This study aims to analyze the dynamics of work motivation among non-formal teachers, focusing on the intrinsic and extrinsic factors that influence their motivation and performance. The method used is a systematic literature review (SLR), which examines relevant articles from various sources related to the work motivation of non-formal teachers. The results of the study indicate that intrinsic motivation, such as satisfaction in teaching and the feeling of contributing to the development of students, plays a major role in increasing the commitment and teaching quality of non-formal teachers. Extrinsic motivation, such as awards and incentives, also provides additional encouragement, although in the long term, its influence is more limited. Leadership that supports teacher autonomy, work experience, and social support among colleagues were found to play an important role in strengthening teacher work motivation. Psychological factors, including emotional regulation, also play a role in maintaining motivation even when faced with stress. This study makes an important contribution to understanding the dynamics of non-formal teachers' work motivation and its implications for non-formal education management. Kata kunci: Motivasi Kerja, Guru Non-Formal, Self-Determination Theory, Motivasi Intrinsik, Motivasi Ekstrinsik Abstract This study aims to examine the dynamics of work motivation among non-formal teachers from the perspective of Self-Determination Theory (SDT) by analyzing the roles of intrinsic motivation, extrinsic motivation, and the fulfillment of basic psychological needs (autonomy, competence, and relatedness) in shaping teaching commitment and instructional quality. Using a Systematic Literature Review (SLR) approach, 18 quantitative, qualitative and mixed methods studies were selected based on predefined inclusion criteria and synthesized through content analysis. The findings indicate that intrinsic motivation, including teaching satisfaction and perceived contributions to learners’ development, serves as the primary determinant of sustained motivation and teaching performance, while extrinsic motivation functions as a supporting factor with limited long-term impact in the absence of basic psychological need fulfillment. Autonomy-supportive leadership, work experience, peer social support, and emotion regulation further facilitate motivational internalization among non-formal teachers. The novelty of this study lies in its SDT-based conceptual synthesis integrating individual and contextual factors into a dynamic framework of non-formal teachers’ work motivation, which has previously been examined in a fragmented manner across the literature. These results contribute theoretically to motivation research in non-formal education and offer practical implications for designing SDT-informed interventions to enhance educator well-being and instructional quality. Keywords: Work Motivation, Non-Formal Teachers, Self-Determination Theory, Intrinsic Motivation, Extrinsic Motivation Vol. 21, No. A voyage of discovering the impacts of teacher immunity and emotion regulation on professional identity, autonomy, and work motivation in Iranian EFL landscape (Namaziandost et al., 2024) Immunity dan regulasi emosi mempengaruhi identitas profesional, otonomi, dan motivasi kerja. Work motivation and organisational commitment among inclusive education teachers in China: the mediating role of job crafting (Xie, 2023) Motivasi otonom berhubungan dengan komitmen adaptif, dengan crafting pekerjaan sebagai mediator. Does Work Task Motivation Mediate the Relationship Between Psychological Capital and Teacher Well-being? A systematic review of the literature (Idris et al., 2025) Motivasi kerja yang tinggi dan kecerdasan emosional yang kuat memiliki dampak sinergis terhadap kompetensi guru di daerah terpencil Responsible school leadership and teacher work effort: the mediating roles of teacher identification and intrinsic motivation (Polatcan et al., 2025) Kepemimpinan yang bertanggung jawab berhubungan positif dengan motivasi intrinsik dan identifikasi guru, yang pada gilirannya meningkatkan usaha kerja guru Tabel 3. https://doi.org/10.1080/1047840X.2014.940781 Idris, I., Wahdaniah, W., & Bahasoan, A. N. (2025). How Does Work Motivation and Emotional Intelligence Affect Teacher Competence in Remote Areas A Systematic Review of the Literature. International Journal of Productivity and Quality Management, 1(1), 10072267. https://doi.org/10.1504/IJPQM.2025.10072267 163 Jayanti, W. T., & Josiah, T. (2025). Pengaruh Komitmen Organisasi Dan Motivasi Kerja Terhadap Kinerja Pegawai Pada Badan Pengelolaan Keuangan Dan Aset Daerah (BPKAD) Kabupaten Lampung Utara. Social Sciences Journal, 1(2). https://doi.org/10.70963/soc.v1i2 Layek, D., & Koodamara, N. K. (2024). Responsible school leadership and teacher work effort: The mediating roles of teacher identification and intrinsic motivation. 1–22. https://doi.org/10.1108/JPCC-12-2024-0204 Ryan, R. M., & Deci, E. L. (2000). Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions. Contemporary Educational Psychology, 25(1), 54–67. https://doi.org/10.1006/ceps.1999.1020 Ryan, R. M., & Deci, E. L. (2022). Self-Determination Theory. In F. Maggino (Ed.), Encyclopedia of Quality of Life and Well-Being Research (pp. 1–7). Springer International Publishing. https://doi.org/10.1007/978-3-319-69909-7_2630-2 Schoultz, M. (2024). Teachers’ reflections on their practices in older adult non-formal education. Scandinavian Journal of Educational Research, 68(5), 996–1010. https://doi.org/10.1080/00313831.2023.2196543 Souisa, N., Macpal, S. J., & Biay, A. (2025). The Influence of Workload and Motivation on Employee Performance through Job Satisfaction. Indonesian Journal Economic Review (IJER), 5(1), 23–32. https://doi.org/10.59431/ijer.v5i1.509 Tarantul, A., & Berkovich, I. (2025). Self-determination theory and teachers’ motivations to perform emotional

Abstract According to Self-Determination Theory, goal framing can be categorized as intrinsic or extrinsic. Intrinsic goal framing emphasizes the attainment of intrinsic goals (e.g., autonomy, growth, and health), whereas extrinsic goal framing articulates the attainment of extrinsic goals (e.g., wealth, image, and fame). Although prior research has demonstrated that intrinsic (vs. extrinsic) goal framing leads to more desirable goal-related outcomes, three experiments in the context of persuasion reveal a boundary condition of this established relationship. Specifically, this work demonstrates that the established positive effect of intrinsic (vs. extrinsic) goal framing is evident only when consumers' independent self-construal is accessible. In addition, findings show that both autonomous motivation and message persuasiveness mediate these effects. This work offers a theoretical contribution to the motivation and consumer behavior literature streams by demonstrating the moderating role of consumers' accessible self-construal on goal framing. This work also offers practical implications for advertising and message strategy.

Student outcomes are influenced by different types of motivation that stem from external incentives, ego involvement, personal value, and intrinsic interest. The types of motivation described in self-determination theory each co-occur to different degrees and should lead to different consequences. The associations with outcomes are due in part to unique characteristics and in part to the degree of autonomy each entails. In the current meta-analysis, we examine these different types of motivation in 344 samples (223,209 participants) as they relate to 26 performance, well-being, goal orientation, and persistence-related student outcomes. Findings highlight that intrinsic motivation is related to student success and well-being, whereas personal value (identified regulation) is particularly highly related to persistence. Ego-involved motives (introjected regulation) were positively related to persistence and performance goals but also positively related with indicators of ill-being. Motivation driven by a desire to obtain rewards or avoid punishment (external regulation) was not associated with performance or persistence but was associated with decreased well-being. Finally, amotivation was related to poor outcomes. Relative weights analysis further estimates the degree to which motivation types uniquely predict outcomes, highlighting that identified regulation and intrinsic motivation are likely key factors for school adjustment.

This study examines the contribution of perceived organisational support, job characteristics and intrinsic motivation to understanding organizational citizenship behaviour (OCB) amongst a sample of 224 nurses. We use social exchange theory to investigate why employees who received perceived organisational support develop organizational citizenship behaviours. Relatively little research has assessed whether job characteristics and intrinsic motivation predict also organizational citizenship behaviors (OCB). Yet, there appear to be natural links between job characteristics, intrinsic motivation and OCB. Consistent with our hypothesis, perceived organisational support, intrinsic motivation and autonomy were related to organizational citizenship behaviours. © 2011, Presses universitaires de Grenoble.

Mindfulness reflects attention to the present moment in a non-judgmental way and has been linked to individual autonomy and motivation, but conclusions are inconsistent. The purpose of this review was to summarize previous studies to explore the relationship between mindfulness and motivation and its intervention effects. Literature searches were conducted in five electronic databases. Both correlational studies assessing the association between motivation and mindfulness and experimental studies to verify the effect of intervention were included. Six papers with seven intervention studies and twenty-three papers with twenty-seven correlational studies met the inclusion criteria. Meta-analysis showed that mindfulness was positively correlated with intrinsic motivation (r = 0.28, p < 0.0001) and total motivation (r = 0.37, p < 0.0001) but had no significant correlation with extrinsic motivation (r = 0.01, p = 0.93) or amotivation (r = -0.17, p = 0.14). Effect-size estimates suggested that mindfulness intervention was beneficial to motivation promotion, but the effect was at a low level (g = 0.12). We found consistent support for mindfulness practice relating to motivation promotion, especially on intrinsic motivation development. However, there was still a portion of heterogeneity that could not be explained and needed to be identified in future studies.

increase intrinsic motivation if there is no sense of autonomy. In situations where choices, feelings, and opportunities are present, intrinsic motivation is Content theories are theories about the internal factors that motivate people. They typically focus on the goals that people aim to achieve and the needs, drives, and desires that influence their behavior. Content theories contrast with process theories, which examine the cognitive, emotional, and decision-making processes that underlie human motivation. Influential content theories are Maslow's h Extr… Sociocultural theory (also known as Social Motivation) emphasizes the impact of activity and actions mediated through social interaction, and within social contexts. Sociocultural theory represents a shift from traditional theories of motivation, which view the individual's innate drives or mechanistic operand learning as primary determinants of motivation. Critical elements to socio-cultural theory applied to motivation include, but are not limited to, the role of social interactions and the contributions from culturally-based knowledge and practice. Sociocultural theory extends the social aspects of Cognitive Evaluation Theory, which espouses the important role of positive feedback from others during the action, but requires the individual as the internal locus of causality. Sociocultural theory predicts that motivation has an external locus of causality, and is socially distributed among the social group. Motivation can develop through an individual's involvement within their cultural group. Personal motivation often comes from activities a person believes to be central to the everyday occurrences in their community. An example of socio-cultural theory would be social settings where people work together to solve collective problems. Although individuals will have internalized goals,… Content theories are theories about the internal factors that motivate people. They Maslow's theory is one of the most widely discussed theories of motivation. Abraham Maslow believed that man is inherently good and argued that individuals possess a constantly growing inner drive that has great potential. The needs hierarchy system is a commonly used scheme for classifying human motives. The American motivation psychologist Abraham H. Maslow (1954) developed the hierarchy of needs consisting of five hierarchic classes. According to Maslow, people are motivated by unsatisfied needs. These three psychological needs are suggested to be essential for psychological health & well-being along with behavioral motivation. There are three essential elements to the theory: Humans are inherently proactive with their potential and at mastering their inner forces (such as drive and emotions). Humans have an inherent tendency towards growth, development, and integrated functioning. Optimal development and actions are inherent in humans but they do not happen automatically. In this model the basic desires that motivate our actions and define our personalities are: == Natural theories == The natural system assumes that people have higher-order needs, which contrasts with the rational theory that suggests that people dislike work and only respond to rewards and punishment. According to McGregor's Theory Y, human behavior is based on satisfying a hierarchy of needs: physiological, safety, social, ego, and self-fulfillment. Physiological needs are the lowest and the most important level. These fundamental requirements include food, rest, shelter, and exercise. Therefore, as opposed to the rational system that depends on economic rewards and punishments, the natural system of management assumes that humans are also motivated by non-economic factors. === Autonomy: increased motivation for autonomous tasks === Employees seek autonomy and responsibility in their work, contrary to assumptions of the rational theory of management. Because supervisors have direct authority over employees, they must ensure that the employee's actions are in line with the standards of efficient conduct. In these studies, it was evident that the organisms would engage in playful and curiosity-driven behaviors in the absence of reward. Intrinsic motivation is a natural motivational tendency and is a critical element in cognitive, social, and physical development. The two necessary elements for intrinsic motivation are self-determination and an increase in perceived competence. In short, the cause of the behavior must be internal, known as internal locus of causality, and the individual who engages in the behavior must perceive that the task increases their competence. Edward Deci and Richard Ryan's theory of intrinsic motivation is essentially examining the conditions that "elicit and sustain" this phenomenon. Deci and Ryan coined the term "cognitive evaluation theory" which concentrates on the needs of competence and autonomy. The CET essentially states that social-contextual events like feedback and reinforcement can cause feelings of competence and therefore increase intrinsic motivation. However, feelings of competence will not increase intrinsic motivation if there is no sense of autonomy. In situations where choices, feelings, and opportunities are present, intrinsic motivation is increased because people feel a greater sense of autonomy. Sexual instincts are those that motivate humans to stay alive and ensure the continuation of mankind. On the other hand, Freud also maintains that humans have an inherent drive for self-destruction, or the death instinct. Similar to the devil and angel that everyone has on their shoulder, the sexual instinct and death instinct are constantly battling each other to both be satisfied. The death instinct can be closely related to Freud's other concept, the id, which is our need to experience pleasure immediately, regardless of the consequences. The last type of instinct that contributes to motivation is the ego or self-preservation instinct.