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Showing 3 results for Motivation
Motivating Potential Score (MPS) Determination Using By Job Characteristics And Its Relationship With Job Satisfaction Among Headquarters Staffs Of Tehran University Of Medical Sciences
Azadeh Ahmadzadeh Ghasab , Majid Heydari , Mohammad Ali Abbasi Moghaddam ,
Volume 7, Issue 4 (11-2013)
Abstract

Background and Aim: Motivation and satisfaction of manpower are the most important variables in the field of organizational behavior and because of the strong relationship between these two variables with the job and organization productivity, it’s necessary to look job characteristics as increasing factor of employee satisfaction and performance in redesigning jobs. The objective of this study was determining motivating potential score (MPS) of the jobs and survey the relation between MPS and job satisfaction in staff employees of educational and research deputy of TUMS (Tehran University of Medical Science).

Materials and Methods: This was a cross-sectional and descriptive-analytical study. The research context was to staff employee of education and research deputy of TUMS. Sampling frame of the study was simple random sampling. Data collection method was a questionnaire. Reliability of the questionnaire was ascertained with pilot study with and confirm with Cranach's Alpha. T-test and Pearson correlation were the analytical methods.

Results: The results showed the jobs of the study population have skill variety, task identity, task significance and potential motivation but haven't job authority and feedback. The findings showed there was significant relation between motivating potential power and its dimensions with the job satisfaction ( P<0.05 ).

Conclusion : The job characteristic have great impact on the job satisfaction so this model can be used for redesigning the jobs to increase job satisfaction.


Prioritization of Factors Affecting Workplace Spirituality in Tehran University of Medical Sciences
Mahdi Hajian Nosrat, Malikeh Beheshtifar,
Volume 12, Issue 4 (11-2018)
Abstract
Background and Aim: Workplace spirituality is an active process that strengthens people and motivates them to do purposeful activities. According to studies, several factors can promote workplace spirituality. Factors which are studied in this research include job motivation, psychological ownership, mental maturity, and moral behavior. The aim of this research is to prioritize the factors affecting workplace spirituality in Tehran University of Medical Sciences (TUMS) in 2017.
Materials and Methods: This is a correlational descriptive study. The sample included 1230 staff members, of whom 294 were selected using Morgan table. To collect data, 5 questionnaires were used. And for data analysis, structural equation modeling and Amos and SPSS software were applied.
Results: The findings showed that psychological ownership (path coefficient 0.110), mental maturity (path coefficient 0.172), and moral behavior (path coefficient 0.871) had an effect on workplace spirituality, but job motivation (path coefficient - 0.090) had no effect on it. Also, moral behavior, mental maturity, and psychological ownership had the greatest effect on workplace spirituality, respectively; but job motivation had no effect on it.  
Conclusion: According to the results of this study, putting moral behavior as the basis, promoting mental maturity, and emphasizing psychological ownership in order of prioritizing effective factors caused workplace spirituality to increase among employees.

Instructional Design Model Based on Control-Value Theory of Achievement Emotions and Its Effectiveness on Academic Achievement Motivation and Self-Regulated Learning
Nida Abdolahi, Mohamad Reza Nili Nili Ahmadabadi, Soghra Ebrahimi Qavam, Khadijeh Aliabadi, Mohammad Asgari,
Volume 15, Issue 1 (3-2021)
Abstract
Background and Aim: Deep and sustainable learning requires a safe and healthy environment. Moreover, paying attention to the intertwined emotional, motivational, cognitive and social processes in the teaching-learning process is vital. Academic achievement motivation and self-regulated learning (SRL) are two important elements in this process that are influenced by the achievement emotions in the learning environment. Therefore, the aim of this study is to evaluate the effectiveness of instructional design model based on control-value theory of achievement emotions (CVT), on academic achievement motivation and self-regulation learning. 
Materials and Methods: The research was quantitative and performed by Nonequlment design control group. The statistical population included female second year high school students in Tehran in the academic year of 1997-98, who were selected by multi-stage cluster random sampling in two experimental and control groups. The experimental group was trained according to the instructional design model based on CVT theory and the control group did not receive this training method. The questionnaire of academic achievement motivation and self-regulated learning was administered to the experimental and control groups as pre-test and post-test before and after the implementation of the model. Data were analyzed by inferential and descriptive statistics using SPSS software and multivariate covariance. 
Results: The results of univariate analysis of covariance of group effect on the scores of dependent variables show that there is a significant difference between the experimental and control groups in cognitive strategy (F=11/94, P>0/05, η2=0/14), metacognition strategy (F=56/06, P>0/05, η2=0/44), motivational beliefs (F=6/36, P>0/05, η2=0/08) and academic achievement motivation (F=10/69, P>0/05, η2 =0/13). 
Conclusion: The result of this study show that the use of instructional design model based on CVT theory has a positive effect on cognitive strategies, metacognition strategies, motivational beliefs and learners' academic achievement motivation.

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