Characteristics of the rewarder and intrinsic motivation of the rewardee.

Deci, Edward L.; Nezlek, John B.; Sheinman, Louise

doi:10.1037//0022-3514.40.1.1

Journal of Personality and Social Psychology

1981

DOI: 10.1037//0022-3514.40.1.1

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Characteristics of the rewarder and intrinsic motivation of the rewardee.

Edward L. Deci¹,

John B. Nezlek²,

Louise Sheinman³

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Cited by 184 publications

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Teacher locus of control and classroom climate: A cross-lagged correlational study

Sadowski

Woodward²

1983

Psychol. Schs.

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The Locus of Control Scale for Teachers was given to 13 middle school teachers, and the Origin-Climate Questionnaire was given to 78 of their students. Results indicated a moderate relationship between teachers' locus of control and students' perception of classroom climate. The difference between the cross-lagged correlations suggested that teachers' locus of control has a causal impact on classroom climate.

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Teacher locus of control and classroom climate: A cross-lagged correlational study

Sadowski

Woodward²

1983

Psychol. Schs.

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Is Perceived Creativity‐Reward Contingency Good for Creativity? The Role of Challenge and Threat Appraisals

Deng²,

Leung

et al. 2016

Human Resource Management

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Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. To address the complex effect of perceived reward for creativity on creative performance, we examined the role of cognitive appraisal as an individual difference variable. An individual's appraisal of reward for creativity, including challenge appraisal (perceived potential for recognition, growth, or mastery) and threat appraisal (perceived potential for revealing incompetence and damaging self-respect), is hypothesized to shape the effects of perceived reward for creativity. We further expect creativity-related intrinsic motivation to play a mediating role in the perceived reward-creativity relationship. The results of a three-wave field study showed that when challenge appraisal was high, perceived reward was positively related to creative performance through creativity-related intrinsic motivation, whereas when threat appraisal was high, perceived reward was negatively related to creative performance through creativity-related intrinsic motivation. A similar analysis showed that intrinsic task motivation was not able to channel the moderating effect of perceived reward and individual appraisal on creative performance.

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When is pay for performance related to employee creativity in the Chinese context? The role of guanxi HRM practice, trust in management, and intrinsic motivation

Zhang

Long

et al. 2015

J Organ Behavior

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SummaryThis study aims to provide new insights into the reward-creativity link in the Chinese context by exploring the moderating effect of guanxi human resource management (HRM) practice-reflecting the extent to which HR decisions are influenced by personal relationships in an organization-on the relationship between pay for performance (PFP) and employee creativity. Using two independent samples that were composed of 222 and 216 supervisor-subordinate dyads from Mainland China and Taiwan, we found that the effect of pay for performance on creativity was invariantly moderated by perceived guanxi HRM practice in such a way that when guanxi HRM practice was low, PFP had stronger positive effects on creativity. Furthermore, trust in management, as reduced by guanxi HRM practice, mediated this moderating effect. Moreover, moderated path analysis revealed that intrinsic motivation mediated these moderated relationships among PFP, guanxi HRM practice, trust in management, and creativity. Findings shed light on the processes through which, and the conditions under which, PFP may promote creativity.

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Characteristics of the rewarder and intrinsic motivation of the rewardee.

Cited by 184 publications

References 0 publications

Teacher locus of control and classroom climate: A cross-lagged correlational study

Teacher locus of control and classroom climate: A cross-lagged correlational study

Is Perceived Creativity‐Reward Contingency Good for Creativity? The Role of Challenge and Threat Appraisals

When is pay for performance related to employee creativity in the Chinese context? The role of guanxi HRM practice, trust in management, and intrinsic motivation

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