Toward a Stronger Motivational Theory of Innovative Performance

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dc.contributor.advisorTetrick, Lois E.
dc.contributor.authorGilmore, Phillip Lawrence
dc.creatorGilmore, Phillip Lawrence
dc.date.accessioned2013-08-09T15:38:04Z
dc.date.available2013-08-09T15:38:04Z
dc.date.issued2013
dc.description.abstractThree prominent but incompatible hypotheses exist describing how to motivate innovative performance through the use of social expectations and/or rewards: the intrinsic motivation principle of creativity (Amabile, 1990), the reward for creativity hypothesis (Eisernberger & Cameron, 1996) and the creative self-efficacy hypothesis (Tierney & Farmer, 2002). This study contrasts these hypotheses and identifies a practical test for falsifying one or more of them. Results from a randomized, controlled, intervention-style laboratory study with university students (N = 209) falsified the creative self-efficacy hypothesis and indicated a need for revision of the intrinsic motivation principle. Theory revision is necessary to explain why contingent rewards lose their impact when mixed with expectations to be innovative and why expectations can simultaneously increase intrinsic motivation while decreasing innovative performance. A new model is suggested that includes an attention-eliciting part and a part the regulates cognitive arousal at a moderate level.
dc.format.extent95 pages
dc.identifier.urihttps://hdl.handle.net/1920/8220
dc.language.isoen
dc.rightsCopyright 2013 Phillip Lawrence Gilmore
dc.subjectPsychology
dc.subjectManagement
dc.subjectCreative performance
dc.subjectCreativity
dc.subjectInnovation management
dc.subjectInnovative performance
dc.subjectIntrinsic motivation principle
dc.subjectRewarding creativity
dc.titleToward a Stronger Motivational Theory of Innovative Performance
dc.typeDissertation
thesis.degree.disciplinePsychology, Industrial/Organizational Concentration
thesis.degree.grantorGeorge Mason University
thesis.degree.levelDoctoral

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