1 / 11

Campus Citizenship Behavior: A Motivational Analysis for Change

Campus Citizenship Behavior: A Motivational Analysis for Change. Debbie DeLong, PhD Chatham University Mary W hitney, PhD (antic.) Chatham University. Motivation . All intentional behavior is a function of motivation.

niran
Télécharger la présentation

Campus Citizenship Behavior: A Motivational Analysis for Change

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Campus Citizenship Behavior: A Motivational Analysis for Change Debbie DeLong, PhD Chatham University Mary Whitney, PhD (antic.) Chatham University

  2. Motivation • All intentional behavior is a function of motivation. • Motivational process theories seek to explain how behavior is energized, directed and sustained. • In its simplest form: • But …is it ever this simple?

  3. Motivation • All intentional behavior is a function of motivation. • Motivational process theories seek to explain how behavior is energized, directed and sustained. • In its simplest form: • But …is it ever this simple? ? ?

  4. Intervening Factors • Classic theories of motivation such as Expectancy Theory, Equity theory and Psychological Empowerment explain the connections, or lack thereof, between attitudes, intentions and behavior.

  5. Study Objectives & Methodology • What beliefs, perceptions and values significantly predict environmentally responsible (ER) attitudes and behaviors on campus? • Do these influences differ by campus population? • Methodology: • Online and paper surveys of attitudes, values and behaviors pertaining to environmental responsibility. • Random samples of undergrads (N=58), grads (N=25), faculty (N=59), and staff (N=66). • All questions use a 1-7 scale (1=low amount, 7= high amount).

  6. Finding #1 Campus populations have significantly different levels of self-reported ER concerns and behaviors.

  7. Finding #2 Campus populations have significantly different perceptions of their own versus Chatham’s ER performance.

  8. Finding #3 AGE matters! Younger vs. Older individuals have significantly different levels of self-reported ER concerns and behaviors.

  9. Finding #4 REWARD VALANCE matters! Orientation toward intrinsic vs. extrinsic rewards has significantly different levels of self-reported ER concerns and behaviors.

  10. Overall Findings Self-Efficacy, Instrumentality, Empowerment and Equity perceptions explain the gap between ER concerns and behaviors to a different extent by population and reward valance. ER Concern ER Behavior

  11. References Expectancy Theory • Vroom, V.H. Work and Motivation. New York: Wiley, 1964. • Bandura, A. "Self Efficacy: Toward a Unifying Theory of  Behavioral Change." Psychological Review 84 (1977), pp.191-215. • Lawler, E.E. &  J.L. Suttle. "Expectancy Theory and Job Behavior." Organizational Behavior and Human Performance 9 (1973), pp. 482-503. Extrinsic vs. Intrinsic Motivation • Deci, E.L., & R.M. Ryan. "The What and Why of Goal Pursuits: Human Needs and Self Determination of Behavior." Psychological Inquiry  11 (2000), pp.227-68.  Equity Theory • Adams, J.S. "Inequity in Social Exchange." In Advances in Experimental Social Psychology, Vol.2, ed. E. Berkowitz. New York: Academic Press, 1965, pp.267-99.  Psychological Empowerment • Thomas, K.W., & B.A. Velthouse. "Cognitive Elements of Empowerment: An 'Interpretive' Model of Intrinsic Task Motivation." Academy of Management Review 15 (1990), pp.666-81. 

More Related