Motivations and solution appropriateness in crowdsourcing challenges for innovation     

《Research Policy》2019,48(8):103716

Crowdsourcing challenges are fast emerging as an effective tool for solving complex innovation problems. The main strength of the crowdsourcing model is that it brings together a large number of diverse people from all over the world to focus on solving a problem. This openness, however, results in a large number of solutions that are not appropriate, and this inhibits organizations from leveraging the value of crowdsourcing efficiently and effectively. It is therefore essential to identify ways to increase the appropriateness of solutions generated in a crowdsourcing challenge. This paper takes a step towards that by exploring what motivates the crowd to participate in these challenges and how these motivations relate to solution appropriateness. Drawing on data from InnoCentive, one of the largest crowdsourcing platforms for innovation problems, this paper shows that the various types of motivation driving crowd members to participate were related in different ways to the appropriateness of the solutions generated. In particular, intrinsic and extrinsic motivation were positively related to appropriateness whereas for learning and prosocial motivation the relationship was negative. The association between social motivation and appropriateness was not significant. The results have important implications for how to better design crowdsourcing challenges.  相似文献   

研发团队知识协同动机研究——基于组织学习的视角     

周莹莹  高书丽  陈建斌 《科技管理研究》2019,39(2)

研究其内部知识协同的动机,对于企业更好的管理和激励团队成员积极参与知识协同具有十分重要的意义。本文基于组织学习的视角,从知识贡献者和知识寻求者两方面,探讨了影响研发团队成员主动参与知识协同的动机因素,并构建了理论模型。分析结果表明：个人声誉、共享意愿及群体认同对知识贡献者参与组织学习的动机具有不同影响;社会地位、渠道多样化及社会存在感对知识寻求者的主动性具有显著正向影响;应用性学习与探索性学习均对协同创新绩效有显著影响,且前者的影响大于后者;团队激励对组织学习和知识协同创新绩效间的关系具有干预调节作用。  相似文献   

Understanding sport event volunteers’ continuance intention: An environmental psychology approach     

《Sport Management Review》2020,23(4):615-625

The purpose of this study was to investigate influences of environmental and personal factors on volunteers’ behavioral intention. More specifically, the authors examined the relationships among work climate, intrinsic motivation, attitude, emotional exhaustion, and continuance intention through the lens of environmental psychology model. Survey forms tapping the interested outcomes were collected from 924 volunteers of a national sporting event in China. Results of structural equational modeling supported all hypothesized relationships, except the negative relationship between emotional exhaustion and continuance intention. This study expanded the understanding and application of the environmental psychology model in the context of volunteerism in sport.  相似文献   

Supporting groups’ emotion and motivation regulation during collaborative learning     

《Learning and Instruction》2020

This study investigates when and how students activate co- and socially shared emotion and motivation regulation in collaborative learning and whether the S-REG mobile application tool can support this regulation. In a mathematics course, 44 higher education students worked with a collaborative assignment. The S-REG tool traced groups' emotional and motivational states in different sessions, and the occurrence of co-regulation and shared regulation of motivation and emotions were coded from video-recorded collaborative work (44 h). The groups activated more co-regulation than shared regulation of emotions and motivation, but the shared-regulation episodes were longer-lasting. The groups’ emotional and motivational states were associated with the occurrence of co-regulation in the beginning of the learning sessions. The results suggest that the S-REG tool balanced collaboration by prompting the groups to regulate emotions and motivation right in the beginning of the motivationally and emotionally challenging learning sessions.  相似文献   

Theories of motivation: Integration and ways forward     

《Contemporary educational psychology》2020

Motivation is fundamental to human agency and volitional behavior, and several influential theories have been proposed to explain why individuals choose or persist in a course of action (over others). New terms and concepts have proliferated as the theoretical models aim to be comprehensive, at the expense of parsimony. The theoretical models covered in this special issue each have their unique aspects and contributions, but four major dimensions cut across them: person factors comprising self (expectations, self-efficacy), social (modeling, comparisons), and cognitive aspects (self-regulation); task values; goals; and perceived costs and benefits. Motivation is determined by a complex interplay of internal and external factors, and we suggest that a greater focus on individuals’ motivation profiles, construal of situations, and metacognitive monitoring and control of goal pursuit might shed more light on the moment-by-moment decisions people make in daily life. Future research could be targeted at evaluating competing models (or perhaps more parsimonious ones) and enhancing interventions to address students who are unmotivated to excel in school.  相似文献   

A person-centered approach to achievement goal orientations in competitive tennis players: Associations with motivation and mental toughness     

Richard Gregory Cowden  Nicolas Mascret  Timothy Ryan Duckett 《运动与健康科学(英文)》2021,10(1):73

BackgroundResearch on achievement goal orientations in sport has typically relied on the use of variable-centered approaches that tend to overlook population heterogeneity. In this study, we used a person-centered approach to identify subgroups of competitive tennis players according to unique combinations of achievement goal orientations and tested for subgroup differences in motivation and mental toughness.MethodsA sample of 323 competitive tennis athletes (69.35% male) between 15 and 25 years of age (17.60 ± 2.40 years, mean ± SD) completed the 3 × 2 Achievement Goal Questionnaire for Sport, Sport Motivation Scale II, and Mental Toughness Index. Latent profile analysis was used to identify unique combinations of achievement goal orientations. Comparisons between latent subgroups on autonomous motivation, controlled motivation, and mental toughness were performed using analysis of variance.ResultsLatent profile analysis supported 3 distinct patterns of achievement goal profiles that were primarily distinguishable based on valence of competence (i.e., approach vs. avoidance). Analyses of variance indicated that athletes who were classified into subgroups that endorsed approach types of goals (regardless of the types of avoidance goals they endorsed) reported higher levels of autonomous motivation and mental toughness.ConclusionResults indicated that athletes tend to pursue a number of achievement goals collectively rather than in isolation. Although approach goals are more commonly linked to adaptive psychological functioning and positive outcomes, avoidance goals may also be associated with desirable psychological characteristics if they are pursued in conjunction with approach types of achievement goals.  相似文献   

网上交谈对英语学习的激励作用初探     

钟玲 《四川职业技术学院学报》2006,16(4):72-74

网络在教学中的普及促生了网上交谈在英语课堂的应用。本文通过实验数据对网络交谈和小组面谈的激励作用进行了比较分析,结果表明前者的激励作用较强,学生在网上交谈的分配和目标语的产出更为合理;学生也表示更喜欢网上交谈。因此,我们认为网上交谈可以作为英语教师组织课堂活动的一项有效补充。  相似文献   

DIIGO在大学物理实验课前预习中的应用     

叶润楠  何仁生 《现代教育技术》2008,18(4):55-57

课前预习是物理实验课程的一个先导,是不可或缺的一部分,预习结果的好坏对实验操作过程有很大的影响作用。文章将引入DIIGO来说明如何应用DIIGO使同学们能更好的进行课前预习,真正达到预习的目的。  相似文献   

Metacognition, Self-Regulation, and Self-Regulated Learning: Research Recommendations   总被引：1，自引：1，他引：0  

Dale H. Schunk 《Educational Psychology Review》2008,20(4):463-467

Much research has been conducted on metacognition, self-regulation, and self-regulated learning, but the articles in this special issue make it clear that we still have many unanswered questions. Recommendations for research include providing clear definitions of processes, identifying relevant theories, ensuring that assessments clearly reflect processes, linking processes with academic outcomes, conducting more educational developmental research, and tying processes firmly with instructional methods. Collectively, these recommendations will enhance our understanding of metacognition, self-regulation, and self-regulated learning and will lead to solid implications for educational policy and practice.  相似文献   

Clarifying Metacognition, Self-Regulation, and Self-Regulated Learning: What’s the Purpose?   总被引：1，自引：1，他引：0  

Avi Kaplan 《Educational Psychology Review》2008,20(4):477-484

In this commentary on the special issue, I join the authors in searching for a conceptual framework that would clarify the concepts of metacognition, self-regulation, and self-regulated learning. Building on the insights of the different articles, I suggest that metacognition, self-regulation, and self-regulated learning should be considered as subtypes of the general, abstract, phenomenon of self-regulated action. I continue by questioning the benefit of seeking boundaries between these three concepts. Instead, I propose to search for dimensions along which types of self-regulated action vary. I, then, introduce the notion of a “multidimensional conceptual space of self-regulated action” as a conceptual tool that allows for diversity of conceptions of self-regulated action while maintaining conceptual clarity. I conclude by highlighting the central role of purpose of engagement in self-regulated action and by noting its potential for guiding the search for meaningful dimensions on which to typify self-regulation.  相似文献