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• 10 Research Question Examples to Guide Your Research Project

10 Research Question Examples to Guide your Research Project

Published on October 30, 2022 by Shona McCombes . Revised on October 19, 2023.

The research question is one of the most important parts of your research paper , thesis or dissertation . It’s important to spend some time assessing and refining your question before you get started.

The exact form of your question will depend on a few things, such as the length of your project, the type of research you’re conducting, the topic , and the research problem . However, all research questions should be focused, specific, and relevant to a timely social or scholarly issue.

Once you’ve read our guide on how to write a research question , you can use these examples to craft your own.

Note that the design of your research question can depend on what method you are pursuing. Here are a few options for qualitative, quantitative, and statistical research questions.

Other interesting articles

If you want to know more about the research process , methodology , research bias , or statistics , make sure to check out some of our other articles with explanations and examples.

Methodology

• Sampling methods
• Simple random sampling
• Stratified sampling
• Cluster sampling
• Likert scales
• Reproducibility

 Statistics

• Null hypothesis
• Statistical power
• Probability distribution
• Effect size
• Poisson distribution

Research bias

• Optimism bias
• Cognitive bias
• Implicit bias
• Hawthorne effect
• Anchoring bias
• Explicit bias

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Research Aims, Objectives & Questions

The “Golden Thread” Explained Simply (+ Examples)

By: David Phair (PhD) and Alexandra Shaeffer (PhD) | June 2022

The research aims , objectives and research questions (collectively called the “golden thread”) are arguably the most important thing you need to get right when you’re crafting a research proposal , dissertation or thesis . We receive questions almost every day about this “holy trinity” of research and there’s certainly a lot of confusion out there, so we’ve crafted this post to help you navigate your way through the fog.

Overview: The Golden Thread

• What is the golden thread
• What are research aims ( examples )
• What are research objectives ( examples )
• What are research questions ( examples )
• The importance of alignment in the golden thread

What is the “golden thread”?  

The golden thread simply refers to the collective research aims , research objectives , and research questions for any given project (i.e., a dissertation, thesis, or research paper ). These three elements are bundled together because it’s extremely important that they align with each other, and that the entire research project aligns with them.

Importantly, the golden thread needs to weave its way through the entirety of any research project , from start to end. In other words, it needs to be very clearly defined right at the beginning of the project (the topic ideation and proposal stage) and it needs to inform almost every decision throughout the rest of the project. For example, your research design and methodology will be heavily influenced by the golden thread (we’ll explain this in more detail later), as well as your literature review.

The research aims, objectives and research questions (the golden thread) define the focus and scope ( the delimitations ) of your research project. In other words, they help ringfence your dissertation or thesis to a relatively narrow domain, so that you can “go deep” and really dig into a specific problem or opportunity. They also help keep you on track , as they act as a litmus test for relevance. In other words, if you’re ever unsure whether to include something in your document, simply ask yourself the question, “does this contribute toward my research aims, objectives or questions?”. If it doesn’t, chances are you can drop it.

Alright, enough of the fluffy, conceptual stuff. Let’s get down to business and look at what exactly the research aims, objectives and questions are and outline a few examples to bring these concepts to life.

Research Aims: What are they?

Simply put, the research aim(s) is a statement that reflects the broad overarching goal (s) of the research project. Research aims are fairly high-level (low resolution) as they outline the general direction of the research and what it’s trying to achieve .

Research Aims: Examples  

True to the name, research aims usually start with the wording “this research aims to…”, “this research seeks to…”, and so on. For example:

“This research aims to explore employee experiences of digital transformation in retail HR.”   “This study sets out to assess the interaction between student support and self-care on well-being in engineering graduate students”  

As you can see, these research aims provide a high-level description of what the study is about and what it seeks to achieve. They’re not hyper-specific or action-oriented, but they’re clear about what the study’s focus is and what is being investigated.

Need a helping hand?

Research Objectives: What are they?

The research objectives take the research aims and make them more practical and actionable . In other words, the research objectives showcase the steps that the researcher will take to achieve the research aims.

The research objectives need to be far more specific (higher resolution) and actionable than the research aims. In fact, it’s always a good idea to craft your research objectives using the “SMART” criteria. In other words, they should be specific, measurable, achievable, relevant and time-bound”.

Research Objectives: Examples  

Let’s look at two examples of research objectives. We’ll stick with the topic and research aims we mentioned previously.  

For the digital transformation topic:

To observe the retail HR employees throughout the digital transformation. To assess employee perceptions of digital transformation in retail HR. To identify the barriers and facilitators of digital transformation in retail HR.

And for the student wellness topic:

To determine whether student self-care predicts the well-being score of engineering graduate students. To determine whether student support predicts the well-being score of engineering students. To assess the interaction between student self-care and student support when predicting well-being in engineering graduate students.

  As you can see, these research objectives clearly align with the previously mentioned research aims and effectively translate the low-resolution aims into (comparatively) higher-resolution objectives and action points . They give the research project a clear focus and present something that resembles a research-based “to-do” list.

Research Questions: What are they?

Finally, we arrive at the all-important research questions. The research questions are, as the name suggests, the key questions that your study will seek to answer . Simply put, they are the core purpose of your dissertation, thesis, or research project. You’ll present them at the beginning of your document (either in the introduction chapter or literature review chapter) and you’ll answer them at the end of your document (typically in the discussion and conclusion chapters).  

The research questions will be the driving force throughout the research process. For example, in the literature review chapter, you’ll assess the relevance of any given resource based on whether it helps you move towards answering your research questions. Similarly, your methodology and research design will be heavily influenced by the nature of your research questions. For instance, research questions that are exploratory in nature will usually make use of a qualitative approach, whereas questions that relate to measurement or relationship testing will make use of a quantitative approach.  

Let’s look at some examples of research questions to make this more tangible.

Research Questions: Examples  

Again, we’ll stick with the research aims and research objectives we mentioned previously.  

For the digital transformation topic (which would be qualitative in nature):

How do employees perceive digital transformation in retail HR? What are the barriers and facilitators of digital transformation in retail HR?  

And for the student wellness topic (which would be quantitative in nature):

Does student self-care predict the well-being scores of engineering graduate students? Does student support predict the well-being scores of engineering students? Do student self-care and student support interact when predicting well-being in engineering graduate students?  

You’ll probably notice that there’s quite a formulaic approach to this. In other words, the research questions are basically the research objectives “converted” into question format. While that is true most of the time, it’s not always the case. For example, the first research objective for the digital transformation topic was more or less a step on the path toward the other objectives, and as such, it didn’t warrant its own research question.  

So, don’t rush your research questions and sloppily reword your objectives as questions. Carefully think about what exactly you’re trying to achieve (i.e. your research aim) and the objectives you’ve set out, then craft a set of well-aligned research questions . Also, keep in mind that this can be a somewhat iterative process , where you go back and tweak research objectives and aims to ensure tight alignment throughout the golden thread.

The importance of strong alignment 

Alignment is the keyword here and we have to stress its importance . Simply put, you need to make sure that there is a very tight alignment between all three pieces of the golden thread. If your research aims and research questions don’t align, for example, your project will be pulling in different directions and will lack focus . This is a common problem students face and can cause many headaches (and tears), so be warned.

Take the time to carefully craft your research aims, objectives and research questions before you run off down the research path. Ideally, get your research supervisor/advisor to review and comment on your golden thread before you invest significant time into your project, and certainly before you start collecting data .  

Recap: The golden thread

In this post, we unpacked the golden thread of research, consisting of the research aims , research objectives and research questions . You can jump back to any section using the links below.

As always, feel free to leave a comment below – we always love to hear from you. Also, if you’re interested in 1-on-1 support, take a look at our private coaching service here.

Psst... there’s more!

This post was based on one of our popular Research Bootcamps . If you're working on a research project, you'll definitely want to check this out ...

39 Comments

Thank you very much for your great effort put. As an Undergraduate taking Demographic Research & Methodology, I’ve been trying so hard to understand clearly what is a Research Question, Research Aim and the Objectives in a research and the relationship between them etc. But as for now I’m thankful that you’ve solved my problem.

Well appreciated. This has helped me greatly in doing my dissertation.

An so delighted with this wonderful information thank you a lot.

so impressive i have benefited a lot looking forward to learn more on research.

I am very happy to have carefully gone through this well researched article.

Infact,I used to be phobia about anything research, because of my poor understanding of the concepts.

Now,I get to know that my research question is the same as my research objective(s) rephrased in question format.

I please I would need a follow up on the subject,as I intends to join the team of researchers. Thanks once again.

Thanks so much. This was really helpful.

I know you pepole have tried to break things into more understandable and easy format. And God bless you. Keep it up

i found this document so useful towards my study in research methods. thanks so much.

This is my 2nd read topic in your course and I should commend the simplified explanations of each part. I’m beginning to understand and absorb the use of each part of a dissertation/thesis. I’ll keep on reading your free course and might be able to avail the training course! Kudos!

Thank you! Better put that my lecture and helped to easily understand the basics which I feel often get brushed over when beginning dissertation work.

This is quite helpful. I like how the Golden thread has been explained and the needed alignment.

This is quite helpful. I really appreciate!

The article made it simple for researcher students to differentiate between three concepts.

Very innovative and educational in approach to conducting research.

I am very impressed with all these terminology, as I am a fresh student for post graduate, I am highly guided and I promised to continue making consultation when the need arise. Thanks a lot.

A very helpful piece. thanks, I really appreciate it .

Very well explained, and it might be helpful to many people like me.

Wish i had found this (and other) resource(s) at the beginning of my PhD journey… not in my writing up year… 😩 Anyways… just a quick question as i’m having some issues ordering my “golden thread”…. does it matter in what order you mention them? i.e., is it always first aims, then objectives, and finally the questions? or can you first mention the research questions and then the aims and objectives?

Thank you for a very simple explanation that builds upon the concepts in a very logical manner. Just prior to this, I read the research hypothesis article, which was equally very good. This met my primary objective.

My secondary objective was to understand the difference between research questions and research hypothesis, and in which context to use which one. However, I am still not clear on this. Can you kindly please guide?

In research, a research question is a clear and specific inquiry that the researcher wants to answer, while a research hypothesis is a tentative statement or prediction about the relationship between variables or the expected outcome of the study. Research questions are broader and guide the overall study, while hypotheses are specific and testable statements used in quantitative research. Research questions identify the problem, while hypotheses provide a focus for testing in the study.

Exactly what I need in this research journey, I look forward to more of your coaching videos.

This helped a lot. Thanks so much for the effort put into explaining it.

What data source in writing dissertation/Thesis requires?

What is data source covers when writing dessertation/thesis

This is quite useful thanks

I’m excited and thankful. I got so much value which will help me progress in my thesis.

where are the locations of the reserch statement, research objective and research question in a reserach paper? Can you write an ouline that defines their places in the researh paper?

Very helpful and important tips on Aims, Objectives and Questions.

Thank you so much for making research aim, research objectives and research question so clear. This will be helpful to me as i continue with my thesis.

Thanks much for this content. I learned a lot. And I am inspired to learn more. I am still struggling with my preparation for dissertation outline/proposal. But I consistently follow contents and tutorials and the new FB of GRAD Coach. Hope to really become confident in writing my dissertation and successfully defend it.

As a researcher and lecturer, I find splitting research goals into research aims, objectives, and questions is unnecessarily bureaucratic and confusing for students. For most biomedical research projects, including ‘real research’, 1-3 research questions will suffice (numbers may differ by discipline).

Awesome! Very important resources and presented in an informative way to easily understand the golden thread. Indeed, thank you so much.

Well explained

The blog article on research aims, objectives, and questions by Grad Coach is a clear and insightful guide that aligns with my experiences in academic research. The article effectively breaks down the often complex concepts of research aims and objectives, providing a straightforward and accessible explanation. Drawing from my own research endeavors, I appreciate the practical tips offered, such as the need for specificity and clarity when formulating research questions. The article serves as a valuable resource for students and researchers, offering a concise roadmap for crafting well-defined research goals and objectives. Whether you’re a novice or an experienced researcher, this article provides practical insights that contribute to the foundational aspects of a successful research endeavor.

A great thanks for you. it is really amazing explanation. I grasp a lot and one step up to research knowledge.

I really found these tips helpful. Thank you very much Grad Coach.

I found this article helpful. Thanks for sharing this.

thank you so much, the explanation and examples are really helpful

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Blog Employee Experience

Employee Motivation Questionnaire: 20+ Questions and Free Template

Parvathi vijayamohan.

Last Updated:  

30 May 2024

Table Of Contents

• Employee Motivation Questionnaire: Top 24 Questions
• Internal factors: Employee motivation questions
• External factors: Employee motivation questions

What’s the point of an  employee motivation questionnaire ?

Well, wouldn’t it be great if motivation was a mental button that we could switch on or off at will? But it doesn’t come that easy. Even the most driven of us can sometimes feel like our motivation has gone on an unapproved vacation.

But when entire teams stop caring about their work, it shows. Employee motivation surveys are a helpful tool to find out the reasons why your employees are losing steam at work . And more importantly, do something about it.

• Employee motivation questions: Internal factors
• Employee motivation questions: External factors

Employee Motivation Questionnaire: Top 24 Questions + Free Template

We have three goals for the employee motivation questionnaire.

• Measure the employees’ interest toward their work.
• Discover the factors that are affecting their work performance.
• Use this feedback to move toward your end goal – a lively work environment with happier teams and improved morale.

Now, let’s dive into the items that make up the employee motivation questionnaire format. First, we will break down the questions by the two types of motivation that they measure.

• Internal motivation
• External motivation

Here’s an employee motivation template created using ThriveSparrow . You can customize it the way you like.

ThriveSparrow also lets you dive deep into the reports section and lets you understand which departments are most motivated and which aren’t.

This lets you extract meaningful insights from your employee motivation survey and drive positive organizational changes.

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Now, let’s go through the questions you need to consider when crafting your motivation survey for employees.

Employee motivation questionnaire – Internal motivators

• What do you do in the workplace/What is your role?
• How many years have you been working in this industry?
• You’re doing a fantastic job! But, are you happy with what you do?
• On a scale of 1-5, how excited are you usually to go to work?
• What’s your biggest challenge with motivation in the workplace?
• On a scale of 1-5, how strongly does your motivation level affect your performance?
• How would you rate the current motivation program in Wayne Enterprises?
• What thing would motivate you to be more productive? A new coffee machine, 4-day workweek – feel free to speak your mind!
• Are you motivated by Wayne Enterprises’s vision and mission?
• What is your prime motivator at work right now?
• How likely are you to recommend Wayne Enterprises as a place to work?
• Rate your agreement with the following statements :
• I feel driven to do my best each day.
• I’m motivated to go the extra mile on my projects.
• My job is interesting and challenging.
• I get opportunities to develop new skills.
• I feel that I’m contributing to the overall goals of my company.
• My manager/lead has shown sincere interest in my career goals.
• I feel that my work is seen and appreciated within my team/company.
• The recognition I receive from my direct manager/lead/coworkers motivates me to do my best.
• My direct manager entrusts me with a high level of responsibility.

Employee motivation questionnaire – External motivators

• Do seniors and colleagues appreciate you for your work?
• Do you think your current role lets you grow and develop new skills?
• Rate your level of satisfaction with the work culture of Wayne Enterprises.
• What type of incentives motivates you more?
• How far are you satisfied with the incentives provided by Wayne Enterprises?
• Are you happy with the management style of your leader?
• Do you feel that the leadership sufficiently motivates you?
• Do you think your views and opinions are considered when making a decision that could affect the team?
• Are you encouraged to develop new and better ways of doing things?
• Have you been promoted at work in the last six months?
• Have you been nominated for training development programs for the previous six months?
• Please rank the following workplace factors based on how important they are to you .
• Job security
• Growth opportunities
• Favorable working conditions
• Interesting work
• Loyalty to employees
• Constructive management
• Organizational appreciation for work done
• Understanding/helping with personal issues
• Being involved in things

What is the purpose of employee motivation?

With an employee motivation questionnaire, companies can:

• Take regular employee pulse checks to see what’s working and not.
• Get ideas and suggestions to: change behavior, develop competencies, be creative, set goals, grow interests, make plans, develop talents, and boost engagement.
• Manage the level and intensity of motivation – particularly in a sphere where most of the staff are working remotely or hybrid.
• Nail the staff motivation strategies that increase employee engagement and retention.
• Drive better outcomes with motivated employees – revenue growth, happier clients, better partnerships, and so on.

What are the top 10 motivators for employees?

Earlier, studies pinpointed five primary motivators for employees. They are:

• Challenging or interesting work
• Work recognition
• Employee involvement
• Compensation+ incentives

To that, recent studies have added five more:

• Being in the know about company matters
• A supportive attitude from the management
• Career advancement opportunities
• Working conditions
• Constructive on-the-job feedback

The last point is the most vital. On-the-job feedback can help you act on all of these points, from working conditions to incentive schemes. Employee feedback software like SurveySparrow helps you with this by tracking the employee pulse, analyzing the data and letting you act before it’s too late.

How do you motivate an unmotivated employee?

You don’t have to see demotivated employees as a lost cause! Instead, here are some actions you can take to tackle the issue:

• Just ask what the problem is. Sometimes, it takes a face-to-face conversation to get to the root cause. E.g., frustration at not being able to tackle a pet project, or an inability to meet deadlines due to unplanned tasks.
• Make sure your employee knows the ‘why’ of their work . Let them know that their work is contributing to the bigger picture.
• Set clear goals, and give the employee the tools to work towards them . That can include access to resources, career development programs, bonuses, etc.
• Communicate about what’s going on  at the company with  remote work surveys . One of the challenges of going remote is the lack of organic, free-flowing work chatter. So sometimes, a remote employee’s understanding of their work situation may not match reality.
• Take a good, long look at your compensation and incentive schemes . Are they sufficient to motivate staff?For example, does it make sense to have a free lunch scheme for remote employees?
• Don’t let good deeds go unpublished . Here are  pointers for setting up a budget-friendly employee recognition scheme .

Wrapping Up

That’s all, folks! In this article, we’ve talked about the top 24 questions that make up an employee motivation questionnaire, and how a timely survey on employee motivation can help you build a happier, more productive workforce.

Think of your company as an orchard, and motivation as one of the fertilizers. You need to keep adding it, even when the impact is not immediately obvious. The net result are long-term gains in client and employee growth.

Growth Marketer at SurveySparrow

Fledgling growth marketer. Cloud watcher. Aunty to a naughty beagle.

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How to Write a Research Question: Types and Examples 

The first step in any research project is framing the research question. It can be considered the core of any systematic investigation as the research outcomes are tied to asking the right questions. Thus, this primary interrogation point sets the pace for your research as it helps collect relevant and insightful information that ultimately influences your work.   

Typically, the research question guides the stages of inquiry, analysis, and reporting. Depending on the use of quantifiable or quantitative data, research questions are broadly categorized into quantitative or qualitative research questions. Both types of research questions can be used independently or together, considering the overall focus and objectives of your research.  

What is a research question?

A research question is a clear, focused, concise, and arguable question on which your research and writing are centered. 1 It states various aspects of the study, including the population and variables to be studied and the problem the study addresses. These questions also set the boundaries of the study, ensuring cohesion. 

Designing the research question is a dynamic process where the researcher can change or refine the research question as they review related literature and develop a framework for the study. Depending on the scale of your research, the study can include single or multiple research questions. 

A good research question has the following features: 

• It is relevant to the chosen field of study. 
• The question posed is arguable and open for debate, requiring synthesizing and analysis of ideas. 
• It is focused and concisely framed. 
• A feasible solution is possible within the given practical constraint and timeframe. 

A poorly formulated research question poses several risks. 1   

• Researchers can adopt an erroneous design. 
• It can create confusion and hinder the thought process, including developing a clear protocol.  
• It can jeopardize publication efforts.  
• It causes difficulty in determining the relevance of the study findings.  
• It causes difficulty in whether the study fulfils the inclusion criteria for systematic review and meta-analysis. This creates challenges in determining whether additional studies or data collection is needed to answer the question.  
• Readers may fail to understand the objective of the study. This reduces the likelihood of the study being cited by others. 

Now that you know “What is a research question?”, let’s look at the different types of research questions. 

Types of research questions

Depending on the type of research to be done, research questions can be classified broadly into quantitative, qualitative, or mixed-methods studies. Knowing the type of research helps determine the best type of research question that reflects the direction and epistemological underpinnings of your research. 

The structure and wording of quantitative 2 and qualitative research 3 questions differ significantly. The quantitative study looks at causal relationships, whereas the qualitative study aims at exploring a phenomenon. 

• Quantitative research questions:  
• Seeks to investigate social, familial, or educational experiences or processes in a particular context and/or location.  
• Answers ‘how,’ ‘what,’ or ‘why’ questions. 
• Investigates connections, relations, or comparisons between independent and dependent variables. 

Quantitative research questions can be further categorized into descriptive, comparative, and relationship, as explained in the Table below. 

• Qualitative research questions  

Qualitative research questions are adaptable, non-directional, and more flexible. It concerns broad areas of research or more specific areas of study to discover, explain, or explore a phenomenon. These are further classified as follows: 

• Mixed-methods studies  

Mixed-methods studies use both quantitative and qualitative research questions to answer your research question. Mixed methods provide a complete picture than standalone quantitative or qualitative research, as it integrates the benefits of both methods. Mixed methods research is often used in multidisciplinary settings and complex situational or societal research, especially in the behavioral, health, and social science fields. 

What makes a good research question

A good research question should be clear and focused to guide your research. It should synthesize multiple sources to present your unique argument, and should ideally be something that you are interested in. But avoid questions that can be answered in a few factual statements. The following are the main attributes of a good research question. 

• Specific: The research question should not be a fishing expedition performed in the hopes that some new information will be found that will benefit the researcher. The central research question should work with your research problem to keep your work focused. If using multiple questions, they should all tie back to the central aim. 
• Measurable: The research question must be answerable using quantitative and/or qualitative data or from scholarly sources to develop your research question. If such data is impossible to access, it is better to rethink your question. 
• Attainable: Ensure you have enough time and resources to do all research required to answer your question. If it seems you will not be able to gain access to the data you need, consider narrowing down your question to be more specific. 
• You have the expertise 
• You have the equipment and resources 
• Realistic: Developing your research question should be based on initial reading about your topic. It should focus on addressing a problem or gap in the existing knowledge in your field or discipline. 
• Based on some sort of rational physics 
• Can be done in a reasonable time frame 
• Timely: The research question should contribute to an existing and current debate in your field or in society at large. It should produce knowledge that future researchers or practitioners can later build on. 
• Novel 
• Based on current technologies. 
• Important to answer current problems or concerns. 
• Lead to new directions. 
• Important: Your question should have some aspect of originality. Incremental research is as important as exploring disruptive technologies. For example, you can focus on a specific location or explore a new angle. 
• Meaningful whether the answer is “Yes” or “No.” Closed-ended, yes/no questions are too simple to work as good research questions. Such questions do not provide enough scope for robust investigation and discussion. A good research question requires original data, synthesis of multiple sources, and original interpretation and argumentation before providing an answer. 

Steps for developing a good research question

The importance of research questions cannot be understated. When drafting a research question, use the following frameworks to guide the components of your question to ease the process. 4  

• Determine the requirements: Before constructing a good research question, set your research requirements. What is the purpose? Is it descriptive, comparative, or explorative research? Determining the research aim will help you choose the most appropriate topic and word your question appropriately. 
• Select a broad research topic: Identify a broader subject area of interest that requires investigation. Techniques such as brainstorming or concept mapping can help identify relevant connections and themes within a broad research topic. For example, how to learn and help students learn. 
• Perform preliminary investigation: Preliminary research is needed to obtain up-to-date and relevant knowledge on your topic. It also helps identify issues currently being discussed from which information gaps can be identified. 
• Narrow your focus: Narrow the scope and focus of your research to a specific niche. This involves focusing on gaps in existing knowledge or recent literature or extending or complementing the findings of existing literature. Another approach involves constructing strong research questions that challenge your views or knowledge of the area of study (Example: Is learning consistent with the existing learning theory and research). 
• Identify the research problem: Once the research question has been framed, one should evaluate it. This is to realize the importance of the research questions and if there is a need for more revising (Example: How do your beliefs on learning theory and research impact your instructional practices). 

How to write a research question

Those struggling to understand how to write a research question, these simple steps can help you simplify the process of writing a research question. 

Sample Research Questions

The following are some bad and good research question examples 

• Example 1 

• Example 2 

References:  

• Thabane, L., Thomas, T., Ye, C., & Paul, J. (2009). Posing the research question: not so simple.  Canadian Journal of Anesthesia/Journal canadien d’anesthésie ,  56 (1), 71-79. 
• Rutberg, S., & Bouikidis, C. D. (2018). Focusing on the fundamentals: A simplistic differentiation between qualitative and quantitative research.  Nephrology Nursing Journal ,  45 (2), 209-213. 
• Kyngäs, H. (2020). Qualitative research and content analysis.  The application of content analysis in nursing science research , 3-11. 
• Mattick, K., Johnston, J., & de la Croix, A. (2018). How to… write a good research question.  The clinical teacher ,  15 (2), 104-108. 
• Fandino, W. (2019). Formulating a good research question: Pearls and pitfalls.  Indian Journal of Anaesthesia ,  63 (8), 611. 
• Richardson, W. S., Wilson, M. C., Nishikawa, J., & Hayward, R. S. (1995). The well-built clinical question: a key to evidence-based decisions.  ACP journal club ,  123 (3), A12-A13 

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17 Motivation Worksheets, Exercises & Activities (+ PDF)

All the same, it’s good to have a few tricks up our sleeve, whether trying to motivate ourselves or someone on our team, classroom, or at home.

Hard work beats talent when talent doesn’t work hard.

This article is a form of motivation toolbox that contains several motivational activities and worksheets as well as suggestions (new and old) for how to intervene in our motivational states.

Before you continue, we thought you might like to download our three Goal Achievement Exercises for free . These detailed, science-based exercises will help you or your clients create actionable goals and master techniques to create lasting behavior change.

This Article Contains:

Motivation worksheets, motivational activities, motivation board, motivation and meditation, motivation courses, motivational quotes, motivation resources, a take-home message.

In our search for the just-right recipe for motivation, we need to understand first what motivates us. We begin with awareness building tools in the form of questionnaires.

The first worksheet will help us assess the satisfaction of basic psychological needs. Then we will move to the exploration of our mechanisms that support or thwart motivation. We will explore our self-esteem and take an inventory of our curiosity before we dive into what else might get in the way and cause us to procrastinate.

Once equipped with a good map of our current motivational needs, we move on to interventions that help alter our emotional states toward the positive and bring on a sense of wellbeing, which can be used to increase our motivation toward goal pursuit.

Basic Psychological Need Satisfaction in General (Deci & Ryan, 2000; Gagné, 2003)

According to the self-determination theory, the needs for competence, autonomy, and relatedness must be continually satisfied for people to develop and function in healthy and optimal ways (Deci & Ryan, 2000).

Please read each of the following items carefully, thinking about how it relates to your life, and then indicate how true it is for you. Use the following 7-point scale to respond, with the values 2 or 3 and 5 or 6 graded responses.

• 1 – Not true at all
• 4 – Somewhat true
• 7 – Very true

Scoring information: Form three subscale scores, one for the degree to which the person experiences satisfaction of each of the three needs. To do that, you must first reverse score all items that are worded in a negative way shown below with (R) following the items numbers.

To reverse score an item, simply subtract the item response from 8. Thus, for example, a two would be converted to a 6. Once you have reverse scored the items, average the items on the relevant subscale:

Autonomy: 1, 4(R), 8, 11(R), 14, 17, 20(R) Competence: 3(R), 5, 10, 13, 15(R), 19(R) Relatedness: 2, 6, 7(R), 9, 12, 16(R), 18(R), 21

The Rosenberg Self-Esteem Scale (Rosenberg, 1965)

The scale is a ten-item Likert scale with items answered on a four-point scale – from strongly agree to strongly disagree.

Instructions: Below is a list of statements dealing with your general feelings about yourself. If you strongly agree, circle SA. If you agree with the statement, circle A. If you disagree, circle D. If you strongly disagree, circle SD.

Scoring: SA=3, A=2, D=1, SD=0. Items with an asterisk are reverse scored, that is, SA=0, A=1, D=2, SD=3. Sum the scores for the ten items. The higher the score, the higher the self-esteem. We also discuss the Rosenberg Self-esteem Scale with questionnaires in detail in our blog.

Curiosity Inventory

Curiosity has been positively linked to intrinsic motivation and is considered by some a vital psychological mechanism for achieving more of it. Trait curiosity and exploration inventory designed by Kashdan to measure our inclination to inherently rewarding pursuits. Curiosity has been linked to many health and social benefits (2009).

Rate the following statements on how they describe how you generally feel. Score each response as follows:

• Extremely characteristic
• Moderately characteristic
• Moderately uncharacteristic
• Extremely uncharacteristic

Procrastination Scale (Lay, 1986)

Students may use the following statements to describe themselves. For each statement, decide whether the statement is uncharacteristic or characteristic of you using the following 5-point scale.

Note that the three on the scale is Neutral – the statement is neither characteristic nor uncharacteristic of you. To the right of each statement, write the number on the 5-point scale that best describes you.

Note: Reversed-keyed items: 3,4,6,8,11,13,14,15,18,20

Changes in emotion and perceptions of wellbeing can be used as feedback in the effort to motivate others in productive ways. Several subjective experiences of wellbeing can be achieved through practicing gratitude, cultivation of hope through visualization, or through learning to exercise one’s strengths. These, in turn, can be used to support increased motivation and produce a gradual change in behavior.

Here are some examples of worksheets used by Robert Biswas-Diener as tools for increasing positive emotions and cognitions from his manual for coaching positive psychology. These are prime examples of intervention that alter emotional states toward the positive or re-frame our way of thinking toward the more optimistic end of the spectrum.

Happiness is liquid

Happiness is liquid, in the same way, that monetary instruments such as stocks are liquid. Humans are built with emotional systems that include the capacity for happiness. It is a type of emotional currency that can be spent, like money, on the outcomes in life we truly value, such as our health, our relationships, and success at work.

One way to appreciate the existing wealth we all possess is to notice and magnify moments when we either receive from or give kindness to others.

Reflect on the following questions:

• Who acknowledged you today?
• How did it feel when you were acknowledged? Try visualizing that moment.
• What else would you like to be acknowledged for?
• Who had a hand in the day’s greatest successes?
• Who rose to the occasion?
• Who took initiative?
• Who offered support?
• How were these people acknowledged?
• How does it make you feel when you think of these things?
• What does it make you feel like doing?

Coaching Questions for the Ideal Self

Reflect on the image of your ideal self by answering the following questions. This can be done in the form of powerful open-ended questioning during a coaching session or assigned as a writing exercise.

• How well articulated is the ideal self?
• How important is it to you to achieve the ideal self?
• When are you planning to make the changes associated with achieving the ideal self?
• What resources and opportunities do you have that will help you work toward your ideal self?
• What hurdles do you anticipate? How can these be part of the growth process?
• What factors inform your vision of your ideal self?
• How internal (as opposed to external) are the values that inform your ideal self?
• What person, living or dead, is similar to your ideal self?
• Name a single, small behavior you can change as the first step toward your ideal self.
• How can you chart your progress toward your ideal self?

Creating an ideal self-imagine in the future

It may be the near future or several years from now. Imagine this is a future in which you have gotten many of the things you want from life and accomplished many of the things to which you aspire.

Take a couple of minutes to picture what you are like and what your life is like. Imagine where you would be living, where you would be working. Imagine what your commute is like, your health is like, your friendships are like. Imagine the skills you have and the opportunities you have for growth.

Picture the types of decisions you have made and the goals you have achieved.

This can be done in the form of powerful open-ended questioning during a coaching session or assigned as a writing exercise.

• Describe where would you be living.
• What is it you value in living arrangements and circumstances that you would like to achieve?
• To what extent is this vision of your future living arrangements internal versus the product of some external factor or someone else’s values?
• Describe your work life: your commute, your office, your position, the type of work you would do.
• What is it you value in work that you would like to achieve in this ideal future?
• To what extent is this vision of your future work the product of internal versus the product of some external factor or someone else’s values?

Now that the client has a vision of a desired future, we can help him or her move toward goal setting.

Setting SMART+R Goals

Setting SMART+R Goals offers a different take on SMART goals that assigns more importance to indicators of making progress and measuring progress against specific targets.

This flow also incorporates room for scheduled rewards, to encourage positive reinforcement when a target is reached.

Another way to track progress would be to use technology. Feedback tracking technologies have been designed to help address progress feedback.

The pursuit of quantifiable objectives often guides our lives. When something gets in the way of sustaining the motivation necessary for achieving those goals, we can use self-tracking technologies to motivate ourselves and others.

Goal progress feedback with valences and visualization features can influences commitment and persistence across a broad range of domains, including physical tasks and purchasing behaviors, according to recent data from social and consumer psychology research.

Here is a quick list of what’s out there:

• Habit Tracker
• GoalsOnTrack
• Way Of Life

Building New Habits

Implementation Intentions, also known as ‘ If, then ‘ plans can be very helpful in planning for all the eventualities when something gets in the way of achieving our goals. Normally we would brainstorm ahead of time to have a back-up plan for when known detractors get in the way of getting things done.

We suggest that occasionally, we introduce a reward into this plan of action to even further motivate persistence on goal. This Building New Habits exercise helps you do this by working through the three steps of The Habit Loop: cue, behavior , and reward .

One model of goal setting conversation is the Auerbach GOOD coaching model (2015). It can be used for structuring coaching sessions in a way that progresses from goal setting and exploring options to action planning and accountability.

Auerbach GOOD coaching model:

Goals – define the most important goals a client wants to work toward

Options – explore option is available to help them move forward

Obstacles – name obstacles that might get in the way of progress

Do – specify what is the client going to do specifically and by when

To expand on these steps of the GOOD model, here are questions you can ask at each stage and all while practicing empathy, active listening, and providing support.

Goal phase:

• What is a goal you want to focus on?
• When you are successful with this goal, what will it look like?
• What makes this goal important to you?
• How does this goal fit into your vision?
• When you reach your desired outcome, how would you like to feel?
• What type of change would make your life even better?

Options phase:

• What is some way your goal could be accomplished?
• Tell me about a time you accomplished something similar?
• What ways have you seen others approach such a task?
• What action can you take to achieve your goal?
• If you choose not to take some of the actions, what will be the impact?

Obstacles phase:

• What could get in the way of you moving forward with pursuing your goal?
• What external challenges might interfere?
• What internal challenges might get in the way?
• Who can you get support from?
• What strategies are you willing to employ to reach your objective?
• What specifically are you going to do, and when?
• How will you know you’re making progress?
• What is the most immediate action you can take, and when?
• How long will it take, and when will you complete it?

Work-style scale questionnaire

Designed to distinguish four distinct types of motivational approaches to work: procrastinators, incubators, planners, and triflers (Biswas-Diener, 2010).

4= perfectly describes me 3= describes me somewhat 2= does not describe me 1= does not describe me at all

A= I always get my work completed on time B= The quality of my work is superior C= It takes a looming deadline to motivate me D= I do my best work under pressure E= I like to get started on the project right away

Use the following description to score the work-style questionnaire by looking for the following constellations of high scores:

Planners: are self-motivated, strategize their work, and tend to start right away even on the long-term project. Planners generally score high on items A, B, and E.

Incubators: thrive on deadlines, put off work till the last minute but always complete work on time, and produce high quality. Incubators generally score high on items A, B, C, and D.

Triflers: start work early but get distracted and lose interest easily. Triflers generally score high on item E and low on items A and B.

Procrastinators: put off work till the last minute and often hand in mediocre work. Procrastinators generally score high on items C and D and low on items A and B.

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FLOW questionnaire

Intrinsically motivating activities can be identified through the experience sampling method originally used by Csikszentmihalyi to identify the states of flow (1990). The below questionnaire can help clients understand how they allocate attention throughout the day and if they spend a lot of time investing their energy effectively.

This should be done over at least a week but preferably two. Ask the client to set their phone to prompt him or her during the day at random times to notice what they are doing and jot down the answers to the following questions:

• At this moment, what are you doing, and who are you with?
• How satisfied are you on a scale of 1 to 10?
• No skills needed
• Some skills required
• A moderate amount of skills used
• Had to stretch to do this activity
• Doing this because you have nothing else to do
• Doing this because I am told to
• Doing this because I have to
• Doing this because I want to
• How challenged are you by the activity on a scale of 1 to 10?
• How much are you concentrating on a scale of 1 to 10?

A  recent study where subjects were asked to deliberately not engage in intrinsically motivating activities showed a decrease in the sense of wellbeing in just two days (Pink, 2009).

Path that’s right for me

Using strengths, according to Govinji and Linley leads to wellbeing and vitality and promotes self-efficacy and believing that you can accomplish your goals (2007). Here is a questionnaire their study was based on, followed by reflection questions about using strengths in a new way which often leads to better progress toward goals:

• I am regularly able to do what I do best
• I always play to my strengths
• I always try to use my strengths
• I achieve what I want by using my strengths
• I use my strengths every day
• I use my strengths to get what I want every day
• My work gives me a lot of opportunities to use my strengths
• My life presents me with a lot way to use my strengths
• Using my strengths comes naturally to me
• I find it easy to use my strengths in the things I do
• I am able to use my strengths in a lot of different situations
• Most of my time is spent doing things I am good at doing
• Using my strengths is something I am familiar with
• I am able to use my strength in a lot of different ways

Here are questions that can be used for reflecting on leveraging strengths toward goal pursuit:

• What are some new ways in which you can use strengths?
• What strengths are you using today?
• How can you spend more time this week doing things that you are good at?
• How can you use your strengths this week to achieve your goal?

Neuro-linguistic programming (NLP)

Neuro linguistic programming techniques you can use instantly.

Although the methods themselves have not been scientifically tested, some of the techniques used by the neuro-linguistic programming (NLP) have shown to be effective in increasing positive emotional states and can be linked to well-known psychological phenomena.

NLP has been used to increase self-awareness and to help spot negative patterns, thoughts, and assumptions that may be worth replacing. We discuss two commonly used NLP methods below; first to alter emotional states toward the positive in the moment, and the second to combat thoughts that trigger anxiety by visualizing alternative responses.

Anchoring technique is based on the psychological concepts of operant conditioning, where a stimulus triggers specific responses that were conditioned through repetition. The goal of the practice is to learn to elicit positive emotional responses at will so one can use them as needed. Anchoring is intended to improve our ability to control emotions and allows us to take an active role in self-regulation.

How to use the anchoring technique:

• Bring to mind a memory of the time you felt really good where you experienced intense positive feelings you want to trigger in other situations (e.g., feeling achievement the moment you got a promotion).
• Try to remember details of what you saw, felt, smelt, and heard to bring in sensory cues associated with that memory and to intensify it to be as vivid as possible.
• At this point, associate your feelings to an anchor, which could be a gesture of any kind like twisting a ring on your finger or pinching your earlobe, for example.
• Take a short break and repeat the steps above.
• Test the anchor by performing the action and observe if it elicits the positive feelings.
• You can then use this method whenever you need an emotional pick-me-up.

The Swish Method attempts to identify mental and emotional triggers of negativity and replace them with a typical response.

In this technique, you don’t have to take any action but become aware of the alternatives available to you in terms of how you respond to negative thoughts and emotions.

Driven by the principle that seeing is believing, the Swish Method is a visualization technique based on the assumption that our mind often does not differentiate between real and visualized events, as they both activate the same parts of the brain.

How to put the Swish Method into action:

• Identify a thought and the associated feelings that usually trigger anxiety for you. You’re about to deliver a speech and feel nervous and uneasy.
• Notice how your mind and body react. This can be a sensation of butterflies in your stomach or brain fog.
• Bring to mind a visual image of the context in which this happens. This could be as you walk into the room or get up to the podium.
• Think about how you would ideally like to respond as you physically enter the context in which the negative thoughts take place. You may choose to be calm, confident, well-prepared, optimistic, etc.
• This will become your replacement thought. In your mind, visualize the negative state and figuratively place the replacement thought over it, make sure it appears bigger, stronger, and more vibrant while making the negative emotion appear in black and white or blurry.
• You will need to practice the Swish Method a few times to ensure the replacement thought becomes the default response. Do it at least five times and speed up the visualization with each round. To check for effectiveness, evoke the trigger thought/feeling and its context, and see how you feel about it.

Oblique Strategies

Oblique Strategies (subtitled Over One Hundred Worthwhile Dilemmas) is a card-based method for promoting creativity designed by Brian Eno and Peter Schmidt, first published in 1975.

Here are examples of these statements:

• Don’t be afraid of things because they’re easy to do.
• Honor thy error as a hidden intention.
• Turn it upside down.
• Go slowly all the way round the outside.
• Make a sudden, destructive unpredictable action; incorporate.
• What is the reality of the situation?
• Look closely at the most embarrassing details and amplify them.
• You can only make one dot at a time.
• Are there sections? Consider transitions.
• Infinitesimal gradations.
• Ask your body.
• Look at the order in which you do things.
• What are you really thinking about just now? Incorporate.
• Use unqualified people.
• Disconnect from desire.
• Into the impossible.
• Work at a different speed.
• Discover the recipes you are using and abandon them.
• Make an exhaustive list of everything you might do and do the last thing on the list.
• Do nothing for as long as possible.
• Humanize something free of error.
• Define an area as ‘safe’ and use it as an anchor.
• Emphasize repetitions.
• Take away the elements in order of apparent non-importance.
• Ask people to work against their better judgment.
• Listen to the quiet voice.
• Trust in the you of now.
• Abandon normal instruments.
• Repetition is a form of change.
• Make a blank valuable by putting it in an exquisite frame.
• The inconsistency principle.
• Not building a wall but making a brick.
• Faced with a choice, do both.
• Be less critical more often.

Some call it a vision board, and it is basically a visual incentive that can help you find excitement and enthusiasm through pictures of what you want, making it harder to ignore than words. It should be placed somewhere where you can see it every day because out of sight is out of mind.

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Practicing meditation can help increase and sustain motivation toward goal pursuit. Meditation helps with concentration and allows us to stay focused for longer. Meditation also reduces stress as it promotes relaxation. Meditation improves cognition and increases the ability to perform tasks that requires focus. Meditation allows us to become more aware of our emotions.

Meditation, when practiced for as little as 10 minutes per day, can help clear the mental clutter that distracts us from our goal, not to mention decrease anxiety and improve our cardiovascular health.

There are many guided meditations that target specific outcomes: learning relaxation, practicing focus and concentration, reducing stress, rumination, anxiety, and chronic pain, cultivating self-awareness and body awareness as well as insight meditation for practicing acceptance.

Many can be downloaded as an app or found on websites, meditative music playlists, podcasts , videos, blogs, and for those who are so inclined, nature is always a great option. There are courses and classes on meditation, both online and in-person, offered through local providers and even employers.

Ironically enough, many complain about not being able to find the motivation to meditate as there are some preconceived notions about the amount of effort required. It is often best to start small with something readily available, perhaps as a replacement of something that may not be the best use of our time, like browsing the social media while waiting for the next appointment.

Motivational Questions

They are always open-ended and often thought-provoking.

They are a well-known tool for any coach and, when expertly used, can be quite effective as a motivational technique at any point and in most situations.

It is a skill that requires some practice; however, empowering questions is rarely something we learn at home or school.

• What value does this goal represent to you?
• How will you celebrate your victory?
• How would that contribute to the world?
• What about this goal demonstrates what you stand for?
• What keeps you going?
• What really excites you about that?
• What about this goal fits into your purpose?
• What part of this relates to your dreams?
• If you had all the time, energy and money to achieve your goals, what would you do?
• Why is that important to you?
• What do you want to experience?
• What works well?
• What’s another way to look at that?
• How can you reframe that to help you move on?
• How will you demonstrate motivation and perseverance?

Many coaching programs offer mastery courses, and it is often a part of the curriculum to teach self-mastery to coaches who impart their knowledge to their clients. Courses on motivation are also offered as online courses through:

• Skillashare

And if you’re overwhelmed with choices offered through these platforms, you can go to Class Central website to see a complete list of MOOC courses.

You can also enroll in a personal mastery program, and some of the well-known institutions that offer those are:

• Sounds true
• The Rao Institute

There are also several Mastery Programs for teens. Those are most effective as in-person after school or summer camp type programs that allow the teens to develop self-mastery through activities that:

• Give Responsible Tasks
• Work in Groups
• Positive Competition
• Evaluation Programs
• Switch Roles
• Field Trips

Finally, there are many ways to hold Team building activities for employees. From local providers to HR or employee organized events, at the office or off-site, team building has been used to bond, promote collaboration, and spread fun through the office.

Some companies like Atlassian take team building to the next level. They use innovation fairs where teams go offsite and am given all the beer and chocolate cake they can handle, as long as they originate, develop, and deliver new products, new services, or business process improvements overnight.

Men’s best successes come after their disappointments.

Henry Ward Beecher

Do not wait to strike till the iron is hot; but make it hot by striking.

William B. Sprague

Motivation is a fire from within. If someone else tries to light that fire under you, chances are it will burn very briefly.

Stephen R. Covey

Success is not the key to happiness. Happiness is the key to success. If you love what you are doing, you will be successful.

Albert Schweitzer

Desire is the starting point of all achievement, not a hope, not a wish, but a keen pulsating desire which transcends everything.

Napoleon Hill

You can have anything you want if you are willing to give up the belief that you can’t have it.

Robert Anthony

Great spirits have always encountered violent opposition from mediocre minds.

Albert Einstein

When you want to succeed as bad as you want to breathe, then you’ll be successful.

Eric Thomas

A man can be as great as he wants to be. If you believe in yourself and have the courage, the determination, the dedication, the competitive drive and if you are willing to sacrifice the little things in life and pay the price for the things that are worthwhile, it can be done.

Vince Lombardi

The question isn’t who is going to let me; it’s who is going to stop me.

17 Tools To Increase Motivation and Goal Achievement

These 17 Motivation & Goal Achievement Exercises [PDF] contain all you need to help others set meaningful goals, increase self-drive, and experience greater accomplishment and life satisfaction.

Created by Experts. 100% Science-based.

Our suggestion for creating a toolbox of motivational resources would be to take the time to try out a few motivational strategies and choose a few that can be used in the moment as well as some that are more appropriate for long term goal setting, as well as cultivating motivational muscle and investing in the future ability to find motivation at will.

In the moment strategies could include:

• Affirmations

Long term motivation

• Ideal future-self visualization
• Explore strengths and use them in novel ways
• Find moments of flow through ESM method to get straight to intrinsic motivation

Investment in the future of growing the motivational muscle:

• Assess the satisfaction of psychological needs
• Hire a coach
• Take a motivational course or mastery modeling program

While the suggestions for how to get motivated abound, the actual value of motivational tools comes from learning to use them and use them well.

I suppose it is tempting, if the only tool you have is a hammer, to treat everything as if it were a nail.

Abraham Maslow

The law of the instrument, otherwise known as Maslow’s hammer, remind us that we have a cognitive bias to over-rely on a familiar tool.

If you’re looking for more science-based ways to help others reach their goals, this collection contains 17 validated motivation & goals-achievement tools for practitioners. Use them to help others turn their dreams into reality by applying the latest science-based behavioral change techniques.

The irony in writing this article was trying to find the motivation to do it. Because having learned a lot about it was a small part of the process. We all know how to live our lives well, yet few of us can bring ourselves to do it. Although it is important to understand what motivation is, ultimately, it is much more important to experience what motivation does.

Do you have a favorite motivational strategy or technique? Please share it with us here.

We hope you enjoyed reading this article. Don’t forget to download our three Goal Achievement Exercises for free .

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• Lay, C. (1986). At last, my research article on procrastination. Journal of Research in Personality, 20, 474-495 .
• Locke, E., & Latham, G. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American Psychologist, 57(9), 705-717 .
• Thogersen-Ntoumani, C., Ntoumanis, N., Cumming, J., & Chatzisarantis, N. L. D. (2011). When feeling attractive matters too much to women: A process underpinning the relation between psychological need satisfaction and unhealthy weight control behaviors. Motivation and Emotion, 35, 413–422 .

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thank you for motivational activities articles and motivational worksheet. I feel happy to study about these .your tasks appreciated.

Thank you Ms. Souders for this informative article. It has set me to explore new areas that I did not know earlier . The quotes are insightful. The ones that inspired me the most are: Hard work beats talent when talent doesn’t work hard.-Tim Notke Do not wait to strike till the iron is hot; but make it hot by striking.-William B. Sprague

You motivated me to start Positive Psychology classes 🙂 , thanks a lot for your sincerity and efforts.

What a insightful reading especially at the begging of the year as the Student counselor . i will have a great guide how to motivate them

Thankyou, what a thorough, insightful read. It is so useful to me, Thankyou, much appreciated!

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Home Market Research

Motivational Research: Techniques, Strengths, and Weaknesses

Motivational research is to identify and understand the aspects of the consumer that they do not fully comprehend. It makes the assumption that there are hidden or unconscious motivations influencing consumer behavior.

Motivational research gradually got linked with traditional marketing research, influencing and expanding the inventory of marketing research and research procedures. Its popularity peaked in the latter half of the 1950s and early 1960s.

So, in this blog, we will describe motivational research, its techniques, strengths, and weaknesses.

What is Motivational Research?

Motivational Research is the currently famous phrase for using psychiatric and psychological procedures to understand better why individuals react the way they do to products, advertisements, and other marketing scenarios.

Motivational research is consumer research that has grown in popularity in recent years. It is an endeavor to uncover and explain why customer behavior differs and why they behave in a specific manner.

Thus, it prompts the consumer’s inhibited (conscious) and repressed (unconscious) motives. In denial, the consumer is aware of his intentions but refuses to reveal them to others for fear of humiliation, punishment, or ostracism.

However, information regarding the motivating reason remains in the conscious mind. Because the individual will not accept the presence of a motive even to himself, repression suggests a more profound rejection of knowledge about an explanation.

LEARN ABOUT: Behavioral Research

Techniques of Motivational Research

Customers need to efficiently or accurately express their emotional feelings on direct questioning. As a result, Clinical Psychological methods/techniques are applied in motivational research for the psychoanalytical research of consumers.

All marketing activities require motivational research. The motivational study employs the following techniques:

01. Observation Technique

Consumer motivations can be deduced from their communication and actions. The researcher uses this strategy to observe consumer behavior without revealing their name. This procedure does not include any interviews.

Under this technique, the researcher may obtain relevant data or information individually using mechanical aids. This technique is appropriate for researching the purchasing process of consumers.

02. Depth Interview Technique

The researcher uses this strategy to conduct an intense interview.

The researcher questions respondents individually for several hours in the form of an interview. Interviewers are taught to develop rapport and not to steer the conversation too much. Respondents are urged to open up about their activities or interests and a specific issue or brand under investigation.

Interview transcripts are then thoroughly examined, along with comments on respondents’ moods and gestures they may have used to express attitudes or motives.

Such studies are appropriate for giving the market a head start on potential appeals.

03. Self Reports Technique

In this technique, the researcher merely verbally inquires about the respondent’s intentions, objectives, and needs or through a questionnaire.

The researcher may administer many tests using pencil and paper under this method of motivation study to elicit replies from the participants regarding their wants, desires, opinions, interests, reactions, etc.

The information is next quantified, which involves giving it a score to determine the degree to which a given need or motivation exists.

This technique has two measure restrictions:

• First, people must be conscious of their actions’ causes or motivations.
• Second, respondents might explain their words or actions. Respondents could be reluctant to disclose their genuine intentions and might be prone to providing socially acceptable answers.

04. Projective Techniques

Projective techniques aim to expose an individual’s genuine emotions and intentions.

Various cloaked tests with unclear stimuli, including unfinished sentences, cartoons, untitled images, other person characterization, etc., make up projective techniques .

Projective techniques operate on the fundamental presumption that participants are oblivious to the fact that they are expressing their emotions. These tactics need to give respondents a chance to explain their answers.

Some important projective techniques are as under:

• Thematic Apperception Test (T.A.T)
• Word Association
• Sentence Completion
• Third Person Technique
• The Paired Pictures Test.

Strengths and weaknesses of motivational research

Like anything and everything else in this world, motivational research has some of its strengths and weaknesses. Some of them are given below:

Strength: 

Some of the strengths of motivational research include the following:

• In-depth insights into consumer behavior and motivations
• Assists marketers in tailoring their products and marketing messages better to fit the wants and wishes of their customers.
• Can assist businesses in identifying unmet consumer requirements and product development prospects
• Can give helpful information for market segmentation and target marketing
• It can increase the success of marketing campaigns by identifying important motivators and drivers of consumer behavior.

Weaknesses:

Measuring the influence of motivational studies on consumer behavior and corporate outcomes can take time and effort. Some of the weaknesses of motivational research are as follows:

• It can be time-consuming and costly, especially compared to other market research types.
• It is based on self-reported data, which might be skewed and inaccurate.
• It is often based on tiny, non-representative samples, which limits the conclusion’s generalizability.
• It might be challenging to transform ideas from motivational research into tangible activities or marketing and product development initiatives.

LEARN ABOUT: Market research vs marketing research

Motivational research is a type of market research that tries to find out what drives, wants, and needs people really have. In-depth interviews, focus groups, and observation are all common ways to research what motivates people.

Overall, motivational research can be useful for businesses that want to learn more about their customers and make better marketing plans.

QuestionPro is survey software that can be used to research what motivates people. The platform has various features and tools that help researchers design, run, and analyze surveys for motivational research.

QuestionPro lets people create surveys with different kinds of questions, like multiple choice, open-ended, and rating scales. It also lets you change how surveys look and feel and target specific groups of respondents.

QuestionPro also has various tools for analyzing and reporting data that can help researchers make sense of the information they collect and come to useful conclusions. Overall, QuestionPro can be a useful tool for doing motivational research.

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• Research article
• Open access
• Published: 23 September 2014

A qualitative analysis of statements on motivation of applicants for medical school

• Anouk Wouters 1 , 2 ,
• Anneke H Bakker 1 ,
• Inge J van Wijk 1 , 3 ,
• Gerda Croiset 1 , 2 &
• Rashmi A Kusurkar 1 , 2  

BMC Medical Education volume  14 , Article number:  200 ( 2014 ) Cite this article

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Selection committees try to ascertain that motivated students are selected for medical school. Self-determination theory stresses that the type of motivation is more important than the quantity of motivation. Autonomous motivation, compared to controlled motivation, in students leads to better learning outcomes. Applicants can express their motivation in written statements, a selection tool which has been found to elicit heterogeneous responses, hampering the comparison of applicants. This study investigates the content of applicants’ statements on motivation for medical school in particular, the possibility to distinguish the type of motivation and the differences between selected and non-selected applicants.

A thematic analysis was conducted on written statements on motivation (n = 96), collected as a part of the selection procedure for the graduate entry program for medicine and research at our institution. Themes were identified as motivation-related and motivation-unrelated (additional). The motivation-related themes were further classified as autonomous and controlled types of motivation. Group percentages for each theme were compared between selected and non-selected applicants using Chi-square test and Fisher exact test.

Applicants mainly described reasons belonging to autonomous type of motivation and fewer reasons belonging to controlled type of motivation. Additional themes in the statements included previous work experience and academic qualifications, ambitions, expectations and descriptions of the program and profession, personal qualities, and personal history. Applicants used strong words to support their stories. The selected and non-selected applicants did not differ in their types of motivation. Non-selected applicants provided more descriptions of personal history than selected applicants (p < 0.05).

Conclusions

The statement on motivation does not appear to distinguish between applicants in selection for medical school. Both selected and non-selected applicants reported mainly autonomous motivation for applying, and included a lot of additional information, which was beyond the scope of what was asked from them. The findings raise a question mark on the validity and reliability of the statement on motivation as a tool for selection. It could however be of added value to enable applicants to tell their story, which they appreciate, and to create awareness of the program, resulting in an informed decision to apply.

Peer Review reports

One of the aims during selection procedures for medical school is to get an idea of the applicants’ motivation [ 1 , 2 ]. Selection committees try to assess this through a description of applicants’ motivation in interviews, multiple mini interviews (MMI), personal statements, etc. [ 3 , 4 ]. However, a reliable assessment of motivation could be difficult to realize in high stakes situations [ 5 , 6 ], such as selection for medical school. A personal statement is a type of selection tool that often appears to evoke heterogeneous responses from applicants. In this study it is investigated whether statements on motivation as part of a selection procedure differ between selected and non-selected applicants.

By assessing the applicants’ motivation for medical school and the medical profession, selection committees want to ensure that the selected students are motivated. Self-determination theory (SDT; [ 7 – 9 ]) stresses that the type of motivation is more important than the quantity of motivation. It describes motivation as a continuum comprising of different states, namely a lack of motivation, motivation because of external factors and motivation because of internal factors (Figure  1 ). Autonomous motivation originates from within the individual and represents a sincere interest in (intrinsic motivation) and a positive personal valuation of (identified regulation) the study of medicine. Controlled motivation results from internal pressures, such as feelings of guilt or shame (introjected regulation), and external pressures, such as monetary rewards or parental pressure (external regulation). Autonomous motivation, in comparison with controlled motivation, in students has been found to result in better learning outcomes [ 10 – 15 ]. Moreover, the quality of motivation is a predictor of persistence and dropout [ 16 ].

The Self-determination continuum of motivation (adapted from [ 8 ] ).

In selection procedures in many medical schools, applicants are asked to express their motivation for the medical study in a personal statement. Some studies have found personal statements to yield heterogeneous responses, complicating the comparison of applicants [ 3 ]. Though it is widely used, research on the personal statement’s reliability and ability to predict future performance is inconclusive [ 17 – 24 ]. In line with this, a more specific writing assignment used in selection procedures, the essay question, has been found to evoke a similar heterogeneity of responses. Applicants provide responses that went beyond the scope of the posed question, in order to “show themselves” and “tell their own story”, a phenomenon which is expected to occur regardless of the official topic [ 25 ].

In some selection procedures a statement on motivation is included. In personal statements, applicants are expected to write about a variety of issues relevant to their application, whereas a statement on motivation has a particular focus on motivation. Analysis of statements on motivation has never been done before. The current study adds to the literature by investigating the content of applicants’ statements on motivation for medical school and the ability of these statements to distinguish between applicants. The research questions were: 1) what do applicants write in their statements on motivation for medical school?, and 2) do statements on motivation of selected applicants differ from those of non-selected applicants? Statements on motivation will be analysed from an SDT perspective to identify autonomous and controlled types of motivation, and to examine whether selected applicants describe their motivation differently from non-selected applicants. Additional occurring themes will also be identified.

This study was based on the analysis of applicants’ statements on motivation for admission into a graduate entry program in medicine and research at VUmc School of Medical Sciences, Amsterdam. Applicants for this program need to have a Bachelor’s degree in Biomedical Sciences or Health Sciences. The statement on motivation was a part of the selection procedure in 2012. Of the 128 initial applicants, 116 met the educational qualifications criteria and were invited to participate in a three step selection procedure, which consisted of a basic science cognitive test, scoring of application forms (containing prior academic achievement, like GPAs, and affinity and experience with scientific research and health care) and a 6-station Multiple Mini Interview (Figure  2 ). Ultimately, the 24 best scoring applicants, based on their performance at all steps of the selection procedure, were offered admission to the program. As a part of the application form, submitted prior to the cognitive test, applicants were asked the following: “In max. 200 words, give an explanation of your motivation for applying for this graduate entry program at VUmc School of Medical Sciences” .

Flow chart of the graduate entry selection procedure.

Data collection

Ninety-six statements on motivation were available for analysis. In order to capture all occurring themes, all submitted personal statements on motivation were included in this study after being anonymised. The statements on motivation were collected during the selection procedure, maximising the authenticity of the context for data collection. The analysis was carried out retrospectively, independent of the selection procedure.

Data analysis

A constructivist paradigm was chosen, acknowledging the subjectivity of the researchers [ 26 ]. The researchers considered the context in which the data were constructed, namely a high stakes selection procedure, and were aware of the possible influence of their prior knowledge of applicants’ approaches towards selection tools based on the literature. One researcher (IW), as the coordinator of the graduate-entry program, was involved in the selection procedure and was therefore not involved in the data analysis. The other researchers were not involved in the selection procedure.

Data were analysed in a deductive way for descriptions of motivation and other themes described by applicants simultaneously (because it was expected, based on the literature, that the statements on motivation would also contain themes beyond the scope of the assignment). After that a categorisation of the descriptions of motivation into autonomous and controlled types was conducted. Occurrence of the types of motivation and additional themes in the statements was then compared to identify differences between selected and non-selected applicants.

For identifying all themes described by applicants, a thematic analysis [ 27 ] was conducted on the statements on motivation by two researchers (AW and AB). AW is a PhD student in medical education, conducting research on selection and motivation, and was familiar with the literature on personal statements during the analysis. AB is a policy advisor on postgraduate training and was only slightly familiar with personal statements. Both researchers have an educational background in psychology and were not involved in the selection procedure. Analyses were conducted independently to identify keywords and phrases representing categories of the topics that were described. This provided the basis for a coding scheme, which was discussed and adjusted during the analysis when necessary. The coding scheme, as well as the observed patterns and new occurring categories, were monitored through the use of memo-writing and discussed between the researchers during several meetings throughout the analysis. Whenever a new category was identified, all data were screened again for occurrence of that category. Categories were clustered to form overarching themes, which were finalized through discussion and consensus. For example, the categories ambition for personal growth, ambition to contribute to society, and specified future work area together formed the overarching theme ambitions. All the research team members were involved in the final findings discussion, so there were enough checks and balances in arriving at the results.

The data on motivation were further categorised into autonomous and controlled motivation using the framework of SDT by AW and RK (an expert on SDT). Within autonomous motivation, quotes were identified as intrinsic motivation or identified regulation. Within controlled motivation, quotes were identified as external regulation or introjected regulation.

Frequency analysis was conducted for the occurrence of all identified themes, and of the different types of motivation of selected and non-selected applicants. Group percentages were compared using a Chi-square test, or a two-sided Fisher's exact test when some expected frequencies were less than 5, in order to investigate the ability of the identified themes and motivation types to distinguish between selected applicants and non-selected applicants.

Ethical approval

Ethical approval for this study was obtained from the Ethical Review Board of the Dutch Association for Medical Education (NVMO-ERB, file number 257).

Thematic analysis was conducted for all 96 statements. Eighteen of the 96 applicants withdrew their applications during the selection procedure, because they were admitted to a medical program in another school. Their statements were excluded from the analysis of frequency, as there was no way of knowing whether they would have been selected or not. The selected group consisted of the 24 applicants that were ultimately offered admission. The non-selected group consisted of 54 applicants who were rejected during the selection process or who were admitted from the waiting list, because these applicants would have been rejected if all 24 applicants who were initially invited to the program had accepted the offer of admission (see Figure  2 ).

Of the 96 applicants that wrote a statement on motivation, 27 were male (28.1%) and 69 were female (71.9%). The gender distribution of the selected group and the non-selected group was 5 males (20.8%), 19 females (79.2%) and 17 males (31.5%), 37 females (68.5%), respectively. The mean age was 23 (SD = 2) for 95 of the 96 applicants (as for one applicant information on age was not available), 22 (SD = 1) for the selected group and 23 (SD = 2) for the non-selected group.

The themes that occurred in the applicants’ statements on motivation are described and illustrated with quotes that were agreed upon by the research team as being representative for the findings. While analysing the data, two types of information were recognized. One was a description of participants’ motivation, as was intended by the selection committee. The other concerned additional personal information which seemed to be included to convince the selection committee to select the applicant. This covered a wide range of themes. There was overlap between themes, which will be addressed below.

Applicants described why they wanted to study medicine or become a doctor and/or researcher. These descriptions appeared to be in line with the published program description.

Example: “The program of the VU University leads you to become not only a doctor, but also a researcher. Both professions appeal to me, but it is especially the combination of the two that I am interested in”.

Applicants also provided statements of their enthusiasm and their strength of motivation, or they just expressed that they were motivated.

Example: “I have a lot of passion, motivation and drive for medicine, but also for research”.

They referred to their interests related to the study and profession, e.g. interest in the human body or helping people or doing research or the social aspect or specific specialties, etc. Applicants sometimes explained why these were their topics of their interest.

Example: “Since childhood I have been interested in people and their (dys)functioning. What makes a person sick and how can I make it better keeps fascinating me”

Applicants explained their choice for our institution, which could be driven by a preference for the organization of the institution or the attractions of the city.

Example: “The VU University is well organized and has a well-structured curriculum. These were the deciding factors for me to choose the VU University”.

Applicants’ motivation for applying could originate from personal life events.

Example: “But the main reason why I want to become a doctor, is because I almost lost my mother when I was ten years old. […] I've seen what the medical community meant for my mother and me and then I knew I wanted to become a doctor”.

The quotes in this theme were analysed further in order to identify autonomous motivation, i.e. doing something out of interest or enjoyment (intrinsic motivation) or because the behaviour is appreciated as being personally valuable (identified regulation) and controlled motivation, i.e. doing something for the promise of reward or the threat of punishment (external regulation) or because of experienced internal pressure, such as feelings of guilt and shame (introjected regulation).

Most (approximately 75%) of the reasons for applying for the graduate entry program described by the applicants could be categorised as autonomous motivation.

Example: “The human body fascinates me, right from the molecular level to the body as a whole. The way our cells communicate mesmerizes me, and the more I read about the perfect physiological functioning of the human body, the more I want to know about it”.

Within autonomous motivation, there were quotes that represented intrinsic motivation and identified regulation. Examples of intrinsic motivation are:

“My intrinsic motivation is the interest and respect I have for the patient as a human being. My fascination with the human body plays a very big role in this” “I compensate this [lack of experience in healthcare] with interest and motivation, and my affinity with science is greater than that of dopamine with its receptor”

An example of identified regulation is

“personal interaction with people is of great importance for me”.

A reason that could be categorised as controlled motivation was

“This program appeals to me because there might be more opportunities to start a PhD program during the Master education, and graduate earlier”.

Within controlled motivation, there were quotes that represented external regulation.

Example: “Next to the type of study, I would love to study in Amsterdam. I haven’t lived in a large (student) city in the Netherlands before, so I would love to experience living in the most famous Dutch city for a number of years”

No quotes were found in the introjected regulation category.

The numbers of descriptions of autonomous and controlled motivation themes were compared between selected and non-selected candidates (Table  1 ). No significant differences were found.

Additional personal information

Previous work experience and academic qualifications.

Applicants gave an overview of their prior education and work experience. They described how this had sparked their desire to become a doctor and researcher, what they missed and how the graduate entry program could fulfil their needs, and how these prior experiences made them suitable for the program.

Example: “At the moment I am a third year Bachelor student Biomedical Sciences at the VU, in addition I have gained managerial experience, I work as a volunteer in healthcare and I am doing an internship at the child and adolescent psychiatry department of the VUmc”.

Participants’ ambitions concerned personal growth or making a contribution to the society. Also, descriptions in this theme varied from a broad ambition of becoming a doctor or to help people, to a more specified intended work area for the future.

Example: “By being scientifically engaged (especially with my background as a biomedical scientist), I want to make a contribution to medical science and development”.

There seemed to be a distinction between applicants who described their desire to combine being a doctor and researcher, and applicants who mostly described their wish to become a doctor.

Examples: “I would like to bridge the gap between scientific research and medical practice: “from bench to bedside”. Physician-scientist seems to be the designated profession for this”. ”My greatest wish is: ‘to become a doctor’!”

Expectation and description of the graduate entry program and professionM

The program was addressed in terms of a description of the program characteristics, which often reflected the published program description. Applicants also described their expectations of the program. This concerned the expected challenging nature of the program, sometimes followed by a presentation of some of their personal qualities, to show how or why they would be able to handle this challenge. Descriptions also contained elaborations on the future profession, for example in terms of its societal relevance. Many applicants referred to how this program and profession would enable them to represent the link between science and health care, “theory and practice”.

Examples: “The combination of physician and researcher in this program is a great addition to my education, to get the complete picture of illness, health and the human being as a whole. The approach to bring these domains together is crucial to provide optimal care to patients”. “The graduate entry program of VUmc provides the possibility for conducting research full-time for a period of 8 months during the Master phase of medical education, and part-time during the clerkships”

Personal qualities

Applicants listed their personal qualities, either with or without providing an explanation or describing situations in which they had shown these qualities. Promises for future performance were made, like how well they would behave or perform in their studies, or how well they would function as doctors. Some applicants displayed their need to portray their relevant knowledge, for example of the human body or chemistry. Statements of self-confidence were also observed in this theme, which could entail applicants expressing their suitability for the program and their expectation to be chosen.

Examples: “If I get the chance to follow this program, I will make the maximum use of it. I think I'm fit as a candidate because I am passionate and critical, well capable of collaboration, and I can contribute to the learning process through active participation and discussions”. “I would like to let you know that I am a suitable candidate for admitting into the graduate entry program of the VUmc, and for completing it with satisfactory results” “Reliability, empathy, analytical ability, perseverance, and punctuality are the qualities that I pack in my suitcase for my medical journey”.

Personal history

Personal details concerned life experiences, which could be related or unrelated to health care, the applicants’ application history, and “near and dear ones” working in health care. Life experiences related to health care were descriptions of how the applicant, a relative or a friend was struck by a disease and the health care they received, observed or witnessed. Life experiences unrelated to health care entailed, for example, stories on migration and difficulties experienced in previous education.

When describing their path towards the current application, applicants wrote about the strength of their desire to become a doctor. This was expressed either in terms of how early in their childhood they had identified this desire, or the effort they had invested to be able to study medicine (e.g. the purpose of engaging in certain educational activities), or the disappointment and consequences that followed former failed applications.

Examples: “From early on in my high school years, I knew that I wanted to become a doctor. After finishing high school I enrolled into a pre-medical track … I knew that, after completing this, I would have a good chance of getting admission into a medical program. My secondary education and the University College have been a good preparation for the graduate entry program”. “Ever since my childhood, I have had to deal with a lot of sickness in my immediate environment” “As a political refugee from a country where people rarely have access to basic needs such as health care, and my experience with it, at a very young age I knew that I wanted to become a doctor and that I wanted to support less fortunate people”. “To my great sorrow, I was not admitted to medical school the past 3 years”.

Social aspect

Applicants described how the social nature of the medical profession appealed to them. This was often included in their description of what they missed in their current situation.

Example: “…, the medical profession appeals to me, because I like to have personal contact with people”.

Shortcomings in current situation

Applicants explained their current educational or professional situation and how this was not completely to their satisfaction. This often concerned their need for social interaction (with patients), which they expected to be fulfilled in the medical profession.

Example: “I think research is fun, useful and important, but if I do only research, I miss the contact with patients and what do they experience. And especially the feeling that I can (directly) help someone, that I can cure someone, that’s what I miss”.

Hope was expressed with regards to a successful outcome of the selection procedure. Applicants referred to their wish to proceed to the next step of the selection procedure or to be selected for medical school.

Examples: “I hope you give me the chance to explain more in an interview” “I really hope that I can participate in the next rounds of the selection procedure and I assure you of a 100 percent commitment to this study.”

In addition to the above mentioned themes, the use of strong words (superlatives) was observed in almost all applicants’ writings.

Examples: “The ultimate chance” “An enormous drive of motivation” ”a lifelong exciting adventure in the medical world” ”I am 100 percent convinced that I was born to work with people” “My dream, which gives an endless motivation”

Overlap between themes

As can be seen in previous examples, some quotes contained more than one theme. Mainly, there was overlap between the motivation theme and one of the additional personal information themes, as applicants used the additional information to explain their motivation. This is illustrated by an example of the overlap between motivation and personal history.

Example: “From the early years in my childhood, I have been confronted a lot of times with sickness in my immediate environment. This created a strong drive and passion in me to help people improve their health”.

Within the additional personal information themes, especially the overlap between the social aspect theme and the shortcomings in current situation theme was common.

Example: “I do follow my current Bachelor of Biomedical Sciences course with enthusiasm and great interest, but I miss the human interaction, the involvement with people and being able to mean something for them”.

The occurrence of all themes that were identified in the personal statements of the selected and the non-selected applicants was calculated separately in order to establish whether the most successful applicants (from the whole selection procedure) mentioned different themes. Table  2 shows the number of statements on motivation in which the themes were mentioned for the selected and non-selected applicants, as well as percentages. P-values are reported for the differences between the groups. Non-selected applicants (33/54, 61.1%) more often described their personal history than selected applicants (8/24, 33.3%, p < 0.05). Differences for other themes were not statistically significant.

This, to our knowledge, is the first study which reports about the type of motivation that applicants describe in statements on motivation used in a selection procedure for medical school. The reasons both selected and non-selected applicants provided for applying to the program were in line with findings from other studies [ 18 , 21 , 28 – 31 ] and concerned mainly autonomous motivation. There are two possible explanations for this finding. One is that those who apply to this program have higher autonomous motivation compared to controlled motivation. In another study (Wouters A, Croiset G, Galindo-Garre F, Kusurkar RA: Motivation of medical students: selection by motivation or motivation by selection, in preparation) on the selected population only (n = 21), we found high scores on autonomous motivation and moderate scores on controlled motivation (average scores of 6.19 and 4.12 on a Likert-scale of 1 to 7). Putting these results and those of the current study together, the large difference between reported autonomous and controlled types of motivation (75.4% autonomous motivation versus 16.9% controlled motivation), was not fully reflected in the motivation scores observed in the study on the selected population. This discrepancy indicates that applicants tend to emphasize their autonomous motivation and underreport their controlled motivation. This raises a question on the validity and reliability of a statement of motivation as a tool for selection. Similar behaviour was reported in research on essay questions [ 32 ]. A “hidden curriculum of admissions” was detected, described as ‘What do they want me to say’, which states that applicants estimate the expectations of the selection process and adjust their answers accordingly. The question remains whether a reliable assessment of motivation is possible in a high stakes situation such as selection.

Apart from the expressions of motivation, another type of information could be identified in the statements on motivation. This concerned information, which was beyond the scope of what was asked from them. Similar to findings from other studies, the inclusion of information about the personal qualities, prior education, and work experience of the applicants was observed [ 19 , 29 ]. This type of information might have been included to show the applicant’s suitability for the medical program. We hypothesize that applicants provided a description of their personal circumstances, because they expected other applicants to be suitable as well, portraying similar qualities in their statements. The personal information might be perceived by the applicants as a means to convince the selection committee to select them over other applicants. Especially candidates who expect to fall short in terms of education and experience compared to the other candidates, might rely more on the impact their personal story has on the selection committee’s decision [ 29 ]. This could explain the difference in the number of statements of personal history between selected and non-selected applicants.

Without the ability to distinguish between applicants, could a written statement still be of added value in selection procedures? From the applicants’ point of view, the ability to tell their story and present themselves as unique individuals is much appreciated [ 25 , 29 ]. Our results indicate that applicants read the website and/or flyers about the program, and used the information to write their statements. Thus, from the selection committee’s point of view, the statement can be a useful tool to make those who are interested in studying medicine aware of the program characteristics. Especially when students receive insufficient information on a medical career from their schools, this tool will encourage them to explore the course characteristics, in order to be able to make a well-informed decision on whether or not to apply [ 31 ].

A written statement is a “difficult to score” tool, because of the heterogeneity of responses. In addition, written statements are subject to embellishment [ 33 ]. Applicants are likely to provide socially desirable answers in such a high stakes situation [ 34 , 35 ], and to get help in writing their statements [ 3 , 18 , 36 ]. Applicants turn to their peers, family or even professional agencies for input for their statements. Though written statements do not have a prominent role in selection in the Netherlands (which may reduce the likelihood of applicants turning to professional agencies), the findings on the content of the statements in this study are consistent with findings observed in countries where the personal statement is given more importance.

A strength of the present study was that some research team members were experts on SDT and others were not. This facilitated in-depth analysis of the data as well as identification of the whole range of themes unrelated to SDT, but important in getting an insight into the use of “statements on motivation” by applicants. This study has some limitations. First, the background of the researchers could have biased the analysis and interpretation of the data. In qualitative research however, and especially in accordance with the constructivist paradigm, reflection on the background of the researchers can benefit the research. Prior knowledge does not necessarily infer, and can even contribute to a more meaningful interpretation of the data. Second, although for the selected applicants we were able to compare findings from the current study with measurements on autonomous and controlled motivation from a previous study, such comparisons were not possible for the non-selected applicants. It is expected that selected and non-selected applicants show similar behaviour in response to a writing assignment during a selection procedure. A third limitation is the difficulty we experienced in categorising a few of the motivation quotes (especially the intrinsic motivation and identified regulation quotes). We resolved differences of opinion through discussion and consensus.

This study provided an insight in the statement on motivation as part of a selection procedure for medical school. Both selected and non-selected applicants described mainly autonomous motivation for applying and were less elaborate on their controlled motivation. Our results suggest that a statement of motivation is not a valid and reliable tool for the assessment of motivation. The statement on motivation could be of value to make applicants aware of the program characteristics, resulting in an informed decision to apply, and to provide space for telling their story.

Authors’ information

AW, MSc, is a PhD student in medical education at VUmc School of Medical Sciences.

AB, MSc, is the Head of Faculty Development and a policy advisor on postgraduate medical education at VUmc School of Medical Sciences.

IW, PhD, is coordinator of the graduate entry program in medicine and research at VUmc School of Medical Sciences.

GC, MD, PhD, is Professor in medical education and the Director of VUmc School of Medical Sciences.

RK, MD, PhD, is an Assistant Professor and the Head of Research in Education at VUmc School of Medical Sciences.

Abbreviations

Self-Determination Theory

VU University Medical Center

VU University.

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Acknowledgements

The authors thank Jennie Souissa, management assistant graduate entry program in medicine and research, VUmc School of Medical Sciences, for gathering and anonymising all statements on motivation.

This research was partly funded by The Netherlands Federation of University Medical Centres (NFU).

We and the applicants used VU and VUmc interchangeably, addressing the same institution.

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All authors were involved in the conception and design of the study and the interpretation of data. IW was responsible for the acquisition of data. AB, RK and AW performed the data analysis. AW was responsible for drafting the manuscript. The other authors contributed to the writing process by providing critical appraisal. All authors contributed towards important intellectual content in the manuscript. All authors read and approved the final manuscript, and agree to be accountable for all aspects of the work in ensuring that questions related to the accuracy or integrity of any part of the work are appropriately investigated and resolved.

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Wouters, A., Bakker, A.H., van Wijk, I.J. et al. A qualitative analysis of statements on motivation of applicants for medical school. BMC Med Educ 14 , 200 (2014). https://doi.org/10.1186/1472-6920-14-200

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• How Can Self-Motivation Create a Positive Impact on Your Life?
• How Can the Working Environment Impact Motivation?
• Does Motivation Affect the Outcome of a Sporting Performance?
• Does Independent Learning Encourage Motivation?
• Does Motivation Come From Within, or Do External Forces Stimulate It?
• Does Monetary Punishment Crowd Out Pro-social Motivation?
• What if Motivation Does Not Work?
• Does Teacher Motivation Lead to Student Motivation?
• How Does Greater Knowledge of Individual Behaviour Help Our Understanding of What Can Go?
• Why Motivation and Morale Decrease During Times of Change?
• Why Are Leadership and Motivation Necessary in a Business?
• Does Employee Motivation Drive an Organization?
• How the Mind Works Memory and Motivation?
• How Motivation and Emotions Affect Behavior?
• How Does Motivation Affect Job Performance?

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Research Proposal Motivation

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Motivation research topics

Interesting Topics for Research Proposal on Motivation without Wasting Time on Google

The dissertation needs motivation as well as interesting topics for building its discussion on., maintaining focus throughout the dissertation writing process is difficult, but once you have a good topic in your hand; it becomes easier to maintain the focus. but first is the research proposal on motivation.

A research proposal on motivation is the first thing to submit to your supervisor. A proposal has to be approved if a student wants to move to the next step – dissertation writing .

The majority of students use different terms to find topics on motivation these terms are dissertation on motivation, topics related to motivation, employee motivation topics, topics to motivate employees, etc. We generate topics for all your related terms these motivation research topics examples are the best collection to fulfill your requirements.

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Motivation research proposal topic suggestions:.

These are the best-selected motivation research topics:

• How important is it to be motivated in an office environment for an employee?
• Techniques to improve the motivation of employees keep in mind the goal of the organization.
• Motivation – How to keep your employees engaged in times of stress and degradations amongst other employees?
• Ways to motivate employees without raising their pay structure but by influencing them with other benefits to loosen the ties between employees and management.
• Results of de-motivating employees in an organization, how has that been overcome by the new strategic plan of the HRM policies?
• Why is the employees’ motivation important?
• Adopting game techniques to motivate employees to improve their products without worrying about company benefits.
• Self-motivation is the key ingredient in the motivation factor of union workers of an organization.
• Is money or recognition more important for an employee?
• What is the role structure of motivation in the proper development of an organization’s future welfare?
• Motivation, knowledge transfer, and organizational forms play an important role in team building for existing employees.
• A comparative study of motivating employees in public and private organizations for better outcomes in productivity.
• Influence on work due to an increase in motivation amongst the employees of a growing organization.
• Expectancy theory and its implication on employee motivation in relation to their work improvement.
• Wage equity and employee motivation in profit and non-profit organizations.
• The role of motivation in fostering public service motivation message to overcome the issue of employment.
• Leadership motivation in an organization planning structure.
• The impact of reward and recognition programs on employees’ performance based on their annual progress reports.
• Motivation techniques for different organization management.
• Building a team on motivation amongst employees.
• The role of employee motivation in an office environment. Explore in your paper the importance of keeping office employees motivated.
• Techniques of improving-employee motivation depend on the goal of the company. Discuss what techniques of motivation are better to use in certain conditions.
• Methods of keeping employees motivated in stressful times. Investigate in your dissertation how to motivate your employees in difficult times for the organization.
• Strategies of employee motivation that don’t include money-rewards. List and discuss how to motivate employees without raising their payments.

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A QUALITATIVE STUDY OF EMPLOYEES’ MOTIVATION FACTORS ON ORGANIZATION : A CASE STUDY FROM ONE COMPANY IN INDONESIA

• February 2020
• Hasanuddin Economics and Business Review 3(3):112
• CC BY-NC 4.0
• This person is not on ResearchGate, or hasn't claimed this research yet.

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10 Motivation Myths You Probably Believe Are True

How research from educational psychology can bust motivation myths..

Posted July 29, 2024 | Reviewed by Michelle Quirk

• What Is Motivation?
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• Motivation is the energy we bring to activities as well as the direction in which we focus that energy.
• When we feel interested in an activity or feel it is important, we are more likely to persist.
• Believing in myths about motivation can lead to behaviors or strategies that hinder progress.

There are still people who believe that the Earth is flat, today, in 2024. The field of education , for example, is filled with all kinds of non-science-backed ideas, like learning styles. Invalid personality tests like the Enneagram have become popular, whereas the scientifically backed Big 5 Personality Inventory is often not even known by the general public. In the field of educational psychology, there is also a substantial literature on motivation , and a recent book titled Motivation Myth Busters: Science-Based Strategies to Boost Motivation in Yourself and Others by Wendy Grolnick, Benjamin Heddy, and Frank Worrell seeks to educate the broader public about the common myths about motivation and about what is known about motivation from decades of research in psychology. Here the authors answer questions about their new book.

What is your definition of motivation, and how can research from educational psychology be useful to the average person?

Motivation is the energy we bring to activities as well as the direction in which we focus that energy. Importantly, motives are located within people and involve the internal processes that fuel action. Motivation comes about as people try to fulfill their needs to be autonomous, or to feel choiceful about their activity, to feel competent or effective, and to feel connected with important others. With this definition, we can think about differences in the way we try to get people to act. On the one hand, we can persuade them, or we can coerce them using pressure or incentives such as rewards or punishments. However, when we attempt to facilitate motivation, we try to tap into their needs, values, and interests so that they perceive their actions as coming from within and as personally endorsed.

Thinking about motivation in this way is useful to people as they consider their own behavior as well as how they can help motivate others. For example, with regard to our own behavior, we can reflect on why we are doing an activity—is it something we find interesting or important, or is it something that someone else is pushing us to do? When we feel interested in an activity or feel it is important for our own goals and values, we are most likely to persist and be successful. With regard to helping others be motivated, we can find out about their interests, their perspective on the activity, and what they value. Then we can work with them to try to figure out how to connect the activity to their values or interests and problem-solve about what may be getting in the way of feeling motivated. Research on motivation has identified many strategies to help people channel their own and others’ motivation in ways that make for the most success, well-being, and positive relationships.

Why do “myths” about motivation matter? What are these 10 myths you discuss in your book?

Motivation is important in every aspect of our lives, from the classroom to the boardroom and office to the athletic arena or performing stage. Moreover, motivation is complicated, which is reflected in the fact that there are multiple motivation theories that speak to different aspects of motivation. Although motivation is not the only predictor of successful goal attainment, motivation can play a key role in helping individuals and groups reach important goals. Myths about motivation matter as believing in these myths can lead to engaging in behaviors or using strategies that hinder progress rather than supporting success.

Given the importance of motivation, having beliefs about it that are not accurate can interfere with reaching our goals or helping others to reach theirs. In our book, Motivation Myth Busters , we identify 10 key myths about motivation. Five of the 10 myths that we discuss were endorsed by two-thirds of a sample of 495 individuals. Even the least-endorsed myth, which was endorsed by only 8.9 percent of the sample, extrapolates outward to more than 27 million people in the United States.

Below is a list of the myths, followed by the actuality from a scientific point of view:

Why are myths so hard to change?

Belief in myths and misinformation can be especially resistant to change. There are many reasons that myths are resistant to modification including the fact that change is difficult. The strength of commitment to myths and social causes can also make myths hard to change.

First, as the saying goes, change is hard! And this statement couldn’t be truer for changing beliefs in myths. When we are faced with new information, substantial effort is required to change our knowledge. To change our beliefs, we have to try to learn the new information and integrate it into our existing framework of knowledge. Maintaining our current knowledge is far easier as it requires much less effort. Therefore, unless there is a good reason for us to change our beliefs, the path of least resistance is to ignore the new information. In the case of belief change, ignorance is truly bliss.

Second, people are often deeply committed to their beliefs. When new information conflicts with worldviews, changing beliefs can be stifled. This is especially the case when information is misaligned with politically or religiously charged beliefs. For example, climate change is a politically charged topic, and this is why widespread acceptance of this scientifically accepted construct is difficult to establish. Strength of commitment to beliefs is a major factor for predicting likelihood of change in myth belief.

Third, and finally, our social circles can be influential in determining whether we change our beliefs in myths. That is, if our social circle strongly believes in a myth, we are likely to also believe it and to resist changing that belief. As an example, there is a small but growing number of people who believe that the Earth is flat. Flat Earthers continuously run experiments to try to disprove the spherical view of our world. However, their experiments often fall flat (pun intended) and prove the exact opposite, that the Earth is, in fact, round. However, changing their belief in the myth of a flat Earth would also mean losing their sense of belonging to their social circle of believers. As a result, they resist change, even in the face of evidence that counters their belief.

Myths are prevalent in our society for a reason. They are resistant to change and, therefore, they stick around. Myths about motivation are no different, especially with the amount of misinformation that can be easily accessed online. However, our book, Motivation Myth Busters , uses cutting -edge, evidence-based strategies to help people change their beliefs and better motivate themselves and others.

Grolnick, W. S., Heddy, B. C., & Worrell, F. C. (2024). Motivation Myth Busters: Science-Based Strategies to Boost Motivation in Yourself and Others . American Psychological Association.

Jonathan Wai, Ph.D. , is Assistant Professor of Education Policy and Psychology and the 21st Century Endowed Chair in Education Policy at the University of Arkansas.

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Motivation Questionnaire

A motivation questionnaire can be used to understand which situations may increase or decrease your motivation and help secure job satisfaction. these types of questionnaires aim to determine how conditions found in the workplace could affect your motivation. as with the personality questionnaire, there are no right or wrong answers..

In the example questions below, you are asked to rate each statement in relation to how it would affect your motivation to work. You are then required to choose the appropriate option (A to E) to complete the sentence.

Try the example questions below. And remember, there are no right or wrong answers.

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116 Motivation Research Topics & Essay Examples

📝 motivation research papers examples, 🎓 simple research topics about motivation, 🏆 best motivation essay titles, ✍️ motivation essay topics for college, ❓ motivation research questions.

• Self-Efficacy and Motivation for Students Learning The development of self-efficacy across all domains of learning plays a key role in the improvement of students’ academic performance.
• Motivating Students to Learn and Succeed To be an effective teacher, one should be able to engage the students and help them maintain an interest in the subject being taught.
• Self-Efficacy and Self-Concept in Students The paper reviews two self-constructs: self-concept and self-efficacy and determines if academic performance enhances if students alter their beliefs about themselves.
• Educational Partnership: Teachers, Students, Parents The paper studies the importance of motivation and communication in educational leadership and partnership between Sharjah teachers, Arab students, and parents.
• Adult Education: Affordances and Constraints The concept of work-life balance has become an essential if not integral aspect of the present-day adult learner.
• Keller’s and Wlodkowski’s Models in Adult Learning Keller’s ARCS model and Wlodkowski’s approach to motivation are the two strategies that ensure adults’ compelling learning.
• The Role of Academic Engagement Academic engagement or attachment refers to the importance children place on getting quality education and how they view academic outcomes to be of benefit to their personal lives.
• Social Media Impact on English Language Learning This is a proposal of the research on the role of social networking websites and social media websites in motivating the students’ progress in learning the English language.
• Curriculum Design and Evaluation The process of designing and developing a curriculum is quite challenging. A curriculum needs to consider the needs of society, the education system, and the individuals.
• Motivation in U.S. Education Program For an educational program to be competitive at best and enough in nurturing motivation, it must provide the likelihood of nurturing this motivation at young age.
• Lack of Student Engagement Within Online Learning Lack of student engagement is declining within online learning, and there are multiple factors contributing to the development of this tendency.
• Teachers Investing in Building Relationships Effect on Students This research will contribute to the improvement of academic success based on how teacher-student relationships are approached.
• Multiple Intelligence Theory: Critique Among recognized experts in the field of cognitive learning, the name Howard Gardner is today the most famous not only in the United States but also abroad.
• "Underachievement": Case Study "Underachievement" — tells about Lashandra Jones, who used to be a perfect student and participate in various activities in high school.
• The Impact of Teacher-Students Relationship The issue of the relationship between teacher and student is a traditional psychological and pedagogical problem, which has been the subject of research by many scientists.
• Self-Directed Learning, Learning Orientation, and Self-Motivation The three critical concepts from this course that have an effect on personal belief are self-directed learning, learning orientation, and self-motivation.
• The Analysis of Different Learning Theories This paper aims to analyze different learning theories and how these theories make positive and negative impacts on the success and lack of success of children.
• Teaching and Student Motivation in the Christian Tradition Within the Christian tradition, teaching can facilitate the increased power of persuasion and the ability of teachers to provide invaluable knowledge on morality and doing good.
• Motivating Social Studies Students Through the Use of a Computer Simulation This project will use a computer-based simulation game to help students understand how the elements of social studies connect to each other.
• Motivation and Work-Life Balance: Intrinsic Goal Learning new skills and information means more than an opportunity to grow professionally and enhance one's chances of building a successful career.
• Graduation Rates at the U.S. Colleges and Universities The article focuses on the efficacy of initiatives meant to improve graduation rates. Its findings show that graduation rates do not depend on the difficulty levels of a program.
• Active Learning: Approaches and Theories The paper discusses four theories of active learning: behaviorist, cognitive, social, and humanistic. It supposes issues that help to achieve students’ active learning engagement.
• Student Motivation and Ways to Enhance It Motivation and ways to enhance it have been explored for decades, and various advancements in this field have been achieved.
• Pay Level Predominance Over Other Factors Motivating Students’ Internship Enrolment The research focus will be set on students' perception of motivating factors, satisfaction with payment, and the overall internship benefits.
• The Importance of Motivation in Life The essay shows the importance of motivation, factors affecting it, and teachers' vital role in inspiring their students.
• Consumer Behavior Course Reflection Consumer behavior (CB) is a broad area with many interconnected aspects, theories, and frameworks, which require an in-depth understanding to relate.
• Practice Educator Working with Students This paper examines the efficacy of performing the functions of a Practice Educator, critically reflects and analyzes aspects of learning and practice working with the student.
• Supporting Children with Specific Needs: Approaches and Interventions Teachers are in direct contact with children with special needs. They are expected to give special training to the children depending on the understanding level of each child.
• Education Issues. Motivation Centred Learning Motivation is very important to people in their daily activities. It enables people to achieve their goals and set new ones.
• The Creation of an Engaging Learning Environment For young children, creatively incorporating fun or stimulating content into learning experiences was an excellent way of increasing engagement during learning activities.
• Aspects of Intrinsic and Extrinsic Motivation The paper shows that teachers and parents can directly influence the intrinsic motivation of children. Many teachers are subject to a certain framework.
• Intrinsic and Extrinsic Motivation Theory The paper states that intrinsic and extrinsic motivation approaches might not only motivate students but also affect their emotional conditions.
• Motivation and Learning Relationship Analysis The connection between motivation and learning is an essential part of achieving necessary educational outcomes for numerous individuals throughout the world.
• Brainology: Transforming Student's Motivation to Learn Carol Dweck writes "Brainology: Transforming Student's Motivation to Learn" to present her point of view on students' mindsets and intelligence in an expanded format.
• Learners’ Engagement and Motivation Learners’ engagement and motivation depend on innovative approaches to teaching, which should concern lessons’ objectives, stages, and activities.
• Grit in Education and Life for Motivation and Succesful Learning The paper discusses grit. It is a combination of resilience in front of failures and deep commitment and loyalty to goals that require time for achievement.
• Motivation and Supervisory Leadership Motivation plays a major role in education because it impacts teachers’ approaches to student learning and stimulates their growth and development.
• Intrinsic and Extrinsic Motivation of Teachers in Special Education Secondary School The system for evaluating the curriculums is used as a measure of success and achievement, and an effective tool for improving the quality of education.
• Intentional Teaching, Operant Conditioning and Extrinsic Motivation Operant conditioning is a learning method credited to BF Skinner, which involves using the consequences of behavior to influence whether it is repeated or not.
• The Effectiveness of Online and Face-to-Face Learning Despite e-learning’s extensively proclaimed advantages, it is not as effective as traditional offline instruction, which finds support in experts’ opinions.
• Enhancing Student Performance Through Motivation Motivation is an essential aspect of learning since it facilitates the student to retain information and view learning as a positive activity.
• Engagement Motivation in Education The types of engagement motivation discussed in this essay can be divided into intrinsic and extrinsic motivation.
• Effectiveness of Educational Leadership Management Skills Most scholars agree that leadership in learning management positively impacts the quality of the educational process.
• Teacher Training: Gamification Strategies and Flipped Classroom Design The aim of the study was to show the positive outcome of gamification strategies and flipped classroom design in training on the improvement of the skills of future educators.
• Culture of Learning in the Knowledge Society Educators-researchers consider a new culture of learning, appropriate to the knowledge society and aimed at active, constructive, independent, motivated and holistic learning.
• Factors of Motivation of Distance Education Teachers are motivated to participate in Distance Education due to their ability to facilitate it as well as the freedom it provides; however, increased workload discourages them.
• Adult Education Site: Course Schedule, and the Evaluation Criterion This paper is a site visit report of an online adult education program run by the Young Women’s Christian Association (YWCA) in Massachusetts.
• Video Games and Their Impact on Students’ Motivation Video games have proven to increase students’ motivation substantially; they provide numerous ways of interaction and allow for cheap simulation.
• Co-Construction and Gender-Related Issues at School This paper discusses such aspects of education as co-construction, gender-related issues in the classroom, and co-construction and beliefs in life and death.
• Bullying of Disabled Children in School The purpose of this study is to evaluate the level of bullying of students with disabilities and special education needs.
• Parental Engagement into Children’s Education Parental engagement in children’s studies has a positive impact on the children’s academic achievements and contributes to higher results in school.
• Importance of Parent-Teacher Partnership in Child Development This research paper examines the effect of parent-teacher partnership in making the children attain their developmental milestones.
• Theories of Skills Assessment in ESL The lack of an actionable and motivating assessment of language progress can lead to even more student stress.
• Challenges Related to Student Discipline and Motivation in the Classroom This paper examines key challenges stemming from poor discipline and motivation in the classroom and attempts to explain their nature.
• Lack of Parental Involvement Leads to Poor Student Achievement This paper investigates the correlation between the lack or presence of parental involvement and the academic achievement of students.
• The Greatest Motivational Factor In Children Life
• Students’ Motivation for Learning at a Distance
• The Classical and Modern Theories of Motivation
• The Principles and Barriers of Motivational Thinking
• The Three Major Components of Motivation
• The Relationship Between Reward and Motivation
• Striatal Dopamine and the Interface Between Motivation and Cognition
• Brain Development, Intrinsic and Extrinsic Motivation
• The Use and Effectiveness of Motivational Interviewing in Pedagogy
• Understanding Responsible Leadership: Role Identity and Motivational Drivers
• Performance and Motivational Issues With Students
• The Key Elements and Criticisms of Motivation Theories
• The Strategies for Successful Motivation and Engagement
• Early Childhood Education and Motivation
• The Relationship Between Student Motivation and GPA
• Emotional Intelligence Academic Achievement Motivation Among Adolescents Education
• The Motivation Sequence, the Motivation Hub, and the Motivation Core
• The Contrast Between Punishment and Motivation in Child Discipline
• Information-Motivation-Behavior Skills for Education
• Correlation Between Motivation and Achievement
• Social Care Work and Its Adverse Effects on Staff Motivation
• Motivational Interviewing as a Smoking Cessation Method Motivational Interviewing intervention is one of the primary cessation methods that is used among patients that reluctant to abstain from tobacco use.
• The Strategies for Increasing Self-efficacy and Academic Motivation
• The Motivation for Learning Korean Among the Taiwanese
• Connection Between Teaching Styles and Parental Motivation
• The Association Between Motivation, Affect, and Self-regulated Learning When Solving Problems
• Best Motivation for Internal Promotion
• The Two Leading Theories of Motivation: Analysis
• Students Motivation and Its Relationship With Academic Performance Education
• The Human Relations View of Motivation
• The Human Motivation Theory of Abraham Maslow
• Standardized Assessment Performance and Student Motivation
• Teacher Motivation and Its Effect on the Academic Achievement
• Teachers Behavior and Students Motivation For Learning
• Motivation Strategies and The Main Key Theories Education
• The Strength and Weaknesses of Content and Process Theories of Motivation
• Modern Education and Motivation in The Educational Process
• Motivation Enhances Teaching and Learning Education
• Education, Academic Motivation, and Adjudicated Youth
• The Relationship Between Leadership Styles and Motivation
• Organizational Motivation Intrinsic and Extrinsic
• How Does Teacher Behavior Affect Students’ Motivation to Learn?
• How Does the Environment in the Classroom Influence Student Motivation?
• What Is the Relationship Between Motivation and Performance?
• Why Monetary Incentives Are an Ineffective Way for Increase Motivation?
• Ways Human Emotions Prompt Motivation?
• How Does Motivation Affect Perception in the Classroom and College?
• What Are the Best Classroom Motivational Strategies?
• How To Build a Successful Management Through Effective Motivation?
• What Is the Relationship Between Student Motivation and Physical Activity?
• Why Music Is the Best Motivational Tool?
• What Theories and Methods of Motivation Can a Teacher Use?
• How Does Attribution Theory Affect Academic Motivation?
• What Are the Sources of External and Internal Motivation for People?
• What Are the Psychological Properties of Motivation?
• What Are the Leadership Strategies and Motivation Strategies for Performance Improvement?
• What Is the Relationship Between Self-regulation and Motivation?
• Why Are Leadership and Motivation Necessary in a Teaching?
• What Role Do Leadership and Motivational Skills Play in Educational Process?
• Are Grades an Effective Means of Motivation?
• What Motivational Theories Can Use Teacher in the Classroom?

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Top 20 Motivational Interview Questions & Answers

Master your responses to Motivational related interview questions with our example questions and answers. Boost your chances of landing the job by learning how to effectively communicate your Motivational capabilities.

Life’s journey is often filled with challenges and obstacles that test our resolve, making the power of motivation an invaluable ally on the path to success. Whether you’re seeking to overcome personal hurdles or aiming to inspire a team to new heights, understanding the essence of what drives us forward can make all the difference.

In this motivational exploration, we will delve into the heart of what it means to be driven, examining key strategies for igniting that inner spark. From setting attainable goals to harnessing the influence of positive thinking, we’ll uncover actionable insights designed to empower you or your audience to push beyond limitations and achieve greatness. Join us as we embark on a quest to unlock the secrets of sustaining momentum and cultivating an unstoppable mindset.

Common Motivational Interview Questions

1. how do you sustain high levels of motivation in long-term projects.

Endurance, focus, and adaptability are key traits for seeing complex projects through to completion. It’s a test of one’s ability to sustain motivation over the long haul, especially as projects inevitably hit snags, scope changes, or resource constraints. Demonstrating that you can maintain energy and adjust strategies when the initial excitement wanes is indicative of someone who can deliver consistent results, no matter the project duration or difficulty.

When responding, highlight personal strategies for staying motivated, such as setting incremental goals, celebrating small wins, maintaining a positive mindset, and keeping the end goal in sight. Discuss how you remain adaptable and resilient in the face of challenges, and provide examples from past experiences where your sustained motivation led to successful project outcomes. Show that you understand the ebb and flow of project work and have developed methods to navigate these periods effectively.

Example: “ Sustaining high levels of motivation in long-term projects requires a strategic approach to goal setting and a resilient mindset. I implement incremental goals that act as milestones, breaking down the overarching objective into manageable tasks. This segmentation not only provides clarity and direction but also allows for regular assessment and realignment of strategies to maintain momentum. Celebrating these small wins is crucial; it reinforces a sense of progress and accomplishment, which fuels motivation.

Adaptability plays a key role in staying motivated. When faced with challenges, I leverage a positive mindset to view obstacles as opportunities for growth and learning. This perspective helps in maintaining enthusiasm and perseverance. Additionally, keeping the end goal in sight acts as a constant reminder of the purpose and value of the project, which is a powerful motivator. By combining these techniques, I’ve consistently driven projects to successful completion, even when faced with extended timelines or unforeseen complications.”

2. Describe a time when your enthusiasm directly impacted your team’s performance.

Harnessing a leader’s enthusiasm can significantly impact team momentum and morale. This unspoken language communicates to the team that their work is meaningful and their efforts are appreciated. When a leader is genuinely excited, it can inspire team members to adopt a similar attitude towards their tasks and goals. This question explores the candidate’s ability to use their passion to positively influence their colleagues and drive collective success.

When responding, recount a specific instance where your positive energy and excitement about a project or goal was clearly infectious, leading to increased productivity, better collaboration, or a successful outcome. Highlight the steps you took to maintain your enthusiasm, the ways you shared it with your team, and the tangible results that followed from this boost in team spirit. Be sure to include any feedback you received from the team or the outcomes that could be directly attributed to the heightened morale.

Example: “ In a recent project, we faced a significant challenge that initially dampened the team’s morale. Recognizing the potential impact of low enthusiasm on our performance, I took the initiative to reframe the challenge as an opportunity for innovation and growth. I shared my genuine excitement about the unique solutions we could create, emphasizing each team member’s strengths and the value of their contributions.

To maintain and spread this enthusiasm, I organized brief daily check-ins that focused on progress and small wins, rather than dwelling on the obstacles. This approach not only kept the energy high but also fostered a sense of collective achievement. The shift in atmosphere was palpable; team members became more engaged, collaborative, and willing to take calculated risks.

The result was a creative solution that not only met our project goals but also exceeded expectations, leading to recognition from our stakeholders. The feedback from the team was overwhelmingly positive, with many highlighting the renewed sense of purpose and camaraderie as key factors in our success. This experience underscored the transformative power of enthusiasm in driving team performance and achieving exceptional outcomes.”

3. What strategies do you employ to overcome motivational slumps?

Recognizing that even the most driven individuals experience periods of low energy or enthusiasm is crucial when discussing motivation. These slumps can be due to personal challenges, repetitive tasks, or a lack of visible progress. Strategies for overcoming motivational slumps are important to determine a candidate’s self-awareness, resilience, and capacity for self-management.

To respond effectively, begin by acknowledging that motivational slumps are a natural part of any professional journey. Then, outline specific, actionable strategies you’ve developed or adopted to navigate these periods. These might include setting smaller, achievable goals to create a sense of progress, seeking feedback to gain perspective, changing your environment to refresh your mindset, or incorporating breaks and rewards to maintain engagement. It’s important to convey that your approach is both proactive and adaptable, demonstrating your ability to stay on track and deliver results, irrespective of fluctuating motivation levels.

Example: “ When confronting motivational slumps, I employ a multifaceted approach that starts with reassessing my goals to ensure they are still aligned with the overarching objective. I break down larger tasks into smaller, manageable milestones, which fosters a sense of accomplishment and propels me forward. This segmentation of goals not only clarifies the path ahead but also allows for immediate feedback on progress, which is crucial for sustaining motivation.

I also find that varying my routine and environment can reignite my drive. A change of scenery or a shift in the workflow can provide a fresh perspective and reduce the monotony that often contributes to motivational dips. Additionally, I integrate strategic breaks and incorporate a reward system for task completion, which serves to maintain a high level of engagement. By staying flexible and responsive to the signs of a motivational slump, I can quickly adapt and implement these strategies to maintain consistent productivity.”

4. In what ways have you motivated a disengaged colleague or employee?

The contagion of disengagement within a team can significantly affect morale and productivity. This question allows the interviewer to gauge whether a candidate has the empathy, leadership, and strategic insight to re-engage a team member. It also tests the applicant’s ability to diagnose the root causes of disengagement and apply creative problem-solving.

To respond effectively, detail a specific instance where you noticed a colleague’s disengagement and took action. Explain your approach to understanding their lack of motivation, such as having a one-on-one conversation to identify any issues they were facing. Then, discuss the strategies you employed to address the situation, which might include offering support, providing feedback, realigning their work with their interests or strengths, or setting new, achievable goals to help restore their enthusiasm. Conclude by sharing the outcome of your actions, highlighting any positive changes in the colleague’s performance and attitude.

Example: “ In addressing a colleague’s disengagement, I first sought to understand the root causes by initiating a private and empathetic dialogue. Through active listening, I uncovered that the individual felt their skills were underutilized and their contributions undervalued. Recognizing this, I collaborated with them to realign their tasks with their strengths and interests, ensuring they felt a sense of ownership and relevance in their work.

Subsequently, I implemented a tailored motivational strategy that included setting clear, incremental goals and providing regular, constructive feedback. This approach not only offered them a roadmap to success but also fostered a sense of progress and achievement. The colleague’s renewed vigor was evident in their enhanced productivity and proactive engagement with the team, ultimately leading to a significant improvement in both their performance and job satisfaction.”

5. Share an example of how you set and achieved a challenging goal.

Sharing a personal story of goal attainment allows a candidate to illustrate their commitment and the sophisticated blend of soft and hard skills that led to their success. Effective goal setting and achievement are powerful indicators of an individual’s drive, self-discipline, and ability to strategize and execute, revealing how someone approaches challenges and measures success.

When responding to this question, select a goal that was genuinely challenging and required significant effort and planning. Outline the steps you took to set the goal, including any research or preparation, and describe the specific actions you took to achieve it. Be honest about any hurdles you faced and how you overcame them, and don’t forget to highlight the outcome and what you learned from the experience. This response should paint a picture of your character, work ethic, and the value you bring to the team or organization.

Example: “ Setting and achieving a challenging goal involved launching a comprehensive motivational program designed to boost employee engagement and productivity. The initial step was to conduct a thorough needs assessment, analyzing existing engagement levels and identifying key areas for improvement. This was followed by benchmarking best practices in the industry and tailoring a program that included goal-setting workshops, recognition systems, and continuous feedback loops.

The execution phase demanded meticulous planning and communication. I spearheaded a cross-departmental team to ensure the program’s initiatives were aligned with the company’s strategic objectives. Despite encountering resistance to change and budget constraints, I facilitated buy-in through data-driven presentations and pilot programs that demonstrated potential impact. The program ultimately resulted in a significant uptick in employee satisfaction scores and a marked improvement in productivity metrics. Through this process, I honed my ability to navigate complex challenges and reaffirmed the importance of resilience and adaptability in achieving ambitious goals.”

6. Detail an instance where intrinsic motivation led you to success over extrinsic rewards.

Intrinsic motivation is a quality that many professional landscapes value, as it often correlates with resilience, innovation, and dedication. This question assesses whether you have the capacity to find personal meaning in your work and if you’re likely to sustain high performance even in the absence of external incentives.

When responding, recount a specific scenario where your passion or interest in a task fueled your efforts, leading to a significant achievement or personal growth. Emphasize the values and interests that align with the work and how these internal motivators guided you through challenges, keeping your focus sharp and your commitment unwavering despite the absence of immediate external rewards.

Example: “ In a project aimed at developing a community outreach program, intrinsic motivation was the driving force behind its success. The initiative was designed to educate and empower underprivileged youth, a cause deeply aligned with my core values. Despite the lack of immediate external rewards, such as bonuses or public recognition, the fulfillment derived from making a tangible difference in these young lives spurred me on. I immersed myself in research, collaborated with local leaders, and tailored the program to address specific community needs. The success was not measured by traditional metrics but by the increased engagement and positive feedback from the community. This intrinsic drive to contribute to societal betterment resulted in a sustainable program that continued to thrive, showcasing the profound impact of aligning personal passion with professional endeavors.”

7. What measures do you take to ensure your personal biases don’t affect how you motivate others?

Allowing personal biases to influence your approach to motivation can diminish your effectiveness. This question probes your self-awareness and your ability to maintain objectivity, especially in leadership roles. It tests your recognition that motivation is not one-size-fits-all and that different individuals may require different approaches.

To respond, outline your strategies for remaining unbiased. Discuss the importance of actively listening to understand each person’s unique motivators, employing empathy to connect with their situation, and tailoring your motivational techniques accordingly. Emphasize your commitment to continuous learning and seeking feedback to refine your approach and ensure it remains inclusive and equitable.

Example: “ In ensuring my personal biases do not affect how I motivate others, I prioritize active listening and empathy. By attentively listening to individuals, I gain a deeper understanding of their unique drivers and challenges, which allows me to tailor my motivational strategies to their specific needs and contexts. This approach not only helps in mitigating the influence of my own biases but also reinforces the individual’s sense of being valued and understood.

Additionally, I am committed to continuous self-reflection and education on cognitive biases and their impacts. I actively seek feedback from peers and those I aim to motivate to identify any unintended bias in my approach. This feedback loop is crucial for recalibrating my methods to ensure they are equitable and resonate effectively across diverse groups. By combining these strategies, I strive to maintain a fair and adaptable motivational style that is responsive to the nuances of individual and collective human dynamics.”

8. How do you tailor your motivational techniques to different personality types?

Adapting motivational techniques to suit individual personality types is crucial for effectively leading a diverse team. This question assesses your emotional intelligence, your capacity to recognize and respond to various personalities, and your skill in creating an environment where all team members can thrive.

When responding to this question, first acknowledge the importance of identifying individual preferences and motivators. Then, provide examples of how you’ve adapted your approach in the past, such as using more direct communication for task-oriented individuals or providing public recognition for those who are motivated by peer acknowledgment. Discuss your active listening skills, openness to feedback, and how you use these inputs to create tailored motivational strategies that resonate with each team member’s unique character.

Example: “ Understanding that each individual is motivated differently, I employ a variety of techniques tailored to their unique personality traits and preferences. For example, with individuals who exhibit high levels of extraversion and thrive on social interaction, I often use public recognition and group-oriented incentives to leverage their desire for social esteem. Conversely, for introverted personalities who may prefer privacy, I provide quiet praise and individualized feedback, ensuring that motivation aligns with their comfort zone.

Active listening plays a crucial role in discerning these personality nuances. By engaging in meaningful conversations and observing behavioral cues, I gather insights into what drives each person. This information allows me to craft motivational strategies that not only align with their personality type but also with their personal goals and values. For instance, for those driven by achievement and competence, I set challenging yet attainable goals and provide constructive feedback to foster a sense of progress and mastery. By integrating these tailored approaches, I ensure that motivation is both effective and respectful of individual differences.”

9. Provide an example of feedback you gave that significantly increased someone else’s motivation.

The art of giving feedback is central to effective motivation, as it can transform an individual’s approach to challenges and enhance their drive and commitment. This question is designed to assess not just the candidate’s capacity to observe and critique but also their skill in fostering a positive mindset in others through feedback.

When responding, it’s essential to share a specific instance where your feedback led to a measurable change in someone’s attitude or performance. Outline the situation and the behavior or performance that needed improvement. Explain how you approached the individual with your feedback, ensuring it was constructive and actionable. Highlight the positive language used, the way you framed the feedback to align with the individual’s goals or values, and how you helped them see the potential for growth or success. Conclude with the outcome, describing how your feedback led to increased motivation and tangible results.

Example: “ In one instance, a colleague was struggling with maintaining enthusiasm for a long-term project that had hit several roadblocks. Recognizing the importance of maintaining morale, I arranged a one-on-one meeting to address the situation. My approach was to provide feedback that was both empathetic and constructive. I began by acknowledging the challenges faced and the effort already invested, which helped validate their feelings and set a positive tone for the conversation.

I then shifted focus to the progress made despite the setbacks, highlighting specific achievements that demonstrated their capability and resilience. By reframing the situation to emphasize growth and learning opportunities, I aligned the feedback with their personal aspirations for professional development. I also offered practical suggestions for incremental goals to reignite their sense of accomplishment and control over the project’s direction.

The outcome was a noticeable shift in their outlook. The individual was re-energized, taking ownership of the new goals we had set together, and their motivation levels significantly improved. This renewed drive not only led to a successful project completion but also contributed to a more resilient and proactive mindset in tackling future challenges.”

10. When faced with failure, what steps do you take to regain motivation?

Responding to failure is a strong indicator of resilience, adaptability, and potential for growth. Employers value individuals who not only acknowledge their setbacks but also actively engage in a process of reflection, learning, and reinvigoration, as this is essential in maintaining a productive and innovative workplace.

When responding to this question, it’s important to convey a structured approach: first, candidly assess and accept the failure without deflecting blame; next, extract valuable lessons from the experience; then, set clear, achievable goals for moving forward. Finally, illustrate your answer with a real-life example that demonstrates this process, ensuring that your narrative highlights personal growth and the successful application of the lessons learned to future challenges.

Example: “ When faced with failure, my initial step is to engage in a reflective analysis, dissecting the situation to understand the factors that led to the shortfall. This introspection is critical as it allows me to confront the reality without self-deception, enabling a genuine learning process. I then extract actionable insights, pinpointing what can be adjusted or improved upon. With these lessons in hand, I craft a strategic plan with specific, measurable objectives that serve as milestones towards recovery and future success.

For instance, after a project that didn’t meet its objectives, I conducted a thorough review to identify missteps, such as inadequate resource allocation or miscommunication. Recognizing these issues, I developed a more robust project management framework that incorporated regular check-ins and a flexible resource plan to better accommodate project demands. This revised approach not only prevented recurrence of similar failures but also enhanced overall team efficiency, leading to a subsequent project’s success that exceeded expectations. This cycle of reflective learning and proactive goal-setting ensures continuous motivation and improvement.”

11. Outline your approach to maintaining team morale amidst organizational changes.

During times of organizational change, a leader’s ability to maintain team spirit is a testament to their adaptability, empathy, and management skills. This question looks for evidence of your strategic thinking, your understanding of human behavior under stress, and your capability to communicate effectively and inspire confidence in your team.

To respond, illustrate your capacity for active listening and open communication, ensuring that team members feel heard and valued. Discuss your methods for providing clear, consistent information to prevent the rumor mill from sowing discord. Highlight your commitment to transparency, acknowledging the challenges while focusing on shared goals and the long-term vision. Share specific examples of when you’ve successfully navigated such situations, perhaps by instituting regular check-ins, providing opportunities for professional development, or encouraging team-building activities that reinforce a sense of unity and purpose.

Example: “ In navigating organizational changes, my approach is rooted in fostering a culture of open communication and transparency. I prioritize regular check-ins with the team to provide a forum for expressing concerns and asking questions. This ensures that everyone is on the same page and has the opportunity to voice their thoughts, which not only helps in addressing individual anxieties but also in reinforcing a collective resilience.

I also emphasize the importance of aligning the team with the organization’s evolving vision and goals. By articulating how each team member’s role contributes to the broader objectives, I help maintain a sense of purpose and direction. During a period of significant change, I implemented a mentorship program that paired less experienced staff with seasoned professionals, which not only maintained morale but also promoted personal and professional growth. This strategic focus on development and recognition of contributions played a key role in sustaining team morale and engagement through the transition.”

12. Recall a situation where you had to motivate yourself without external support; how did you manage it?

The ability to self-motivate is a valuable trait, reflecting an individual’s capacity to push forward and achieve goals without external incentives or encouragement. This quality demonstrates initiative, resilience, and the capacity to handle responsibility without the need for constant oversight.

When responding to this question, share a specific example that showcases your self-motivation. Detail the situation, the challenges you faced without external support, and the strategies you employed to overcome them. Highlight the personal values or goals that drove you, and make sure to mention the outcome of your actions. This will illustrate not only your ability to self-motivate but also your capacity for self-reflection and personal growth.

Example: “ In a situation where I was tasked with mastering a new software tool within a tight deadline, I found myself without the usual team support due to simultaneous project demands. Recognizing the urgency and importance of the task, I anchored my motivation in the personal value I place on self-improvement and the goal of becoming proficient in this tool to enhance my skill set.

I managed this by setting clear, achievable milestones for myself and breaking down the learning process into structured, manageable segments. I also leveraged online resources, forums, and tutorials to supplement my learning. To maintain focus and motivation, I kept a progress journal, documenting challenges, breakthroughs, and insights, which not only helped in retaining new information but also served as a motivational tool to visualize my advancement. The outcome was successful; I met the deadline and was able to utilize the software effectively, which also contributed to a subsequent project’s efficiency and success. This experience reinforced my belief in the power of intrinsic motivation and the value of self-directed learning.”

13. In what way do you leverage competition as a motivational tool without causing discord?

Using competition as a motivational strategy requires encouraging individuals to strive for excellence while maintaining a collaborative and positive environment. This question probes the candidate’s ability to foster a competitive spirit that uplifts rather than undermines, ensuring that individual achievement supports collective goals and workplace morale.

When responding to this question, it’s essential to discuss specific strategies for healthy competition, such as setting clear, achievable goals and recognizing individual and team efforts. Emphasize the importance of transparent communication to ensure that all team members understand the purpose and rules of any competitive scenario. Highlight your approach to celebrating successes and learning from losses as a team, which can help to reinforce a sense of unity and shared purpose. Demonstrate your understanding that the ultimate goal is not just to win, but to grow and improve together.

Example: “ Leveraging competition as a motivational tool requires a delicate balance between fostering a drive to excel and maintaining a collaborative team environment. I approach this by establishing clear, measurable goals that are challenging yet attainable, ensuring that competition drives performance without overwhelming participants. It’s crucial to set a tone where the focus is on self-improvement and collective success rather than solely on outperforming peers.

To prevent discord, I emphasize transparent communication about the objectives and criteria of the competition. This clarity helps to align team members’ efforts and mitigates misunderstandings. I also implement recognition systems that celebrate both individual achievements and team contributions. By doing so, I create an atmosphere where every milestone, regardless of its size, is acknowledged, thus reinforcing the value of each team member’s input. After a competitive initiative, I facilitate reflective discussions to extract lessons and identify opportunities for growth, ensuring that the experience is constructive for all involved. This approach not only motivates but also strengthens the team’s cohesion, as it underscores the shared journey towards excellence.”

14. How would you help a consistently underperforming team member find their motivation?

Addressing underperformance with compassion and strategic thinking is vital for maintaining a cohesive and successful team. This question assesses an individual’s capability to identify the root causes of underperformance and their skill in fostering an environment that supports personal growth and alignment with the team’s goals.

When responding, it’s essential to demonstrate empathy and a systematic approach to problem-solving. Begin by expressing the importance of understanding the team member’s perspective through active listening. Discuss the value of setting clear, achievable goals and providing consistent feedback. Emphasize the use of positive reinforcement to encourage progress and the importance of aligning the individual’s strengths and interests with the team’s objectives. Illustrate your approach with a concrete example, if possible, to show your experience in successfully motivating others.

Example: “ To help an underperforming team member find their motivation, I would first engage in active listening to understand their challenges and perspectives. This empathetic approach allows me to identify any underlying issues that could be affecting their performance, such as lack of clarity on expectations or personal obstacles. With this insight, I would collaborate with the individual to set specific, measurable, achievable, relevant, and time-bound (SMART) goals that provide direction and a sense of accomplishment.

I would then implement a structured feedback system to monitor progress, offering constructive criticism and celebrating milestones to reinforce positive behavior. This process not only helps maintain motivation but also fosters a growth mindset. By aligning their tasks with their intrinsic interests and competencies, I would aim to enhance their engagement and ownership of their work. Positive reinforcement would be a key strategy, recognizing their efforts and improvements to build confidence and sustain motivation. Through this tailored and supportive approach, I would endeavor to reinvigorate the team member’s commitment and help them rediscover their drive towards achieving both personal and team objectives.”

15. Identify a technique you use to maintain your own professional development motivation.

Commitment to professional development is essential for career progress and personal growth. This question seeks to understand the candidate’s commitment to continuous learning and whether they possess a sustainable strategy for self-improvement, as well as their adaptability and growth mindset.

When responding, candidates should articulate a specific technique that has proven effective for them. This could involve setting clear, achievable goals, seeking feedback and mentorship, or engaging in regular self-reflection. Candidates might also discuss how they incorporate learning into their daily routine, such as dedicating time for reading industry-related materials, attending workshops, or participating in online courses. The key is to demonstrate a genuine and proactive approach to professional development, showcasing a dedication to excellence and a readiness to evolve with the demands of their career.

Example: “ To maintain my professional development motivation, I employ a strategic combination of goal-setting and continuous learning. I set SMART goals—specific, measurable, achievable, relevant, and time-bound—to create a clear roadmap for my development. This method ensures that my objectives are both challenging and attainable, providing a structured approach that keeps me focused and motivated.

In tandem with goal-setting, I prioritize continuous learning to stay abreast of the latest industry trends and insights. I allocate time each week to engage with new research, thought leadership articles, and to participate in relevant webinars or online courses. This commitment to ongoing education not only fuels my motivation by constantly presenting new challenges and perspectives but also ensures that my professional skills remain sharp and current. By integrating these techniques into my routine, I cultivate a growth mindset that propels my professional development forward.”

16. What role does empathy play in your motivational strategy?

Utilizing empathy in motivation involves understanding and sharing the feelings of others, which can be critical in inspiring and influencing their behavior. This question explores whether the candidate recognizes the emotional landscape of a team and can tailor their motivational approaches to resonate on a more personal level.

When responding, it is important to illustrate with examples how you have utilized empathy to connect with individuals or teams. Explain specific situations where understanding the emotional state of others led to a more effective motivational strategy. Perhaps you adjusted your approach based on someone’s personal challenges, or maybe you were able to rally a team around a common goal by tapping into shared values and emotions. Your answer should demonstrate an ability to use empathy to not only understand others but to also drive them towards positive action and outcomes.

Example: “ Empathy is the cornerstone of my motivational strategy as it allows me to forge deep connections with individuals by understanding their unique perspectives and emotional landscapes. By actively listening and showing genuine concern for their experiences, I can tailor my approach to resonate on a more personal level, which significantly enhances motivation. For instance, when faced with a team member who was struggling with performance, I took the time to understand the challenges they were facing outside of work. This empathetic approach not only provided insight into the root causes of their performance issues but also helped in creating a supportive environment that was conducive to their personal and professional growth. The result was a marked improvement in their output and morale, which positively impacted the entire team’s dynamic.

In another scenario, empathy enabled me to align a team’s efforts with their shared values during a particularly challenging project. Recognizing the team’s growing frustration and fatigue, I facilitated a session where everyone could express their concerns and aspirations. This empathetic dialogue helped to reignite their commitment by reminding them of the project’s purpose and its alignment with their personal values. The renewed motivation led to increased collaboration, innovative problem-solving, and ultimately, the successful completion of the project. These experiences underscore the power of empathy in not only understanding and supporting individuals but also in inspiring collective action towards a common goal.”

17. How do you assess the effectiveness of your motivational methods?

A keen understanding of individual needs and the flexibility to adapt strategies accordingly is required for effective motivation. This question aims to uncover a candidate’s capacity for self-evaluation and their commitment to continuous improvement in their motivational tactics, ensuring they drive tangible outcomes.

To respond effectively, one should highlight their process for setting clear, measurable goals and tracking progress toward these objectives. Discuss specific instances where you’ve altered your approach in response to feedback or observed results, demonstrating an ability to learn and pivot as needed. Provide examples of tools or metrics used to gauge the success of your motivational strategies and how these insights have informed your practice.

Example: “ Assessing the effectiveness of motivational methods requires a data-driven approach, where clear metrics aligned with desired outcomes are established. For instance, when utilizing goal-setting as a motivational strategy, I ensure that goals are SMART—specific, measurable, achievable, relevant, and time-bound. Progress is then meticulously tracked through performance indicators that are directly linked to these goals.

I also employ feedback mechanisms, such as surveys and one-on-one discussions, to gather qualitative data on individual and team morale. This feedback is critical for understanding the subjective impact of motivational efforts. When the data suggests that a particular approach is not yielding the expected results, I promptly iterate on my strategies, incorporating insights from motivational theories and psychological research. The success of motivational methods is ultimately seen in the sustained improvement of both performance metrics and the qualitative aspects of team engagement and satisfaction.”

18. Illustrate how you align individual motivations with company objectives.

Harnessing the full potential of a team while aligning individual motivations with the organization’s goals is crucial for maintaining high levels of engagement and productivity. This demonstrates to the interviewer that you understand what drives your team members and can effectively channel these drives to fulfill the company’s mission and objectives.

When responding to this question, first describe your approach to learning about your team members’ personal and professional goals. Then, explain how you connect these goals with the company’s needs by providing opportunities for growth that benefit both the individual and the organization. Share specific examples of when you have successfully motivated a team member by aligning their personal ambitions with a project or company-wide initiative, and the positive outcomes that resulted from this alignment.

Example: “ Understanding the intrinsic and extrinsic motivators of team members is pivotal to aligning their goals with the company’s objectives. By conducting one-on-one meetings and utilizing assessment tools, I delve into their career aspirations, personal strengths, and areas they’re passionate about improving. This knowledge forms the basis for crafting roles or responsibilities that dovetail with the company’s strategic goals.

For instance, I identified a team member with a keen interest in sustainability and a company objective to reduce its carbon footprint. By assigning them to lead a green initiative, their motivation soared as they were able to champion a cause they were passionate about, while simultaneously advancing the company’s sustainability agenda. The project not only resulted in a significant reduction in waste but also in an uptick in team morale and engagement, showcasing the power of aligning personal motivations with organizational goals.”

19. Describe how cultural differences influence your motivational approaches.

Tailoring motivational strategies to resonate with a diverse workforce requires an understanding of cultural differences. Recognizing and adapting to cultural diversity demonstrates respect and inclusivity, fostering a supportive environment where all employees feel valued and driven.

When responding to this question, it’s important to highlight specific instances where you’ve adapted your motivational techniques to accommodate cultural differences. Discuss how you’ve researched or engaged with team members to understand their cultural backgrounds and how this knowledge informed your approach to motivation. Share outcomes that illustrate the effectiveness of your culturally aware strategies, such as increased productivity, enhanced team cohesion, or improved employee satisfaction.

Example: “ Cultural differences profoundly shape individuals’ values, communication styles, and the way they respond to various motivational strategies. Recognizing this, I tailor my approaches by first investing time to understand the cultural nuances that influence team members’ motivations. For instance, in collectivist cultures, where group harmony and cohesion are highly valued, I focus on team-based incentives and emphasize collective achievements. This not only aligns with their cultural predispositions but also fosters a sense of belonging and shared purpose.

Conversely, in cultures that prioritize individualism, I’ve found that personalized recognition and opportunities for individual advancement are more effective. By highlighting personal accomplishments and offering tailored development plans, I tap into the intrinsic motivation that drives self-directed achievement. The success of these culturally informed strategies is evident in the enhanced engagement levels and the tangible improvements in both individual and team performance metrics.”

20. What innovative motivational tactic have you implemented that yielded unexpected results?

Creativity and adaptability are essential for dynamic team management and motivation. This question delves into a candidate’s capacity for innovation in leadership, their understanding of human psychology, and their willingness to experiment with unconventional methods to inspire their team.

An effective response to this question should highlight a situation where the candidate identified a unique challenge within their team and crafted a motivational tactic tailored to that scenario. It should outline the steps taken to implement the strategy, the rationale behind it, and reflect on the surprising outcomes—whether it be a boost in morale, increased productivity, or enhanced team cohesion. The answer should also demonstrate the candidate’s ability to monitor and evaluate the effectiveness of their approach and make adjustments as needed.

Example: “ In an environment where traditional incentive structures were proving insufficient, I introduced a peer-recognition program that allowed team members to acknowledge each other’s contributions in real-time. The rationale was grounded in the understanding that intrinsic motivation, fueled by a sense of belonging and appreciation, can often surpass the effects of extrinsic rewards. This system was decentralized and empowered employees to give instant positive feedback to their colleagues for their hard work and innovative ideas.

Unexpectedly, this tactic not only increased motivation but also fostered a culture of continuous feedback and collaboration. The immediate recognition from peers proved to be a powerful motivator and reinforced positive behaviors across the team. It led to a significant increase in cross-departmental cooperation and a noticeable improvement in overall team performance. The success of this approach highlighted the importance of leveraging peer relationships to drive motivation and demonstrated the potential of innovative recognition systems to create a self-sustaining culture of high performance and engagement.”

Top 20 Event Planning Interview Questions & Answers

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Research: People Still Want to Work. They Just Want Control Over Their Time.

• Stephanie Tepper
• Neil Lewis, Jr.

It’s a strong predictor for how satisfied they are with their work — and their lives.

To better understand the role that control over one’s time plays in job and life satisfaction, the authors analyzed survey data from a nationally representative sample. They found: 1) People who had greater control over their time had the highest job satisfaction and overall satisfaction with their lives, 2) Those who felt a sense of time scarcity had less satisfaction with their jobs and were less satisfied with their lives, 3) The number of hours people worked was not related to how satisfied people were with their jobs, and 4) For those who had more control over their time, feeling time scarcity did not undermine their job satisfaction as much as it did for those who had less control over their time. Employers should therefore create and tailor flexible work policies to meet diverse employee needs, fostering satisfaction and retention.

Workers — particularly those considered “ knowledge workers ” who are able to do most if not all of their work with a laptop and an internet connection — have been fighting for the right to maintain control over their time for years. While working from home in 2020 and 2021, they demonstrated to their bosses that they are able to maintain, or in some cases even increase , their productivity while working flexibly. Their bosses, on the other hand, have been pulling them in the opposite direction; executives and managers have been fighting to get workers back into the offices that companies are paying a lot of money to lease. This struggle has affected workers and companies alike. Workers quit en masse during a period that became known as “ the Great Resignation ,” and employers who instituted return-to-office mandates have struggled to hire and retain top talent . Now, especially with Gen Z making up an increasing share of the working population and the conversations around hybrid work and returning to the office stagnating, demands for increased flexibility in work arrangements are still top of mind for many employees and job seekers.

• ST Stephanie Tepper is a behavioral scientist who studies behavioral and policy interventions to reduce economic inequality and promote economic opportunity. She is an Associate Fellow at the U.S. Office of Evaluation Sciences and a Postdoctoral Scholar at Jeb E. Brooks School of Public Policy at Cornell University.
• NL Dr. Neil Lewis Jr is a behavioral scientist who studies the motivational, behavioral, and equity implications of social interventions and policies. He is a Nancy and Peter Meinig Family Investigator in the Life Sciences at Cornell University and Weill Cornell Medicine, where he is also associate professor of communication, medicine, and public policy.

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Research Question and Hypothesis

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Navigating the intricacies of research begins with crafting well-defined research questions and hypothesis statements. These essential components guide the entire research process, shaping investigations and analyses. In this comprehensive guide, explore the art of formulating research questions and hypothesis statements. Learn how to create focused, inquiry-driven questions and construct research hypothesis statements that capture the essence of your study. Unveil examples and invaluable tips to enhance your research endeavors.

What is an example of a Research Question and Hypothesis Statement?

Research Question: How does regular exercise impact the mental well-being of college students?

Hypothesis Statement: College students who engage in regular exercise experience improved mental well-being compared to those who do not exercise regularly.

In this example, the research question focuses on the relationship between exercise and mental well-being among college students. The hypothesis statement predicts a specific outcome, stating that there will be a positive impact on mental well-being for those who exercise regularly. The hypothesis guides the research process and provides a clear expectation for the study’s results.

100 Research Question and Hypothesis Statement Examples

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Quantitative Research Question and Hypothesis Statement Examples

In quantitative research, researchers aim to collect and analyze numerical data to answer specific research questions. A quantitative research question is designed to be measurable and testable, and it often involves examining the relationship between variables. The corresponding hypothesis statement predicts the expected outcome of the research based on previous knowledge or theories.

Psychology Research Question and Hypothesis Statement Examples

Psychology is the scientific study of human behavior and mental processes. Psychology research questions delve into various aspects of human behavior, cognition, emotion, and more. These questions are designed to gain a deeper understanding of psychological phenomena. Hypothesis statements for psychology hypothesis  research predict how certain factors or variables might influence human behavior or mental processes.

Testable Research Question and Hypothesis Statement Examples

Testable research questions are formulated in a way that allows them to be tested through empirical observation or experimentation. These questions are often used in scientific and experimental research to investigate cause-and-effect relationships between variables. The corresponding hypothesis statements propose an expected outcome based on the variables being studied and the conditions of the experiment.

Is the Hypothesis Statement and Research Question Statement the Same Thing?

The hypothesis statement and research question statement are closely related but not the same. Both play crucial roles in research, but they serve distinct purposes.

• Research Question Statement : A research question is a clear and concise inquiry that outlines the specific aspect of a topic you want to investigate. It is often expressed as an interrogative sentence and helps guide your research by focusing on a particular area of interest.
• Hypothesis Statement : A hypothesis is a testable statement that predicts the relationship between variables. It’s based on existing knowledge or theories and proposes an expected outcome of your research. Hypotheses are formulated for experimental research and provide a basis for collecting and analyzing data.

How Do You State a Research Question and Hypothesis?

Research question :.

• Identify the topic of interest.
• Specify the aspect you want to explore.
• Frame the question as a clear and concise interrogative sentence.
• Ensure the question is researchable and not too broad or too narrow.

Hypothesis Statement :

• Identify the variables involved (independent and dependent).
• Formulate a prediction about their relationship.
• Use clear language and avoid ambiguity.
• Write it as a declarative statement.

How Do You Write a Research Question and Hypothesis Statement? – A Step by Step Guide

• Identify the Topic : Choose a specific topic that interests you and is relevant to your field of study.
• Background Research : Gather information about existing research related to your topic. This helps you understand what’s already known and identify gaps or areas for exploration.
• Formulate the Research Question : Decide what aspect of the topic you want to investigate. Frame a clear, focused, and concise research question.
• Identify Variables : Determine the independent and dependent variables in your research question. The independent variable is what you manipulate, and the dependent variable is what you measure.
• Formulate the Hypothesis : Write a testable hypothesis that predicts the expected outcome based on the relationship between the variables.
• Consider Null Hypothesis : Formulate a null hypothesis that states no relationship exists between the variables. This provides a baseline for comparison.

Tips for Writing Research Question and Hypothesis

• Keep both the research question and hypothesis concise and specific.
• Ensure they are testable and can be investigated through research.
• Use clear language that accurately conveys your intentions.
• Base your hypothesis on existing knowledge or theories.
• Align the research question and hypothesis with the scope of your study.
• Revise and refine your statements based on feedback and further research.

Remember, both research questions and hypotheses play essential roles in guiding your research and framing the investigation’s purpose and expected outcomes.

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