While existing research has demonstrated that intrinsic motivation can increase task performance, jobs are composed of multiple tasks, and it remains to be seen how intrinsic motivation in one task affects performance on other tasks. Drawing on theories of psychological contrast, we hypothesize that high intrinsic motivation in one task reduces performance on less intrinsically motivating tasks. In a field study at a Korean department store, employees with the highest maximum intrinsic motivation in one task had lower average and minimum performance across their other tasks as well as more performance variance across their tasks. In a laboratory experiment in the United States, working on a highly intrinsically motivating initial task led participants to perform worse in a subsequent task if it was uninteresting, but not if it was interesting. This effect was mediated by boredom, but not by a range of other psychological processes. Across both studies, moderate intrinsic motivation in one task was associated with better performance in less interesting tasks than high intrinsic motivation, revealing a curvilinear cross-task effect of intrinsic motivation. Our research advances knowledge about the dark side of intrinsic motivation, the design of work, and the drivers of task performance. Copyright of the Academy of Management, all rights reserved. Contents may not be copied, emailed, posted to a listserv, or otherwise transmitted without the copyright holder's express written permission. Users may print, download, or email articles for individual use only. motivation. When the first task was highly intrinsically motivating, they performed worse on a second task if it was uninteresting, but not if it was interesting. This effect was mediated by boredom, but not by alternative emotions of anger, anxiety, sadness, disgust, relaxation, happiness, desire, or humor-and was also not explained by cognitive processes of depletion, attention residue, or perceptions of task complexity, difficulty, and cognitive load. Across the two studies, moderate intrinsic motivation yielded better performance on less interesting tasks than low or high intrinsic motivation, yielding an inverted U-shaped cross-task effect of intrinsic motivation. Our research extends knowledge about work motivation, design, and performance in three key ways. First, in contrast to the dominant emphasis on the performance benefits of intrinsic motivation, we document that it can be a double-edged sword. The evidence that intrinsic motivation can reduce cross-task performance addresses calls to systematically study how there can be too much of a good thing (Grant & Schwartz, 2011; Pierce & Aguinis, 2013). Second, when an employee excels in one task but struggles in another despite possessing the requisite skills to succeed in both, this discrepancy is often attributed to the fact that the first task is motivating while the second task is not (e.g., Ashford & Northcraft, 2003; MacKinnon, 1962; Schmidt & DeShon, 2007). Our studies highlight the complementary pos...

This chapter provides an overview of contemporary research on work motivation. We start by identifying the central premises, controversies, and unanswered questions related to five core theoretical perspectives on work motivation: expectancy theory, equity theory, goal-setting theory, job design, and self-determination theory. We then discuss four current topics and new directions: collective motivation and organizing, temporal dynamics, creativity, and the effects of rewards.

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Professional development for in-service teachers is necessary to meet the changing needs of students and society. This teacher collaboration study examined the experiences of mid-career elementary teachers in Korea in their music professional development. Research questions included: (1) What were the contents of discussion? (2) What was the level of participation among elementary teachers in a collaborative group? (3) How did the focus of the group change over time? The data collection included nonparticipant observation, participants’ reflective journals, researchers’ logs, and artifact collection. Findings showed that participants mainly discussed teaching strategies about music classes and reflected new knowledge that were closely related to confidence in teaching. In addition, teachers in this collaborative group played different roles throughout the group meetings depending on their expertise and interests, but there was also a need for a facilitator. Finally, teachers in the group gradually identified the importance of teacher collaboration for their professional development and attempted to be peer mentors for others outside the collaborative group.

Recently, many researchers and scholars have focused on reflective teaching to support good practices in teaching. For effective reflection, it is necessary to encourage teachers’ reflection by promoting collaboration during which they can discuss various teaching issues and problems while supporting each other. The purpose of this study was to investigate Korean preservice music teachers’ experience in collaborative reflection sessions. I used data collected through observations, the participants’ reflective journals, and individual interviews. The results showed that as the participants gained experience while observing and teaching music classes, the contents of their reflections on technical and practical matters became more varied. Additionally, the participants’ reflective thinking, applied critically, tended to focus on the social context of the music classroom. In addition, participants predominantly showed technical level of reflective thinking rather than practical and critical levels. Finally, the results revealed that the collaborative approach enabled prospective music teachers to broaden the scope of their reflective thinking, and a sense of emotional safety in the collaborative group allowed them to honestly confront their own teaching worries and problems.