Book Review DRIVE: The Surprising Truth About What Motivates Us

By T. Murphey. 2009

1,063 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/bca3b65e4a2184389adc405d30652f3c419bf1e7

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Citations in the corpus

Performance Management Can Be Fixed: An On-the-Job Experiential Learning Approach for Complex Behavior Change (2015, background): “Pink (2009), for example, argued that people engage by getting there on their own, through trial and error experiences.”
Process Account of Curiosity and Interest: A Reward-Learning Perspective (2018, background): “…of nurturing curiosity and interest in classrooms has been repeatedly emphasized in both academic and lay literature (e.g., Dewey 1913; Kohn 1986; Pink 2010; Renninger * Kou Murayama k.murayama@reading.ac.uk 1 School of Psychology and Clinical Language Sciences, University of Reading, Earley…”
The motivational dimension of language teaching (2017, background): “…&Ryan (1985), SDT is one of the most enduring theories of motivation, actively applied in a wide range of human activities from education through healthcare to management, supported by a flourishing website (www.selfdeterminationtheory. org) and popularized in bestselling paperbacks (Pink 2009).”
The Lens of Intrinsic Skill Atoms: A Method for Gameful Design (2015, background): “However, SDT is chieﬂy received through popularized representations (most notably Pink, 2009), leading to partially erroneous representations.”
Involvement or Engagement (2011, background): “As Daniel Pink (2009) has shown in his book Drive, financial incentives may work in the short term to motivate people to do mechanical tasks (such as showing up for a meeting), but they will do little to stimulate more cognitively challenging work (such as making it a priority to ask children about ”
Extrinsic and intrinsic motivation on work engagement in the hospitality industry: Test of motivation crowding theory (2017, background): “However, more current studies have revealed a shift from extrinsic motivation to intrinsic motivation (Benabou and Tirole, 2003; Gagné and Deci, 2005; Pink, 2009; Ryan and Deci, 2000).”
An EFL Flipped Classroom Teaching Model: Effects on English Language Higher-order Thinking Skills, Student Engagement and Satisfaction (2016, background): “Moreover, the flipped classroom instruction helps students make their own decisions and promote students' autonomy which enables them to have a vested interest in an activity and can increase engagement (Pink, 2009).”
Pay-for-Performance’s Effect on Future Employee Performance (2016, background): “, Ariely, Gneezy, Loewenstein, & Mazar, 2009; Lawler, 2000) and the popular press (e.g., Green, 2010; Pink, 2009).”
A RECIPE for Meaningful Gamification (2015, background): “Dewey explored the importance of reflection in learning, and argued that without reflection after action, people do not find meaning in what they are doing (Rodgers, 2002). Reflection is commonly overlooked, but it is a powerful tool in helping a game-based activity to have meaning well after the ex”
Teacher beliefs and technology integration practices: A critical relationship (2012, background): “Barnes coined the term ROLE, Results only Learning Environment, modeled after the Results only Work Environment (Pink, 2009), to portray his innovative approach.”
Beyond intrinsic and extrinsic motivation: A meta-analysis on self-determination theory’s multidimensional conceptualization of work motivation (2021, unknown): “Research on these various types of motivation in the context of work has grown exponentially and has been frequently cited (e.g., Gagn´e & Deci [2005] is cited over 2000 times), and their popularity in management books reflects their resonance within practice (e.g., Fowler, 2014; Pink, 2009).”
Gamification: a systematic review of design frameworks (2017, unknown): “drive motivation elements (Pink 2011), and SDT (Ryan and Deci 2000) Gamification: a systematic review of design frameworks 531”