La motivación de los empleados: más allá de la “zanahoria y el garrote”
Main Article Content
Keywords
teoría de la autodeterminación, autonomía, competencia, vínculo, motivación, recompensas y castigos
Resumen
Este artículo obedece a tres objetivos principales. Primero, cuestiona el uso generalizado de recompensas tangibles (bonos, premios, obsequios, etc.) o castigos para motivar a los empleados y hace referencia a diversas investigaciones que demuestran cómo este tipo de incentivos no promueve una motivación intrínseca e incluso puede disminuir la motivación ya existente. Segundo, presenta la Teoría de la Auto-Determinación como un modelo alternativo para motivar a las personas en diversos ambientes. Este modelo define la motivación a partir del grado de voluntad o autonomía en los comportamientos humanos e identifica tres necesidades psicológicas básicas en los seres humanos: autonomía, competencia y vínculo. Diversos estudios empíricos demuestran cómo la satisfacción de estas necesidades se relaciona de manera directa con la motivación intrínseca y, por lo tanto, con una mayor satisfacción y productividad laboral. Tercero, propone tres estrategias que pueden ayudar a los líderes institucionales a satisfacer las necesidades psicológicas básicas planteadas por la Teoría de la Auto-Determinación.
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Referencias
Angyal, A. (1965). Neurosis and treatment: A holistic theory. New York: Wiley.
Amabile, T. (1997). Motivating creativity in organizations: On doing what you love and loving what you do. California Management Review, 40(1), 39-58.
Baard, P., Deci, E. L., & Ryan, R. M. (2004). Intrinsic need satisfaction: A motivational basis of performance and well-being in two work settings. Journal of Applied Social Psychology, 34, 2045-2068.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman.
Bowlby, J. (1969). Attachment and loss: Vol. 1. Attachment. New York: Basic Books.
Chirkov, V. I., & Ryan, R. M. (2001). Parent and teacher autonomy-support in Russian and U.S. adolescents: Common effects on well-being and academic motivation. Journal of Cross Cultural Psychology, 32, 618-635.
DeCharms, R. (1968). Personal causation: The internal affective determinants of behavior. New York: Academic press.
Deci, E. L. (1971). Effects of externally mediated rewards on intrinsic motivation. Journal of Personality and Social Psychology, 22, 113-120.
Deci, E. L. (2008). Self-determination theory: A macrotheory of human motivation, development and health. Canadian Psychology, 49, 182–185.
Deci, E. L., Koestner, R., & Ryan, R. M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin, 125, 627-668.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.
Deci, E. L., & Ryan, R. M. (2000). The 'what' and 'why' of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11, 227-268.
Deci, E. L., & Ryan, R. M. (2002). The paradox of achievement: the harder you push, the worse it gets. En J. Aronson (ed.), Improving Academic Achievement: Contributions of Social Psychology (pp. 59–85). New York: Academic Press.
Deci, E. L., & Ryan, R. M. (2008). Facilitating optimal motivation and psychological well-being across life’s domains. Canadian Psychology, 49, 14-23.
Deci, E. L., Ryan, R. Gagné, M., Leone, D., Usunov, J.,
& Kornazheva, B. (2001). Need satisfaction, motivation, and well-being in the work organizations of a former Eastern Bloc country. Personality and Social Psychology Bulletin, 27, 930-942.
Freud, S. (1960). The ego and the id. New York: Norton.
Gagné, M., & Deci, E. L. (2005). Self-determination theory and work motivation. Journal of Organizational Behavior, 26, 331-362.
Green-Demers, I., Pelletier, L. G., Stewart, D. G., & Gushue, N. R. (1998). Coping with the less interesting aspects of training: Toward a model of interest and motivation enhancement in individual sports. Basic and Applied Social Psychology, 20, 251-261.
Greguras, G. J., & Diefendorff, J. M. (2009). Different fits satisfy different needs: linking person-environment fit to employee commitment and performance using self-determination theory. Journal of Applied Psychology, 94(2), 465-77.
Hackman, J., & Oldham, G. (1976). Motivation through design of work: Test of a theory. Organizational Behaviour and Human Performance, 16, 250-279.
Iyengar, S. S., & DeVoe, S. E. (2003). Rethinking the value of choice: Considering cultural mediators of intrinsic motivation. En V. Murphy-Berman & J. J. Berman (eds.), Nebraska symposium on motivation: Cross-cultural differences in perspectives on self (Vol. 49, pp. 129-174). Lincoln: University of Nebraska Press.
Jang, H., Reeve, J., Ryan, R. M., & Kim, A. (2009). Can self-determination theory explain what underlies the productive, satisfying learning experiences of collectivistically oriented Korean students? Journal of Educational Psychology, 101, 644-661. doi: 10.1037/a0014241
Kohn, A. (1993). Why incentive plans cannot work. Harvard Business Review, 71(5), 54-63.
La Guardia, J. G., & Patrick, H. (2008). Self-determination theory as a fundamental theory of close relationships. Canadian Psychology, 49, 201-209.
Lam, C. F., & Gurland S. T. (2008). Self-determined work motivation predicts job outcomes, but what predicts self-determined work motivation? Journal of Research in Personality, 42(2008), 1109-1115.
Lepper, M. R., & Henderlong, J. (2000). Turning “play” into “work” and “work” into “play”: 25 years of research on intrinsic versus extrinsic motivation. En C. Sansone & J. M. Harackiewicz (eds.), Intrinsic and extrinsic motivation: The search for optimal motivation and performance (pp. 257–307). San Diego, CA: Academic Press.
Linares, A. Perilla, S. (19 de noviembre de 2012). La ciencia, preocupada por aumento de fraude en el mundo. El Tiempo. Recuperado de http://www.eltiempo.com/vida-de-hoy/ciencia/ARTICULO-WEB-NEW_NOTA_INTERIOR-12390565.html
Markus, H. R., & Kitayama, S. K. (2003). Models of agency: Sociocultural diversity in the construction of action. En V. Murphy-Berman & J. J. Berman (eds.), Nebraska symposium on motivation: Cross-cultural differences in perspectives on self (Vol. 49, pp. 1-57). Lincoln, NE: University of Nebraska Press.
McInerney, D. M., & Van Etten, S. (2004). Setting the stage. En D. McInerney & S. Van Etten (eds.), Big theories revisited (pp. 1–11). Greenwich, CT: Information Age.
Milyavskaya, M., & Koestner, R. (2011). Psychological needs, motivation, and well-being: A test of self-determination theory across multiple domains. Personality and Individual Differences, 50, 387-391.
Ministerio de Defensa Nacional (2003). Política de Defensa y Seguridad Democrática. Recuperado de http://www.oas.org/csh/spanish/documentos/Colombia.pdf
Morgeson, F. P., & Humphrey, S. E. (2006). The Work Design Questionnaire (WDQ): Developing and validating a comprehensive measure for assessing job design and the nature of work. Journal of Applied Psychology, 91, 1321-1339.
Newby, T. J. (1991). Classroom motivation: Strategies of first-year teachers. Journal of Educational Psychology, 83, 195-200.
Niemec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom: Applying self-determination theory to educational practice. Theory and Research in Education, 7(2), 133-144. doi:10.1177/1477878509104318
Niemiec, C. P., Ryan, R.M., & Deci, E. L. (2009). The path taken: consequences of attaining intrinsic and extrinsic aspirations in post-college life. Journal of Research in Personality, 43, 291-306.
Niemiec, C. P., Soenens, B., & Vansteenkiste, M. (2014). Is relatedness enough? On the importance of need support in different types of social experiences. En N. Weinstein (ed.), Human motivation and interpersonal relationships: Theory, research, and applications (pp. 77-96). New York: Springer.
Otis, N., & Pelletier, L. G. (2005). A motivational model of daily hassles, physical symptoms, and future work intentions among police officers. Journal of Applied Social Psychology, 35, 2193-2214.
Patrick, H., & Williams, G. C. (2012). Self-determination theory: Its application to health behavior and complementarity with motivational interviewing. International Journal of Behavioral Nutrition and Physical Activity, 9, 18. doi:10.1186/1479-5868-9-18
Pearson, J., Nelson, P., Titsworth, S., & Harter, L. (2006). Human Communication (2a ed.). Boston, MA: McGraw Hill.
Piaget, J. (1971). Biology and knowledge. Chicago: University of Chicago Press.
Reeve, J., Jang, H., Hardre, P., & Omura, M. (2002). Providing a rationale in an autonomy-supportive way as a strategy to motivate others during an uninteresting activity. Motivation and Emotion, 26(3), 183-207.
Reinboth, M., Duda, J. L., & Ntoumanis, N. (2004). Dimensions of coaching behavior, need satisfaction, and the psychological and physical welfare of young athletes. Motivation and Emotion, 28, 297-313.
Richer, S. F., Blanchard, C., & Vallerand, R. J. (2002). A motivational model of work turnover. Journal of Applied Social Psychology, 32, 2089-2113.
Rogers, C. R. (1963). The actualizing tendency in relation to “motives” and to consciousness. En M. R. Jones (ed.), Nebraska symposium on motivation (Vol. 11, pp. 1-24). Lincoln, NE: University of Nebraska Press.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78.
Ryan, R., & Deci, E. (2009). Promoting Self-determined school engagement: Motivation, learning, and well-being. En K. Wentzel, & A. Wigfield (eds.), Handbook of Motivation at School (pp. 171-195). New York: NY, Taylor & Francis.
Ryan, R. M., Williams, G. C., Patrick, H., & Deci, E. L. (2009). Self-determination theory and physical activity: The dynamics of motivation in development and wellness. Hellenic Journal of Psychology, 6, 107-124.
Rynders, G. L. (1999). Listening and leadership: a study on their relationship. Recuperado de http://www.usfa.fema.gov/pdf/efop/efo29219.pdf
Shapira, Z. (1976). A facet analysis of leadership styles. Journal of Applied Psychology, 61, 136-139.
Sheldon, K. M., & Kasser, T. (2001). Getting older, getting better? Personal strivings and psychological maturity across the life span. Developmental Psychology, 37, 491-501.
Shell, D. F., & Husman, J. (2001). The multivariate dimensionality of personal control and future time perspective beliefs in achievement and self-regulation. Contemporary Educational Psychology, 26, 481-506.
Soenens, B., Vansteenkiste, M., Lens, W., Luyckx, K.,
Goossens, L., Beyers, W., & Ryan, R. M. (2007).
Conceptualizing parental autonomy support: Adolescent perceptions of promotion of independence versus promotion of volitional functioning. Developmental Psychology, 43, 633-646.
Stone, D., Deci, E. L., & Ryan, R. M. (2009). Beyond talk: Creating autonomous motivation through self-determination theory. Journal of General Management, 34, 75-91.
Tang, L. P., Kim, J. K., & Tang, S. H. (2000). Does attitude toward money moderate the relationship between intrinsic job satisfaction and voluntary turnover? Human Relations, 53(2), 213-245.
Vallerand, R. J., Fortier, M. S., & Guay, F. (1997). Self-determination and persistence in a real-life setting: Toward a motivational model of high-school drop-out. Journal of Personality and Social Psychology, 72, 1161-1176.
Van den Broeck, A., Vansteenkiste, M., De Witte, H, Soenens, B., & Lens, W. (2010). Capturing autonomy, competence, and relatedness at work: Construction and initial validation of the Work-related Basic Need Satisfaction scale. Journal of Occupational and Organizational Psychology, 83, 981-1002. doi: 10.1348/096317909X481382
Vansteenkiste, M., Simons, J., Lens, W., Soenens, B., & Matos, L. (2005). Examining the motivational impact of intrinsic versus extrinsic goal framing and internally controlling versus autonomy-supportive communication style upon early adolescents’ academic achievement. Child Development, 76, 483-
501.
Vansteenkiste, M., Zhou, M., Lens, W., & Soenens, B. (2005). Experiences of autonomy and control among Chinese learners: Vitalizing or immobilizing? Journal of Educational Psychology, 96, 755-764.
Vansteenkiste, M., & Deci, E. L. (2003). Competitively contingent rewards and intrinsic motivation: Can losers remain motivated? Motivation and Emotion, 27(4), 273-299.
Viswesvaran, C., Sanchez, J. I., & Fisher, J. (1999). The role of social support in the process of work stress: A meta-analysis. Journal of Vocational Behaviour, 54, 314-334.
Vroom, V. (1964). Work and motivation. New York: Wiley.
Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25, 68-81.
Williams, G. C. (2002). Improving patients' health through supporting the autonomy of patients and providers. En E. L. Deci & R. M. Ryan (eds.), Handbook of self-determination research (pp. 233–254). Rochester, NY: University Of Rochester Press.
Winnicott, D. W. (1965). Los procesos de maduración y el ambiente facilitador. Barcelona: Paidos.
Wright, S. L., Burt, C. D., & Strongman, K. T. (2006). Loneliness in the workplace: Construct definition and scale development. New Zealand Journal of Psychology, 35, 59-68.
Yamauchi, H., & Tanaka, K. (1998). Relations of autonomy, self-referenced beliefs and self-regulated learning among Japanese children. Psychological Reports, 82, 803-816.
Amabile, T. (1997). Motivating creativity in organizations: On doing what you love and loving what you do. California Management Review, 40(1), 39-58.
Baard, P., Deci, E. L., & Ryan, R. M. (2004). Intrinsic need satisfaction: A motivational basis of performance and well-being in two work settings. Journal of Applied Social Psychology, 34, 2045-2068.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman.
Bowlby, J. (1969). Attachment and loss: Vol. 1. Attachment. New York: Basic Books.
Chirkov, V. I., & Ryan, R. M. (2001). Parent and teacher autonomy-support in Russian and U.S. adolescents: Common effects on well-being and academic motivation. Journal of Cross Cultural Psychology, 32, 618-635.
DeCharms, R. (1968). Personal causation: The internal affective determinants of behavior. New York: Academic press.
Deci, E. L. (1971). Effects of externally mediated rewards on intrinsic motivation. Journal of Personality and Social Psychology, 22, 113-120.
Deci, E. L. (2008). Self-determination theory: A macrotheory of human motivation, development and health. Canadian Psychology, 49, 182–185.
Deci, E. L., Koestner, R., & Ryan, R. M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin, 125, 627-668.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.
Deci, E. L., & Ryan, R. M. (2000). The 'what' and 'why' of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11, 227-268.
Deci, E. L., & Ryan, R. M. (2002). The paradox of achievement: the harder you push, the worse it gets. En J. Aronson (ed.), Improving Academic Achievement: Contributions of Social Psychology (pp. 59–85). New York: Academic Press.
Deci, E. L., & Ryan, R. M. (2008). Facilitating optimal motivation and psychological well-being across life’s domains. Canadian Psychology, 49, 14-23.
Deci, E. L., Ryan, R. Gagné, M., Leone, D., Usunov, J.,
& Kornazheva, B. (2001). Need satisfaction, motivation, and well-being in the work organizations of a former Eastern Bloc country. Personality and Social Psychology Bulletin, 27, 930-942.
Freud, S. (1960). The ego and the id. New York: Norton.
Gagné, M., & Deci, E. L. (2005). Self-determination theory and work motivation. Journal of Organizational Behavior, 26, 331-362.
Green-Demers, I., Pelletier, L. G., Stewart, D. G., & Gushue, N. R. (1998). Coping with the less interesting aspects of training: Toward a model of interest and motivation enhancement in individual sports. Basic and Applied Social Psychology, 20, 251-261.
Greguras, G. J., & Diefendorff, J. M. (2009). Different fits satisfy different needs: linking person-environment fit to employee commitment and performance using self-determination theory. Journal of Applied Psychology, 94(2), 465-77.
Hackman, J., & Oldham, G. (1976). Motivation through design of work: Test of a theory. Organizational Behaviour and Human Performance, 16, 250-279.
Iyengar, S. S., & DeVoe, S. E. (2003). Rethinking the value of choice: Considering cultural mediators of intrinsic motivation. En V. Murphy-Berman & J. J. Berman (eds.), Nebraska symposium on motivation: Cross-cultural differences in perspectives on self (Vol. 49, pp. 129-174). Lincoln: University of Nebraska Press.
Jang, H., Reeve, J., Ryan, R. M., & Kim, A. (2009). Can self-determination theory explain what underlies the productive, satisfying learning experiences of collectivistically oriented Korean students? Journal of Educational Psychology, 101, 644-661. doi: 10.1037/a0014241
Kohn, A. (1993). Why incentive plans cannot work. Harvard Business Review, 71(5), 54-63.
La Guardia, J. G., & Patrick, H. (2008). Self-determination theory as a fundamental theory of close relationships. Canadian Psychology, 49, 201-209.
Lam, C. F., & Gurland S. T. (2008). Self-determined work motivation predicts job outcomes, but what predicts self-determined work motivation? Journal of Research in Personality, 42(2008), 1109-1115.
Lepper, M. R., & Henderlong, J. (2000). Turning “play” into “work” and “work” into “play”: 25 years of research on intrinsic versus extrinsic motivation. En C. Sansone & J. M. Harackiewicz (eds.), Intrinsic and extrinsic motivation: The search for optimal motivation and performance (pp. 257–307). San Diego, CA: Academic Press.
Linares, A. Perilla, S. (19 de noviembre de 2012). La ciencia, preocupada por aumento de fraude en el mundo. El Tiempo. Recuperado de http://www.eltiempo.com/vida-de-hoy/ciencia/ARTICULO-WEB-NEW_NOTA_INTERIOR-12390565.html
Markus, H. R., & Kitayama, S. K. (2003). Models of agency: Sociocultural diversity in the construction of action. En V. Murphy-Berman & J. J. Berman (eds.), Nebraska symposium on motivation: Cross-cultural differences in perspectives on self (Vol. 49, pp. 1-57). Lincoln, NE: University of Nebraska Press.
McInerney, D. M., & Van Etten, S. (2004). Setting the stage. En D. McInerney & S. Van Etten (eds.), Big theories revisited (pp. 1–11). Greenwich, CT: Information Age.
Milyavskaya, M., & Koestner, R. (2011). Psychological needs, motivation, and well-being: A test of self-determination theory across multiple domains. Personality and Individual Differences, 50, 387-391.
Ministerio de Defensa Nacional (2003). Política de Defensa y Seguridad Democrática. Recuperado de http://www.oas.org/csh/spanish/documentos/Colombia.pdf
Morgeson, F. P., & Humphrey, S. E. (2006). The Work Design Questionnaire (WDQ): Developing and validating a comprehensive measure for assessing job design and the nature of work. Journal of Applied Psychology, 91, 1321-1339.
Newby, T. J. (1991). Classroom motivation: Strategies of first-year teachers. Journal of Educational Psychology, 83, 195-200.
Niemec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom: Applying self-determination theory to educational practice. Theory and Research in Education, 7(2), 133-144. doi:10.1177/1477878509104318
Niemiec, C. P., Ryan, R.M., & Deci, E. L. (2009). The path taken: consequences of attaining intrinsic and extrinsic aspirations in post-college life. Journal of Research in Personality, 43, 291-306.
Niemiec, C. P., Soenens, B., & Vansteenkiste, M. (2014). Is relatedness enough? On the importance of need support in different types of social experiences. En N. Weinstein (ed.), Human motivation and interpersonal relationships: Theory, research, and applications (pp. 77-96). New York: Springer.
Otis, N., & Pelletier, L. G. (2005). A motivational model of daily hassles, physical symptoms, and future work intentions among police officers. Journal of Applied Social Psychology, 35, 2193-2214.
Patrick, H., & Williams, G. C. (2012). Self-determination theory: Its application to health behavior and complementarity with motivational interviewing. International Journal of Behavioral Nutrition and Physical Activity, 9, 18. doi:10.1186/1479-5868-9-18
Pearson, J., Nelson, P., Titsworth, S., & Harter, L. (2006). Human Communication (2a ed.). Boston, MA: McGraw Hill.
Piaget, J. (1971). Biology and knowledge. Chicago: University of Chicago Press.
Reeve, J., Jang, H., Hardre, P., & Omura, M. (2002). Providing a rationale in an autonomy-supportive way as a strategy to motivate others during an uninteresting activity. Motivation and Emotion, 26(3), 183-207.
Reinboth, M., Duda, J. L., & Ntoumanis, N. (2004). Dimensions of coaching behavior, need satisfaction, and the psychological and physical welfare of young athletes. Motivation and Emotion, 28, 297-313.
Richer, S. F., Blanchard, C., & Vallerand, R. J. (2002). A motivational model of work turnover. Journal of Applied Social Psychology, 32, 2089-2113.
Rogers, C. R. (1963). The actualizing tendency in relation to “motives” and to consciousness. En M. R. Jones (ed.), Nebraska symposium on motivation (Vol. 11, pp. 1-24). Lincoln, NE: University of Nebraska Press.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78.
Ryan, R., & Deci, E. (2009). Promoting Self-determined school engagement: Motivation, learning, and well-being. En K. Wentzel, & A. Wigfield (eds.), Handbook of Motivation at School (pp. 171-195). New York: NY, Taylor & Francis.
Ryan, R. M., Williams, G. C., Patrick, H., & Deci, E. L. (2009). Self-determination theory and physical activity: The dynamics of motivation in development and wellness. Hellenic Journal of Psychology, 6, 107-124.
Rynders, G. L. (1999). Listening and leadership: a study on their relationship. Recuperado de http://www.usfa.fema.gov/pdf/efop/efo29219.pdf
Shapira, Z. (1976). A facet analysis of leadership styles. Journal of Applied Psychology, 61, 136-139.
Sheldon, K. M., & Kasser, T. (2001). Getting older, getting better? Personal strivings and psychological maturity across the life span. Developmental Psychology, 37, 491-501.
Shell, D. F., & Husman, J. (2001). The multivariate dimensionality of personal control and future time perspective beliefs in achievement and self-regulation. Contemporary Educational Psychology, 26, 481-506.
Soenens, B., Vansteenkiste, M., Lens, W., Luyckx, K.,
Goossens, L., Beyers, W., & Ryan, R. M. (2007).
Conceptualizing parental autonomy support: Adolescent perceptions of promotion of independence versus promotion of volitional functioning. Developmental Psychology, 43, 633-646.
Stone, D., Deci, E. L., & Ryan, R. M. (2009). Beyond talk: Creating autonomous motivation through self-determination theory. Journal of General Management, 34, 75-91.
Tang, L. P., Kim, J. K., & Tang, S. H. (2000). Does attitude toward money moderate the relationship between intrinsic job satisfaction and voluntary turnover? Human Relations, 53(2), 213-245.
Vallerand, R. J., Fortier, M. S., & Guay, F. (1997). Self-determination and persistence in a real-life setting: Toward a motivational model of high-school drop-out. Journal of Personality and Social Psychology, 72, 1161-1176.
Van den Broeck, A., Vansteenkiste, M., De Witte, H, Soenens, B., & Lens, W. (2010). Capturing autonomy, competence, and relatedness at work: Construction and initial validation of the Work-related Basic Need Satisfaction scale. Journal of Occupational and Organizational Psychology, 83, 981-1002. doi: 10.1348/096317909X481382
Vansteenkiste, M., Simons, J., Lens, W., Soenens, B., & Matos, L. (2005). Examining the motivational impact of intrinsic versus extrinsic goal framing and internally controlling versus autonomy-supportive communication style upon early adolescents’ academic achievement. Child Development, 76, 483-
501.
Vansteenkiste, M., Zhou, M., Lens, W., & Soenens, B. (2005). Experiences of autonomy and control among Chinese learners: Vitalizing or immobilizing? Journal of Educational Psychology, 96, 755-764.
Vansteenkiste, M., & Deci, E. L. (2003). Competitively contingent rewards and intrinsic motivation: Can losers remain motivated? Motivation and Emotion, 27(4), 273-299.
Viswesvaran, C., Sanchez, J. I., & Fisher, J. (1999). The role of social support in the process of work stress: A meta-analysis. Journal of Vocational Behaviour, 54, 314-334.
Vroom, V. (1964). Work and motivation. New York: Wiley.
Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25, 68-81.
Williams, G. C. (2002). Improving patients' health through supporting the autonomy of patients and providers. En E. L. Deci & R. M. Ryan (eds.), Handbook of self-determination research (pp. 233–254). Rochester, NY: University Of Rochester Press.
Winnicott, D. W. (1965). Los procesos de maduración y el ambiente facilitador. Barcelona: Paidos.
Wright, S. L., Burt, C. D., & Strongman, K. T. (2006). Loneliness in the workplace: Construct definition and scale development. New Zealand Journal of Psychology, 35, 59-68.
Yamauchi, H., & Tanaka, K. (1998). Relations of autonomy, self-referenced beliefs and self-regulated learning among Japanese children. Psychological Reports, 82, 803-816.
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may 22, 2014
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Muñoz Restrepo, A., & Ramirez Valencia, M. (2014). La motivación de los empleados: más allá de la “zanahoria y el garrote”. AD-Minister, (24), 143–160. Recuperado a partir de https://publicaciones.eafit.edu.co/index.php/administer/article/view/2312
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Biografía del autor/a
Ana Muñoz Restrepo, Universidad EAFIT
Ana Muñoz, magister en la enseñanza de lenguas extranjeras; coordinadora de la unidad de investigación y docencia del Centro de Idiomas de la Universidad EAFIT
Marta Ramirez Valencia, Universidad EAFIT
Marta Ramirez, magister en psicología, psicoanalista e investigadora en el grupo de investigación del Centro de Idiomas de la Universidad EAFITLos autores que publican en esta revista están de acuerdo con los siguientes términos:
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