sdt newsletter

Running head: SELF-DETERMINATION THEORY 1

Self-Determination Theory Newsletter

La’Keiya Benefield, Holli Dawkins, Samuel Dunham, Kalan Norris, & Kamau Tookes

December 4, 2014

Valdosta State University

SELF-DETERMINATION THEORY 2

Primary Newsletter Learning Objectives

Describe the association between Job Demand-Resources (JD-R) model and Self-Determination Theory (SDT)

Discuss potential selection issues within the workforce of Industrial-Organizational Psychology

Analyze research findings to determine the effectiveness of high quality leader-member exchanges in an organizational setting

Explain the concepts of Internalization through the use of SDT to convey the importance of internalization in fostering a high performance Organization.

Provide possible ways to enhance intrinsic motivation


The below newsletter contains submissions from the team members of the discussion leader “12 o’clock High”. The submissions seek to go more in depth about the overall theme of the movie discussion, self-determination theory (SDT). Each entry contains subtopics and key concepts from articles by Baard et al (2004), Gagne & Deci (2005) and several other supportive works that examine not only SDT, but also the job demand-resources model, personnel selection and intrinsic motivation. All five submissions are concluded with two questions that test the comprehension of the subtopics and the articles discussed throughout the paper.

Job Demand-Resources model: How Job Demands and Resources Affect Motivational Outcomes Using Self-determination TheoryBy: La’Keiya A. Benefield

Learning Objectives: Define Job Demands-Resources model Describe the association between Job Demands-Resources (JD-R) model and Self-

Determination Theory (SDT) Explain implications to employee motivation and effort using industrial-organizational

concepts.

Job Demand-Resources (JD-R) model was developed several years ago and sought to be an alternative to previous models. The Job Demand Control Model focuses on the negative consequences of the job (i.e., stress). Effort Reward Imbalance model focuses on negative factors of the job (i.e., heavy workload, little benefits). JD-R model considers both the positive and negatives aspects of the job. Demands of the job are aspects that require cognitive and emotional effort (e.g., time and workload), whereas resources are physical, psychological, social and organizational. These components reduce job demands, assist in goal-setting, constructive feedback, managerial support or encourage growth and development. Research suggests that little attention has brought on employee motivation and how satisfaction of psychological needs stimulate performance.

There seems to be a linkage between self-determination theory (SDT) and JD-R model. SDT focuses on need satisfaction as it relates to autonomy, competence, and relatedness, and employees cannot operate functionally unless all three needs are satisfied (Baard, Deci, & Ryan 2004). Cooman et al. (2013) postulates that job demands require physiologically and psychological energy that can be distracting to employees from their satisfaction of needs; moreover, job resources seems to facilitate growth and achievement, thus satisfying needs. It is important to note that demands and resources affect motivation and performance differently. That is, jobs that induce more demand than resources may have a negative impact on employee well-being by excessive amount of stress, burnout, and overall dissatisfaction (Van den Broeck, Vansteenkiste, Witte, & Lens, 2008). This may decrease the work motivation and productivity of employees. In contrast, job resources are designed to mediate the effects of demands, improving motivation and performance. For example, to compensate for a job that requires considerable amounts of physical effort, health benefits are added to mediate demand. To reiterate, in order for employees to function optimally, all needs must be satisfied.

Performance appraisals can be used to explain how SDT in conjunction with JD-R affects effort and motivational outcomes. Appraisals are an important tool for management and serves as the basis for employee decisions. During performance evaluation, managers assess how well


employees are performing specifics job tasks and constructive feedback allows employees to understand what areas need improvement and setting goals for proficiency in those areas. Utilizing JD-R model based on evaluations, employers can assess whether an employee needs additional training to meet demands or promotions based on performance. This, then, will satisfy psychological needs by setting goals or accountability (autonomy), managerial support (relatedness), and achievement (competence). According to job characteristics, they encompass a broad range of concepts related to job design such as tasks and according to Cooman et al. (2013), structural job characteristics- decision authority, autonomy, role conflict, skill utilization and work pressure, are important determinants of work effort. According to Broeck et al. (2008), job designs incorporate the following characteristics: autonomy, learning and challenges, interaction, socially and intrinsically meaningful work, progression/skill paths and responsibility not only satisfy psychological needs, but also increase autonomous motivation. This implies that higher job resources and lower job demands make work more meaningful which seems to increase work effort and motivation.

In conclusion, there is some evidence to suggest that job demands and job resources link to satisfaction of psychological needs mediate motivation and performance. Job designs that incorporate a variety of job resources such as autonomy, interaction and responsibility producing better organizational outcomes and employees are motivated in their job performance.

Questions

1. Which models/theory was designed to address limited job characteristics and focus on positive perspectives of work?

A. Job Demand Control ModelB. Job Demand-Resources modelC. Effort Reward Imbalance modelD. Conservation of resource theory

The correct answer is B. Job Demand-Resource model was developed to address limited job design variables and discussed positive job resources alongside negative aspects of work. Gave a much broader view of how job characteristics affect organizational outcomes including motivation.

Answer A is incorrect because stress is elevated when demand exceeds control. Focus on emotional strain due to high demands and limited control.

Answer C is incorrect because this model postulates that high effort in combination with low monetary rewards leads to high tension and stressful imbalance. Purpose for this model is assessing excessive workloads and low wages.

Answer D is incorrect because although this theory discusses job resources, view is more negative as basis behind this concept is once resources are depleted employee experience stress in response to inadequate resolution to impending demands.

2. Which of the following job characteristics is/are more likely to increase dissatisfaction?


A. autonomyB. skill utilizationC. work pressureD. career opportunities

The correct answer is C. According to Job Demand-Resources, aspects of work that are too taxing to employees’ adaptive capabilities or exceeds physically and/or psychological effort increases dissatisfaction.

Answers A, B, and D are incorrect because these are job resources that reduce negative effects of job demands and allow for career growth and achievement.

Personnel Selection: How to Select the Best Candidate to Fulfill Maximum Motivation and Task PerformanceBy: Holli Dawkins

Learning Objectives: Define personnel selection and task performance Discuss potential selection issues within the workforce of Industrial-Organizational

Psychology Examine the implications of personnel selection and social media

Selection, recruitment and assessment make up one of the oldest and most respected areas of the Industrial-Organizational field (Garcia-Izquierdo, Derous, & Searle, 2013). Personnel selection, also known as recruitment selection, is the process that organizations go through in order to find the best candidate to fit the available job. The organization uses different practices and activities to attract the best-qualified applicants to their organization (Klotz, Veiga, Buckley & Gavin, 2013). Once thought of as a predictor-criterion relationship, academic researchers within the last five years have started to recognize recruitment and selection processes as an interactional, social-motivational process (Garcia-Izquierdo, Derous, & Searle, 2013). Task performance is defined as “the effectiveness with which job incumbents perform activities that contribute to the organization’s technical core directly by implementing a part of is technological process, or indirectly by providing it with needed materials or services” (Borman & Motowidlo, 1997). It is very important for organizations to carefully implement the recruitment or selection process so that their incumbents can effectively perform the job.

There are several issues that have been raised regarding personnel selection and the workforce, specifically in the Industrial-Organization field. A big issue is how members of the selection team will be able to predict an applicant’s future job performance given the ever-changing performance criteria of an organization. Also, the dynamics regarding personnel selection have drastically shifted from a traditional paradigm to that of a social negotiation where applicants’ perspectives are given more weight during the process (Garia-Izquierdo, Derous, & Searle, 2013). Often times the hiring process lacks information that make it hard for recruiters to


discover the ability of potential employees; this results in a large make up of ambiguity and uncertainty within the selection process (Hendricks, DeBrock, & Koenker, 2003). Another issue facing the selection process is the establishment of trustworthiness between an applicant and the recruiter or hiring team. Research shows that trust in the workforce (i.e. incumbent to employer) positively relates to outcomes such as: higher levels of job satisfaction, better employee performance, leadership effectiveness and more teamwork (Klotz et. al, 2013).

Today a lot of organizations are looking to Social Networking Sites (SNSs) to find out more information about the potential employees and to help make a decision during the selection process. Although information on a potential applicant from their SNS may be useful during the selection process, the information received may be out of date, incomplete or even fraudulent (Pike, Bateman & Butler, 2013). The biggest issue that researchers have seen from employers using SNSs to aid in the selection process is the potential risk of discrimination charges against the organization. Because of the access to publicly available pictures, videos, biographical information or other shared information it is easier for a recruiter to identify the applicant and match them to a protected class (Brown & Vaughn, 2011). Organizations need to be very careful in using this tool during their selection process. The use of SNSs should be minimal and used only as a supplement to the information that the applicant has volunteered throughout the process.

Questions

1. Limited information from the potential employee makes it hard for the selection team to discover which factor?

A. Candidate’s love for the organizationB. Candidate’s historyC. Candidate’s potentialD. Candidate’s ability

The correct answer is D in accordance to the Garcia- Izquierdo, Derous and Searle article that states “when the hiring process lacks information it is hard for recruiters to discover the ability of potential employees; this results in a large make up of ambiguity and uncertainty”.

Answer A is incorrect because there is no way to test or completely know a potential candidate’s love for the organization while they are going through the selection process. Candidates do not necessarily have to love their job to be a good worker.

Answer B is incorrect because there is often always a background check that accompanies the application in any personnel selection process.

Answer C is incorrect since ability is not a factor that measured through the selection process. A candidate can look good on paper, but it is really how they do their job when their ability can be seen.

2. What is a risk that employers can take when accessing a potential employee’s SNS?

A. Employee backlash


B. Discrimination chargesC. Fraudulent informationD. Incorrect information

Answers B and C are both correct. As stated in Pike, Bateman & Butler, 2013 and Brown & Vaughn, 2011; although information from a potential employee’s SNS may be useful during the process, information received can be out of date, incomplete or fraudulent. Also, because of the accessed information being publicly available (i.e., pictures, videos and biographical information) it can be easier for a recruiter or selection team to identify a person that is in a protected class.

Answer A is incorrect because the information received during the selection process would have been pulled from publicly accessed sites or areas.

Answer D is incorrect since the employers run the risk of getting this information on their own.

Should Organizations Focus on Creating Climates with High Quality Leader-Member Exchanges?By: Samuel E. Dunham

Primary Objective Analyze research findings to determine the effectiveness of high quality leader-member

exchanges in an organizational setting

Secondary Objectives Explain the concept of the leader-member exchange Discuss potential investments that leader-member exchanges require of organizational

leaders Diagnose issues that need to be addressed in future research

The concept of employee self-determination has been linked to many different proposed correlational factors such as from autonomy, competence, and relatedness (Baard, Deci, & Ryan, 2004). These factors form the basis of Self-Determination Theory (SDT). However, one factor that has not been discussed as much in the literature is the relationship between leader-member exchange and SDT. Leader-Member Exchange Theory (LMX) postulates that there is a relationship between a leader and each of their employees on an individual basis (Graen & Scandura, 1987). The relationship can range from a low-quality relationship to a high-quality relationship. Because the leader-member relationship quality is on a continuum, the more impersonal and contractual the relationship is, the lower the relationship quality. The more personal and respectful the relationship is, the more high-quality it is (Graen & Uhl-Bien, 1995). These relationships tend to have high levels of trust between the parties involved. It would appear that having high-quality leader-member exchanges in the workplace would be ideal for all organizations.

However, before any high-quality leader-member exchange can be formed, there are investments that must be made in order to obtain that exchange level. Relationships take time and shared experiences to be formed. This requires the supervisors to take time during work hours to understand their employees on a more personal level. This requires a substantial


investment. Due to the power associated with supervisors, they play a larger role in developing the exchange relationships than the employees (Graves & Luciano, 2013). This likely would also lead to a temporary decrease in productivity, which would lead to a decrease in revenue. There is also an emotional investment that comes in the form of openness from the supervisor to the employee. They must be willing to be more relatable to their employees.

The question then becomes whether or not it is worth developing high-quality leader-member exchanges in the organizational setting. According to Graves and Luciano (2013), the answer is a resounding yes. They found that having high-quality leader-member exchanges led to higher levels of employee psychological need satisfaction. That then leads to an increase in autonomous motivation, which leads to more positive organizational outcomes. Those outcomes include increased productivity, organizational loyalty, and an increase in the occurrence of organization citizenship behaviors (OCBs). These factors are important because having high levels of these in the organization decreases the turnover rate, which eliminates the high costs of turnover. Erdogen and Enders (2007) also found that perceived organizational support (POS) moderated the relationship between leader-member exchange, job satisfaction, and job performance, which helps to explain the relationship even more.

However, there are some questions concerning this relationship that have not been adequately addressed in the current literature. For instance, the type of organization may determine how high the leader-member exchanges need to be in their organization. This should be examined because there are some industries where teamwork is not an extremely important factor in the daily work experience (e.g., the technology industry). The generalizability of Graves and Luciano (2013) will need to be examined for these types of industries. Another factor that will need to be examined is whether the relationship between leader-member exchange and the positive organizational outcomes has a positive correlation or a Yerkes-Dodson curvilinear relationship (Yerkes & Dodson, 1908). Openness is good, but it is also possible that employees could become too “friendly” with their leaders and lose the sense of authority that the leader has. This could, in turn, lead to less compliance, less work motivation, and possibly poorer levels of performance.To recap, the leader-member exchange has been found to correlate with positive organizational outcomes with the factors of perceived organizational support and employee psychological needs satisfaction moderating that relationship. There are organizational investments that must be made in order to create an organizational climate characterized by high quality leader-member exchanges. There is research to suggest that the benefits outweigh the costs concerning these relationships, but there are some questions that will need to be addressed to determine how generalizable these findings are for organizations in different types of industries.

Questions

1. Which of the following four factors has been found to moderate the relationship between leader-member exchange and job performance?

A. Leader-Member Relationship LengthB. Type of Organizational Industry the Relationship Occurs InC. Leader ProductivityD. Level of Satisfaction of Employee Psychological Needs


The correct answer is D. This moderating effect was found in Graves and Luciano (2013). The high quality leader-member exchange leads to higher levels of employee satisfaction of their psychological needs. That leads to increased job satisfaction and job performance.

Answer A is incorrect because the relationship length has not been found to moderate the relationship in the present literature. There is a possibility that the quality of the exchange is not dependent on the length of time it. In other words, the quality of the relationship may matter more than the quantity of time of the relationship.

Answer B is incorrect because the effect of the organization industry on how important leader-member exchange is has not been examined. More research will need to examine this potential factor.

Answer C is incorrect because the present research has not found a moderating effect with this factor. Employees would have difficulty in evaluating leader productivity because they do not have access to performance records or the leader’s assigned tasks. Because this cannot objectively measured by the employee, it likely would not moderate the relationship between leader-member exchange and job performance.

2. Which of the following four traits would not characterize a high quality leader-member exchange?

A. OpennessB. RespectC. Overall Time Spent TogetherD. Experience Sharing

The correct answer is C. Though a lot of time can be spent between the leader and member, that does not mean that the time spent was productive or even enjoyable. A member who initially finds their leader to be obnoxious will likely find more instances of that obnoxiousness as they spend more time with them due to confirmation bias (Darley & Gross, 2000).

Answer A is incorrect because openness leads to the member finding the leader more relatable. As they become more relatable, the member begins to trust the leader and respect their openness (Lewicki & Bunker, 1996).

Answer B is incorrect because mutual respect is a key component of any relationship and that also applies in the work setting. Mutual respect tends to lead to higher quality leader-member exchanges.

Answer D is incorrect because experience sharing involves a sense of camaraderie that helps the parties to bond over similarities. Shared experiences help the leader and member understand each other better whether the situation is positive or negative.


The Importance of Internalization on Autonomous Extrinsic Motivation to Promote or Re-establish Self-Determination By: Kalan Norris

Primary Objective Explain the concepts of Internalization through the use of SDT to convey the importance

of internalization in fostering a high performance Organization.

Secondary Objectives Explain the facets of Internalization Provide the basic psychological needs for intrinsic motivation and internalization to

functionally operate Discuss three steps that can be implemented within an organization to build

psychological needs

According to Gagne and Deci (2005), Internalization is defined as people taking in values, attitudes, or regulatory structures, such that the external regulation of a behavior is transformed into an internal regulation and thus no longer requires the presence of an external contingency. Internalization has three processes which are introjection, identification and integration which provide the basis of the three regulations. Introjection is when a regulation has not been taken in but not accepted. Identification is when employees experience greater sense of freedom because the beliefs are in line with their personal beliefs. Integration allows extrinsic motivation to become fully autonomous. According to Gagne and Deci (2005), with integrated regulation, people have a full sense that the behavior is an integral part of who they are, that it emanates from their sense of self and is thus self-determined.

There are three basic psychological needs that must be fulfilled for intrinsic motivation and internalization to operate effectively. According to Gagne and Deci (2005), self -determination theory (SDT) defines needs as universal necessities, essential for optimal human development and integrity. The three basic needs are competence, autonomy and relatedness. Competence can be defined as succeeding at challenging tasks while obtaining desired outcomes. Autonomy can be defined as having a choice in determining one’s actions within the workplace. Relatedness can be defined as having a mutual respect for others while be able to rely on them. When organizations satisfy employees three basic needs, employees will fully internalize extrinsic motivation which in turn moves the organization towards set goals. According to Gagne and Deci (2005), employees will exhibit new work outcomes such as persistence and maintained behavior change, effective performance, job satisfaction, organizational citizenship behaviors (OCB’s) and psychological adjustment.

There has been research conducted both in the laboratory and in the field that supports the use of autonomous extrinsic motivation in the workplace. According to Vallerand et al. (1992), managerial autonomy support positively predicted subordinates’ autonomous motivation and, in turn, the quality of the subordinates’ performance. According to Baard, Deci, and Ryan (2004), studies have found that managers’ autonomy support led to greater satisfaction of the needs for competence, relatedness, and autonomy and, in turn, to more job satisfaction, higher performance evaluations, greater persistence, greater acceptance of organizational change, and better psychological adjustment.


To increase autonomous extrinsic motivation in any organization, you must have internalization within your organization. Integration is the fullest form of internalization and can be achieved by fulfilling the basic psychological needs of the employees. According to Stone (2009), three steps that you can implement in any organization to increase the needs of employees which are; Asking subordinates questions in regards to solving important problems, provide positive and sincere feedback that acknowledges employee effort and develop talent and share knowledge between all employees to enhance competence and autonomy.

Questions

1. Which of the following is not a component of internalization?

A. Integrated B. Productivity C. IdentifiedD. Introjection

The correct answer is B. Productivity is not a component of internalization

Answer A is incorrect because integrated regulation is when people have a full sense that the behavior is an integral part of who they are, that it emanates from their sense of self and is thus self-determined.

Answer C is incorrect because identification is when employees experience greater sense of freedom because the beliefs are in line with their personal beliefs

Answer D is incorrect because Introjection is when a regulation has not been taken in but not accepted

2. To succeed at challenging tasks while attaining desired outcomes falls under what basic psychological need?

A. Autonomy B. Competence C. Time Spent TogetherD. Relatedness

The correct answer is B. Employees needs all three basic needs fulfilled and this definition correlates with competence. Employees need to feel they are performing their task correctly.

Answer A is incorrect because it does not align with the definition presented.

Answer C is incorrect because time spent together is not a basic need

Answer D is incorrect because it does not align with the definition presented.


Intrinsic Motivation: What is intrinsic motivation and how do we enhance it?By: Kamau Tookes

Learning Objectives:

Define intrinsic motivation Communicate the differences between intrinsic and extrinsic motivation Provide possible ways to enhance intrinsic motivation

Intrinsic motivation refers to being involved in an activity for the sheer pleasure that such involvement elicits (Ryan & Deci, 2000). Of course there are many different definitions of intrinsic motivation. An additional definition of intrinsic motivation defines it as doing something because it is inherently interesting or enjoyable. Whereas, another definition states that “intrinsic motivation refers to the reason why we perform certain activities for inherent satisfaction or pleasure: you might say performing one of these activities in reinforcing in-and-of itself” (Brown, 2007). Examples of intrinsically motivated behaviors include: participating in a football game because you enjoy it, playing chess because you find it challenging and interesting, and playing a video game because you find it exciting. But no matter how one may phrase it, intrinsic motivation is about what motivates you as a person. It is a type of motivation that arises from within oneself. Conversely, extrinsic motivation concerns external forces influencing or motivating you as a person. More specifically, extrinsic motivation refers to one’s participation in an activity that is tied to the presence or absence of external rewards (Ryan & Deci, 2000). In other words, it is a type of motivation that arises from outside the individual. Examples of behaviors that are extrinsically motivated include: studying because you want a good grade, playing basketball in order to win various awards, and performing various tasks at work in order to receive a paycheck.

Granting all this, most people would suggest that intrinsic motivation is the better of the two, even though it is not always possible in every situation. So how does one enhance intrinsic motivation if it isn’t even possible in every situation? The "Cognitive Evaluation Theory (CET), which is considered a sub-theory of self-determination theory, argues that interpersonal events and structures that conduce toward feelings of competence during action can enhance intrinsic motivation for that action because they allow satisfaction of the basic psychological need for competence” (Ryan & Deci, 2000). As a result, optimal challenges, effectance promoting feedback, and lack of demeaning evaluations are all predicted to enhance intrinsic motivation. Furthermore, CET also states that feelings of competence will not enhance intrinsic motivation unless they are accompanied by a sense of autonomy (deCharms, 1968). In other words, people must experience satisfaction of the needs for competence and autonomy together. Additionally, several early studies showed that positive performance feedback enhanced intrinsic motivation as well. But as mentioned previously, negative performance feedback diminished intrinsic motivation. Coupled with the other factors stated above, curiosity, fantasy, recognition, competition and cooperation are all factors that promote intrinsic motivation. Curiosity is a factor that can be aroused without involving other people. It’s stimulated when something in our environment attracts our attention. Fantasy is another factor influencing intrinsic motivation due to the fact a person can use his or her imagination to motivate learning. Next, recognition can enhance intrinsic motivation because people enjoy having their accomplishments recognized by others. Finally, cooperation and competition are factors that enhance intrinsic motivation because


there are some situation where people gain satisfaction from helping others and also where they are able to compare their performance to others.

Questions (More than one answer can be true)

1. Which of the following characterizes a person who is only intrinsically motivated?

A. People who work because they enjoy the paycheck.B. People who work because they enjoy their work.C. People who work because they enjoy the recognition and awards.D. People who work because they enjoy the competition and benefits.

The correct answer is B. Think of the definition of intrinsic motivation and look closely at the question. Remember: Intrinsic motivation is defined as an activity for the sheer pleasure or enjoyment that such involvement elicits (Ryan & Deci, 2000). Although, every definition has the word “enjoy” in it, you have to look carefully at every sentence. Additionally, the question placed emphasis on the word “only”.

Answer A is incorrect due to fact that they are motivated by receiving their paycheck.

Answer C is incorrect because they are also motivated by awards. Yes, recognition can improve internal motivation. But receiving awards is something that promotes extrinsic motivation.

Answer D is incorrect because they are also motivated by the benefits they receive. Yes, competition can promote intrinsic motivation; however, receiving benefits is a factor that promotes extrinsic motivation.

2. The use of extrinsic rewards can _______________.

A. undermine intrinsic motivation when it is used for controlB. increase intrinsic motivation when awards are contingent upon the quality of

performanceC. have no effect on intrinsic motivation everD. control only the extrinsically motivated

The correct answer is both A and B. Extrinsic motivation refers to ones participation in an activity that is tied to the presence or absence of external rewards (Ryan & Deci, 2000). “One common criticism of the use of extrinsic rewards is that they decrease intrinsic motivation to achieve because students shift their focus away from the material to be learned and instead concentrate solely on the reward” (Cameron & Pierce, 1996). Additionally, Slavin (1999) found that “the use of rewards more often increases intrinsic motivation, especially when rewards are contingent upon the quality of performance rather than on mere participation in an activity, when rewards are seen as recognition of competence, and when the task in question is not very interesting”.

Answer C is incorrect because the use of extrinsic rewards can have an effect intrinsic motivation.

Answer D is incorrect because the use of extrinsic rewards can control more than the extrinsically motivated. “Extrinsic rewards can be used to control (to regulate behavior) or to inform (to make an individual aware that their efforts are paying off)” (Dev, 1997). As you can


see, it doesn’t state the use of extrinsic rewards can control only the extrinsically motivated. Additionally, the word “only” should be a clue as well. As we know, almost everything in psychology depends on more than one factor.

In conclusion, the goal of our newsletter was to provide our readers with a scope of the Self-determination theory and an idea of what it encompasses. More specifically, we wanted to describe the association between Job Demand-Resources (JD-R) model and Self-Determination Theory (SDT), as well as explain the differences between intrinsic and extrinsic motivation. Additionally, we wanted to discuss potential selection issues within the workforce of Industrial-Organizational Psychology, analyze research findings to determine the effectiveness of high quality leader-member exchanges in an organizational setting, and explain the concepts of Internalization through the use of SDT to convey the importance of internalization in fostering a high performance Organization. We hope all these goals and objectives were explained clearly and we thank you for reading.


References

Baard, P. P., Deci, E. L., & Ryan, R. M. (2004). Intinisic need satisfaction: A motivational basis

of performance and well-being in two work settings. Journal of Applied Social

Psychology, 34(10), 2045-2068.

Borman, W. C., & Motowildo, S. J. (1997). Task performance and contextual performance: The

meaning for personnel selection research. Human Performance, 10, 99-109.

Broeck, A., Vansteenkiste, M., De Witte & Lens, W. (2008). Explaining the relationships

between job characteristics, burnout and engagement: The role of basic psychological

need satisfaction. Work & Stress, 22(3), 277-294

Brown, L. V. (2007). Psychology of motivation. New York: Nova Science Publishers.

Brown, V., & Vaughn, E. (2011). The writing on the (Facebook) wall: The use of social

networking sites in hiring decisions. Journal of Business and Psychology, 26: 219-225.

Cooman, R., Stynen, D., Broeck, A., Sels, L., & Witte, H. (2013). How job characteristics relate

to need satisfaction and autonomous motivation: Implications for work effort. Journal of

Applied Social Psychology, 43(6), 1342-1352

Darley, J. M., & Gross, P. H. (2000). A hypothesis-confirming bias in labeling effects. In C.

Stangor (Ed.), Stereotypes and prejudice: essential readings, (p. 212), Psychology Press.

deCharms, R. (1968). Personal causation. New York: Academic Press.

Deci, E. L. (1975). Intrinsic motivation. New York: Plenum.

Deci, E. L., Koestner, R., & Ryan, R. M. (1998). Extrinsic rewards and intrinsic motivation:

Clear and reliable effects. Unpublished manuscript, University of Rochester.

Dev, P. C. (1997). Intrinsic motivation and academic achievement: What does their relationship

imply for the classroom teacher? Remedial and Special Education, 18(1), 12-19.

Dowd, T. P. & Val, J. (1996). The lost art of rewarding children: A description of Boys


Town's approach to rewards and other behavioral teaching methods. Boys Town

National Family Home Program Informational Series, Volume No. 101

Erdogan, B. & Enders, J. (2007). Support from the top: Supervisors' perceived organizational

support as a moderator of leader-member exchange to satisfaction and performance

relationships. Journal of Applied Psychology, 92(2), 321-330.

Gagné, M., & Deci, E. L. (2005). Self‐determination theory and work motivation. Journal of

Organizational behavior, 26(4), 331-362.

Garcia-Izquierdo, A., Derous, E., & Searle, R. (2013). Recruitment and selection in Europe: One

step beyond. Journal of work and organizational psychology, 29, 1-2.

Graen, G. B., & Scandura, T. A. (1987). Toward a psychology of dyadic organizing. In B. Staw

& L. L. Cumming (Eds.), Research in organizational behavior (Vol. 9, pp. 175–208).

Greenwich, CT: JAI.

Graen, G. B., & Uhl-Bien, M. (1995). Relationship-based approach to leadership: Development

of leader-member exchange (LMX) theory of leadership over 25 years: Applying a multi-

level multi-domain perspective. Leadership Quarterly, 6, 219-247.

Graves, L., & Luciano, M. (2013). Self-determination at work: Understanding the role of leader-

member exchange. Motivation & Emotion, 37(3), 518-536.

Hendricks, W., DeBrock, L., & Koenker, R. (2003). Uncertainty, hiring, and subsequent

performance: The NFL draft. Journal of Labor Economics, 21(4), 1-29.

Klotz, A., Veiga, S., Buckley, M., & Gavin, M. (2013). The role of trustworthiness in

recruitment and selection: A review and guide for future research. Journal of

Organizational Behavior, 34, S104-S119.


LeBlanc, G. (2004). Enhance intrinsic motivation through the use of a token economy.

Essays in Education, 11.

Lepper, M.R. & Hodell, M. (1989). Intrinsic motivation in the classroom. In C. Ames & R.

Ames, Research on Motivation in Education: Goals and Cognitions (Vol 3). New York:

Academic Press.

Lewicki, R. J. & Bunker, B. B. (1996). Developing and maintaining trust in work relationships.

In R. M. Kramer & T. R. Tyler (Eds.), Trust in organizations: frontiers of theory and

research (pp. 114-139), Thousand Oaks, CA: Sage Publications, Inc.

Pike, J., Bateman, P., & Butler, B. (2013). Dialectic tensions of information quality: Social

networking sites and hiring. Journal of Computer-Mediated Communication, 19, 56-77.

Ryan, R., & Deci, E. (2000). Intrinsic and extrinsic motivations: Classic definitions and new

directions. Contemporary Educational Psychology Volume: 25 Issue 1, 54-67.

Slavin, R. (1999). Educational Psychology: Theory and practice (6th ed.). Boston: Allyn and

Bacon.

Spaulding, C.L. (1992). Motivation in the Classroom. New York: McGraw-Hill.

Vallerand, R. J., Pelletier, L. G., Blais, M. R., Briere, N. M., Senecal, C., & Vallieres, E. F.

(1992). The academic motivation scale: A measure of intrinsic, extrinsic, and amotivation

in education. Educational and psychological measurement, 52(4), 1003-1017.

Van den Broeck, A., Vansteenkiste, M., De Witte, H., & Lens, W. (2008). Explaining the

relationships between job characteristics, burnout, and engagement: The role of basic

psychological need satisfaction. Work & Stress, 22(3), 277-294.

Yerkes, R. M., & Dodson, J. D. (1908). The relation of strength of stimulus to rapidity of habit-

formation. Journal of Comparative Neurology and Psychology, 18(5), 459-482.