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Drive: Measurement of a Sleeping Giant

Siegling, Alex B; Ng-Knight, Terry; Petrides, Konstantinos V; (2019) Drive: Measurement of a Sleeping Giant. Consulting Psychology Journal: Practice and Research , 71 (1) pp. 16-31. 10.1037/cpb0000123. Green open access

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Abstract

Effective strategies for increasing work motivation will consider person factors and individual differences. This article expands on the theory and construct of drive in the context of the development of a new inventory and concurrent validation of a short form. The results support the measurement of drive, which hitherto had not been explicitly defined and operationalized accordingly. Exploratory structural equation modeling recovered 3 oblique factors, labeled "passion," "effort," and "ideation." The instrument also evidenced reliability (internal consistency and test-retest), as well as convergent/ discriminant, predictive, and incremental validity. Consistency between 2 forms and with previous results strengthens the robustness of findings. Applications of drive theory and assessment in organizational and career contexts are discussed.

Type: Article
Title: Drive: Measurement of a Sleeping Giant
Open access status: An open access version is available from UCL Discovery
DOI: 10.1037/cpb0000123
Publisher version: http://psycnet.apa.org/doi/10.1037/cpb0000123
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences > Clinical, Edu and Hlth Psychology
URI: https://discovery.ucl.ac.uk/id/eprint/10065840
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