How to Measure Motivation: A Guide for the Experimental Social Psychologist

By Maferima Touré-Tillery, Ayelet Fishbach. 2014

243 citations recorded by the source corpus.

Subfields: Applied Psychology, Cognitive Neuroscience, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/cccbefae15c8327302cc19c01c9e1a66fb4ba118

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Citations in the corpus

Leadership styles and employees’ motivation: Perspective from an emerging economy (2017, methodology): “With respect to measuring motivation, Touré-Tillery and Fishbach (2014) differentiated between the outcome-oriented motivation to complete a goal and the process-focused motivation that entails comprehensive elements of goal pursuance.”
Instructional interventions that motivate classroom learning. (2016, background): “Researchers typically define motivation as the processes that allow people to select appropriate goals and to pursue them successfully (Bargh, Gollwitzer, & Oettingen, 2010; Dweck & Leggett, 1988; McClelland, 1987; Touré-Tillery & Fishbach, 2014).”
The Motivating-Uncertainty Effect: Uncertainty Increases Resource Investment in the Process of Reward Pursuit (2015, unknown): “We define motivation as the investment of resources, including time, money, and effort, that people expend to acquire a reward (Touré-Tillery and Fishbach 2014).”
Anger, Fear, and Echo Chambers: The Emotional Basis for Online Behavior (2019, methodology): “…been previousely used in studies of political discussion (Gil de Zúñiga, Valenzuela, & Weeks, 2016), and self-reports are an important means by which researchers can learn about peoples’ psychological motivations, as these are less amenable to direct observation (Touré-Tillery & Fishbach, 2014).”
Motivations for Political Discussion: Antecedents and Consequences on Civic Engagement (2016, background): “In addition, self-reports are an important means by which researchers can learn about peoples’ psychological motivations, as these are less amenable to direct observation (Touré-Tillery & Fishbach, 2014).”
Even Einstein Struggled: Effects of Learning About Great Scientists’ Struggles on High School Students’ Motivation to Learn Science (2016, methodology): “This was preferable to the common practice of using GPAs or standardized test scores because science-class grades more directly reflect students’ motivation to learn science and better captures the process of learning (Ames & Archer, 1988; Touré-Tillery & Fishbach, 2014).”