MRSO- Analyzed theories and Situational Motivations

Other Analyzed Theories for Motivation

 

There cannot be one theory for all types of people; some may be interested in wisdom, some in money, some in popularity etc. Opinions, goals and life paths are different and it need methodology and approach as per that. We have already split the huge pyramid of life into small pyramids inside; according to our urge, we should select the theory for those small pyramid plans.

 

1. MC Gregor X and Y theory

2. Z Theory

3. Herzberg's motivation theory

4. McClelland's need theory

5. Aldferor  ERG theory

6. §  Situational Motivations

 

 

Theories Related to Situational Motivation

 

1.      Self-Determination Theory (SDT) – Deci & Ryan (1985)

 

§  SDT categorizes motivation into intrinsic, extrinsic, and motivation but also recognizes how situational factors influence motivation.

 

§  Three psychological needs impact situational motivation:

1.      Autonomy – The feeling of choice in an activity.

2.      Competence – The feeling of mastery or effectiveness.

3.      Relatedness – The connection with others in the situation.

Example: A student may not typically enjoy math but feels motivated in a specific lesson where the teacher provides autonomy and encouragement.

 

§  This theory focuses on intrinsic motivation and identifies three core psychological needs:

1.      Autonomy – Control over one’s actions.

2.      Competence – Mastery and effectiveness.

3.      Relatedness – Connection with others.

 

2.      Goal-Setting Theory (Locke & Latham, 1990)

 

§  Setting specific, challenging goals enhances motivation and performance. Goals should be:

§  Specific

§  Measurable

§  Achievable

§  Relevant

§  Time-bound (SMART goals).

 

2.      Expectancy-Value Theory (Vroom, 1964; Wigfield & Eccles, 2000)

§  Motivation depends on two situational factors:

·         Expectancy – The belief that effort will lead to success.

·         Value – The perceived importance of the task.

§  Example: A worker may feel highly motivated for a project if they believe their contributions are essential and will lead to career growth

§  People are motivated when they believe:

·         Expectancy – Effort will lead to performance.

·         Instrumentality – Performance will lead to rewards.

·         Valence – Rewards are valuable to them

 

3.       Flow Theory (Csikszentmihalyi, 1990)

 

§  Situational motivation is at its highest when a person experiences flow, a state of deep focus and enjoyment in an activity.

§  Flow occurs when:

§  Challenge level and skill level are balanced.

§  There is immediate feedback.

§  The person feels completely immersed.

§  Example: A musician might feel extremely motivated during a live performance due to the challenge and engagement with the audience.

 

4.       Cognitive Evaluation Theory (Deci, 1975) – A Subset of SDT

 

§  Situational motivation is influenced by how external factors affect intrinsic motivation.

§  Rewards, praise, and competition can enhance or reduce intrinsic motivation depending on how they are perceived.

§  Example: If a student receives praise for effort rather than ability, they may feel more motivated in that specific situation.

 

5.       Achievement Goal Theory (Dweck & Elliot, 1983; Nicholls, 1984)

 

§  Situational motivation depends on how people interpret achievement settings:

§  Mastery-Oriented Goals – Motivation is high when people focus on learning and improvement.

§  Performance-Oriented Goals – Motivation is situationally high when people focus on outperforming others.

§  Example: A student who competes in a spelling bee may be highly motivated in that setting due to the competitive nature.

 

6.      Reversal Theory (Apter, 1982)

 

§  People shift between different motivational states based on situational cues.

§  Two key motivational states:

§  Telic State (Serious, Goal-Oriented Motivation) – Activated in structured, high-stakes environments.

§  Paratelic State (Playful, Fun-Oriented Motivation) – Activated in relaxed, enjoyable settings.

§  Example: An athlete may feel motivated in a training session (telic state) but lose motivation if forced into repetitive drills without variation.

 

7.      Self-Efficacy Theory (Bandura, 1977)

 

§  Motivation is influenced by a person’s belief in their ability to succeed. Higher self-efficacy leads to greater effort and persistence

 

8.      Equity Theory (Adams, 1963)

 

§  People compare their inputs (effort, skills) and outputs (rewards) to others. Perceived inequity leads to changes in motivation and behavior.

 

Implications of Situational Motivation in Research

 

§  Context-Dependent: Motivation can change rapidly based on task difficulty, feedback, environment, and social influences.

§  Short-Term vs. Long-Term: Situational motivation may provide temporary engagement but may not sustain long-term motivation.

 

Intervention Strategies: Understanding situational factors can help design motivational interventions in education, workplaces, and therapy