Motivation in organizational learning: constructing the affective, cognitive and social categories

• Autor(a) principal: Godoi, Christiane Kleinübing
• Data de Publicação: 2010
• Outros Autores: Freitas, Sandra Margarete Ferreira, Carvalho, Taís Baumgarten
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: RAM. Revista de Administração Mackenzie
• Texto Completo: https://editorarevistas.mackenzie.br/index.php/RAM/article/view/332
• topic: Motivation; Learning; Affective; Cognitive; Categories; Motivación; Aprendizaje; Afecto; Cognición; Categorías; Motivação; Aprendizagem; Afeto; Cognição; Categorias

The study of complex processes of learning find in the motivational phenomenon a fundamental element.  What we are looking for in this essay resides in the understanding of the close link between the affective, cognitive and social aspects of motivation, within the organizational learning process. The delimitation of the object - motivation in organizational learning - emerges, initially, of the construction of each category: a) affective category, originates from the convergence between Freudian psychoanalytical theory and psychodynamic learning approach; b) cognitive category, originating from Piagetian thinking; and c) social category, influenced by social and socio-cognitive theories of learning. Because of referential theories have been developed historically under different paradigms, we undertake a rapprochement between critical paradigms, which cross the psychoanalytic approach, and social constructionism which sustains of  psychological approaches used. The joint analysis of the three categories and their factors involves two phases: the analysis of the factors of motivation in learning, described by authors working in the field of the individual, noting those that can be adapted to the organizational field, and inserted into the categories developed; proposition a summary table of categories and factors that can be used in subsequent studies on the subject. This paper aims at providing a new perspective on the theories of motivation and learning in organizations, since their relationship is an object of study that can not be reduced to a motivational type, nor to one type of scenario engagements, similar to the motivation at work, but is a concept inherent in the processes of organizational learning. It is attributed to the study's relevance to the opening of a multiparadigmatic perspective to understand the phenomenon. It is attributed to the study's relevance to the opening of a multiparadigmatic perspective to understand the phenomenon.