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Language: search.filters.language.EnglishSubject: search.filters.subject.Intrinsic motivation

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    Impact of Intellectual Capital on Organizational Performance Through Intrinsic Motivation in Higher Education Institutions
    (Cogent OA, 2023-01-01)
    The purpose of this research is to analyze the relationship between intellectual capital and organizational performance with the mediating rol of intrinsic motivation in higher education institutions. We conducted an empirical study with a sample of 815 employees from public and private universities in Ecuador. Data were obtained from an instrument adapted the previous researchadministered to faculty and administrative staff in management positions. A structural equation modelling approach was used to analyze the relationships between variables and their magnitude and direction. The results showed a significant relationship between intellectual capital and organizational performance, with a partial mediation of intrinsic motivation. No significant differences were found in the effect of intellectual capital between public and private universities. Managers who aim to improve the performance of their organizations with their intellectual capital can benefit from the intrinsic motivation of their employees. This research shows intrinsic motivation as a mediator between intellectual capital and organizational performance, but also analyzes their relationships based on the Self-Determination Theory, which is a novelty according to the existing literature.
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    How transformational leadership drives academic innovation through creative process engagement: conditional effects of psychological factors
    (Taylor & Francis, 2026-01-01)
    Transformational leadership has been extensively studied in corporate contexts, yet its mechanisms in knowledge-intensive professional environments remain underexplored. This study examines the mediating role of creative process engagement in the relationship between transformational leadership and innovative work behavior among university faculty in Ecuador (N = 543). Structural equation modeling revealed complete mediation through creative process engagement (standardized indirect effect β = 0.11, 95% CI [0.07, 0.15]), with no significant residual direct effect (β = 0.04, p = 0.457). Intrinsic motivation positively moderated the transformational leadership → creative process engagement relationship (β = 0.08, p = 0.032), while psychological empowerment exhibited unexpected negative moderation (β = −0.09, p = 0.019), revealing an 'academic autonomy paradox' wherein highly empowered faculty demonstrate reduced responsiveness to external facilitation. These findings challenge universal applicability of transformational leadership theory developed in hierarchical organizational contexts, necessitating theory reconceptualization for autonomous professional populations. Academic leaders should calibrate empowerment strategies carefully, recognizing threshold effects where additional autonomy provision may diminish leadership effectiveness, while emphasizing process facilitation competencies that enable creative thinking without imposing predetermined solutions.