Thought, words and actions
Roslyn Rogers, Anita Unruh in Managing Persistent Pain in Adolescents, 2017
When we are rewarded for an action we are likely to want to do it again because we enjoy the reward. A reward may be achieving success at a task; someone praising or smiling at us; money; time spent with someone special; coming first, etc. We may not even notice the ‘reward’ because it is natural to do what we enjoy. The more we are rewarded, the more the behaviour is ‘reinforced’, and the more we are likely to do it again. Conversely, we do not want to continue those activities which are unpleasant. Naturally pain comes under this category. We get rewarded (or punished) through our relationships. Loving relationships make us feel good about ourselves. Our self-esteem is dependent on feedback from others (rewards or lack thereof) about ourselves in our environment, i.e. our skills, friendships, etc. This is how we know what sort of person we are. ‘I am the sort of person that is good at …, has many friends …, is a loner …, is kind …’, etc. This is information gained from other people’s reflections on our behaviour. Our self-esteem is constantly fed by interactions with the environment on a daily basis. Withdrawal from activities and friendships deprives us of this feedback. If the feedback is negative, such as when bullying occurs then, unless we are able to take action that changes that feedback, self-esteem is lowered and we withdraw – thereby maintaining the cycle. (This discussion may assist in problem solving around peer relations and school policy and seeking other assistance.)
Cognition, Language and Intelligence
Rolland S. Parker in Concussive Brain Trauma, 2016
The personal circumstances of the potential learning experience may determine both the target and the amount learned (Hyman et al., 2006). Reward is a general term referring to consequence, that is, some sense of improvement experienced by the person. Rewards create pleasure or “wanting,” rapid learning of predicted cues, and efficient behavioral sequences to obtain the reward. The value of the reward will be determined by the nature and level of motivation, for example, physiological (drugs, food sex), avoiding punishment (physical or social), or self-esteem. Reinforcement is the event that increases the frequency of behaviors, and it may be routine or intermittent (gambling). The negative consequences of drug use may not be avoidable since withdrawal from some substances creates serious physical symptoms.
Motivation
Mohamed Ahmed Abd El-Hay in Understanding Psychology for Medicine and Nursing, 2019
Cognitive theories of motivation stress the active processing and understanding of information. These theories view individuals as thinking about, planning, and exercising control over their behavior. Cognitive theories are based on two basic factors: (1) information available to the individual; and (2) the individual’s past experience, which the person refers to when trying to make sense of the available information and to determine how to respond or relate to the current situation. Cognitive theories of motivation draw a key distinction between intrinsic and extrinsic motivation. Intrinsic motivation is the force that compels a person to fulfill his or her inner potential and interests, it causes us to participate in an activity for our own enjoyment rather than for any concrete reward that it will bring us. It corresponds to the inherent desire of an individual to express his or her actual self through selected actions and behavior, across different settings, whether at work or at play. In contrast, extrinsic motivation is experienced when a person’s actions are influenced by the desire to attain goal objects or rewards. Rewards may be material, such as food or money, or intangible, such as pride and recognition. Among the most prominent cognitive theories are cognitive consistency theories, goal-setting theory, expectancy theory, and frustration theory.
The nexus between internal marketing in hospitals and organizational commitment: Incorporating the mediation roles of key job characteristics
Published in International Journal of Healthcare Management, 2020
Nestor Asiamah, Frank Frimpong Opuni, Henry Kofi Mensah
Employee training and development is a measure of the level of employee training and development (including seminars, symposia, tenure prolongation efforts, etc.), the appropriateness of the methods or procedures applied, and the effectiveness of these programs in view of organizational goals [2, 21]. Internal communication describes the availability of an administrative communication system, the suitability of this system, and the extent to which it supports employees to accomplish job roles [19, 21]. Employee empowerment incorporates items relating to job flexibility, the extent to which employees are resourced to meet job targets, and the opportunity for employees to take decisions towards accomplishing organizational goals without limitations [8, 21]. Reward and recognition is a measure of motivation for employees, rewards for high achievement, and giving employees a sense of belonging [8].
A Literature Review of Organizational Behavior Management Interventions in Human Service Settings from 1990 to 2016
Published in Journal of Organizational Behavior Management, 2018
Nicole Gravina, Jamie Villacorta, Kristin Albert, Ronald Clark, Scott Curry, David Wilder
The following categories were used: (a) Training and/or Antecedents (instructions, prompts, or changes in resource availability meant to teach, encourage, or enable the performance); (b) Feedback and/or Praise (information or positive statements based on performance); (c) Monitoring or Observing Self or Others (the ongoing monitoring or tracking of work behaviors by oneself, coworker, colleague, or peer, excluding typical supervision measures by supervisors); (d) Goal-Setting (establishment of goals specific to the performance); (e) Monetary Rewards (money or gift cards); (f) Non-Monetary Rewards (rewards without a specified monetary value such as choice of task or a coffee mug); (g) Systems Re-Design (any modification to a previously-established staff management, reinforcement, or incentive system/procedure); (h) Punishment or Negative Reinforcement (interventions that included potential aversive properties for not performing to standard); and (i) Other (when categorized as other, the intervention is listed in Appendix A, such as biweekly meetings or familiar vs. unfamiliar staff).
“Food engages people, as we know”: health care and service providers’ experiences of using food as an incentive in HIV care and support in British Columbia, Canada
Published in AIDS Care, 2023
Marilou Gagnon, Alayna Payne, Adrian Guta, Vicky Bungay
Increased perceived reward and heightened motivation are two classic characteristics of incentives – and are the main reasons they work, especially with people who need them the most. Yet, we found that participants pushed back against the view that food is “just an incentive.” Three main factors can explain this. First, food felt different from other incentives and generated a different experience for both providers and clients. Compared to a ten-dollar gift card, for example, food feels more relational and less transactional. Second, food was more flexible than other types of incentives. For example, taking someone out for coffee and a meal makes sense when establishing a new therapeutic relationship with a client. However, it may not be useful and possible every time you encounter that client. Participants considered that a food incentive was akin to having a relational tool in their pocket. Finally, we noted that participants who worked in programs where food was provided in a more structured way shared a similar view and described the provision of meals as an appropriate extension of HIV care and support.
Related Knowledge Centers
- Classical Conditioning
- Emotion
- Operant Conditioning
- Valence
- Euphoria
- Motivational Salience
- Learning
- Reinforcement
- Pleasure
- Joy