motive和incentive的区别?

Many young students learn to smoke as a result of a misunderstanding of fashion. They are chasing that so called fashion which can make them more mature and outstanding. What's more, nowadays, everywhere is flooded with vulgar advertisemets and TV programes which contain smoking contents building an negtive model. Besides, many of the smoking students try to make themselves special and unique by smoking.
To solve this severe problem, a joint effort should be made by governments and the public including their parents. To be specific, we need the help of public service ads to make the youths aware of the harm of smoking. Besides, their parents should prevent them from the access to smoking.
很生僻?你几年级?

motif：主题,动机,意念
motive:n&adj.他有一个“目的”的意思,动机
发动的；导致运动的（adj）

motive
名词 n.[C]
1.动机;主旨;目的[(+of/for)]
His sole motive was to make her happy.
他唯一的目的就是使她幸福.
I believe that Martin had two motives.
我相信马丁有着双重动机.
2.(文艺作品的)主题
形容词 a.
1.成为原动力的,起动的,推动的
The water provides the motive power that turns the mill wheel.
水提供了转动轮子的动力.
For many years the motive power of trains was steam.
好多年,火车的动力是蒸汽.
及物动词 vt.
1.使产生动机,激起
motivation
名词 n.
1.刺激;推动
2.积极性;干劲
3.行动方式
motivity
名词 n.
1.动力;原动力

这句话错误,不该是be,而应该是was,be是be动词原形.不能直接使用作谓语
因为蒸汽做火车动力是过去的事情.所以使用一般过去时
For many years the motive power of train was steam.好多年,火车的动力是蒸汽.

贪婪的动机让生活变得索然无味.

虽然两个词都有动机的意思-名词,但是Motive还可做形容词,而Motivation能做名词
另外还有以下主要区别,两者绝不可以替换.
Motivation是专指让人努力工作的动力,可以当作士气来理解（商务英语中很常见）
Motive则是广泛地指任何一件事情的动机
个人很喜欢这个词,希望可以帮到你.

没有了目的

What makes life dreary is without the want of motive

工作的动机是全部.仅仅为了生存而工作是令人绝望的.为了我们的子女后代更好的生活而工作,这种劳动是很高尚的.这种品质是不可征服的,充满希望和抱负,驱使着你前进,这种品质也正是当今很多美国人发现自己所失去的.

0-0我查了一下motive 的用法发现它如果后面接的是of的话后面要接名词work而不是动名词working
而接for的话后面就能接动名词working--这样好理解吗？

语法没有错误.
翻译：电动力的使用迅速普及,并运用在许多地方.
and后分句的主语是USE

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THERE are two kinds of motive for engaging in any activity: internal and instrumental. If a scientist conducts research because she wants to discover important facts about the world, that’s an internal motive, since discovering facts is inherently related to the activity of research. If she conducts research because she wants to achieve scholarly renown, that’s an instrumental motive, since the relation between fame and research is not so inherent. Often, people have both internal and instrumental motives for doing what they do.
What mix of motives — internal or instrumental or both — is most conducive to success? You might suppose that a scientist motivated by a desire to discover facts and by a desire to achieve renown will do better work than a scientist motivated by just one of those desires. Surely two motives are better than one. But as we and our colleagues argue in a paper newly published in the Proceedings of the National Academy of Sciences, instrumental motives are not always an asset and can actually be counterproductive to success.
We analyzed data drawn from 11,320 cadets in nine entering classes at the United States Military Academy at West Point, all of whom rated how much each of a set of motives influenced their decision to attend the academy. The motives included things like a desire to get a good job later in life (an instrumental motive) and a desire to be trained as a leader in the United States Army (an internal motive).
How did the cadets fare, years later? And how did their progress relate to their original motives for attending West Point?
We found, unsurprisingly, that the stronger their internal reasons were to attend West Point, the more likely cadets were to graduate and become commissioned officers. Also unsurprisingly, cadets with internal motives did better in the military (as evidenced by early promotion recommendations) than did those without internal motives and were also more likely to stay in the military after their five years of mandatory service — unless (and this is the surprising part) they also had strong instrumental motives.
Remarkably, cadets with strong internal and strong instrumental motives for attending West Point performed worse on every measure than did those with strong internal motives but weak instrumental ones. They were less likely to graduate, less outstanding as military officers and less committed to staying in the military.
The implications of this finding are significant. Whenever a person performs a task well, there are typically both internal and instrumental consequences. A conscientious student learns (internal) and gets good grades (instrumental). A skilled doctor cures patients (internal) and makes a good living (instrumental). But just because activities can have both internal and instrumental consequences does not mean that the people who thrive in these activities have both internal and instrumental motives.
Our study suggests that efforts should be made to structure activities so that instrumental consequences do not become motives. Helping people focus on the meaning and impact of their work, rather than on, say, the financial returns it will bring, may be the best way to improve not only the quality of their work but also — counterintuitive though it may seem — their financial success.
There is a temptation among educators and instructors to use whatever motivational tools are available to recruit participants or improve performance. If the desire for military excellence and service to country fails to attract all the recruits that the Army needs, then perhaps appeals to “money for college,” “career training” or “seeing the world” will do the job. While this strategy may lure more recruits, it may also yield worse soldiers. Similarly, for students uninterested in learning, financial incentives for good attendance or pizza parties for high performance may prompt them to participate, but it may result in less well-educated students.
The same goes for motivating teachers themselves. We wring our hands when they “teach to the test” because we fear that it detracts from actual educating. It is possible that teachers do this because of an overreliance on accountability that transforms the instrumental consequences of good teaching (things like salary bonuses) into instrumental motives. Accountability is important, but structured crudely, it can create the very behavior (such as poor teaching) that it is designed to prevent.
Rendering an activity more attractive by emphasizing both internal and instrumental motives to engage in it is completely understandable, but it may have the unintended effect of weakening the internal motives so essential to success.
Amy Wrzesniewski is an associate professor of organizational behavior at the Yale School of Management. Barry Schwartz is a professor of psychology at Swarthmore College.

这个一般是形容词的后缀,但有的词本身就带这个ive.

motive of sb/ sth
motive for doing sth

motive:"Was there some more sinister motive for their action "
"I urge you to quenstion his motive."
motivation:"the motivations behind our organization"
"There's a political motivations for there actions."
如例,前者接人物,后者接事物
motivation是引起人们动机的一个因素,也即motivation引起了motive.

我们不必臆测她之所以这么做是出于险恶的动机.

楼主查到的字典有多厚我不知道,但是单凭用法来讲,那么mobile是移动的意思,就是移动电话mobile phone或者moblie platforms至此别无他用；motive是动机,确实有个动字,平常就是用来说,你基于什么动机杀的那只蚂蚁?那个动机的意思.active是积极,主动地意思（也有一个动）,就是干事积极那个意思.确实都牵扯到了动,但是希望楼主能用特殊语境的办法来记忆,并且看到别人使用以后就能知道其实并不是很混淆了.
纯手动+人脑,