Work Motivation and Performance: A Social Identity Perspective

1. Daan Van Knippenberg Article first published online: 25 DEC 2001 Work motivation and performance were analysed from the perspective of social identity theory and self-categorisation theory. Central in this analysis is the relation of organisational identification with the motivation to exert effort on behalf of the collective. A theoretical analysis as well as a review of empirical studies of the relationship of organisational identification with motivation and performance leads to the conclusion that identification is positively related to work motivation, task performance, and contextual performance to the extent that (a) social identity is salient, and (b) high performance is perceived to be in the groups or organisations interest. La motivation au travail et les performances ont ete analysees dans la perspective de la the orie de lidentite sociale et de celle de lauto categorisation. Centrale a` cette analyse se trouve la relation entre lidentification organisationnelle et la motivation dexercer un effort pour le compte de la collectivite. Une analyse theorique et une revue d etudes empiriques relatives aux relations entre cette identification organisationnelle et la motivation et les performances conduisent a` la conclusion: lidentification est liee positivement a` la motivation au travail, avec les performances dans la realisation des tches et dans le contexte, pour autant a) que lidentite sociale soit saillante et que b) les performances elevees soient percues comme etant dans lintert du groupe ou de lorganisation. Reference: http://onlinelibrary.wiley.com/doi/10.1111/1464-0597.00020/abstract

Empowerment, Motivation, and Performance: Examining the Impact of Feedback and Incentives on Nonmanagement Employees.
by Andrea R Drake, Jeffrey Wong, Stephen B Salter

Behavioral Research in Accounting (2007) Volume: 19, Publisher: American Accounting Association, Pages: 71-89

ISSN: 10504753 PubMed: 23952103

Available from search.ebscohost.com

Abstract
Motivated employees play a key role in organization success, and past research indicates a positive association between perceptions of empowerment and motivation. A prominent model put forth by Spreitzer (1995) suggests that two major components of control systems will positively affect employee feelings of empowermentperformance feedback and performancebased reward systems. This experimental study contributes to the behavioral accounting literature by examining how specific types of performance feedback and performance-based rewards affect three psychological dimensions of empowerment. Also, we use a relatively simple context to investigate whether predictions validated on surveys of managers also hold for lowerlevel workers. Our results suggest that feedback and rewards affect the dimensions of empowerment differently for lower-level workers than they do for managers. Namely, performance feedback was positively associated with only one dimension and performancebased rewards had negative effects on two out of the three dimensions. In addition, overall motivation was not significantly associated with two of the three empowerment dimensions. Implications of this study are that techniques that work to increase manager perceptions of empowerment may not work at lower organizational levels and, even if successful, the related increase in employee motivation may not be significant. ABSTRACT FROM AUTHOR Copyright of Behavioral Research in Accounting is the property of American Accounting Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts)
Reference: http://www.mendeley.com/research/strategic-performancemeasurement-systems-jobrelevant-information-and-managerial-behavioralresponsesrole-stress-and-performance/

THE MOTIVATION-COGNITION INTERFACE IN LEARNING AND DECISIONMAKING W. Todd Maddox1 and Arthur B. Markman University of Texas 1 Address correspondence to: W. Todd Maddox, 1 University Station A8000, Department of Psychology, University of Texas, Austin, Texas, 78712. Email: Maddox@psy.utexas.edu .

Abstract: In this article we discuss how incentive motivations and task demands affect performance. We present a three-factor framework that suggests that performance is determined from the interaction of global incentives, local incentives, and the psychological processes needed to achieve optimal task performance. We review work that examines the implications of the motivation-cognition interface in classification, choice and on phenomena such as stereotype threat and performance pressure. We show that under some conditions stereotype threat and pressure accentuate performance. We discuss the implications of this work for neuropsychological assessment, and outline a number of challenges for future research. Keywords: motivation, regulatory focus, stereotype threat, choking under pressure, classification, learning
Reference: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2885789/

Learning motivation and performance excellence in adolescents with high intellectual potential: what really matters?
Authors: Schick, Hella1; Phillipson, Shane2 Source: High Ability Studies, Volume 20, Number 1, June 2009 , pp. 15-37(23) Publisher: Routledge, part of the Taylor & Francis Group Abstract: In the development of performance excellence, the relative roles played by intellectual ability and motivation remain speculative. This study investigates the role played by general intelligence, school environment, self-efficacy, and aspects of personal identity in the formation of learning motivation in German students attending the Gymnasium schools. Using self-reports of academic achievement and scores on a shortened version of the Berlin intelligence structure test for adolescence to differentiate students as achievers or underachievers, ninth-grade students were administered a battery of self-report instruments, designed to measure learning motivation, school environment, self-efficacy, and personal identity. After the posited factor structure was confirmed, factor scores were computed and then used as data in hierarchical regression analyses using learning motivation as the criterion variable. The results showed that the greatest predictors of learning motivation were variables related to personal identity-style, rather than general intelligence, supporting the hypothesis that learning motivation is a moderator variable of

intellectual achievement for students with intellectual giftedness, rather than an inherent component of giftedness.