Herzberg's two-factor motivation theory applied to a college undergraduate student population

Abstract

This study applied the Herzberg motivation/hygiene theory to college undergraduates. Students were asked to recall events in the college classroom during which they felt exceptionally good or exceptionally bad. One hundred ninety-four events were obtained. Students were asked to relate the event that led to their good or bad feelings, how it made them feel, and its subsequent effects. Statements were analyzed using content analysis. The Herzberg theory indicated that man has two separate sets of needs. One set of factors (hygiene) was based upon the need to minimize uncertainties in the environment. The second (motivation) was based on the need for self-actualization. Self-actualizing activities included elements related to accomplishment and growth. This study showed that the motivating factors were achievement, competency of the professor, recognition, and responsibility. Demotivating factors were professor incompetence, failure, class policies which fostered minimal student participation, and unfriendliness of professor. One motivator category--achievement--and one hygiene category--professor competence--worked as both satisfiers and dissatisfiers. The null hypothesis was rejected. There was a similarity between the motivation/hygiene theory of job motivation and the results of this research.