Individual differences in work motivation: Further explorations of a trait framework.

By R. Kanfer, Phillip L. Ackerman. 2000

234 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/80282a3f7b34e197298b7d1c705b275e6ade2a82

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Citations in the corpus

Servant leaders inspire servant followers: Antecedents and outcomes for employees and the organization (2013, methodology): “We draw from recent theory and research on personality and performance (e.g., Barrick &Mount, 2005; Barrick et al., 2003; Kanfer & Ackerman, 2000) to suggest that agreeableness and extraversion are associated with servant leadership because they are associated with motivational tendencies likely to…”
Age-related differences in work motivation (2012, background): “In line with this, Kanfer and Ackerman (2000) found mean scores of under 30 year-olds to be higher on achievement and competitive excellenceorientated scales compared to over-30 year-olds.”
After the pink slip: Applying dynamic motivation frameworks to the job search experience. (2012, methodology): “were measured using the personal mastery (16 items) and motivation related to anxiety (19 items) subscales from the Motivational Trait Questionnaire (MTQ; Heggestad & Kanfer , 2000; Kanfer & Ackerman, 2000).”
Age and work‐related motives: Results of a meta‐analysis (2011, background): “Motivational Trait Questionnaire (Kanfer & Ackerman, 2000”
Dominant achievement goals of older workers and their relationship with motivation-related outcomes (2010, unknown): “…focus on standards of competence that are intrinsically, rather than extrinsically, de ﬁ ned, and emerge to a greater extent out of the activities themselves (i.e., mastery) than out of interpersonal or other-referenced standards (i.e., performance; Kanfer & Ackerman, 2000; Maehr & Kleiber, 1981).”
Trait complex, cognitive ability, and domain knowledge predictors of baccalaureate success, STEM persistence, and gender differences. (2013, background): “Four scales from the Motivational Trait Questionnaire short form (Kanfer & Ackerman, 2000).”
Clarifying achievement goals and their impact. (2003, background): “If the lower level of deep processing was not a hindrance in this setting, it is very likely that competitive zeal could have positive effects in the many settings in which deep processing is not required ( Kanfer & Ackerman, 2000 ).”
Creating learning organizations: a systems perspective (2010, background): “Motivation has been extensively studied to identify the meaning behind human actions and learn why humans are inspired to take certain actions (Deci, 1975; Kanfer and Ackerman, 2000; Maslow, 1970; Rueda and Moll, 1994; Siebold, 1994).”