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The empirical literature on charismatic or transformational leadership demonstrates that such leadership has profound effects on followers. However, while several versions of charismatic leadership theory predict such effects, none of them explains the process by which these effects are achieved. In this paper we seek to advance leadership theory by addressing this fundamental problem. We offer a self-concept based motivational theory to explain the process by which charismatic leader behaviors cause profound transformational effects on followers. The theory presents the argument that charismatic leadership has its effects by strongly engaging followers’ self-concepts in the interest of the mission articulated by the leader. We derive from this theory testable propositions about (a) the behavior of charismatic leaders and their effects on followers, (b) the role of followers’ values and orientations in the charismatic relationship, and (c) some of the organizational conditions that favor the emergence and effectiveness of charismatic leaders.

Classical definitions of motivation typically involve two main components: direction and activation. Motivated behavior is directed toward or away from particular stimuli (i.e., appetitive and aversive motivation). Furthermore, activational aspects of motivation refer to the observation that motivated behavior is characterized by substantial activity, vigor, persistence, and exertion of effort in both the initiation and maintenance of behavior. Although separate neural systems direct organisms toward distinct motivational stimuli (e.g., food, water, sex), there appears to be a common circuitry regulating behavioral activation and the exertion of effort. Mesolimbic dopamine is one of the brain systems mediating activational aspects of motivation and exertion of effort. This system integrates aspects of motivation and motor control functions involved in the instigation of action. Research on the neurobiology of effort has contributed to our understanding of the pathophysiology of neurological and psychiatric disorders that are characterized by motivational dysfunction.

The aim of this paper is to examine the effects of a learner’s regulatory focus orientation and message frame of a motivational virtual agent in an e-learning environment.

On the basis of quasi-experimental design, university sophomores (n = 210) categorized as chronic promotion-focus, chronic prevention-focus or neutral regulatory focus interacted with either an agent that conveyed gain-frame message or an agent that conveyed loss-frame message to persuade learners to engage with the e-learning content. Statistical analyses assessed the effects of regulatory focus and message frame on agent perception, motivation and cognitive load.

The results of this paper did not support the hypotheses that chronic promotion-focus learners will benefit more with gain-frame agent than a loss-frame agent, and that chronic prevention-focus learners will benefit more with loss-frame agent than a gain-frame agent. There were main effects of message frame (albeit small effects) – the loss-frame agent was perceived to be more engaging, induced higher motivation and prompted higher germane load than the gain-frame agent. With gain-frame agent, chronic promotion-focus learners had higher motivation toward the e-learning task than other learners.

Prior studies have examined regulatory focus and message frame with agents simulating virtual health advocates. This paper extended on this by examining these roles with a persuasive agent simulating virtual tutor in an e-learning environment.

Drawing from both the transactional theory of stress and the conservation of resources theory, this paper sets out to investigate the role of demand-specific challenge and hindrance appraisal of emotional demands, as well as time pressure and perceived goal progress within the challenge–hindrance framework.

For this research, 91 employees provided daily diary data for one working week. Focusing on within-persons effects, multilevel moderated mediation models using multilevel path analyses were applied.

Both emotional demands and time pressure exert positive effects on work engagement when people expect resource gain (challenge appraisal), independent of actual resource gain (achievement). Furthermore, results show that goal progress buffers negative effects of perceived blocked resource gain (hindrance appraisal) on both emotional and motivational well-being.

This research proposes an extension and refinement of the challenge–hindrance stressor framework to explain health-impairing and motivational processes of emotional demands and time pressure, combining reasoning from both appraisal and resource theory perspectives. The study identifies demand-specific challenge and hindrance appraisals as mediators linking demands to emotional and motivational well-being, emphasizing the influence of goal progress as a resource on these relations.

The purpose of this study is to investigate the effects of intrinsic and extrinsic motivation on knowledge sharing and the moderating effects of individual demographics, organizational context and cultural context in that relationship.

This study conducted a meta-analysis of 44 studies involving 14,023 participants to examine the direct and moderating effects of motivation on knowledge sharing.

Results revealed that both extrinsic and intrinsic motivational factors were associated with higher levels of knowledge sharing, while the effect was stronger for intrinsic motivation. Moreover, results revealed that substantial variance was explained by moderating variables. Further investigation revealed that individual characteristics (age, gender), organizational context (organizational setting vs. open system, IT infrastructure) and cultural context (collectivism, uncertainty avoidance, performance orientation, power distance) moderated the motivation and knowledge sharing relationship.

As a meta-analysis, this study is confined to variables that have been frequently analyzed in prior research. Future research could further increase our understanding of different types of knowledge sharing and various boundary conditions.

Organizations should provide customized incentive systems to specific target groups to align motivation and knowledge sharing. Multinational organizations may consider different motivation schemes across countries to better suit cultural differences.

Despite a growing number of studies highlighting the important role of motivation in predicting knowledge sharing, the evidence is mixed. Based on a meta-analysis, this study identified true relationships and identified moderating effects that help explain prior mixed results.

Our ongoing program of research works with teachers to help them become more autonomy supportive during instruction and hence more able to promote students’ classroom motivation and engagement.

We have published five experimentally based, longitudinally designed, teacher-focused intervention studies that have tested the effectiveness and educational benefits of an autonomy-supportive intervention program (ASIP).

Findings show that (1) teachers can learn how to become more autonomy supportive and less controlling toward students, (2) students of the teachers who participate in ASIP report greater psychological need satisfaction and lesser need frustration, (3) these same students report and behaviorally display a wide range of important educational benefits, such as greater classroom engagement, (4) teachers benefit as much from giving autonomy support as their students do from receiving it as teachers show large postintervention gains in outcomes such as teaching efficacy and job satisfaction, and (5) these ASIP-induced benefits are long lasting as teachers use the ASIP experience as a professional developmental opportunity to upgrade the quality of their motivating style.

Our ASIP helps teachers learn how to better support their students’ autonomy during instruction. The value of this teaching skill can be seen in teachers’ and students’ enhanced classroom experience and functioning.

The motivation to participate in crowdsourcing (CS) platforms is an emerging challenge. Although researchers and practitioners have focused on crowd motivation in the past, the results obtained through such practices have not been satisfactory. Researchers have left unexplored research areas related to CS pillars, such as the evolution of the crowd’s primary motivations, seekers applying effective policies and incentives, platform design challenges and addressing task complexity using the synchronicity of the crowd. Researchers are now more inclined to address these issues by focusing on sustaining the crowd’s motivation; however, sustaining the crowd’s motivation has many challenges.

To fill this gap, this study conducted a systematic literature review (SLR) to investigate and map the challenges and factors affecting sustained motivation during CS with the overcoming implications. Studies that satisfied the inclusion criteria were published between 2010 and 2021.

Important sustainable factors are extracted using the grounded theory that has sustained participation and the factors' cohesion leads to the identification of challenges that the pillars of CS face. Crowds being the most vital part of CS contests face the challenge of engagement. The results reported the factors that affect the crowd’s primary and post-intentions, perceived value of incentives and social and communal interaction. Seekers face the challenge of knowledge and understanding; the results identify the reason behind the crowd’s demotivation and the impact of theories and factors on the crowd's psychological needs which helped in sustaining participation. Similarly, the platforms face the challenge of being successful and demanding, the results identify the latest technologies, designs and features that seekers proclaim and need the platforms designer's attention. The identified task challenges are completion and achievement; the authors have identified the impact of trait of task and solving mechanisms that have sustained participation.

The study identifies, explores and summarizes the challenges on CS pillars researchers are facing now to sustain contributions by keeping participants motivated during online campaigns. Similarly, the study highlights the implication to overcome the challenges by identifying and prioritizing the areas concerning sustainability through the adoption of innovative methods or policies that can guarantee sustained participation.

Implicit motives are capacities to experience specific types of incentives as rewarding and specific types of disincentives as aversive (Atkinson, 1957; Schultheiss, 2008). Because implicit motives determine which stimuli are affectively “hot”, they also orient the person's behavior toward those stimuli, energize behavior aimed at attaining (or avoiding) them, and select stimuli that predict their proximity and behaviors that are instrumental for attaining (or avoiding) them (McClelland, 1987).

The purpose of this paper seeks to develop a motivation-based complementary framework for temporally dynamic user preferences to facilitate optimal timing in web personalisation. It also aims to highlight the benefits of considering user motivation when addressing issues in temporal dynamics.

Through theory, a complementary framework and propositions for motivation-based temporal dynamics for further testing are created. The framework is validated by feeding back findings, whereas some of the propositions are validated through an experiment.

The suggested framework distinguishes two ways (identifying/learning and shifting) of using a motive-based approach to temporal dynamics in web personalisation. The suggested outcomes include enhanced timing in matching current preferences and improved conversion. Validation measures predominantly support both the framework and the tested propositions. The theoretical basis for the approach paves a path towards refined psychological user models; however, currently on a complementary level.

While the framework is validated through feeding back findings, and some of the propositions are validated through basic experimentation, further empirical testing is required.

A generalised approach for complementing personalisation procedures with motivation-based temporal dynamics is offered, with implications for both user modelling and preference matching.

This paper offers novel insights to web personalisation by considering the in-depth effects of user motivation.

The purpose of this paper is to enhance the understanding of self-regulation during job search by integrating goal-orientation theory with a resource allocation framework.

The author surveyed job searching new labor market entrants at two time points and hypothesized that the effects of job seekers’ state goal orientations on indicators of self-regulation during the job search process (procrastination, anxiety, and guidance-seeking behaviors) depended on levels of employment goal commitment (EGC).

Results indicate that for job seekers with higher levels of EGC, a state learning-approach goal orientation (LGO) was beneficial for the job search process and a state performance-approach goal orientation (PGO) was detrimental. For job seekers with lower levels of EGC, a state LGO was detrimental to the search process, while a state PGO was beneficial.

This research extends the understanding of state goal orientation in the context of job search. Future research may replicate these findings with different samples of employed and unemployed job seekers and extend this research with additional conceptualizations of resource limitations.

The present research suggests that the effectiveness of learning-approach goal-orientation training methods in the context of job search must be considered in light of individual differences in resource availability. In particular, individuals with lower resources available for job searching may benefit from interventions focusing on increasing state PGO.

The present results suggest that EGC is an important moderator of the impact of job search goal orientation on indicators of self-regulation during job search, and therefore present important boundary conditions regarding the role of state goal orientation in the job search process.