Walden University Cognitive Evaluation Theory and Its Development Responses

Walden University Cognitive Evaluation Theory and Its Development Responses

Walden University Cognitive Evaluation Theory and Its Development Responses

Read and provide a scholarly response, insight or critique in 2-3 sentences to each classmate’s post.

Classmate 1 (JG):

“Two challenges within Cognitive Evaluation Theory and its development are its focus on the role of rewards and the detrimental effects of perceived controlling behaviors on intrinsic motivation. As Deci and Ryan (1987) describe intrinsic motivation, “self-determined…done freely for the inherent satisfactions associated with certain activities and with undertaking optimal challenges,” it is, perhaps, a theoretically satisfactory definition while holding within itself potential and unnecessary conflicts with human experience. The definition would seem to hold that rewards are inherently controlling. While workplace experience might indicate otherwise. Pinder (2008) notes that even experimental results supporting the hypothesis of reward’s negative effects found the effects fall below thresholds that indicate they were detrimental to intrinsic motivation.”


Classmate 2 (CA):

Statistical Analysis: According to Grant, & Osanloo, (2014) statistical analysis is defined as the science of collecting, exploring and presenting large amounts of data to discover underlying patterns and trends. Statistics are applied every day in research, industry and government to become more scientific about decisions that need to be made. In this research, a chi-square test is practical because the researcher wants to see if there is a relationship between the two categorical variables. A chi-square test will be useful for looking at the linear relationship between depression among employees and the outcome of the same in work performance, the turnover rate among other factors. The Test of Independence assesses whether an association exists between the two variables by comparing the observed pattern of responses in the cells to the pattern that would be expected if the variables were truly independent of each other. Calculating the Chi-Square statistic and comparing it against a critical value from the Chi-Square distribution allows the researcher to assess whether the observed cell counts are significantly different from the expected cell counts.

Classmate 3 (ST):

Variables: Most applicable to this study would be an interval scale. Intervals are used when you are looking at a comparison of information one to another. Skill Builder (2020) reiterates that intervals are often used when applying Likert-scale measurements, to which the WLB would include. For this study, my independent variable would be the choice to work from home, or requirement due to COVID. Dependent variable would consist of the responses in WLB (feelings of work life balance). I believe that the Work Life Balance questionnaire would be most applicable as it can be used in comparison to the DV. The questionnaire uses a 5pt Likert-scale comparing information such as demographics (nominal) to information in value (feelings of work intruding on family).


Statistical Analysis: For this study, the use of an Independent Samples t-test would be most applicable. As both variables are independent (telecommute choice vs. telecommute non-choice) from one another but measuring the same dependent variable (WLB). (Laureate Education, 2016). For the use of a independent sample t-test, the following needs to be true: two categoric level for the Independent variable, a metric or interval unit of measurement for the dependent variable, and statement evaluation of difference not relationship.

Classmate 4 (JG):

Self Determination Theory is an extension because cognitive evaluation theory argues thatintrinsic motivation is only achieved when one experienceself-efficacy and autonomy. Self-efficacy and autonomy both work together to increase intrinsic motivation (Ryan & Deci, 2000)SDT and CAT both describes the differences of autonomyversus control that is displayed in intrinsic motivation. Ryan and Deci (2000), illustrates a study where teachers give students autonomy support in the classroom to strengthen their intrinsic motivation, resulting in an increase in creativityand positive motivation, compared to students that are controlled resulting in a decrease in intrinsic motivation. CAT can only be applied to intrinsic motivation when the activity is of interest.