schwarz and Sudman 1992). Since the MWMS was not the core of the survey, we took a pragmatic approach towards modifying the MWMS in order to focus on reviewers' experiences with accreditation and evaluation procedures, and drew on other surveys about teaching motivation for inspiration (Esdar et al 2016;Visser-Wijnveen et al 2012). After two rounds of pretesting (both with and without telephone contact to a project researcher), the first modification arose from professors' refusal to respond to certain items.…”

Section: Adaptation Of the Multidimensional Work Motivation Scale (Mwms)mentioning

confidence: 99%

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German Professors’ Motivation to Act as Peer Reviewers in Accreditation and Evaluation Procedures

Ohly

Schneijderberg

2021

Minerva

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Acting as a reviewer is considered a substantial part of the role-bundle of the academic profession (quality assurance (QA) and quality enhancement (QE) role). Research literature about peer review, for example, for journals and grants, shows that acting as a peer reviewer adds to an academic’s reputation. However, little is known about academics’ motivation to act as reviewers. Based on self-determination theory, the multidimensional work motivation scale (Gagné et al. 2015) is used for a survey of German professors acting as reviewers. The results of factor analysis show no intrinsic motivation to act as a reviewer in accreditation and evaluation procedures. Presumably, due to socialization effects, identified motivation among professors is higher compared to introjected motivation or to extrinsic motivation. A preference for HEI leadership/management predicts identified motivation to act as a reviewer, but a preference for teaching does not. Overall, the results suggest that professors acting as peer reviewers in accreditation and evaluation procedures accept the ambivalence of being self-determined in exercising the QA and QE professional role and of involuntarily being a management tool for higher education governance. The findings suggest that peer reviewing – also of research – is based on identified (and introjected) and not intrinsic motivation, for example, socialized acceptance of journal peer review as the best or most suitable mechanism of QA and QE.

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Section: Self-determination Theory (Sdt) To Study Academics' Motivationmentioning

confidence: 94%

Section: Adaptation Of the Multidimensional Work Motivation Scale (Mwms)mentioning

confidence: 99%

German Professors’ Motivation to Act as Peer Reviewers in Accreditation and Evaluation Procedures

Ohly

Schneijderberg

2021

Minerva

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“…Basic Needs At Work: Die Indikatoren zur Messung des Kompetenz-und Autonomieerlebens sowie der wahrgenommenen sozialen Einbezogenheit wurden übernommen von Esdar, Gorges & Wild ( 2016 ) . In der vorliegenden Stichprobe wies jedoch nur ein Messmodell akzeptable Fit-Indizes auf, bei welchem zwei Indikatoren ausgeschlossen wurden: ‚ Ich fühle mich in meinem Job oft fremdbestimmt' (Autonomieerleben, negativ) und ‚ Ich bin den Menschen in meinem Arbeitsumfeld wichtig' (soziale Einbezogenheit).…”

Section: Güte Der Verwendeten Skalenunclassified

Kooperation selbst bestimmt?

Neumann¹

2019

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Die vorliegende Arbeit wurde als Dissertation an der Fakultät für Erziehungswissenschaft der Universität Bielefeld angenommen. Das dieser Arbeit zugrunde liegende Vorhaben "Bielefelder Längsschnittstudie zum Lernen in inklusiven und exklusiven Förderarrangements" (BiLief) wurde mit Mitteln des Bundesministeriums für Bildung und Forschung sowie unter dem Förderkennzeichen 01JC1101 in der Förderlinie "Chancengleichheit und Teilhabe" gefördert.

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“…As a key resource to the good functioning of the institution and to the quality of the student's experience, teaching motivation is central to any debate on quality assurance mechanisms. In addition, studying the intrinsic motivation of higher education teachers is necessary to more accurately predict and enhance positive teaching behavior, time investment, and innovation in teaching (Esdar, Gorges, & Wild, 2015;Schneider & Preckel, 2017).…”

mentioning

confidence: 99%

Teachers’ Motivation for Teaching in Higher Education: Portuguese Validation of a Questionnaire

Almeida

Moreira

Caldeira

et al. 2021

Paidéia (Ribeirão Preto)

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Motivation for teaching is key in the establishment and further development of high-quality higher education, as it affects teachers’ investment in quality learning experiences for their students, as well as institutional efficacy and well-being. This study aimed to validate a questionnaire, originally developed in Belgium, designed to evaluate three dimensions (self-efficacy, interest, and effort) of intrinsic motivation for teaching for a different national population. The sample consisted of 616 academics working in public higher education institutions in Portugal. Confirmatory factor analysis was conducted and internal consistency of items analyzed. The results show that the original dimensionality of the construct is confirmed in the Portuguese teachers’ sample. Motivation for teaching in the Portuguese context is primarily explained by the following factors: personal efficacy, interest in the task, and effort placed on teaching responsibilities. A difference was found in that personal efficacy could not be divided in context and general personal efficacy.

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The role of basic need satisfaction for junior academics’ goal conflicts and teaching motivation

Cited by 42 publications

References 26 publications

German Professors’ Motivation to Act as Peer Reviewers in Accreditation and Evaluation Procedures

German Professors’ Motivation to Act as Peer Reviewers in Accreditation and Evaluation Procedures

Kooperation selbst bestimmt?

Teachers’ Motivation for Teaching in Higher Education: Portuguese Validation of a Questionnaire

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