The phrase "attributed to motivation" is correct and usable in written English.
It can be used when discussing the reasons or causes behind a particular behavior, action, or outcome that are linked to motivation.
Example: "The increase in productivity can be attributed to motivation among the team members."
Alternatives: "linked to motivation" or "ascribed to motivation".
Often when such changes in performance are attributed to motivation, or to any of a number of factors called psychological, one's allegiance to ancient views of the nature of man may tempt him to think of mental factors disjoined and unrelated to any physical, energistic description of the organism.
Even without any such detailed knowledge of the underlying mechanisms, it is possible to insist that certain changes in behaviour be attributed to motivation rather than to learning if the opportunity to learn anything relevant was lacking and the opportunity for a motivational change was present.
For example, Byington and Felps (2010) found that IQ correlations with job performance are "substantially weaker" in other parts of the world, including China and the Middle East, where performances in school and work are more attributed to motivation and effort than cognitive ability.
Poor quality of care is a major concern in low-income countries, and is in part attributed to low motivation of healthcare workers.
The difference between me and them is so great that I find myself consumed with curiosity over exactly how much of running fast and far is innate, and how much can be attributed to training, motivation and technique.
It could be attributed to superior motivation in our experts, but it is also possible that only individuals with very good domain-general visual skills choose and succeed in medical imaging.
This has been attributed to poor motivation, unsatisfactory home environment and neglect.
CME midwives consistently outperform IHS midwives in competency tests [ 45], attributed to greater motivation, more practical experience, and better quality teaching.
Second, the condition effects on RCT performance that we have attributed to stress/increased motivation could instead be due to learning or order effects.
Such results lead Dr. Zimbardo to believe that many differences in test scores between racial and ethnic groups that are attributed to intelligence or motivation may instead be due largely to a present-oriented time frame.
Because the administration of stress hormones occurred after learning, their impact could not be attributed to changes in motivation, emotion, or attention during encoding.
