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In psychology, the aggregate of all the individual motives, needs, and drives operative in a person at any given moment that influence the will and cause a given behavior.
[ML. motivus, moving]
Farlex Partner Medical Dictionary © Farlex 2012


Vox populi The drive to perform a task. See Neuromuscular motivation, Positive motivation.
McGraw-Hill Concise Dictionary of Modern Medicine. © 2002 by The McGraw-Hill Companies, Inc.


Psychological force that moves a person to act to meet a need or achieve a goal.
See also: motive
[ML. motivus, moving]
Medical Dictionary for the Health Professions and Nursing © Farlex 2012


the internal state of an animal prior to a specific behavioural act.
Collins Dictionary of Biology, 3rd ed. © W. G. Hale, V. A. Saunders, J. P. Margham 2005


Aggregate of all individual motives, needs, and drives operative in a person at any given moment that influence the will and cause a given behavior.
[ML. motivus, moving]
Medical Dictionary for the Dental Professions © Farlex 2012

Patient discussion about motivation

Q. How do you motivate yourself to exercise? I have a problem- I can easily get myself to go to work and other strenuous things, but when I need to get myself out for some exercise, which is only for me, I don’t find the energy for that. Does anyone have any tips how to encourage myself?

A. Try to change to an exercise you enjoy. You can also exercise with a friend, and the commitment to him may give you another push. Another option is to join a regular exercise program in a gym. Good luck!

Q. How to get my motivation back? Hi, I’m 22 years old girl, and since high school I’m 132 pounds stretched over 5’2’’. About two years ago, when I started college I gained another 20 pounds, that made me understand I’m overweight, and then I started a diet – mainly thinking before I eat something. I already lost those extra pounds, an I wish to lose another 10 pounds, but I feel I lost my motivation to restrict myself. Suddenly I find myself eating way too much, which makes me down, which makes me eat again… Any advice?

A. If you feel a craving for food, you can try to go to sleep – it helps me.
Good luck!

Q. What benefits have you recieved from nutrition and fitness What step did you take to begin and stay motivated perticularly if you were depressed and/or addicted

A. Today, after working in the gym for more than a year, I feel much better, I have a anew interest that challenges me and sets goals for me every time, and also let me find new people with this common interest. Of course, I look much better now, and it really improves my feeling and general well being.

If you suffer from depression or addiction, exercise may help you, although consulting a professional, as before starting any exercise program may be necessary.

Take care,

More discussions about motivation
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References in periodicals archive ?
For section B, there were 30 items used to measure the core constructs of protection motivation theory (PMT): eight items for behavioural intention, five items for perceived severity, five items for perceived vulnerability, five items for respond efficacy and seven items for perceived self-efficacy.
I also applied motivation theory to explain how individuals' satisfaction of extrinsic, intrinsic, and altruistic motivation could strengthen their knowledge-sharing behavior.
Protection motivation theory has recently been advocated by researchers as a useful framework for studying privacy protection behavior in the face of online privacy threats (Rifon, LaRose and Lewis 2007; Milne, Cromer, and Culnan 2006).
This study was an attempt to develop and test a model of motivational orientation in youth sport within the framework of Harter's (1981) competence motivation theory and Weiss and Chaumeton's (1992) conceptual model.
Role motivation theory of managerial effectiveness in simulated organizations of varying degrees of structure.
We will provide a cursory description of each type of motivation theory and offer some suggestions for how these theories might be applied to the study of organizational emergence.
They detail the principles of motivation theory, how classroom structures contribute to engagement, and tools and strategies for teachers to use to reflect on beliefs and pedagogy and assess how their students view the classroom and school, and reflect on beliefs about teacher and peer relationships, their role in helping students develop into autonomous learners, and their ability to be in sync with diverse learners.
Intrinsic motivation theory has been applied to diverse areas of leisure behavior, such as personality-situation interaction (Iwasaki & Mannell, 1999), recreational sport participation (Alexandris, Tsorbatzoudis, & Grouios, 2002), personally salient activities (Waterman, 2005), and leisure with a close friend (Walker, 2008).
Using principles derived from critical pedagogy theory and constructs from motivation theory such as meta-cognition and self-regulation, the authors elicit teacher candidates' voices so as to deepen an understanding of the major factors that shape their identity in becoming teachers, especially in light of today's multicultural societies.
Motivation theory obviously provides a truly shared set of mental models through which students may apply their own experience.
Among the behavioral theories most commonly cited in the health education literature as having provided a framework or model for designing behavioral interventions are the health belief model (Rosenstock, 1974), protection motivation theory (Prentice-Dunn & Rogers, 1986), social learning theory (Bandura, 1986), the theory of reasoned action (Fishbein & Ajzen, 1975), and the theory of planned behavior (Ajzen, 1985).
I will begin this article with a critique of motivation theory, particularly with respect to its ability to explain phenomena experienced in many public and nonprofit organizations.