Elements of the Competitive Situation That Affect Intrinsic Motivation.

ERIC Educational Resources Information Center

Reeve, Johnmarshall; Deci, Edward L.

1996-01-01

Explores the effects of three elements of the competitive situation (competitive set, competitive outcome, and interpersonal context) on intrinsic motivation in a sample of college students (n=100). Competitive outcome and interpersonal context affected intrinsic motivation: winning increased intrinsic motivation, while pressured interpersonal…

Intrinsic motivation and sportsmanship: mediating role of interpersonal relationships.

PubMed

Núñez, Juan L; Martín-Albo, José; Navarro, José G; Sánchez, Juana M; González-Cutre, David

2009-06-01

This study analyzed the mediating role of interpersonal relations between intrinsic motivation and sportsmanship. Athletes (98 men, 97 women), ages 11 to 43 years, completed measures of intrinsic motivation toward sports, self-concept of social and family relations, and sportsmanship orientation. A structural equation model indicated that self-concept of interpersonal relations mediated the relation between intrinsic motivation and sportsmanship. Also, intrinsic motivation was directly and positively associated with self-concept of interpersonal relations, which, in turn, was positively and significantly related to sportsmanship. Variances explained by self-concept of interpersonal relations and by sportsmanship were 32 and 56%, respectively. The motivational interaction between the context of interpersonal relations and the sports context proposed in the hierarchical model of intrinsic and extrinsic motivation was discussed.

The effect of professional culture on intrinsic motivation among physicians in an academic medical center.

PubMed

Janus, Katharina

2014-01-01

Today, most healthcare organizations aim to manage professionals' motivation through monetary incentives, such as pay for performance. However, addressing motivation extrinsically can involve negative effects, such as disturbed teamwork, gaming the system, and crowd-out of intrinsic motivation. To offset these side effects, it is crucial to support professionals' intrinsic motivation actively, which is largely determined by enjoyment- and obligation-based social norms that derive from professionals' culture. For this study, a professional culture questionnaire was designed and validated, the results of which uncovered three factors: relationship to work, relationship to colleagues, and relationship to organization. These factors served as independent variables for regression analyses. Second, Amabile's validated work preference inventory was used to measure intrinsic motivation as a dependent variable. The regression analysis was controlled for sex, age, and experience. The study revealed that relationship to work had the strongest (and a positive) impact on intrinsic motivation in general and on Amabile's intrinsic subscales, enjoyment and challenge. Relationship to organization had a negative impact on intrinsic motivation and both subscales, and relationship to colleagues showed a low positive significance for the intrinsic scale only. Healthcare organizations have mostly focused on targeting professionals' extrinsic motivation. However, managing dimensions of professional culture can help support professionals' intrinsic motivation without incurring the side effects of monetary incentives.

The relationship of trait to state motivation: the role of self-competency beliefs.

PubMed

Choi, Kee-Hong; Saperstein, Alice M; Medalia, Alice

2012-08-01

Even when people with schizophrenia describe themselves as generally motivated and eager to engage in activities, they may not actually be motivated in the present moment. In order to better understand the relationship between trait and state motivation, we aimed to assess trait motivation and state intrinsic motivation, and investigate their relations to each other and to criterion-related variables including cognition, negative symptoms, and beliefs about one's own competency-also known as perceived competency (PC). Further, we investigated whether PC mediates the relationships between state intrinsic motivation (IM) and trait motivation dimensions. Forty individuals with schizophrenia or schizoaffective disorders were administered two self-report measures of motivation, the Motivational Trait Questionnaire (Kanfer, R., Ackerman, P., 2000. Individual differences in work motivation: further explorations of a trait framework. Appl. Psychol. 49 (3), 470-482) and the Intrinsic Motivation Inventory for Schizophrenia Research (Choi, J., Medalia, A., 2010. Intrinsic motivation and learning in a schizophrenia spectrum sample. Schizophr. Res. 118, 12-19), as well as measures of PC, cognition and symptoms. The results showed that in people with schizophrenia, trait approach motivation, but not trait avoidance motivation, is positively correlated with state intrinsic motivation and PC. There was evidence that PC partially mediates the relationship between trait approach motivation and state intrinsic motivation to do the task. These results support the role of therapies that directly address self-competency beliefs and set the groundwork for future investigations on the impact of such treatments on motivation. Copyright © 2012 Elsevier B.V. All rights reserved.

Course-Specific Intrinsic Motivation: Effects of Instructor Support and Global Academic Motivation

ERIC Educational Resources Information Center

Zook, J. M.; Herman, A. P.

2011-01-01

This study examined the effects of instructor support and students' global academic motivation on students' course-specific intrinsic motivation. The authors hypothesized, based on self-determination theory (Ryan & Deci, 2000), that instructor support for students' psychological needs would enhance intrinsic motivation. Students reported their…

Relationship Between Intrinsic Motivation and Undergraduate Students' Depression and Stress: The Moderating Effect of Interpersonal Conflict.

PubMed

Huang, Yunhui; Lv, Wei; Wu, Jiang

2016-10-01

This study examined the effect of intrinsic academic motivation and interpersonal conflict on the perceived depression and stress. Participants were 537 Chinese undergraduate students (191 males and 346 females; M age = 20.4 years, SD age = 1.3). They completed four scales measuring intrinsic academic motivation, interpersonal conflict, stress, and depression. Linear regressions were conducted with intrinsic academic motivation, interpersonal conflict, and their interaction as independent variables to predict depression and stress. Results showed that intrinsic academic motivation was negatively, while interpersonal conflict was positively, associated with depression and stress. Moreover, the interaction was significant: negative association of "intrinsic academic motivation and depression" and that of "intrinsic academic motivation and stress" was weaker among participants who reported higher (vs. lower) levels of interpersonal conflict. © The Author(s) 2016.

Intrinsic Motivation: An Overlooked Component for Student Success

ERIC Educational Resources Information Center

Augustyniak, Robert A.; Ables, Adrienne Z.; Guilford, Philip; Lujan, Heidi L.; Cortright, Ronald N.; DiCarlo, Stephen E.

2016-01-01

Intrinsic motivation to learn involves engaging in learning opportunities because they are seen as enjoyable, interesting, or relevant to meeting one's core psychological needs. As a result, intrinsic motivation is associated with high levels of effort and task performance. Students with greater levels of intrinsic motivation demonstrate strong…

Assessing Individual-Level Factors Supporting Student Intrinsic Motivation in Online Discussions: A Qualitative Study

ERIC Educational Resources Information Center

Shroff, Ronnie H.; Vogel, Douglas R.; Coombes, John

2008-01-01

Research has established that intrinsic motivation has a positive effect on learning and academic achievement. However, little is known about the impact of different technology-supported learning activities on student intrinsic motivation or whether such learning activities significantly enhance student intrinsic motivation compared to traditional…

Exploring learners' self-efficacy, autonomy and motivation toward e-learning.

PubMed

Huang, Hsiu-Mei; Liaw, Shu-Sheng

2007-10-01

A questionnaire survey was conducted with 116 college students (47 men, 69 women) in Central Taiwan to investigate predictive relationships among four attitudinal variables, perceived self-efficacy, learners' autonomy, intrinsic motivation, and extrinsic motivation toward e-learning. Analysis showed learners' autonomy was predictive of both intrinsic (57% independent variance explained) and extrinsic motivation (61% independent variance explained). Although perceived self-efficacy was not a predictor of intrinsic motivation and extrinsic motivation, it correlated significantly with extrinsic motivation.

The Mediating Effect of Intrinsic Motivation to Learn on the Relationship between Student´s Autonomy Support and Vitality and Deep Learning.

PubMed

Núñez, Juan L; León, Jaime

2016-07-18

Self-determination theory has shown that autonomy support in the classroom is associated with an increase of students' intrinsic motivation. Moreover, intrinsic motivation is related with positive outcomes. This study examines the relationships between autonomy support, intrinsic motivation to learn and two motivational consequences, deep learning and vitality. Specifically, the hypotheses were that autonomy support predicts the two types of consequences, and that autonomy support directly and indirectly predicts the vitality and the deep learning through intrinsic motivation to learn. Participants were 276 undergraduate students. The mean age was 21.80 years (SD = 2.94). Structural equation modeling was used to test the relationships between variables and delta method was used to analyze the mediating effect of intrinsic motivation to learn. Results indicated that student perception of autonomy support had a positive effect on deep learning and vitality (p < .001). In addition, these associations were mediated by intrinsic motivation to learn. These findings suggest that teachers are key elements in generating of autonomy support environment to promote intrinsic motivation, deep learning, and vitality in classroom. Educational implications are discussed.

Intrinsic and extrinsic motives for originally following a sport team and team identification.

PubMed

Wann, D L; Ensor, C L; Bilyeu, J K

2001-10-01

Research indicates that both highly and lowly identified fans are more likely to be intrinsically than extrinsically motivated and that highly identified fans have a particularly strong inclination for intrinsic motivation. The current investigation was designed to extend this work by examining the relationship between level of identification and one's intrinsic and extrinsic motives for originally following a sport team. Preference for intrinsic motives for originally following a team should be highest among those high on team identification. 88 participants completed questionnaires containing the Sport Spectator Identification Scale and items assessing their intrinsic and extrinsic motives for originally identifying with a team. Analyses provided clear support for the hypotheses.

Intrinsic motivation and amotivation in first episode and prolonged psychosis.

PubMed

Luther, Lauren; Lysaker, Paul H; Firmin, Ruth L; Breier, Alan; Vohs, Jenifer L

2015-12-01

The deleterious functional implications of motivation deficits in psychosis have generated interest in examining dimensions of the construct. However, there remains a paucity of data regarding whether dimensions of motivation differ over the course of psychosis. Therefore, this study examined two motivation dimensions, trait-like intrinsic motivation, and the negative symptom of amotivation, and tested the impact of illness phase on the 1) levels of these dimensions and 2) relationship between these dimensions. Participants with first episode psychosis (FEP; n=40) and prolonged psychosis (n=66) completed clinician-rated measures of intrinsic motivation and amotivation. Analyses revealed that when controlling for group differences in gender and education, the FEP group had significantly more intrinsic motivation and lower amotivation than the prolonged psychosis group. Moreover, intrinsic motivation was negatively correlated with amotivation in both FEP and prolonged psychosis, but the magnitude of the relationship did not statistically differ between groups. These findings suggest that motivation deficits are more severe later in the course of psychosis and that low intrinsic motivation may be partially independent of amotivation in both first episode and prolonged psychosis. Clinically, these results highlight the importance of targeting motivation in early intervention services. Copyright © 2015 Elsevier B.V. All rights reserved.

A game theoretic framework for incentive-based models of intrinsic motivation in artificial systems

PubMed Central

Merrick, Kathryn E.; Shafi, Kamran

2013-01-01

An emerging body of research is focusing on understanding and building artificial systems that can achieve open-ended development influenced by intrinsic motivations. In particular, research in robotics and machine learning is yielding systems and algorithms with increasing capacity for self-directed learning and autonomy. Traditional software architectures and algorithms are being augmented with intrinsic motivations to drive cumulative acquisition of knowledge and skills. Intrinsic motivations have recently been considered in reinforcement learning, active learning and supervised learning settings among others. This paper considers game theory as a novel setting for intrinsic motivation. A game theoretic framework for intrinsic motivation is formulated by introducing the concept of optimally motivating incentive as a lens through which players perceive a game. Transformations of four well-known mixed-motive games are presented to demonstrate the perceived games when players' optimally motivating incentive falls in three cases corresponding to strong power, affiliation and achievement motivation. We use agent-based simulations to demonstrate that players with different optimally motivating incentive act differently as a result of their altered perception of the game. We discuss the implications of these results both for modeling human behavior and for designing artificial agents or robots. PMID:24198797

A game theoretic framework for incentive-based models of intrinsic motivation in artificial systems.

PubMed

Merrick, Kathryn E; Shafi, Kamran

2013-01-01

An emerging body of research is focusing on understanding and building artificial systems that can achieve open-ended development influenced by intrinsic motivations. In particular, research in robotics and machine learning is yielding systems and algorithms with increasing capacity for self-directed learning and autonomy. Traditional software architectures and algorithms are being augmented with intrinsic motivations to drive cumulative acquisition of knowledge and skills. Intrinsic motivations have recently been considered in reinforcement learning, active learning and supervised learning settings among others. This paper considers game theory as a novel setting for intrinsic motivation. A game theoretic framework for intrinsic motivation is formulated by introducing the concept of optimally motivating incentive as a lens through which players perceive a game. Transformations of four well-known mixed-motive games are presented to demonstrate the perceived games when players' optimally motivating incentive falls in three cases corresponding to strong power, affiliation and achievement motivation. We use agent-based simulations to demonstrate that players with different optimally motivating incentive act differently as a result of their altered perception of the game. We discuss the implications of these results both for modeling human behavior and for designing artificial agents or robots.

What makes coaches tick? The impact of coaches' intrinsic and extrinsic motives on their own satisfaction and that of their athletes.

PubMed

Jowett, S

2008-10-01

This study aims to investigate the influence of two types of motivational forces on coach and athlete satisfaction. The focus is on intrinsic and extrinsic motives that initiate coach-related behavior. A questionnaire that measures both types of motivation and three facets of satisfaction (i.e., satisfaction with performance, with instruction, and with the coach-athlete relationship) was completed by 138 coaches. One athlete from each of the coaches who participated in the study was also asked to complete a questionnaire that measures their satisfaction with performance, instruction, and the coach-athlete relationship. Results from a series of regression analyses indicated that while intrinsic motivation was moderately and positively related to all facets of coach satisfaction, extrinsic motivation was only related to coach satisfaction with the coach-athlete relationship. Athletes' satisfaction with the coach-athlete relationship was only associated with the coach's intrinsic motivation. Interaction effects among the two types of motivation were significant suggesting that extrinsic motivation can potentially undermine intrinsic motivation when intrinsic motivation is low. The findings are discussed based on assumptions put forward by self-determination theory.

Prediction of sport adherence through the influence of autonomy-supportive coaching among spanish adolescent athletes.

PubMed

Almagro, Bartolomé J; Sáenz-López, Pedro; Moreno, Juan A

2010-01-01

The purpose of this study was to test a motivational model of the coach-athlete relationship, based on self-determination theory and on the hierarchical model of intrinsic and extrinsic motivation. The sample comprised of 608 athletes (ages of 12-17 years) completed the following measures: interest in athlete's input, praise for autonomous behavior, perceived autonomy, intrinsic motivation, and the intention to be physically active. Structural equation modeling results demonstrated that interest in athletes' input and praise for autonomous behavior predicted perceived autonomy, and perceived autonomy positively predicted intrinsic motivation. Finally, intrinsic motivation predicted the intention to be physically active in the future. The results are discussed in relation to the importance of the climate of autonomy support created by the coach on intrinsic motivation and adherence to sport by adolescent athletes. Further, the results provide information related to the possible objectives of future interventions for the education of coaches, with the goal of providing them with tools and strategies to favor the development of intrinsic motivation among their athletes. In conclusion, the climate of autonomy support created by the coach can predict the autonomy perceived by the athletes which predicts the intrinsic motivation experienced by the athletes, and therefore, their adherence to athletic practice. Key pointsImportance of the climate of autonomy support created by the coach on intrinsic motivation and adherence to sport by adolescent athletes.Interest in athletes' input and praise for autonomous behavior predicted perceived autonomy, and perceived autonomy positively predicted intrinsic motivation.Intrinsic motivation predicted the intention to be physically active in the future.

Prediction of Sport Adherence Through the Influence of Autonomy-Supportive Coaching Among Spanish Adolescent Athletes

PubMed Central

Almagro, Bartolomé J.; Sáenz-López, Pedro; Moreno, Juan A.

2010-01-01

The purpose of this study was to test a motivational model of the coach-athlete relationship, based on self-determination theory and on the hierarchical model of intrinsic and extrinsic motivation. The sample comprised of 608 athletes (ages of 12-17 years) completed the following measures: interest in athlete's input, praise for autonomous behavior, perceived autonomy, intrinsic motivation, and the intention to be physically active. Structural equation modeling results demonstrated that interest in athletes' input and praise for autonomous behavior predicted perceived autonomy, and perceived autonomy positively predicted intrinsic motivation. Finally, intrinsic motivation predicted the intention to be physically active in the future. The results are discussed in relation to the importance of the climate of autonomy support created by the coach on intrinsic motivation and adherence to sport by adolescent athletes. Further, the results provide information related to the possible objectives of future interventions for the education of coaches, with the goal of providing them with tools and strategies to favor the development of intrinsic motivation among their athletes. In conclusion, the climate of autonomy support created by the coach can predict the autonomy perceived by the athletes which predicts the intrinsic motivation experienced by the athletes, and therefore, their adherence to athletic practice. Key points Importance of the climate of autonomy support created by the coach on intrinsic motivation and adherence to sport by adolescent athletes. Interest in athletes' input and praise for autonomous behavior predicted perceived autonomy, and perceived autonomy positively predicted intrinsic motivation. Intrinsic motivation predicted the intention to be physically active in the future. PMID:24149380

Faculty motivations to use active learning among pharmacy educators.

PubMed

Rockich-Winston, Nicole; Train, Brian C; Rudolph, Michael J; Gillette, Chris

2018-03-01

Faculty motivations to use active learning have been limited to surveys evaluating faculty perceptions within active learning studies. Our objective in this study was to evaluate the relationship between faculty intrinsic motivation, extrinsic motivation, and demographic variables and the extent of active learning use in the classroom. An online survey was administered to individual faculty members at 137 colleges and schools of pharmacy across the United States. The survey assessed intrinsic and extrinsic motivations, active learning strategies, classroom time dedicated to active learning, and faculty development resources. Bivariate associations and multivariable stepwise linear regression were used to analyze the results. In total, 979 faculty members completed the questionnaire (23.6% response rate). All motivation variables were significantly correlated with percent active learning use (p < 0.001). Intrinsic motivation demonstrated the highest correlation (r = 0.447) followed by current extrinsic motivations (r = 0.245) and ideal extrinsic motivations (r = 0.291). Variables associated with higher intrinsic motivation included the number of resources used (r = 0.233, p < 0.001) and the number of active learning methods used in the last year (r = 0.259, p < 0.001). Years of teaching experience was negatively associated with intrinsic motivation (r = -0.177, p < 0.001). Regression analyses confirmed the importance of intrinsic and extrinsic motivations in predicting active learning use. Our results suggest that faculty members who are intrinsically motivated to use active learning are more likely to dedicate additional class time to active learning. Furthermore, intrinsic motivation may be positively associated with encouraging faculty members to attend active learning workshops and supporting faculty to use various active learning strategies in the classroom. Copyright © 2017 Elsevier Inc. All rights reserved.

Motivational profiles of medical students: Association with study effort, academic performance and exhaustion

PubMed Central

2013-01-01

Background Students enter the medical study with internally generated motives like genuine interest (intrinsic motivation) and/or externally generated motives like parental pressure or desire for status or prestige (controlled motivation). According to Self-determination theory (SDT), students could differ in their study effort, academic performance and adjustment to the study depending on the endorsement of intrinsic motivation versus controlled motivation. The objectives of this study were to generate motivational profiles of medical students using combinations of high or low intrinsic and controlled motivation and test whether different motivational profiles are associated with different study outcomes. Methods Participating students (N = 844) from University Medical Center Utrecht, the Netherlands, were classified to different subgroups through K-means cluster analysis using intrinsic and controlled motivation scores. Cluster membership was used as an independent variable to assess differences in study strategies, self-study hours, academic performance and exhaustion from study. Results Four clusters were obtained: High Intrinsic High Controlled (HIHC), Low Intrinsic High Controlled (LIHC), High Intrinsic Low Controlled (HILC), and Low Intrinsic Low Controlled (LILC). HIHC profile, including the students who are interest + status motivated, constituted 25.2% of the population (N = 213). HILC profile, including interest-motivated students, constituted 26.1% of the population (N = 220). LIHC profile, including status-motivated students, constituted 31.8% of the population (N = 268). LILC profile, including students who have a low-motivation and are neither interest nor status motivated, constituted 16.9% of the population (N = 143). Interest-motivated students (HILC) had significantly more deep study strategy (p < 0.001) and self-study hours (p < 0.05), higher GPAs (p < 0.001) and lower exhaustion (p < 0.001) than status-motivated (LIHC) and low-motivation (LILC) students. Conclusions The interest-motivated profile of medical students (HILC) is associated with good study hours, deep study strategy, good academic performance and low exhaustion from study. The interest + status motivated profile (HIHC) was also found to be associated with a good learning profile, except that students with this profile showed higher surface strategy. Low-motivation (LILC) and status-motivated profiles (LIHC) were associated with the least desirable learning behaviours. PMID:23782767

How motivation influences breastfeeding duration among low-income women.

PubMed

Racine, Elizabeth F; Frick, Kevin D; Strobino, Donna; Carpenter, Laura M; Milligan, Renee; Pugh, Linda C

2009-05-01

In-depth interviews were conducted with 44 low-income breastfeeding women to explore the incentives and disincentives to breastfeeding experienced within 6 months postpartum. Using an individual net benefit maximization (INBM) framework based on economic theory, we assessed women's motivations, incentives, and disincentives for breastfeeding. Based on the framework and their experience breastfeeding, women fell into 3 groups: intrinsically motivated, extrinsically motivated, and successfully experienced with both intrinsic and extrinsic motivation. Successfully experienced women were most likely to breastfeed to 6 months. Intrinsically motivated women valued breastfeeding but often required information and instruction to reach breastfeeding goals. Extrinsically motivated women were least likely to continue breastfeeding even with support and instruction. Providers can screen women to determine their experience and motivation then tailor interventions accordingly. Intrinsically motivated women may need support and instruction, extrinsically motivated women may benefit from motivational interviewing, and successfully experienced women may need only minimal breastfeeding counseling.

Relationship between academic motivation and mathematics achievement among Indian adolescents in Canada and India.

PubMed

Areepattamannil, Shaljan

2014-01-01

This study examined the relationships between academic motivation-intrinsic motivation, extrinsic motivation, amotivation-and mathematics achievement among 363 Indian adolescents in India and 355 Indian immigrant adolescents in Canada. Results of hierarchical multiple regression analyses showed that intrinsic motivation, extrinsic motivation, and amotivation were not statistically significantly related to mathematics achievement among Indian adolescents in India. In contrast, both intrinsic motivation and extrinsic motivation were statistically significantly related to mathematics achievement among Indian immigrant adolescents in Canada. While intrinsic motivation was a statistically significant positive predictor of mathematics achievement among Indian immigrant adolescents in Canada, extrinsic motivation was a statistically significant negative predictor of mathematics achievement among Indian immigrant adolescents in Canada. Amotivation was not statistically significantly related to mathematics achievement among Indian immigrant adolescents in Canada. Implications of the findings for pedagogy and practice are discussed.

The Moderating Effects of Group Membership and Growth Need Strength on the Relationships between Job Characteristics and Job Satisfaction, Job Involvement, and Intrinsic Motivation.

DTIC Science & Technology

1979-12-01

STRENGTH ON THE RELATIONSHIPS BETWEEN JOB CHARACTERISTICS AND JOB SATISFACTION, JOB INVOLVEMENT AND INTRINSIC MOTIVATION Master’s Thesis / David L... Motivation -Hygiene Theory ...... ..... .. . 11 Job Characteristics and Individual Difference . . 13 An Interactive Approach. . . . .......... 14 Refinement of...characteristics and intrinsic motivation , job involvement, and job satisfaction. Measures used to describe the job characteristics and intrinsic motivation are

F247. INTERNALIZED STIGMA HAS A STRONGER RELATIONSHIP WITH INTRINSIC MOTIVATION COMPARED TO AMOTIVATION IN EARLY PHASE AND PROLONGED SCHIZOPHRENIA

PubMed Central

Firmin, Ruth; Luther, Lauren; Lysaker, Paul; Vohs, Jennifer

2018-01-01

Abstract Background Motivation deficits predict decreased functioning in schizophrenia. Recent work suggests deficits reflect challenges in separate domains: intrinsic motivation (one’s internal drive to engage in a behavior out of enjoyment or interest) and amotivation (one’s broader decrease in motivated behavior linked to avolition and anhedonia). Internalized stigma is another determinant of functioning for people with schizophrenia that may impact motivation. However, little is known about these relationships, including which aspects of motivation it may impact nor when these links emerge. Identifying the link between these constructs may help to identify whether internalized stigma may be a novel treatment target to facilitate improvements in motivation. Methods Forty adults with early phase schizophrenia and 66 adults with prolonged schizophrenia completed measures of internalized stigma, intrinsic motivation, and amotivation. Pearson’s correlations were examined followed by Fischer’s r-to-z transformations to compare differences in the magnitude of associations between internalized stigma and intrinsic motivation and internalized stigma and amotivation among the first episode and prolonged samples. Next, we conducted stepwise regressions to examine whether internalized stigma was associated with intrinsic motivation above and beyond associations with amotivation in each sample. Results In the early phase sample, the association between internalized stigma was greater with intrinsic motivation (r=-0.48, p=.00) compared to amotivation (r=0.27, p=0.10). Associations with internalized stigma in the prolonged sample were also greater with intrinsic motivation (r=-0.30, p=0.02) versus amotivation (r=0.19, p=0.12). The magnitude of the associations between internalized stigma and intrinsic motivation (z=1.03, p=0.15) and between internalized stigma and amotivation (z=0.41, p = 0.34) did not significantly differ when comparing phase of illness. Regression analyses indicated that, controlling for amotivation, internalized stigma predicted intrinsic motivation in both the prolonged sample (R2=0.09, F(1,64) =6.18, p=0.02) and the early phase schizophrenia sample (R2=0.23, F(1,37)=10.98, p=.00). Discussion Results suggest internalized stigma has a stronger relationship with intrinsic motivation separate from, and above and beyond, its association with amotivation. Findings support models of intrinsic and amotivation being distinct domains. Links between internalized stigma and motivation appear to emerge and persist from the early stages of schizophrenia, suggesting that targeting stigma in early intervention services may help to improve intrinsic motivation in people with schizophrenia.

Personalizing Sample Databases with Facebook Information to Increase Intrinsic Motivation

ERIC Educational Resources Information Center

Marzo, Asier; Ardaiz, Oscar; Sanz de Acedo, María Teresa; Sanz de Acedo, María Luisa

2017-01-01

Motivation is fundamental for students to achieve successful and complete learning. Motivation can be extrinsic, i.e., driven by external rewards, or intrinsic, i.e., driven by internal factors. Intrinsic motivation is the most effective and must be inspired by the task at hand. Here, a novel strategy is presented to increase intrinsic motivation…

Assessing the Factors Deemed to Support Individual Student Intrinsic Motivation in Technology Supported Online and Face-to-Face Discussions

ERIC Educational Resources Information Center

Shroff, Ronnie H.; Vogel, Douglas R.

2009-01-01

Research has established that intrinsic motivation has a positive effect on learning and academic achievement. In order to investigate the phenomenon of intrinsic motivation in technology-supported learning environments, this paper investigates the factors deemed to support individual student intrinsic motivation in online discussions. A research…

A Latent Curve Model of Parental Motivational Practices and Developmental Decline in Math and Science Academic Intrinsic Motivation

ERIC Educational Resources Information Center

Gottfried, Adele Eskeles; Marcoulides, George A.; Gottfried, Allen W.; Oliver, Pamella H.

2009-01-01

A longitudinal approach was used to examine the effects of parental task-intrinsic and task-extrinsic motivational practices on academic intrinsic motivation in the subject areas of math and science. Parental task-intrinsic practices comprise encouragement of children's pleasure and engagement in the learning process, whereas task-extrinsic…

Intrinsic motivation and metacognition as predictors of learning potential in patients with remitted schizophrenia.

PubMed

Tas, Cumhur; Brown, Elliot C; Esen-Danaci, Aysen; Lysaker, Paul H; Brüne, Martin

2012-08-01

Previous research has suggested that neurocognitive functioning predicts best the potential of patients with schizophrenia to acquire newly learned material, which, in turn may impact patients' social functioning. Recent studies have also shown that intrinsic motivation and metacognitive abilities play a decisive role in social functioning in schizophrenia. Accordingly, the present study sought to examine the relationship between intelligence, motivation, metacognition, and learning during a cognitive remediation experimental training. We hypothesized that metacognition and intrinsic motivation would have a strong relationship and independently predict learning potential. Thirty-two patients with schizophrenia who fulfilled the criteria of functional remission were recruited. In a pre-training-post experimental design, patients' learning potential was assessed using previously defined cognitive remediation training for WCST. Intrinsic motivation was examined using Intrinsic Motivation Inventory for schizophrenia; mastery, a domain of metacognition, was measured using the Metacognitive Assessment Scale. Metacognition significantly correlated with subdomains of intrinsic motivation. Patients with higher intrinsic motivation and preserved metacognition improved more in the learning paradigm compared to poorly motivated patients and patients with reduced metacognitive abilities. In particular, "mastery" was determined as an independent predictor of learning potential. Motivation and metacognition are important predictors of learning in schizophrenia. Psychological interventions in schizophrenia may therefore consider incorporating techniques to stimulate metacognitive and motivational abilities as well as developing individualized training programs. Copyright © 2012 Elsevier Ltd. All rights reserved.

Neural Correlates for Intrinsic Motivational Deficits of Schizophrenia; Implications for Therapeutics of Cognitive Impairment

PubMed Central

Takeda, Kazuyoshi; Sumiyoshi, Tomiki; Matsumoto, Madoka; Murayama, Kou; Ikezawa, Satoru; Matsumoto, Kenji; Nakagome, Kazuyuki

2018-01-01

The ultimate goal of the treatment of schizophrenia is recovery, a notion related to improvement of cognitive and social functioning. Cognitive remediation therapies (CRT), one of the most effective cognition enhancing methods, have been shown to moderately improve social functioning. For this purpose, intrinsic motivation, related to internal values such as interest and enjoyment, has been shown to play a key role. Although the impairment of intrinsic motivation is one of the characteristics of schizophrenia, its neural mechanisms remain unclear. This is related to the lack of feasible measures of intrinsic motivation, and its response to treatment. According to the self-determination theory (SDT), not only intrinsic motivation, but extrinsic motivation has been reported to enhance learning and memory in healthy subjects to some extent. This finding suggests the contribution of different types of motivation to potentiate the ability of the CRT to treat cognitive impairment of schizophrenia. In this paper, we provide a review of psychological characteristics, assessment methods, and neural correlates of intrinsic motivation in healthy subjects and patients with schizophrenia. Particularly, we focus on neuroimaging studies of intrinsic motivation, including our own. These considerations are relevant to enhancement of functional outcomes of schizophrenia. PMID:29922185

Neural Correlates for Intrinsic Motivational Deficits of Schizophrenia; Implications for Therapeutics of Cognitive Impairment.

PubMed

Takeda, Kazuyoshi; Sumiyoshi, Tomiki; Matsumoto, Madoka; Murayama, Kou; Ikezawa, Satoru; Matsumoto, Kenji; Nakagome, Kazuyuki

2018-01-01

The ultimate goal of the treatment of schizophrenia is recovery, a notion related to improvement of cognitive and social functioning. Cognitive remediation therapies (CRT), one of the most effective cognition enhancing methods, have been shown to moderately improve social functioning. For this purpose, intrinsic motivation, related to internal values such as interest and enjoyment, has been shown to play a key role. Although the impairment of intrinsic motivation is one of the characteristics of schizophrenia, its neural mechanisms remain unclear. This is related to the lack of feasible measures of intrinsic motivation, and its response to treatment. According to the self-determination theory (SDT), not only intrinsic motivation, but extrinsic motivation has been reported to enhance learning and memory in healthy subjects to some extent. This finding suggests the contribution of different types of motivation to potentiate the ability of the CRT to treat cognitive impairment of schizophrenia. In this paper, we provide a review of psychological characteristics, assessment methods, and neural correlates of intrinsic motivation in healthy subjects and patients with schizophrenia. Particularly, we focus on neuroimaging studies of intrinsic motivation, including our own. These considerations are relevant to enhancement of functional outcomes of schizophrenia.

Improving Acquisition Through Innovation in Workforce Incentives

DTIC Science & Technology

2015-04-30

2013) in “Negative Effects of Extrinsic Rewards on Intrinsic Motivation : More Smoke Than Fire.” The authors have catalogued theories on motivation ...increase total motivation ( extrinsic plus intrinsic). Detrimental effects of extrinsic rewards are not inevitable, and appropriate use of rewards can...increase intrinsic as well as extrinsic motivation . Negative effects on motivation can be averted systematically by clearly understanding and avoiding

The relationship between teaching styles and motivation to teach among physical education teachers.

PubMed

Hein, Vello; Ries, Francis; Pires, Francisco; Caune, Agnese; Heszteráné Ekler, Judit; Emeljanovas, Arunas; Valantiniene, Irena

2012-01-01

This study aims to investigate how teachers' motivation to teach is related to different teaching styles. A hundred and seventy six physical education teachers from five European countries participated in the study. Teachers' motivation was measured using an instrument developed by Roth et al., 2007 based on the Self-Determination Theory (Deci and Ryan, 1985) which was tested for suitability for use with physical education teachers. The use of teaching styles was assessed through teachers' self-reported data according to the description of teaching styles presented by Curtner-Smith et al., 2001. The revised confirmatory factor model of the teachers' motivation instrument, with three factors, met the criteria for satisfactory fit indices. The results showed that teachers were more intrinsically motivated to teach than externally. Cross-cultural comparison indicated that the Spanish teachers were more intrinsically motivated whilst Lithuanian teachers were more externally motivated than teachers from the other four countries. Teachers from all five countries reported a more frequent use of reproductive styles than productive styles. The results of the present study confirmed the hypotheses that teachers' autonomous motivation is related to the student-centered or productive teaching styles whilst non-autonomously motivated teachers adopt more teacher-centered or reproductive teaching styles. Intrinsic and introjected motivation was significantly higher among teachers who more frequently employed productive teaching styles than teachers who used them less frequently. Intrinsically motivated teachers using more productive teaching styles can contribute more to the promotion physical activity among students. PE teachers were more intrinsically motivated to teach than externally.Spanish PE teachers were more intrinsically motivated, whereas Lithuanian PE teachers were more externally motivated.Teachers from all five countries reported a more frequent use of reproductive styles than productive styles.Teachers' autonomous motivation is related to student-centered teaching styles and not autonomously motivated teachers adopt more teacher-centered teaching styles.Intrinsic and introjected motivations were significantly higher among PE teachers using frequently productive teaching styles.

The Relationship Between Teaching Styles and Motivation to Teach Among Physical Education Teachers

PubMed Central

Hein, Vello; Ries, Francis; Pires, Francisco; Caune, Agnese; Heszteráné Ekler, Judit; Emeljanovas, Arunas; Valantiniene, Irena

2012-01-01

This study aims to investigate how teachers' motivation to teach is related to different teaching styles. A hundred and seventy six physical education teachers from five European countries participated in the study. Teachers' motivation was measured using an instrument developed by Roth et al., 2007 based on the Self-Determination Theory (Deci and Ryan, 1985) which was tested for suitability for use with physical education teachers. The use of teaching styles was assessed through teachers' self-reported data according to the description of teaching styles presented by Curtner-Smith et al., 2001. The revised confirmatory factor model of the teachers' motivation instrument, with three factors, met the criteria for satisfactory fit indices. The results showed that teachers were more intrinsically motivated to teach than externally. Cross-cultural comparison indicated that the Spanish teachers were more intrinsically motivated whilst Lithuanian teachers were more externally motivated than teachers from the other four countries. Teachers from all five countries reported a more frequent use of reproductive styles than productive styles. The results of the present study confirmed the hypotheses that teachers' autonomous motivation is related to the student-centered or productive teaching styles whilst non-autonomously motivated teachers adopt more teacher-centered or reproductive teaching styles. Intrinsic and introjected motivation was significantly higher among teachers who more frequently employed productive teaching styles than teachers who used them less frequently. Intrinsically motivated teachers using more productive teaching styles can contribute more to the promotion physical activity among students. Key points PE teachers were more intrinsically motivated to teach than externally. Spanish PE teachers were more intrinsically motivated, whereas Lithuanian PE teachers were more externally motivated. Teachers from all five countries reported a more frequent use of reproductive styles than productive styles. Teachers' autonomous motivation is related to student-centered teaching styles and not autonomously motivated teachers adopt more teacher-centered teaching styles. Intrinsic and introjected motivations were significantly higher among PE teachers using frequently productive teaching styles. PMID:24137068

Intrinsic Motivation and Achievement in Mathematics in Elementary School: A Longitudinal Investigation of Their Association.

PubMed

Garon-Carrier, Gabrielle; Boivin, Michel; Guay, Frédéric; Kovas, Yulia; Dionne, Ginette; Lemelin, Jean-Pascal; Séguin, Jean R; Vitaro, Frank; Tremblay, Richard E

2016-01-01

This study examined the associations between intrinsic motivation and achievement in mathematics in a sample of 1,478 Canadian school-age children followed from Grades 1 to 4 (ages 7-10). Children self-reported their intrinsic motivation toward mathematics, whereas achievement was measured through direct assessment of mathematics abilities. Cross-lagged models showed that achievement predicted intrinsic motivation from Grades 1 to 2, and from Grades 2 to 4. However, intrinsic motivation did not predict achievement at any time. This developmental pattern of association was gender invariant. Contrary to the hypothesis that motivation and achievement are reciprocally associated over time, our results point to a directional association from prior achievement to subsequent intrinsic motivation. Results are discussed in light of their theoretical and practical implications. © 2015 The Authors. Child Development © 2015 Society for Research in Child Development, Inc.

Self-Determination Theory: Intrinsic Motivation and Behavioral Change.

PubMed

Flannery, Marie

2017-03-01

Motivation is a central concept in behavioral change. This article reviews the self-determination theory with an emphasis on "intrinsic motivation," which is facilitated when three basic psychological needs (autonomy, competence, and relatedness) are met. Intrinsic motivation is associated with improved well-being and sustained behavioral change.

The Impact of Curiosity and External Regulation on Intrinsic Motivation: An Empirical Study in Hong Kong Education

ERIC Educational Resources Information Center

Hon-keung, Yau; Man-shan, Kan; Lai-fong, Cheng Alison

2012-01-01

The purposes of this paper are to identify: (1) the factors affecting the intrinsic motivation of university students in Hong Kong; and (2) gender differences in the perception of intrinsic motivation in Hong Kong higher education environment. The factors of curiosity and external regulation with intrinsic motivation are taken into investigation…

Goal-orientation, epistemological beliefs towards intrinsic motivation among engineering students: A review

NASA Astrophysics Data System (ADS)

Benlahcene, Abderrahim; Lashari, Sana Anwar; Lashari, Tahira Anwar

2017-08-01

An aspect that has been exhaustively researched in the motivation of the higher education discipline is the engineering students’ process of goal-orientation, epistemological beliefs towards intrinsic motivation. However, the focus of those researchers as commonly the influence of goal orientations and epistemological beliefs on intrinsic motivation; they have not combined the two factors and examined relationships among goal orientation, epistemological beliefs, and intrinsic motivation. Therefore, although there is a plethora of research on the matter in related disciplines, the researchers commonly do not have consensus on a term that could be used to discuss how engineering students are motivation. This paper identifies literature whose characteristics have focused on the concept of motivation. Attempts were made to retrieve related lietarure empirically examined motivation, extrinsic motivation, Goal orientation, Epistemological beliefs, and intrinsic motivation to gain insight information. It is believed that the present study may help educators in organizing content, preparing curriculum, and evaluate student tasks, so that students can begin to develop more mature and effective epistemological beliefs and design their proper goals for their learning process.

Ethnic Stigma, Academic Anxiety, and Intrinsic Motivation in Middle Childhood

PubMed Central

Gillen-O’Neel, Cari; Ruble, Diane N.; Fuligni, Andrew J.

2011-01-01

Previous research addressing the dynamics of stigma and academics has focused on African-American adolescents and adults. The present study examined stigma awareness, academic anxiety, and intrinsic motivation among 451 young (ages 6–11) and diverse (African-American, Chinese, Dominican, Russian, and European-American) students. Results indicated that ethnic-minority children reported higher stigma awareness than European-American children. For all children, stigma awareness was associated with higher academic anxiety and lower intrinsic motivation. Despite these associations, ethnic-minority children reported higher levels of intrinsic motivation than their European-American peers. A significant portion of the higher intrinsic motivation among Dominican students was associated with their higher levels of school belonging, suggesting that supportive school environments may be important sources of intrinsic motivation among some ethnic-minority children. PMID:21883152

Self-determination and goal orientation in track and field.

PubMed

Chin, Ngien-Siong; Khoo, Selina; Low, Wah-Yun

2012-06-01

This study investigated gender, age group and locality differences in adolescent athletes' self-determination motivation and goal orientations in track and field. It also examined the relationship between the self-determination theory and achievement goal theory. A total of 632 (349 boys, 283 girls) adolescent athletes (aged 13-18 years) completed the Sports Motivation Scale and Task and Ego Orientation in Sport Questionnaire. Results indicated significant differences between gender on intrinsic motivation, extrinsic motivation, amotivation (t(630) = 4.10, p < 0.05) and ego orientation (t(630) = 2.48, p < 0.05). Male students reported higher intrinsic motivation, extrinsic motivation, amotivation and ego orientation. A significant difference was found between age groups on task orientation (t(630) = 1.94, p < 0.05) and locality on ego orientation (t(630) = 1.94, p < 0.05). Older athletes showed significantly higher task orientation. Rural athletes had higher ego orientation whereas urban athletes have higher intrinsic motivation. Task orientation was related to intrinsic motivation (r = 0.55, p < 0.01), extrinsic motivation (r = 0.55, p < 0.01), but weakly related to amotivation (r = 0.10, p < 0.01). Ego orientation was related to intrinsic motivation (r = 0.30, p < 0.01), extrinsic motivation (r = 0.36, p < 0.01) and amotivaion (r = 0.36, p < 0.01). Task orientation was related to ego orientation (r = 0.29, p < 0.01). Multiple regression analysis showed intrinsic motivation, extrinsic motivation and amotivation accounted for 30.5% of the variances in task orientation.

Self-Determination and Goal Orientation in Track and Field

PubMed Central

Chin, Ngien-Siong; Khoo, Selina; Low, Wah-Yun

2012-01-01

This study investigated gender, age group and locality differences in adolescent athletes’ self-determination motivation and goal orientations in track and field. It also examined the relationship between the self-determination theory and achievement goal theory. A total of 632 (349 boys, 283 girls) adolescent athletes (aged 13–18 years) completed the Sports Motivation Scale and Task and Ego Orientation in Sport Questionnaire. Results indicated significant differences between gender on intrinsic motivation, extrinsic motivation, amotivation (t(630) = 4.10, p < 0.05) and ego orientation (t(630) = 2.48, p < 0.05). Male students reported higher intrinsic motivation, extrinsic motivation, amotivation and ego orientation. A significant difference was found between age groups on task orientation (t(630) = 1.94, p < 0.05) and locality on ego orientation (t(630) = 1.94, p < 0.05). Older athletes showed significantly higher task orientation. Rural athletes had higher ego orientation whereas urban athletes have higher intrinsic motivation. Task orientation was related to intrinsic motivation (r = 0.55, p < 0.01), extrinsic motivation (r = 0.55, p < 0.01), but weakly related to amotivation (r = 0.10, p < 0.01). Ego orientation was related to intrinsic motivation (r = 0.30, p < 0.01), extrinsic motivation (r = 0.36, p < 0.01) and amotivaion (r = 0.36, p < 0.01). Task orientation was related to ego orientation (r = 0.29, p < 0.01). Multiple regression analysis showed intrinsic motivation, extrinsic motivation and amotivation accounted for 30.5% of the variances in task orientation. PMID:23486244

Profiles of Intrinsic and Extrinsic Motivations in Elementary School: A Longitudinal Analysis

ERIC Educational Resources Information Center

Corpus, Jennifer Henderlong; Wormington, Stephanie V.

2014-01-01

The authors used a person-centered, longitudinal approach to identify and evaluate naturally occurring combinations of intrinsic and extrinsic motivations among 490 third- through fifth-grade students. Cluster analysis revealed 3 groups, characterized by high levels of both motivations ("high quantity"): high intrinsic motivation but low…

Exploring the link between intrinsic motivation and quality

NASA Astrophysics Data System (ADS)

Christy, Steven M.

1992-12-01

This thesis proposes that it is workers' intrinsic motivation that leads them to produce quality work. It reviews two different types of evidence- expert opinion and empirical studies--to attempt to evaluate a link between intrinsic motivation and work quality. The thesis reviews the works of Total Quality writers and behavioral scientists for any connection they might have made between intrinsic motivation and quality. The thesis then looks at the works of Deming and his followers in an attempt to establish a match between Deming's motivational assumptions and the four task rewards in the Thomas/Tymon model of intrinsic motivation: choice, competence, meaningfulness, and progress. Based upon this analysis, it is proposed that the four Thomas/Tymon task rewards are a promising theoretical foundation for explaining the motivational basis of quality for workers in Total Quality organizations.

Intrinsic and Extrinsic Motivation for Smoking Cessation.

ERIC Educational Resources Information Center

Curry, Susan; And Others

1990-01-01

Evaluated intrinsic-extrinsic model of motivation for smoking cessation using two samples (Ns=1,217 and 151) of smokers. Analysis on Reasons for Quitting scale supported intrinsic-extrinsic motivation distinction, defining four-factor model with two intrinsic and two extrinsic dimensions. Found that smokers with higher levels of intrinsic relative…

Coach autonomy support, basic need satisfaction, and intrinsic motivation of paralympic athletes.

PubMed

Banack, Hailey R; Sabiston, Catherine M; Bloom, Gordon A

2011-12-01

The purpose of the present study, grounded in self-determination theory, was to explore the relationship between Paralympic athletes' perceptions of autonomy-supportive coach behavior basic psychological needs, and intrinsic motivation to know, accomplish, and experience stimulation. One hundred thirteen Canadian Paralympic athletes completed an online survey, consisting of measures of coach autonomy support; of perceptions of autonomy, competence, and relatedness; and of intrinsic motivation. Perceived coach autonomy support was a predictor of athletes' perceptions of autonomy and relatedness. Perceived competence was a significant predictor of all three forms of intrinsic motivation, while perceived autonomy was a significant predictor of intrinsic motivation to accomplish and experience stimulation. The results highlight the important relationship between coach behavior and athlete motivation in disability sport.

Intrinsic and extrinsic motivation for stereotypic and repetitive behavior.

PubMed

Joosten, Annette V; Bundy, Anita C; Einfeld, Stewart L

2009-03-01

This study provides evidence for intrinsic and extrinsic motivators for stereotypical and repetitive behavior in children with autism and intellectual disability and children with intellectual disability alone. We modified the Motivation Assessment Scale (MAS) (1988b); dividing it into intrinsic and extrinsic measures and adding items to assess anxiety as an intrinsic motivator. Rasch analysis of data from 279 MASs (74 children) revealed that the items formed two unidimensional scales. Anxiety was a more likely intrinsic motivator than sensory seeking for children with dual diagnoses; the reverse was true for children with intellectual disability only. Escape and gaining a tangible object were the most common extrinsic motivators for those with dual diagnoses and attention and escape for children with intellectual disability.

Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions.

PubMed

Ryan; Deci

2000-01-01

Intrinsic and extrinsic types of motivation have been widely studied, and the distinction between them has shed important light on both developmental and educational practices. In this review we revisit the classic definitions of intrinsic and extrinsic motivation in light of contemporary research and theory. Intrinsic motivation remains an important construct, reflecting the natural human propensity to learn and assimilate. However, extrinsic motivation is argued to vary considerably in its relative autonomy and thus can either reflect external control or true self-regulation. The relations of both classes of motives to basic human needs for autonomy, competence and relatedness are discussed. Copyright 2000 Academic Press.

An Exploratory Study of Intrinsic & Extrinsic Motivators and Student Performance in an Auditing Course

ERIC Educational Resources Information Center

Mo, Songtao

2011-01-01

The objective of this study is to investigate the association of intrinsic and extrinsic motivators and student performance. This study performs an exploratory analysis and presents evidence to demonstrate that intrinsic motivators affect the connection between external motivators and student performance. The empirical tests follow the framework…

Intrinsic and extrinsic motivation and intention to breast-feed.

PubMed

Wells, Kristen J; Thompson, Nancy J; Kloeblen-Tarver, Amy S

2002-01-01

To examine the feasibility of using the cognitive evaluation theory to examine pregnant women's intention to breast-feed. A questionnaire designed to measure intrinsic and extrinsic motivation was administered to 228 pregnant women. Results provide evidence for reliability and validity of the revised instrument in this population. A factor analysis suggests the instrument measures 2 types of intrinsic motivation, one type of extrinsic motivation, and motivation related to the baby. The instrument distinguished differences in motivation between women who intend to breast-feed and those who intend to formula feed. This study helps elucidate motivational factors involved in infant-feeding decisions.

Intrinsic motivation and extrinsic incentives jointly predict performance: a 40-year meta-analysis.

PubMed

Cerasoli, Christopher P; Nicklin, Jessica M; Ford, Michael T

2014-07-01

More than 4 decades of research and 9 meta-analyses have focused on the undermining effect: namely, the debate over whether the provision of extrinsic incentives erodes intrinsic motivation. This review and meta-analysis builds on such previous reviews by focusing on the interrelationship among intrinsic motivation, extrinsic incentives, and performance, with reference to 2 moderators: performance type (quality vs. quantity) and incentive contingency (directly performance-salient vs. indirectly performance-salient), which have not been systematically reviewed to date. Based on random-effects meta-analytic methods, findings from school, work, and physical domains (k = 183, N = 212,468) indicate that intrinsic motivation is a medium to strong predictor of performance (ρ = .21-45). The importance of intrinsic motivation to performance remained in place whether incentives were presented. In addition, incentive salience influenced the predictive validity of intrinsic motivation for performance: In a "crowding out" fashion, intrinsic motivation was less important to performance when incentives were directly tied to performance and was more important when incentives were indirectly tied to performance. Considered simultaneously through meta-analytic regression, intrinsic motivation predicted more unique variance in quality of performance, whereas incentives were a better predictor of quantity of performance. With respect to performance, incentives and intrinsic motivation are not necessarily antagonistic and are best considered simultaneously. Future research should consider using nonperformance criteria (e.g., well-being, job satisfaction) as well as applying the percent-of-maximum-possible (POMP) method in meta-analyses. PsycINFO Database Record (c) 2014 APA, all rights reserved.

Exploring Intrinsic and Extrinsic Motivations to Participate in a Crowdsourcing Project to Support Blind and Partially Sighted Students.

PubMed

Layas, Fatma; Petrie, Helen

2016-01-01

There have been a number of crowdsourcing projects to support people with disabilities. However, there is little exploration of what motivates people to participate in such crowdsourcing projects. In this study we investigated how different motivational factors can affect the participation of people in a crowdsourcing project to support visually disabled students. We are developing "DescribeIT", a crowdsourcing project to support blind and partially students by having sighted people describe images in digital learning resources. We investigated participants' behavior of the DescribeIT project using three conditions: one intrinsic motivation condition and two extrinsic motivation conditions. The results showed that participants were significantly intrinsically motivated to participate in the DescribeIT project. In addition, participants' intrinsic motivation dominated the effect of the two extrinsic motivational factors in the extrinsic conditions.

The Assessment of Intrinsic and Extrinsic Motivation and Amotivation: Validity and Reliability of the Greek Version of the Academic Motivation Scale

ERIC Educational Resources Information Center

Barkoukis, Vassilis; Tsorbatzoudis, Haralambos; Grouios, George; Sideridis, Georgios

2008-01-01

Self-determination theory provides an integrated conception of school- and academic motivation. The theory proposes a continuum comprising three types of motivation: intrinsic motivation (IM), extrinsic motivation (EM), and amotivation (AM), characterised by seven dimensions (IM = to know, to accomplish and to experience stimulation, EM = external…

Motives Emanating from Personality Associated with Achievement in a Finnish Senior High School: Physical Activity, Curiosity, and Family Motives

ERIC Educational Resources Information Center

Froiland, John Mark; Mayor, Päivi; Herlevi, Marjaana

2015-01-01

Numerous studies indicate that intrinsic motivation predicts academic achievement. However, relatively few have examined various subtypes of intrinsic motivation that predict overall achievement, such as motivation for exercise and physical activity. Based upon the 16 basic desires theory of personality, the current study examined the motives of…

Sources of motivation for abstinence: a replication analysis of the reasons for quitting questionnaire.

PubMed

Downey, L; Rosengren, D B; Donovan, D M

2001-01-01

The Reasons for Quitting Questionnaire (RFQ) as modified by McBride and colleagues (C. M. McBride et al., 1994) for use with substance users other than tobacco smokers, was administered to individuals approved for public-sector addiction treatment. Four motivation dimensions, similar to those found by McBride et al., were identified: self-concept issues, health concerns, legal issues, and social influence. A forced two-component solution yielded dimensions interpretable as intrinsic and extrinsic motivation. Self-concept issues provided the highest levels of motivation for abstinence in this sample, with moderate levels provided by health concerns, and the lowest levels provided by legal and social influence components. Intrinsic motivation was higher than extrinsic motivation. Logistic regression models, with adjustment for total motivation, tested the association of successful abstinence during a follow-up period with baseline extrinsic and intrinsic motivation, and with the difference between intrinsic and extrinsic levels. All three associations were significant: intrinsic motivation (positive association), extrinsic motivation (negative association), and the difference score (positive association). The results suggest the usefulness of the 20-item modified RFQ in evaluating motivation for abstinence among treatment seekers exhibiting severe negative consequences of addiction. Testing with samples varying in severity of addiction consequences is recommended.

[The life cycle of general practitioners' professional motivations: the case of prevention].

PubMed

Videau, Y; Batifoulier, P; Arrighi, Y; Gadreau, M; Ventelou, B

2010-10-01

The analysis of "professional motivations", mainly through the possible crowding-out effects between extrinsic and intrinsic motivations, has become an issue of great concern in the economic literature. This paper aims at applying this topic to the healthcare professions where the proper scaling up of pay-for-performance (P4P) policies by public authorities is at stake. We used a panel of 528 self-employed general practitioners in the "Provence-Alpes-Côte d'Azur" region in France to provide an interpersonal statistical decomposition between extrinsic and intrinsic motivations with regard to preventive actions. Then, we applied a Tobit model in order to specify the main explicative variables of the share of intrinsic motivations entering into physicians' total motivations. The relative share of intrinsic motivations was quite high among physicians paid with fixed fees. We found a significant effect of age on intrinsic motivations describing a U-shaped curve which can be interpreted as being the result of a "life cycle of medical motivations" or a generational effect. The cross-sectional nature of the data does not allow us to draw any conclusions concerning the predominance of the generational effect or the "life cycle effect" on the evolution of the relative share of physician's intrinsic motivations. Nevertheless, the U-shaped relation between intrinsic motivations and age questions the suitability of using uniformly P4P mechanisms. The generations or age groups of self-employed physicians who seem to be less responsive to extrinsic motivations are more likely to favour the introduction of other types of payment schemes (capitation or salary systems) or regulation tools such as clinical practice guidelines. Copyright © 2010 Elsevier Masson SAS. All rights reserved.

Innovation in Workforce Incentives

DTIC Science & Technology

2015-05-13

Extrinsic Rewards and Intrinsic Motivation : More Smoke Than Fire” argue...undermine intrinsic motivation making the incentive effect much more powerful than if it relies on extrinsic motivation alone Proposed Approach... intrinsic and extrinsic motivation – Measurement of individual contributions in a team setting which is the organizational model for DOD programs – Necessary conditions to implement a model along with the legislative changes

Intrinsic Motivation to Learn: The Nexus between Psychological Health and Academic Success

ERIC Educational Resources Information Center

Froiland, John Mark; Oros, Emily; Smith, Liana; Hirchert, Tyrell

2012-01-01

Intrinsic motivation (IM) to learn, if cultivated, can lead to many academic and social/emotional improvements among K-12 students. This article discusses intrinsic motivation to learn as it relates to Self Determination Theory and the trouble with relying solely on extrinsic motivators. The academic benefits of IM in the specific subject areas of…

Intrinsic Motivation and Creativity Related to Product: A Meta-Analysis of the Studies Published between 1990-2010

ERIC Educational Resources Information Center

de Jesus, Saul Neves; Rus, Claudia Lenuta; Lens, Willy; Imaginário, Susana

2013-01-01

Although the relationship between motivation (especially intrinsic motivation) and creativity (especially as a product), no meta-analyses have been conducted on the relationship between these 2 concepts. This study aimed to analyze the relationship between intrinsic motivation and creativity related to product (i.e., creative outcomes) through…

The Relational-Behavior Model: The Relationship between Intrinsic Motivational Instruction and Extrinsic Motivation in Psychologically Based Instruction

ERIC Educational Resources Information Center

Chandler, Donald S., Jr.

2008-01-01

This pilot study examined the relational-behavior model (RBM) as a method of intrinsic motivational instruction in psychology courses. Among a sample of 33 college students enrolled in two undergraduate psychology courses, a Spearman rho analysis revealed a significant relationship between the intrinsic motivational factors (e.g. student/class…

Examining Relationships between Academic Motivation and Personality among College Students

ERIC Educational Resources Information Center

Clark, M. H.; Schroth, Christopher A.

2010-01-01

Relationships between personality and academic motivation were examined using 451 first-year college students. Multiple regressions compared three types of intrinsic motivation, three types of extrinsic motivation and amotivation to five personality factors. Results indicated that those who were intrinsically motivated to attend college tended to…

Intrinsic and extrinsic motivations for healthful dietary change in African Americans.

PubMed

Satia, Jessie A; Galanko, Joseph A

2007-01-01

To describe associations of intrinsic and extrinsic motivations for dietary change with participant characteristics and current diet among African Americans. Cross-sectional survey of 658 African American adults in North Carolina provided information on intrinsic (self-image and health concerns) and extrinsic (social influence) motivation scales, participant characteristics, and diet. Most respondents considered it important to change their diet for health reasons; fewer were motivated by self-image or social influence. Motivation scales were significantly associated with demographic, behavioral, and psychosocial characteristics and fat, but not fruit/vegetable consumption, after adjustment for covariates (P<0.05). Tailoring on intrinsic and extrinsic motives may improve the effectiveness of dietary interventions in African Americans.

Intrinsic and extrinsic motivational orientations in the competitive context: an examination of person-situation interactions.

PubMed

Abuhamdeh, Sami; Csikszentmihalyi, Mihaly

2009-10-01

The current study examined Intrinsic Motivation Orientation and Extrinsic Motivation Orientation (Work Preference Inventory; Amabile, Hill, Hennessey, & Tighe, 1994) as potential trait-level moderators of the way Internet chess players responded to the intrinsic and extrinsic rewards of the chess games they played. On the basis of the defining characteristics of these 2 types of motivational orientations, we predicted that (a) Intrinsic Motivation Orientation would be associated with a stronger curvilinear relationship between challenge and enjoyment and (b) Extrinsic Motivation Orientation would be associated with a heightened affective responsivity to competitive outcome (i.e., winning vs. losing). Results supported the predictions. Implications of the findings are discussed.

Ethnic stigma, academic anxiety, and intrinsic motivation in middle childhood.

PubMed

Gillen-O'Neel, Cari; Ruble, Diane N; Fuligni, Andrew J

2011-01-01

Previous research addressing the dynamics of stigma and academics has focused on African American adolescents and adults. The present study examined stigma awareness, academic anxiety, and intrinsic motivation among 451 young (ages 6-11) and diverse (African American, Chinese, Dominican, Russian, and European American) students. Results indicated that ethnic-minority children reported higher stigma awareness than European American children. For all children, stigma awareness was associated with higher academic anxiety and lower intrinsic motivation. Despite these associations, ethnic-minority children reported higher levels of intrinsic motivation than their European American peers. A significant portion of the higher intrinsic motivation among Dominican students was associated with their higher levels of school belonging, suggesting that supportive school environments may be important sources of intrinsic motivation among some ethnic-minority children. © 2011 The Authors. Child Development © 2011 Society for Research in Child Development, Inc.

Factors associated with motivation in medical education: a path analysis.

PubMed

Kunanitthaworn, Natchaya; Wongpakaran, Tinakon; Wongpakaran, Nahathai; Paiboonsithiwong, Salilthip; Songtrijuck, Natchaphon; Kuntawong, Pimolpun; Wedding, Danny

2018-06-18

This study identified and investigated the relationship between demographics, mental health problems, positive personality traits and perceived social support and motivation in medical education (MME) among first year medical students. One hundred-thirty eight first year medical students completed the Academic Motivation Scale, Outcome Inventory, Strength Based Inventory, and Multidimensional Scale for Perceived Social Support. Path analysis was conducted to identify relationships between the variables of interest and each type of motivation, including intrinsic and extrinsic motivation and amotivation. The mean age of the sample was 18.86 ± 0.74 and 60% of the subjects were female. Path analysis showed that extrinsic motivation was positively associated with being female, personal choice for studying medicine, and grade point average at high school. Intrinsic motivation was correlated with perceived family support, personal choice for studying medicine and the positive attribute of determination. Amotivation was related to being male, personal choice, and depression. While both extrinsic and intrinsic motivation were correlated, they were uncorrelated with amotivation. All variables accounted for 18, 13, and 45% of variance of intrinsic motivation, extrinsic motivation and amotivation, respectively. Each type of motivation has different but related predictors. Extrinsic and intrinsic motivation can be promoted, whereas amotivation represents an exclusive issue, one related more to depression, that needs to be reduced to not interfere with academic achievement and quality of life of medical students.

The impact of online brand community type on consumer's community engagement behaviors: consumer-created vs. marketer-created online brand community in online social-networking web sites.

PubMed

Lee, Doohwang; Kim, Hyuk Soo; Kim, Jung Kyu

2011-01-01

The current study proposed and tested a theoretical model of consumers' online brand community engagement behaviors, with particular attention given to online brand community type (consumer vs. marketer-created). By integrating attribution and social identity theories, this study investigated the causal linkages between intrinsic motives of altruism, social identification motivations, and online brand community engagement behaviors. The results showed that consumers' online brand community engagement intentions were indirectly influenced by the different types of communities through different levels of consumers' attributions to intrinsic motives of altruism. This study also found that, in the attribution processes, consumers' intrinsic motives of altruism motivated them to identify themselves socially with the online communities they join. Finally, this study demonstrated that the intrinsic motives of altruism and social identification motivations provided strong social incentives to motivate consumers to engage in subsequent online brand community behaviors.

Math grades and intrinsic motivation in elementary school: A longitudinal investigation of their association.

PubMed

Weidinger, Anne F; Steinmayr, Ricarda; Spinath, Birgit

2017-06-01

It is often argued that the negative development of intrinsic motivation in elementary school strongly depends on the presence of school grades because grades represent extrinsic consequences and achievement feedback that are supposed to influence intrinsically motivated behaviour. However, only a few studies have tested this hypothesis. Therefore, we investigated the role of school grades in inter- and intra-individual changes in elementary school students' intrinsic motivation from when grades were first introduced until the end of elementary school, when students in Germany receive recommendations for a secondary school type on the basis of their prior performance in school. A sample of 542 German elementary school students (t 1 : M = 7.95 years, SD = 0.57) was followed for 2 years from the end of Grade 2 to the end of Grade 4. At seven measurement occasions, children's math grades and their domain-specific intrinsic motivation were assessed. Latent growth curve models showed differences in trajectories of intrinsic motivation across students rather than uniform development. Moreover, students' trajectories of grades and intrinsic motivation were only weakly associated. A latent cross-lagged model revealed that reciprocal effects between the two constructs over time were small at best. Contrary to theoretical considerations, our results indicate that negative performance feedback in the form of grades does not necessarily lead to a decrease in intrinsic motivation. This calls into question the common opinion that a perception of being less competent, as reflected by poor grades, is responsible for weakening students' intrinsic motivation. © 2017 The British Psychological Society.

Motivation and competence of participants in a learner-centered student-run clinic: an exploratory pilot study.

PubMed

Schutte, Tim; Tichelaar, Jelle; Dekker, Ramon S; Thijs, Abel; de Vries, Theo P G M; Kusurkar, Rashmi A; Richir, Milan C; van Agtmael, Michiel A

2017-01-25

The Learner-Centered Student-run Clinic (LC-SRC) was designed to teach and train prescribing skills grounded in a real-life context, to provide students with early clinical experience and responsibility. The current studies' theoretical framework was based on the Self-determination Theory. According to the Self-determination Theory, early involvement in clinical practice combined with a high level of responsibility makes the LC-SRC an environment that can stimulate intrinsic motivation. We investigated the different types of motivation and the proficiency in CanMEDS competencies of the participating students. Type of motivation was measured using the Academic Motivation Scale and Intrinsic Motivation Inventory. CanMEDS competencies were evaluated by faculty using a mini-clinical examination and by the students themselves using a post-participation questionnaire. The 29 participating students were highly intrinsic motivated for this project on all subscales of the Intrinsic Motivation Inventory. Motivation for medical school on the Academic Motivation Scale was high before and was not significantly changed after participation. Students considered that their CanMEDS competencies "Collaborator", "Communicator", "Academic", and "Medical expert" had improved. Their actual clinical team competence was judged by faculty to be at a junior doctor level. Students showed a high level of intrinsic motivation to participate in the LC-SRC and perceived an improvement in competence. Furthermore their actual clinical competence was at junior doctor level in all CanMEDS competencies. The stimulating characteristics of the LC-SRC, the high levels of intrinsic motivation and the qualitative comments of the students in this study makes the LC-SRC an attractive place for learning.

Relationships between physical education students' motivational profiles, enjoyment, state anxiety, and self-reported physical activity.

PubMed

Yli-Piipari, Sami; Watt, Anthony; Jaakkola, Timo; Liukkonen, Jarmo; Nurmi, Jari-Erik

2009-01-01

The purpose of this study was to analyze motivational profiles based on the self-determination theory (Deci and Ryan, 2000) and how these profiles are related to physical education students' enjoyment, state anxiety, and physical activity. The participants, 429 sixth grade students (girls = 216; boys = 213) completed SMS, Sport Enjoyment Scale, PESAS, and Physical Activity Scale. Cluster analyses identified two motivational profiles: 1) the "High motivation profile", in which the students had high intrinsic and extrinsic motivation, and low levels of amotivation, and 2) the "Low motivation profile", in which the students had low intrinsic and extrinsic motivation, and low levels of amotivation. The students in the first cluster enjoyed physical education more and were physically more active. The results revealed that students may be motivated towards physical education lessons both intrinsically and extrinsically, and still experience enjoyment in physical education. Key pointsTWO MOTIVATIONAL PROFILES WERE REVEALED: 1) the "High motivation profile", in which the students had high intrinsic and extrinsic motivation, and low levels of amotivation, and 2) the "Low motivation profile", in which the students had low intrinsic and extrinsic motivation, and low levels of amotivation.The students in the first profile enjoyed physical education more and were physically more active than the students in the second profile.Moreover, the representatives of the "High motivation profile "experienced greater anxiety toward physical education than the representatives of the "Low motivation profile"These findings raised an interesting question whether students engaging in physical education benefit more from the presence of both self-determined and non-self-determined forms of motivation, or are the benefits higher if students are primarily self-determined?

Teachers Motivation in Senior High Schools in Ghana: A Case of Ghana Senior High School

ERIC Educational Resources Information Center

Kingful, Stephen; Nusenu, Angela Abena

2015-01-01

Motivation involves both extrinsic and intrinsic types. One must intrinsically be motivated before accepting a new challenges followed by intrinsic motivation for best achievement. In this study, the researcher used census sampling technique whereby all 85 respondents were used for the case study as a result of the fairly small total population of…

Motivation: The Value of Developing Intrinsic Motivation in Elementary School Students in Grades Four through Six

ERIC Educational Resources Information Center

Gerstner, Gary M.

2017-01-01

This study sought to fill the gap in the literature concerning intrinsic motivation in elementary students in Grades 4-6 by examining 155 elementary school students and in-depth interviews with three elementary grade teachers. This study used data collected from the self-report survey called the Children's Academic Intrinsic Motivation Inventory…

Reasons for quitting: intrinsic and extrinsic motivation for smoking cessation in a population-based sample of smokers.

PubMed

Curry, S J; Grothaus, L; McBride, C

1997-01-01

An intrinsic-extrinsic model of motivation for smoking cessation is extended to a population-based sample of smokers (N = 1,137), using a previously validated Reasons for Quitting (RFQ) scale. Psychometric evaluation of the RFQ replicated the model that includes health concerns and self-control as intrinsic motivation dimensions and immediate reinforcement and social influence as extrinsic motivation dimensions. Compared to volunteers, the population-based sample of smokers reported equivalent health concerns, lower self-control, and higher social influence motivation for cessation. Within the population-based sample, women compared to men were less motivated to quit by health concerns and more motivated by immediate reinforcement; smokers above age 55 expressed lower health concerns and higher self-control motivation than smokers below age 55. Higher baseline levels of intrinsic relative to extrinsic motivation were associated with more advanced stages of readiness to quit smoking and successful smoking cessation at a 12-month follow-up. Among continuing smokers, improvement in stage of readiness to quit over time was associated with significant increases in health concerns and self-control motivation.

Transformational leadership, intrinsic motivation, and trust: a moderated-mediated model of workplace safety.

PubMed

Conchie, Stacey M

2013-04-01

Two studies examine the role of motivation and trust in the relationship between safety-specific transformational leadership and employees' safety behavior. Study 1 tested the prediction that intrinsic and identified regulation motivations mediate the relationship between safety-specific transformational leadership and employees' safety behaviors. Study 2 further explored this relationship by testing the prediction that the mediating role of intrinsic motivation is dependent on employees' level of trust in their leader. Survey data from the U.K. construction industry supported both predictions. However, the mediating role of intrinsic motivation was found only for challenge safety citizenship behaviors (i.e., voice) and not for affiliative safety citizenship behaviors (i.e., helping). These findings suggest that employees' intrinsic motivation is important to the effectiveness of leaders' efforts to promote some but not all forms of safety behavior.

The interactive roles of mastery climate and performance climate in predicting intrinsic motivation.

PubMed

Buch, R; Nerstad, C G L; Säfvenbom, R

2017-02-01

This study examined the interplay between perceived mastery and performance climates in predicting increased intrinsic motivation. The results of a two-wave longitudinal study comprising of 141 individuals from three military academies revealed a positive relationship between a perceived mastery climate and increased intrinsic motivation only for individuals who perceived a low performance climate. This finding suggests a positive relationship between a perceived mastery climate and increased intrinsic motivation only when combined with low perceptions of a performance climate. Hence, introducing a performance climate in addition to a mastery climate can be an undermining motivational strategy, as it attenuates the positive relationship between a mastery climate and increased intrinsic motivation. Implications for future research and practice are discussed. © 2015 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

The changing motivation of massage therapy students.

PubMed

Finch, P

2007-05-01

The study was conducted in order to determine whether the level of motivation related to intrinsic (people-oriented) and extrinsic (external reward) value complexes in a class of massage therapy students changed during their professional education. The research was a quasi-experimental within-subject design, in which survey data was collected from students on their first day in the massage therapy program and again towards the end of their final term. The data were collated and summarized, and the differences in motivation scores were assessed using Fisher's Least Significant Difference procedure. The results support the hypothesis that massage therapy students are motivated more strongly by intrinsic than extrinsic rewards both at the commencement of their studies and as they approach entry to practice. Also evident from the data is the fact that the students' motivation changed during their professional studies. This change involved a significant decrease in the level of intrinsic motivation and significant increase in the level of extrinsic motivation. Thus, although intrinsic motivation reduced while extrinsic motivation increased, the former remained the more powerful influence. Professional programs should consider the balance between intrinsic and extrinsic student motivation and attempt to control influences that might shift this such that the humanistic / altruistic mission of health care is undermined.

How does performance-based financing affect health workers' intrinsic motivation? A Self-Determination Theory-based mixed-methods study in Malawi.

PubMed

Lohmann, Julia; Muula, Adamson S; Houlfort, Nathalie; De Allegri, Manuela

2018-07-01

"Intrinsic motivation crowding out", the erosion of high-quality, sustainable motivation through the introduction of financial incentives, is one of the most frequently discussed but yet little researched potential unfavorable consequence of Performance-based Financing (PBF). We used the opportunity of the introduction of PBF in Malawi to investigate whether and how PBF affected intrinsic motivation, using a mixed-methods research design theoretically grounded in Self-Determination Theory (SDT). The quantitative component served to estimate the impact of PBF on intrinsic motivation, relying on a controlled pre- and post-test design, with data collected from health workers in 23 intervention and 10 comparison facilities before (March/April 2013; n = 70) and approximately two years after (June/July 2015; n = 71) the start of the intervention. The qualitative component, relying on in-depth interviews with health workers in selected intervention facilities one (April 2014; n = 21) and two (September 2015; n = 20) years after the start of PBF, served to understand how PBF did or did not bring about change in intrinsic motivation. Specifically, it allowed us to examine how the various motivation-relevant elements and consequences of PBF impacted health workers' basic psychological needs for autonomy, competence, and relatedness, which SDT postulates as central to intrinsic motivation. Our results suggest that PBF did not affect health workers' overall intrinsic motivation levels, with the intervention having had both positive and negative effects on psychological needs satisfaction. To maximize positive PBF effects on intrinsic motivation, our results underline the potential value of explicit strategies to mitigate unintended negative impact of unavoidable design, implementation, and contextual challenges, for instance by building autonomy support activities into PBF designs. Copyright © 2018 Elsevier Ltd. All rights reserved.

Diminished neural responses predict enhanced intrinsic motivation and sensitivity to external incentive.

PubMed

Marsden, Karen E; Ma, Wei Ji; Deci, Edward L; Ryan, Richard M; Chiu, Pearl H

2015-06-01

The duration and quality of human performance depend on both intrinsic motivation and external incentives. However, little is known about the neuroscientific basis of this interplay between internal and external motivators. Here, we used functional magnetic resonance imaging to examine the neural substrates of intrinsic motivation, operationalized as the free-choice time spent on a task when this was not required, and tested the neural and behavioral effects of external reward on intrinsic motivation. We found that increased duration of free-choice time was predicted by generally diminished neural responses in regions associated with cognitive and affective regulation. By comparison, the possibility of additional reward improved task accuracy, and specifically increased neural and behavioral responses following errors. Those individuals with the smallest neural responses associated with intrinsic motivation exhibited the greatest error-related neural enhancement under the external contingency of possible reward. Together, these data suggest that human performance is guided by a "tonic" and "phasic" relationship between the neural substrates of intrinsic motivation (tonic) and the impact of external incentives (phasic).

Profiles of Motivation for Reading Among African American and Caucasian Students

PubMed Central

Guthrie, John T.; Coddington, Cassandra S.; Wigfield, Allan

2009-01-01

Previous research has investigated motivations for reading by examining positive, or affirming, motivations including intrinsic motivation and self-efficacy. Related to them, we examined two negative, or undermining, motivations consisting of avoidance and perceived difficulty. We proposed that the motivations of intrinsic motivation and avoidance are relatively independent, and thus, can be combined to form meaningful profiles consisting of: avid, ambivalent, apathetic, and averse readers. With Grade 5 students we found that these motivations were relatively independent for both Caucasian and African American students. The two motivations uniquely explained a significant proportion of variance in reading comprehension and other cognitive reading variables. Although intrinsic motivation was stronger for Caucasians, avoidance was stronger for African Americans. The profile of the African American students contained higher proportions of averse and ambivalent readers than the Caucasian profile. The profile of avid readers showed higher reading achievement than the other profiles. PMID:19960100

Motivational profiles and their relationships with basic psychological needs, academic performance, study strategies, self-esteem, and vitality in dental students in Chile.

PubMed

Orsini, Cesar A; Binnie, Vivian I; Tricio, Jorge A

2018-01-01

To determine dental students' motivational profiles through a person-centred approach and to analyse the associations with the satisfaction of their basic psychological needs, study strategies, academic performance, self-esteem, and vitality. A total of 924 students from the University of San Sebastian (Chile) participated in this cross-sectional cor¬relational study in spring 2016. Data were collected through 5 self-reported instruments, in addition to students' academic performance. The Cronbach alpha, descriptive statistics, and correla¬tion scores were computed. A k-means cluster analysis with intrinsic and controlled motivation was conducted to identify different mo-tivational profiles. Subsequently, multivariate analysis of covariance controlling for the effects of gender and year of study was carried out to assess differences among the retained motivational profiles and learning variables. All instruments showed acceptable Cronbach alpha scores. A 4-cluster solution was retained for the motivational profile over a 3- or 5-cluster solution. Students' motiva-tional profiles were characterized by different degrees of intrinsic and controlled motivation. The high intrinsic motivation groups showed higher perceptions of their basic psychological, a greater propensity for a deep rather than surface study strategy, better academic performance, and higher scores for self-esteem and vitality than the low intrinsic motivation groups, regardless of the degree of controlled motivation. Students with a high intrinsic motivation profile, regardless of their controlled motivation scores, reported better learning characteristics. Therefore, special attention should be paid to students' motivational profiles, as the quality of motivation might serve as a basis for interventions to support their academic success and well-being.

Motivation in rehabilitation and acquired brain injury: can theory help us understand it?

PubMed

Kusec, Andrea; Velikonja, Diana; DeMatteo, Carol; Harris, Jocelyn E

2018-04-25

In acquired brain injury (ABI) populations, low motivation to engage in rehabilitation is associated with poor rehabilitation outcomes. Motivation in ABI is thought to be influenced by internal and external factors. This is consistent with Self-determination Theory, which posits that motivation is intrinsic and extrinsic. This paper discusses the benefit of using Self-determination Theory to guide measurement of motivation in ABI. Using a narrative review of the Self-determination Theory literature and clinical rehabilitation research, this paper discusses the unique role intrinsic and extrinsic motivation has in healthcare settings and the importance of understanding both when providing rehabilitation in ABI. Based on the extant literature, it is possible that two independently developed measures of motivation for ABI populations, the Brain Injury Rehabilitation Trust Motivation Questionnaire-Self and the Motivation for Traumatic Brain Injury Rehabilitation Questionnaire, may assess intrinsic and extrinsic motivation, respectively. Intrinsic and extrinsic motivation in ABI may be two equally important but independent factors that could provide a comprehensive understanding of motivation in individuals with ABI. This increased understanding could help facilitate behavioural approaches in rehabilitation. Implications for Rehabilitation Conceptualization of motivation in ABI would benefit from drawing upon Self-determination Theory. External factors of motivation such as the therapeutic environment or social support should be carefully considered in rehabilitation in order to increase engagement. Assessing motivation as a dual rather than a global construct may provide more precise information about the extent to which a patient is motivated.

Incentives and intrinsic motivation in healthcare.

PubMed

Berdud, Mikel; Cabasés, Juan M; Nieto, Jorge

It has been established in the literature that workers within public organisations are intrinsically motivated. This paper is an empirical study of the healthcare sector using methods of qualitative analysis research, which aims to answer the following hypotheses: 1) doctors are intrinsically motivated; 2) economic incentives and control policies may undermine doctors' intrinsic motivation; and 3) well-designed incentives may encourage doctors' intrinsic motivation. We conducted semi-structured interviews à-la-Bewley with 16 doctors from Navarre's Healthcare Service (Servicio Navarro de Salud-Osasunbidea), Spain. The questions were based on current theories of intrinsic motivation and incentives to test the hypotheses. Interviewees were allowed to respond openly without time constraints. Relevant information was selected, quantified and analysed by using the qualitative concepts of saturation and codification. The results seem to confirm the hypotheses. Evidence supporting hypotheses 1 and 2 was gathered from all interviewees, as well as indications of the validity of hypothesis 3 based on interviewees' proposals of incentives. The conclusions could act as a guide to support the optimal design of incentive policies and schemes within health organisations when healthcare professionals are intrinsically motivated. Copyright © 2016 SESPAS. Publicado por Elsevier España, S.L.U. All rights reserved.

The Role of Motivation in Cognitive Remediation for People with Schizophrenia.

PubMed

Saperstein, Alice M; Medalia, Alice

2016-01-01

Motivation impairment is an often prominent component of schizophrenia symptomatology that impacts treatment engagement and reduces the functional benefit from psychosocial interventions. Intrinsic motivation in particular has been shown to be impaired in schizophrenia. Nowhere is the role of intrinsic motivation impairment more evident than in cognitive remediation for schizophrenia. This chapter describes the theoretical determinants of motivation to learn and illustrates how those determinants have been translated into therapeutic techniques that enhance intrinsic motivation in a clinical context. We review the extant research that indicates how motivation enhancing techniques yield treatment-related improvements within cognitive remediation therapy and, more broadly, in other behavioral skills-based interventions for schizophrenia.

Intrinsic and Extrinsic School Motivation as a Function of Age: The Mediating Role of Autonomy Support

ERIC Educational Resources Information Center

Gillet, Nicolas; Vallerand, Robert J.; Lafreniere, Marc-Andre K.

2012-01-01

The main purpose of the present research was to investigate school intrinsic and extrinsic motivation, and amotivation as a function of age in a sample of 1,600 elementary and high school students aged 9-17 years. First, results revealed a systematic decrease in intrinsic motivation and self-determined extrinsic motivation from age 9 to 12 years,…

Self-perception of intrinsic and extrinsic motivation.

PubMed

Calder, B J; Staw, B M

1975-04-01

Self-perception theory predicts that intrinsic and extrinsic motivation do not combine additively but rather interact. To test this predicted interaction, intrinsic and extrinsic motivation were both manipulated as independent variables. The results revealed a significant interaction for task satisfaction and a trend for the interaction on a behavioral measure. These results are discussed in terms of a general approach to the self-perception of motivation.

Creativity as Mediator for Intrinsic Motivation and Sales Performance

ERIC Educational Resources Information Center

Bodla, Mahmood A.; Naeem, Basharat

2014-01-01

Substantial theoretical and empirical literature indicates inconsistent performance implications of intrinsic motivation, suggesting the possibility of some explanatory mechanisms. However, little is known about the factors that might explain intrinsic motivation and sales force performance relation, particularly in highly competitive and…

Factors Influencing Intrinsic Motivation towards Physical Activity.

ERIC Educational Resources Information Center

Rutherford, William J.; And Others

1992-01-01

Study examined factors that influenced intrinsic motivation toward physical activity in 60 adult males who completed questionnaires and physical fitness tests. Results showed that performance information given immediately after task performance increased perceived competence and intrinsic motivation levels toward exercise of individuals with…

Explorations in achievement motivation

NASA Technical Reports Server (NTRS)

Helmreich, Robert L.

1982-01-01

Recent research on the nature of achievement motivation is reviewed. A three-factor model of intrinsic motives is presented and related to various criteria of performance, job satisfaction and leisure activities. The relationships between intrinsic and extrinsic motives are discussed. Needed areas for future research are described.

International Students' Motivation to Pursue and Complete a Ph.D. in the U.S.

ERIC Educational Resources Information Center

Zhou, Ji

2015-01-01

This study explores what motivates 19 international students to pursue a Ph.D. at a public research university in the U.S. and, more importantly, what motivates them to persist despite unsatisfying socialization. Based on value-expectancy achievement motivation theory, four motivations emerged: intrinsic interest in research, intrinsic interest in…

Changes in self-perceptions of competence and intrinsic motivation among elementary schoolchildren.

PubMed

Bouffard, Thérèse; Marcoux, Marie-France; Vezeau, Carole; Bordeleau, Luce

2003-06-01

Children's perceived competence and intrinsic motivation are assumed to be very high at the outset of schooling. However, how they change and how they relate to each other and to academic achievement across early schooling years remain open to question. This 3-year longitudinal study was aimed at examining the following questions. Do children's perceived competence and intrinsic motivation about reading and mathematics change across the first 3 years of schooling? Do their perceived competence and intrinsic motivation differ according to academic domains? Do their perceived competence and intrinsic motivation relate to their academic achievement in each academic domain? A total of 115 elementary schoolchildren (63 boys and 52 girls) were examined in first grade (mean age = 84,5 months, SD =.67) and for the next 2 years. Children responded to questionnaires about their perceived competence and intrinsic motivation in reading and mathematics. Year-end grades in these two subjects were used as a measure of performance. Changes in perceived competence and intrinsic motivation, and between-year intercorrelations, were observed to differ according to academic domains and gender. Intrinsic motivation did not make a significant contribution to academic achievement at either school grade or in any academic domain, whereas perceived competence was significantly related to achievement at each school grade in both reading and mathematics. Differences between boys and girls observed in this study were not linked to a specific domain and cannot be attributed to gender-role stereotypes. Girls appeared to be more precocious in differentiating their competence and intrinsic motivation according to academic domain, as well as in being able to process and integrate information about their ability from past performances in a domain to judge their competence in the same domain.

Neural differences between intrinsic reasons for doing versus extrinsic reasons for doing: an fMRI study.

PubMed

Lee, Woogul; Reeve, Johnmarshall; Xue, Yiqun; Xiong, Jinhu

2012-05-01

The contemporary neural understanding of motivation is based almost exclusively on the neural mechanisms of incentive motivation. Recognizing this as a limitation, we used event-related functional magnetic resonance imaging (fMRI) to pursue the viability of expanding the neural understanding of motivation by initiating a pioneering study of intrinsic motivation by scanning participants' neural activity when they decided to act for intrinsic reasons versus when they decided to act for extrinsic reasons. As expected, intrinsic reasons for acting more recruited insular cortex activity while extrinsic reasons for acting more recruited posterior cingulate cortex (PCC) activity. The results demonstrate that engagement decisions based on intrinsic motivation are more determined by weighing the presence of spontaneous self-satisfactions such as interest and enjoyment while engagement decisions based on extrinsic motivation are more determined by weighing socially-acquired stored values as to whether the environmental incentive is attractive enough to warrant action.

The role of intrinsic motivations in attention allocation and shifting

PubMed Central

Di Nocera, Dario; Finzi, Alberto; Rossi, Silvia; Staffa, Mariacarla

2014-01-01

The concepts of attention and intrinsic motivations are of great interest within adaptive robotic systems, and can be exploited in order to guide, activate, and coordinate multiple concurrent behaviors. Attention allocation strategies represent key capabilities of human beings, which are strictly connected with action selection and execution mechanisms, while intrinsic motivations directly affect the allocation of attentional resources. In this paper we propose a model of Reinforcement Learning (RL), where both these capabilities are involved. RL is deployed to learn how to allocate attentional resources in a behavior-based robotic system, while action selection is obtained as a side effect of the resulting motivated attentional behaviors. Moreover, the influence of intrinsic motivations in attention orientation is obtained by introducing rewards associated with curiosity drives. In this way, the learning process is affected not only by goal-specific rewards, but also by intrinsic motivations. PMID:24744746

Psychological need satisfaction, intrinsic motivation and affective response to exercise in adolescents

PubMed Central

Schneider, Margaret L.; Kwan, Bethany M.

2013-01-01

Objectives To further understanding of the factors influencing adolescents’ motivations for physical activity, the relationship of variables derived from Self-Determination Theory to adolescents’ affective response to exercise was examined. Design Correlational. Method Adolescents (N = 182) self-reported psychological needs satisfaction (perceived competence, relatedness, and autonomy) and intrinsic motivation related to exercise. In two clinic visits, adolescents reported their affect before, during, and after a moderate-intensity and a hard-intensity exercise task. Results Affective response to exercise and psychological needs satisfaction independently contributed to the prediction of intrinsic motivation in hierarchical linear regression models. The association between affective response to exercise and intrinsic motivation was partially mediated by psychological needs satisfaction. Conclusions Intrinsic motivation for exercise among adolescents may be enhanced when the environment supports perceived competence, relatedness, and autonomy, and when adolescents participate in activities that they find enjoyable. PMID:24015110

Extrinsic and Intrinsic Motivation at 30: Unresolved Scientific Issues

ERIC Educational Resources Information Center

Reiss, Steven

2005-01-01

The undermining effect of extrinsic reward on intrinsic motivation remains unproven. The key unresolved issues are construct invalidity (all four definitions are unproved and two are illogical); measurement unreliability (the free-choice measure requires unreliable, subjective judgments to infer intrinsic motivation); inadequate experimental…

It's about time: Earlier rewards increase intrinsic motivation.

PubMed

Woolley, Kaitlin; Fishbach, Ayelet

2018-06-01

Can immediate (vs. delayed) rewards increase intrinsic motivation? Prior research compared the presence versus absence of rewards. By contrast, this research compared immediate versus delayed rewards, predicting that more immediate rewards increase intrinsic motivation by creating a perceptual fusion between the activity and its goal (i.e., the reward). In support of the hypothesis, framing a reward from watching a news program as more immediate (vs. delayed) increased intrinsic motivation to watch the program (Study 1), and receiving more immediate bonus (vs. delayed, Study 2; and vs. delayed and no bonus, Study 3) increased intrinsic motivation in an experimental task. The effect of reward timing was mediated by the strength of the association between an activity and a reward, and was specific to intrinsic (vs. extrinsic) motivation-immediacy influenced the positive experience of an activity, but not perceived outcome importance (Study 4). In addition, the effect of the timing of rewards was independent of the effect of the magnitude of the rewards (Study 5). (PsycINFO Database Record (c) 2018 APA, all rights reserved).

The Impact of Nonlinear Pedagogy on Physical Education Teacher Education Students' Intrinsic Motivation

ERIC Educational Resources Information Center

Moy, Brendan; Renshaw, Ian; Davids, Keith

2016-01-01

Background: Providing motivationally supportive physical education experiences for learners is crucial, since empirical evidence in sport and physical education research has associated intrinsic motivation with positive educational outcomes. Self-determination theory (SDT) provides a valuable framework for examining motivationally supportive…

Intrinsic and extrinsic motivation in early adolescents' friendship development: friendship selection, influence, and prospective friendship quality.

PubMed

Ojanen, Tiina; Sijtsema, Jelle J; Hawley, Patricia H; Little, Todd D

2010-12-01

Friendships are essential for adolescent social development. However, they may be pursued for varying motives, which, in turn, may predict similarity in friendships via social selection or social influence processes, and likely help to explain friendship quality. We examined the effect of early adolescents' (N = 374, 12-14 years) intrinsic and extrinsic friendship motivation on friendship selection and social influence by utilizing social network modeling. In addition, longitudinal relations among motivation and friendship quality were estimated with structural equation modeling. Extrinsic motivation predicted activity in making friendship nominations during the sixth grade and lower friendship quality across time. Intrinsic motivation predicted inactivity in making friendship nominations during the sixth, popularity as a friend across the transition to middle school, and higher friendship quality across time. Social influence effects were observed for both motives, but were more pronounced for intrinsic motivation. Copyright © 2010 The Association for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Motivation for smoking cessation among pregnant women.

PubMed

Curry, S J; McBride, C; Grothaus, L; Lando, H; Pirie, P

2001-06-01

The authors evaluated an expanded measure of intrinsic and extrinsic motivation for smoking cessation in a population-based sample of 897 pregnant smokers (500 current smokers and 397 recent quitters). The measure assessed motivation related to pregnancy and parenthood in addition to general intrinsic and extrinsic dimensions. Current smokers at baseline who quit smoking by 28 weeks of pregnancy (n = 102) had significantly higher baseline levels of pregnancy-related motivation than continuing smokers. Extrinsic and pregnancy motivation dropped between baseline and 28 weeks of pregnancy among continuing smokers. Higher levels of intrinsic relative to extrinsic motivation at baseline were associated with sustained abstinence during the first 2 months postpartum. Results suggest that both general and pregnancy-specific motivation are important for smoking cessation and relapse prevention during pregnancy. Interventions to enhance the salience of health benefits over and above those related to pregnancy and other intrinsic benefits of a greater sense of self-control could protect against postpartum relapse.

The Motivational Climate and Intrinsic Motivation in the Rehabilitation Setting.

PubMed

Brinkman-Majewski, Rachel E; Weiss, Windee M

2018-02-06

The motivational climate created by the athletic trainer in rehabilitation may be critical in influencing athletes' intrinsic motivation and other psychosocial outcomes in the rehabilitation and the recovery process. The purpose of this study was to examine intercollegiate athletes' perceptions of the motivational climate in the rehabilitation setting. Specifically, examining if perceptions of the motivational climate can predict athletes' levels of intrinsic motivation with rehabilitation as well as the relationship between perceptions of the motivational climate and athlete demographics (gender, starter status, athletic trainer gender, etc). Cross-sectional, descriptive research. College sport team and athletic training center. NCAA Division II intercollegiate athletes from one institution (n = 187; 125 male, 62 female). Paper-based survey measuring: mastery and performance perceptions of the motivational climate in rehabilitation, athletes' goal orientation in sport, athletes' levels of motivation in rehabilitation. Perceptions of a performance climate was positively related to intrinsic motivation effort-improvement (effect size=25.34%). Perceptions of a mastery climate were positively related to interest-enjoyment and perceived competence and negatively related to tension-pressure (effect size=39.03%). In general, female athletes, as well as athletes with a female athletic trainer, had significantly higher perceptions of mastery motivational climate effort-improvement compared to male athletes and athletes with male athletic trainers. While male athletes and athletes with male athletic trainers had higher perceptions of intra-team member rivalry in rehabilitation. The athlete's gender and goal orientation, as well as the gender of the athletic trainer creating the motivational climate, can influence whether the environment is perceived as more mastery or performance. The recovering athletes' perceptions of the climate in rehabilitation can, in turn, affect their intrinsic motivation toward the therapeutic interventions.

Examining the validity of the Academic Motivation Scale by comparing scale construction to self-determination theory.

PubMed

Cokley, K O

2000-04-01

This study examined the construct validity of the Academic Motivation Scale. Specifically, subscale correlations were examined to assess whether support for a continuum of self-determination would be provided. The three types of Intrinsic Motivation were significantly and positively correlated with each other .67, .62, and .58, while the three types of Extrinsic Motivation were significantly and positively intercorrelated .50, .49, and .45. The former subscales, however, correlated higher with Introjected Regulation than Identified Regulation, suggesting that Introjected Regulation may be indicative of more self-determined behavior than has previously been believed. Also, the Intrinsic Motivation To Accomplish subscale had a stronger relationship with two of the Extrinsic Motivation subscales, Identified Regulation and Introjected Regulation, than did the Extrinsic Motivation subscales with each other. This suggests that the differences between Extrinsic and Intrinsic Motivation are not as obvious as has been believed. Also, contrary to self-determination theory, Amotivation had a stronger negative correlation with Identified Regulation (r = -.31) than with any of the Intrinsic Motivation subscales (rs = -.27, -.19, and -.11).

College students' motivation to achieve and maintain a healthy weight.

PubMed

Furia, Andrea C; Lee, Rebecca E; Strother, Myra L; Huang, Terry T-K

2009-01-01

To develop and refine a scale of motivational factors related to healthy weight achievement and maintenance and to examine differences by gender and weight status. A cross-sectional survey of 300 university students aged 18-24 years. Factor analysis yielded 6 factors-Intrinsic (Cronbach's alpha=0.73): affective motivation, self-efficacy/interest; Extrinsic (Cronbach's alpha=0.68): social reward, peer pressure, lack of choice, and authority influence. Males and normal-weight students showed higher affective motivation and overall intrinsic motivation compared to females and overweight students, (P<.001). Intrinsic motivational factors and gender differences should be considered in developing obesity prevention interventions in this age-group.

Relationship between Motivation for Learning EFL and Intrinsic Motivation for Learning in General among Japanese Elementary School Students

ERIC Educational Resources Information Center

Carreira, Junko Matsuzaki

2011-01-01

This study investigated children's motivation for learning English as a foreign language (EFL) and intrinsic motivation for learning in general. The participants were 268 third-sixth graders in a public school in Japan. Data were collected using two questionnaires, one measuring motivation for learning EFL and the other investigating intrinsic…

The coach-athlete relationship: a motivational model.

PubMed

Mageau, Geneviève A; Vallerand, Robert J

2003-11-01

The aim of this paper is to present a motivational model of the coach-athlete relationship that describes how coaches may influence athletes' motivation. In line with cognitive evaluation theory (Deci and Ryan, 1980, 1985) and the hierarchical model of intrinsic and extrinsic motivation (Vallerand, 1997, 2000), a motivational sequence is proposed where coaches' personal orientation towards coaching, the context within which they operate, and their perceptions of their athletes' behaviour and motivation influence coaches' behaviours. Also, coaches' behaviours in the form of autonomy-supportive behaviours, provision of structure and involvement have a beneficial impact on athletes' needs for autonomy, competence and relatedness, which, in turn, nurture athletes' intrinsic motivation and self-determined types of extrinsic motivation. Here, we first review coaches' autonomy-supportive behaviours. We then describe the psychological processes through which coaching behaviours have a positive influence on athletes' intrinsic and self-determined extrinsic motivation. Finally, we identify social and personality processes that determine coaching behaviours.

Intrinsic and Extrinsic Motivation for Stereotypic and Repetitive Behavior

ERIC Educational Resources Information Center

Joosten, Annette V.; Bundy, Anita C.; Einfeld, Stewart L.

2009-01-01

This study provides evidence for intrinsic and extrinsic motivators for stereotypical and repetitive behavior in children with autism and intellectual disability and children with intellectual disability alone. We modified the Motivation Assessment Scale (MAS) (1988b); dividing it into intrinsic and extrinsic measures and adding items to assess…

Intrinsic and Extrinsic Motivational Factors Related to Educators' Pursuit of Doctoral Degrees

ERIC Educational Resources Information Center

George-Reid, Kimberly A.

2016-01-01

The purpose of this study was to identify intrinsic and extrinsic motivational factors for professional doctoral degree attainment among educators. The researcher examined the following intrinsic motivating factors: personal attainment, skill and ability enhancement, and goals. The researcher also included the following extrinsic factors:…

The Role of Self-Determination Theory and Cognitive Evaluation Theory in Home Education

ERIC Educational Resources Information Center

Riley, Gina

2016-01-01

This article explores the theories of Self-Determination, Cognitive Evaluation, and Intrinsic Motivation as it applies to home education. According to Self-Determination Theory, intrinsic motivation is innate. However, the maintenance and enhancement of intrinsic motivation depends upon the social and environmental conditions surrounding the…

Testing the Hierarchical SDT Model: The Case of Performance-Oriented Classrooms

ERIC Educational Resources Information Center

Van Nuland, Hanneke J. C.; Taris, Toon W.; Boekaerts, Monique; Martens, Rob L.

2012-01-01

The self-determination theory (SDT) assumes that healthy motivation needs to be intrinsic in nature and that the basic psychological needs competence, autonomy and relatedness are prerequisites for intrinsically motivated behaviour. Intrinsically motivated students in turn show more persistence and understanding of classroom material. However, in…

Intrinsic Motivation.

ERIC Educational Resources Information Center

Deci, Edward L.

The paper draws together a wide variety of research which relates to the topic of intrinsic motivation; intrinsically motivated activities are defined as those which a person does for no apparent reward except the activity itself or the feelings which result from the activity. Most of this research was not originally reported within the framework…

The Relations of Mothers' Controlling Vocalizations to Children's Intrinsic Motivation.

ERIC Educational Resources Information Center

Deci, Edward L.; And Others

1993-01-01

Coded maternal vocalizations during videotaped play sessions of mothers and their six- or seven-year-old children. Children's intrinsic motivation was assessed by observing children's play when they were alone in a room. Found a negative relationship between maternal controlling vocalizations and children's intrinsic motivation. (MM)

Relationships between Academic Intrinsic Motivation and Anxiety in Children and Young Adolescents.

ERIC Educational Resources Information Center

Gottfried, Adele Eskeles

1982-01-01

Investigates the relationship between academic intrinsic motivation and anxiety when these variables are differentiated into academic subject areas. Results showed fourth and seventh graders differed in the pattern of relationships. Results clearly show academic intrinsic motivation and anxiety are negatively related and differentiated according…

Intrinsic motivation, performance, and the mediating role of mastery goal orientation: a test of self-determination theory.

PubMed

Cerasoli, Christopher P; Ford, Michael T

2014-01-01

Although intrinsic motivation has been linked repeatedly to performance and outcomes, the causal relationship between the two has remained unclear. To explain the link, this study considered the focusing influence of mastery goals. Using a three-wave panel study and hypotheses drawn from self-determination theory and achievement goal theory, the current study sought to clarify the relationships between intrinsic motivation, mastery goal orientation, and performance. Specifically, the current study hypothesized and found that mastery goals mediated (explained) the relationship between intrinsic motivation and performance.

Empirical links between instruction with teaching tools and the hierarchical model of intrinsic and extrinsic motivation in a Korean college tennis class.

PubMed

Shin, Myoungjin; Kwon, Sungho

2015-04-01

The objective of this study was to demonstrate the sequential process (i.e., social factors→mediators→motivation→consequences) underlying the Hierarchical Model of Intrinsic and Extrinsic Motivation at the contextual level in instruction using three teaching tools, modified balls, a high net, and colored balls and cones in a college-level tennis class in South Korea. 126 students enrolled in a 15-week tennis class participated in the study. The results indicate that the three teaching tools positively affected students' perceived competence, with perceived competence's beta on intrinsic motivation equal to 0.45. Intrinsic motivation was found to reduce negative affect further by -0.33, thereby demonstrating the sequential process of the Hierarchical Model of Intrinsic and Extrinsic Motivation.

Building a composite score of general practitioners' intrinsic motivation: a comparison of methods.

PubMed

Sicsic, Jonathan; Le Vaillant, Marc; Franc, Carine

2014-04-01

Pay-for-performance programmes have been widely implemented in primary care, but few studies have investigated their potential adverse effects on the intrinsic motivation of general practitioners (GPs) even though intrinsic motivation may be a key determinant of quality in health care. Our aim was to compare methods for developing a composite score of GPs' intrinsic motivation and to select one that is most consistent with self-reported data. A postal survey. French GPs practicing in private practice. Using a set of variables selected to characterize the dimensions of intrinsic motivation, three alternative composite scores were calculated based on a multiple correspondence analysis (MCA), a confirmatory factor analysis (CFA) and a two-parameter logistic model (2-PLM). Weighted kappa coefficients were used to evaluate variation in GPs' ranks according to each method. The three methods produced similar results on both the estimation of the indicators' weights and the order of GP rank lists. All weighted kappa coefficients were >0.80. The CFA and 2-PLM produced the most similar results. There was little difference regarding the three methods' results, validating our measure of GPs' intrinsic motivation. The 2-PLM appeared theoretically and empirically more robust for establishing the intrinsic motivation score. Code JEL C38, C43, I18.

Intrinsic and Extrinsic Reading Motivation as Predictors of Reading Literacy: A Longitudinal Study

ERIC Educational Resources Information Center

Becker, Michael; McElvany, Nele; Kortenbruck, Marthe

2010-01-01

The purpose in this study was to examine the longitudinal relationships of intrinsic and extrinsic motivation with reading literacy development. In particular, the authors (a) investigated reading amount as mediator between motivation and reading literacy and (b) probed for bidirectional relationships between reading motivation and reading…

Effects of Formative Feedback on Intrinsic Motivation: Examining Ethnic Differences

ERIC Educational Resources Information Center

El, Ron Pat; Tillema, Harm; van Koppen, Sabine W. M.

2012-01-01

In this study we investigate the influence of ethnic differences on student motivation when learning from formative feedback. Interpersonal teacher behavior and student motivational needs are used to explain the effects of assessment for learning on intrinsic motivation by comparing students from different ethnic backgrounds. The final study's…

Doctorate Motivation: An (Auto)ethnography

ERIC Educational Resources Information Center

Templeton, Robert

2016-01-01

Intrinsic motivation is considered the dominant factor in the motivation of adult students in continuing postgraduate education. However, the strength of an intrinsic motivation to learn does not explain the phenomenon of dropout where the student withdraws and does not return or where the student withdraws and then recommences their postgraduate…

Job characteristic perception and intrinsic motivation in medical record department staff.

PubMed

Isfahani, Sakineh Saghaeiannejad; Bahrami, Soosan; Torki, Sedighe

2013-01-01

Human resources are key factors in service organizations like hospitals. Therefore, motivating human recourses to achieve the objectives of an organization is important. Job enrichment is a strategy used to increase job motivation in staffs. The goal of the current study is to determine the relationship between job characteristics and intrinsic motivation in medical record staff in hospitals related to Medical Science University in Isfahan in 2011-2012 academic year. The type of the study is descriptive and corelational of multi variables. The population of the study includes all the medical record staffs of medical record department working in Medical Science hospitals of Isfahan. One hundred twentyseven subjects were selected by conducting a census. In the present study, data collected by using two questionnaires of job characteristics devised by Hackman and Oldeham, and of intrinsic motivation. Content validity was confirmed by experts and its reliability was calculated through coefficient of Cronbach's alpha (r1 = 0.84- r2 = 0.94). The questionnaires completed were entered into SPSS(18) software; furthermore, statistical analysis done descriptively (frequency percent, mean, standard deviation, Pierson correlation coefficient,...) and inferentially (multiple regression, MANOVA, LSD). A significant relationship between job characteristics as well as its elements (skill variety, task identity, task significance, autonomy and feedback) and intrinsic motivation was noticed. (p < or = 0.05). Also the results of multivariable regression showed that the relationship between job characteristic and intrinsic motivation was significant and job feedback had the most impact upon the intrinsic motivation. No significant difference was noticed among the mean amounts of job characteristic perception according to age, gender, level of education, and the kind of educational degree in hospitals. However, there was a significant difference among the mean amounts of job characteristic perception according to the unit of service and the years of servicein hospitals. The findings show that all job characteristics had positive effect upon intrinsic motivations and job feedback had the most effect on intrinsic motivation. Hence, it is necessary to take into account that job characteristics have a great role in changing the level of intrinsic motivation in the staffs.

Intrinsic motivation and learning in a schizophrenia spectrum sample.

PubMed

Choi, Jimmy; Medalia, Alice

2010-05-01

A motivation is a telling hallmark of negative symptomatology in schizophrenia, and it impacts nearly every facet of behavior, including inclination to attempt the difficult cognitive tasks involved in cognitive remediation therapy. Experiences of external reward, reinforcement, and hedonic anticipatory enjoyment are diminished in psychosis, so therapeutics which instead target intrinsic motivation for cognitive tasks may enhance task engagement, and subsequently, remediation outcome. We examined whether outpatients could attain benefits from an intrinsically motivating instructional approach which (a) presents learning materials in a meaningful game-like context, (b) personalizes elements of the learning materials into themes of high interest value, and (c) offers choices so patients can increase their control over the learning process. We directly compared one learning method that incorporated the motivational paradigm into an arithmetic learning program against another method that carefully manipulated out the motivational variables in the same learning program. Fifty-seven subjects with schizophrenia or schizoaffective disorder were randomly assigned to one of the two learning programs for 10 thirty-minute sessions while an intent-to-treat convenience subsample (n=15) was used to account for practice effect. Outcome measures were arithmetic learning, attention, motivation, self competency, and symptom severity. Results showed the motivational group (a) acquired more arithmetic skill, (b) possessed greater intrinsic motivation for the task, (c) reported greater feelings of self competency post-treatment, and (d) demonstrated better post-test attention. Interestingly, baseline perception of self competency was a significant predictor of post-test arithmetic scores. Results demonstrated that incorporating intrinsically motivating instructional techniques into a difficult cognitive task promoted greater learning of the material, higher levels of intrinsic motivation to attempt the demanding task, and greater feelings of self efficacy and achievement to learn. Copyright (c) 2009 Elsevier B.V. All rights reserved.

A validity generalization procedure to test relations between intrinsic and extrinsic motivation and influence tactics.

PubMed

Barbuto, John E; Moss, Jennifer A

2006-08-01

The relations of intrinsic and extrinsic motivation with use of consultative, legitimating, and pressure influence tactics were examined using validity generalization procedures. 5 to 7 field studies with cumulative samples exceeding 800 were used to test each relationship. Significance was found for relation between agents' intrinsic motivation and their use of consultative influence tactics and agents' extrinsic motivation and their use of legitimating influence tactics.

Commitment, enjoyment and motivation in young soccer competitive players.

PubMed

Garcia-Mas, Alexandre; Palou, Pere; Gili, Margarita; Ponseti, Xavier; Borras, Pere A; Vidal, Josep; Cruz, Jaume; Torregrosa, Miquel; Villamarín, Francisco; Sousa, Catarina

2010-11-01

Building upon Deci's and Ryan (1985) Self-determination theory as well as the sportive behavioral correlates of the model of Commitment (Scanlan et al., 1976), this study tries to establish the relationship between motivation and commitment in youth sport. For this purpose 454 young competitive soccer players answered the Sport Motivation Scale (SMS) and the Sport Commitment Questionnaire (SCQ) during the regular season. The SMS measures the three dimensions of the Motivational continuum (the Amotivation, the Extrinsic Motivation and the Intrinsic Motivation). The SCQ measures the Sportive Commitment and its composing factors such as the Enjoyment, the Alternatives to the sport, and the Social Pressure. Our findings provided a clear pattern of the influence of motivation in sport enjoyment and commitment, outlining the positive contribution of intrinsic and extrinsic motivation to enjoyment and commitment. Amotivation, contributes positively to alternatives to sport and negatively to enjoyment and commitment, It should be noted that extrinsic motivation has a higher contribution to enjoyment whereas intrinsic motivation has a higher contribution to commitment.

Motivation: What have we learned and what is still missing?

PubMed

Studer, B; Knecht, S

2016-01-01

This final chapter deliberates three overarching topics and conclusions of the research presented in this volume: the endurance of the concept of extrinsic vs intrinsic motivation, the importance of considering subjective costs of activities when aiming to understand and enhance motivation, and current knowledge of the neurobiological underpinnings of motivation. Furthermore, three topics for future motivation research are outlined, namely the assessment and determinants of intrinsic benefits, the reconciliation of activity-specific motivation models with generalized motivation impairments in clinical populations, and the motivational dynamics of groups. © 2016 Elsevier B.V. All rights reserved.

Intrinsic motivation as a mediator between metacognition deficits and impaired functioning in psychosis.

PubMed

Luther, Lauren; Firmin, Ruth L; Vohs, Jenifer L; Buck, Kelly D; Rand, Kevin L; Lysaker, Paul H

2016-09-01

Poor functioning has long been observed in individuals with psychosis. Recent studies have identified metacognition - one's ability to form complex ideas about oneself and others and to use that information to respond to psychological and social challenges-as being an important determinant of functioning. However, the exact process by which deficits in metacognition lead to impaired functioning remains unclear. This study first examined whether low intrinsic motivation, or the tendency to pursue novel experiences and to engage in self-improvement, mediates the relationship between deficits in metacognition and impaired functioning. We then examined whether intrinsic motivation significantly mediated the relationship when controlling for age, education, symptoms, executive functioning, and social cognition. Mediation models were examined in a cross-sectional data set. One hundred and seventy-five individuals with a psychotic disorder completed interview-based measures of metacognition, intrinsic motivation, symptoms, and functioning and performance-based measures of executive functioning and social cognition. Analyses revealed that intrinsic motivation mediated the relationship between metacognition deficits and impaired functioning (95% CI of indirect effect [0.12-0.43]), even after controlling for the aforesaid variables (95% CI of indirect effect [0.04-0.29]). Results suggest that intrinsic motivation may be a mechanism that underlies the link between deficits in metacognition and impaired functioning and indicate that metacognition and intrinsic motivation may be important treatment targets to improve functioning in individuals with psychosis. The findings of this study suggest that deficits in metacognition may indirectly lead to impaired functioning through their effect on intrinsic motivation in individuals with psychosis. Psychological treatments that target deficits in both metacognition and intrinsic motivation may help to alleviate impaired functioning in individuals with psychosis. The cross-sectional design of this study is a limitation, and additional longitudinal studies are needed to confirm the direction of the findings and rule out rival hypotheses. Generalization of the findings may be limited by the sample composition. It may be that different relationships exist between metacognition, intrinsic motivation, and functioning in those with early psychosis or among those in an acute phase or who decline treatment. © 2016 The British Psychological Society.

Prediction of enjoyment in school physical education.

PubMed

Gråstén, Arto; Jaakkola, Timo; Liukkonen, Jarmo; Watt, Anthony; Yli-Piipari, Sami

2012-01-01

The specific aim of this study was to examine whether motivational climate, perceived physical competence, and exercise motivation predict enjoyment in school physical education within the same sample of adolescents across three years of secondary school. A sample of 639 students (girls = 296, boys = 343) aged between 13- to 15-years at the commencement of the study completed the Intrinsic Motivation Climate in Physical Education Questionnaire, Physical Self-Perception Profile, Physical Education Motivation Scale, and Physical Education Enjoyment Scale. Results derived from path analyses indicated that task-involving motivational climate predicted enjoyment in physical education via perceived physical competence and intrinsic motivation in both girls and boys. In particular, these results supported previous findings of Vallerand et. al (1997) with the self-determination theory and the achievement goal theory. Ego-involving climate was not a significant predictor either in girls or boys. The current results provide continuing support for the investigation of Vallerand's model in the physical education setting, and highlight that motivational climate is an area that requires further evaluation as a contributing factor in the improvement of physical education teaching. A better understanding of the role of motivational climate may assist efforts to promote children's and adolescents' perceived physical competence, intrinsic motivation, and enjoyment in the school physical education setting. Key pointsThe findings of the current study support existing suggestions of Vallerand's (1997) model in which social factors mediated by a psychological mediator, and exercise motivation are related to positive consequences in the PE context.Task-involving motivational climate predicted PE enjoyment via perceived physical competence and intrinsic motivation with both girls and boys. Task-involving motivational climate in PE lessons at Grade 7 had a strong association with PE enjoyment via perceived physical competence and intrinsic motivation at Grade 9 for both girls and boys.Ego-involving climate did not fit either the data for the girls or boys, as PE lessons based on ego-involving motivational climate did not significantly influence on the level of PE enjoyment.The results of the current study and previous practical findings support task-involving teaching methods to promote adolescent's PE enjoyment through secondary school years. School PE could be most effective if based on task-involving motivational climate, in which the main objective is increasing students' perceived physical competence, intrinsic motivation, and enjoyment.

Antecedents of Intrinsic Motivation, Metacognition and Their Effects on Students' Academic Performance in Fundamental Knowledge for Matriculation Courses

ERIC Educational Resources Information Center

Ibrahim, Mikail; Baharun, Hazleena; Harun, Haliza; Othman, Normah

2017-01-01

Purpose: This study examined the interrelationships between a set of antecedent academic intrinsic motivations and metacognitive strategy such as goal orientation, perceived value and religiosity in Fundamental Knowledge for Matriculation courses (FKM). It also investigated the relationship between intrinsic motivation and metacognitive strategy…

Intrinsic and Extrinsic Motivation: Evaluating Benefits and Drawbacks from College Instructors' Perspectives

ERIC Educational Resources Information Center

Lei, Simon A.

2010-01-01

A growing body of literature has been examined and discussed the effects of intrinsic and extrinsic motivation on student learning at the college level. Intrinsically motivated individuals have been able to develop high regards for learning various types of course information without the inclusion of external rewards or reinforcements. In…

Multivariate Latent Change Modeling of Developmental Decline in Academic Intrinsic Math Motivation and Achievement: Childhood through Adolescence

ERIC Educational Resources Information Center

Gottfried, Adele Eskeles; Marcoulides, George A.; Gottfried, Allen W.; Oliver, Pamella H.; Guerin, Diana Wright

2007-01-01

Research has established that academic intrinsic motivation, enjoyment of school learning without receipt of external rewards, significantly declines across childhood through adolescence. Math intrinsic motivation evidences the most severe decline compared with other subject areas. This study addresses this developmental decline in math intrinsic…

Competence Beliefs and Perceived Ability Evaluations: How Do They Contribute to Intrinsic Motivation and Achievement?

ERIC Educational Resources Information Center

Freiberger, Verena; Steinmayr, Ricarda; Spinath, Birgit

2012-01-01

To study the role of students' competence beliefs and their perceived teachers' ability evaluations for intrinsic motivation and achievement in math, 459 second graders from 27 German classrooms were examined. Students provided self-reports on their intrinsic motivation, competence beliefs and perceived teachers' ability evaluations in math.…

The Roles of Competence Beliefs and Goal Orientations for Change in Intrinsic Motivation

ERIC Educational Resources Information Center

Spinath, Birgit; Steinmayr, Ricarda

2012-01-01

The present study investigated 3 theoretically plausible explanations for changes in school-related intrinsic motivation. A sample of 348 German 11th-grade students was followed for 1 year. At 2 measurement occasions, students completed self-reports regarding their school-related intrinsic motivation, goal orientations, and competence beliefs. In…

Math Grades and Intrinsic Motivation in Elementary School: A Longitudinal Investigation of Their Association

ERIC Educational Resources Information Center

Weidinger, Anne F.; Steinmayr, Ricarda; Spinath, Birgit

2017-01-01

Background: It is often argued that the negative development of intrinsic motivation in elementary school strongly depends on the presence of school grades because grades represent extrinsic consequences and achievement feedback that are supposed to influence intrinsically motivated behaviour. However, only a few studies have tested this…

Immunizing Children against the Negative Effects of Reward.

ERIC Educational Resources Information Center

Amabile, Teresa M.; And Others

To determine whether training could counter deleterious effects of reward on intrinsic motivation and creativity, 68 students in grades 3, 4, and 5 at a parochial school in Massachusetts were assigned to one of four conditions in which intrinsic motivation training and rewards were either provided or withheld. In the intrinsic motivation training…

Pervasive negative effects of rewards on intrinsic motivation: The myth continues

PubMed Central

Cameron, Judy; Banko, Katherine M.; Pierce, W. David

2001-01-01

A major concern in psychology and education is that rewards decrease intrinsic motivation to perform activities. Over the past 30 years, more than 100 experimental studies have been conducted on this topic. In 1994, Cameron and Pierce conducted a meta-analysis of this literature and concluded that negative effects of reward were limited and could be easily prevented in applied settings. A more recent meta-analysis of the literature by Deci, Koestner, and Ryan (1999) shows pervasive negative effects of reward. The purpose of the present article is to resolve differences in previous meta-analytic findings and to provide a meta-analysis of rewards and intrinsic motivation that permits tests of competing theoretical explanations. Our results suggest that in general, rewards are not harmful to motivation to perform a task. Rewards given for low-interest tasks enhance free-choice intrinsic motivation. On high-interest tasks, verbal rewards produce positive effects on free-choice motivation and self-reported task interest. Negative effects are found on high-interest tasks when the rewards are tangible, expected (offered beforehand), and loosely tied to level of performance. When rewards are linked to level of performance, measures of intrinsic motivation increase or do not differ from a nonrewarded control group. Overall, the pattern of results indicates that reward contingencies do not have pervasive negative effects on intrinsic motivation. Theoretical and practical implications of the findings are addressed. PMID:22478353

Pervasive negative effects of rewards on intrinsic motivation: The myth continues.

PubMed

Cameron, J; Banko, K M; Pierce, W D

2001-01-01

A major concern in psychology and education is that rewards decrease intrinsic motivation to perform activities. Over the past 30 years, more than 100 experimental studies have been conducted on this topic. In 1994, Cameron and Pierce conducted a meta-analysis of this literature and concluded that negative effects of reward were limited and could be easily prevented in applied settings. A more recent meta-analysis of the literature by Deci, Koestner, and Ryan (1999) shows pervasive negative effects of reward. The purpose of the present article is to resolve differences in previous meta-analytic findings and to provide a meta-analysis of rewards and intrinsic motivation that permits tests of competing theoretical explanations. Our results suggest that in general, rewards are not harmful to motivation to perform a task. Rewards given for low-interest tasks enhance free-choice intrinsic motivation. On high-interest tasks, verbal rewards produce positive effects on free-choice motivation and self-reported task interest. Negative effects are found on high-interest tasks when the rewards are tangible, expected (offered beforehand), and loosely tied to level of performance. When rewards are linked to level of performance, measures of intrinsic motivation increase or do not differ from a nonrewarded control group. Overall, the pattern of results indicates that reward contingencies do not have pervasive negative effects on intrinsic motivation. Theoretical and practical implications of the findings are addressed.

Intrinsic Motivation, Extrinsic Motivation, and Academic Achievement among Indian Adolescents in Canada and India

ERIC Educational Resources Information Center

Areepattamannil, Shaljan; Freeman, John G.; Klinger, Don A.

2011-01-01

The purpose of the present study was to examine the relationships among intrinsic motivation, extrinsic motivation, and academic achievement for the Indian immigrant adolescents in Canada in comparison to their counterparts in India. Descriptive discriminant analysis indicated that the Indian immigrant adolescents in Canada had higher intrinsic…

Improving Students' Intrinsic Motivation in Piano Learning: Expert Teacher Voices

ERIC Educational Resources Information Center

Cheng, Zijia; Southcott, Jane

2016-01-01

Many students learn to play the piano but some lack the motivation to continue learning. Many students learn for extrinsic reasons. This research will explore understandings about student motivation held by expert piano teachers who have developed strategies to improve their students' intrinsic motivation to begin and continue learning. This small…

Neural Basis of Intrinsic Motivation: Evidence from Event-Related Potentials.

PubMed

Jin, Jia; Yu, Liping; Ma, Qingguo

2015-01-01

Human intrinsic motivation is of great importance in human behavior. However, although researchers have focused on this topic for decades, its neural basis was still unclear. The current study employed event-related potentials to investigate the neural disparity between an interesting stop-watch (SW) task and a boring watch-stop task (WS) to understand the neural mechanisms of intrinsic motivation. Our data showed that, in the cue priming stage, the cue of the SW task elicited smaller N2 amplitude than that of the WS task. Furthermore, in the outcome feedback stage, the outcome of the SW task induced smaller FRN amplitude and larger P300 amplitude than that of the WS task. These results suggested that human intrinsic motivation did exist and that it can be detected at the neural level. Furthermore, intrinsic motivation could be quantitatively indexed by the amplitude of ERP components, such as N2, FRN, and P300, in the cue priming stage or feedback stage. Quantitative measurements would also be convenient for intrinsic motivation to be added as a candidate social factor in the construction of a machine learning model.

Effect of intrinsic motivation on affective responses during and after exercise: latent curve model analysis.

PubMed

Shin, Myoungjin; Kim, Inwoo; Kwon, Sungho

2014-12-01

Understanding the relationship between affect and exercise is helpful in predicting human behavior with respect to exercise participation. The goals of the present study were to investigate individual differences in affective response during and after exercise and to identify the role of intrinsic motivation in affective changes. 30 active male college students (M age = 21.4 yr.) who regularly participated in sports activities volunteered to answer a questionnaire measuring intrinsic motivation toward running activities and performed a 20-min. straight running protocol at heavy intensity (about 70% of VO2max). Participants' affective responses were measured every 5 min. from the beginning of the run to 10 min. after completing the run. Latent curve model analysis indicated that individuals experienced different changes in affective state during exercise, moderated by intrinsic motivation. Higher intrinsic motivation was associated with more positive affect during exercise. There were no significant individual differences in the positive tendency of the participants' affective responses after exercise over time. Intrinsic motivation seems to facilitate positive feelings during exercise and encourages participation in exercise.

Being Eager to Prove Oneself: U-Shaped Relationship between Competence Frustration and Intrinsic Motivation in Another Activity.

PubMed

Fang, Hui; He, Bin; Fu, Huijian; Meng, Liang

2017-01-01

Competence frustration has been consistently found to undermine one's intrinsic motivation in the same activity. However, the relationship between competence frustration in a preceding activity and one's intrinsic motivation in a subsequent one remains unclear. In order to explore this relationship, self-reported data were collected from 617 undergraduate students of a large comprehensive university in southern China, who took varied courses immediately before taking a less-demanding one. Results suggested a U-shaped relationship between students' competence frustration in a preceding course and intrinsic motivation in a subsequent one. To be specific, for students whose competence frustration reached the inflection point, a restoration process would be activated if the current course would help restore their competence. Importantly, these students' competence frustration in a preceding course was found to positively predict their intrinsic motivation level in a subsequent course. As far as we are concerned, this is the first study to reveal a potential positive effect of need frustration outside of its primary thwarting context, which complements and extends existing literatures on the dynamics between need frustration and intrinsic motivation.

The differential effects of tangible rewards and praise on intrinsic motivation: A comparison of cognitive evaluation theory and operant theory.

PubMed

Carton, J S

1996-01-01

Substantial research indicates that tangible rewards, such as money, prizes, and tokens, decrease response rates by undermining intrinsic motivation. In contrast, praise appears to increase response rates by enhancing intrinsic motivation. Based on their interpretation of available evidence, many social-cognitive researchers warn not to use tangible rewards in applied settings and to use praise instead. Furthermore, they suggest that the differential effects of the two types of rewards on intrinsic motivation cannot be explained using principles of operant psychology. Cognitive evaluation theory provides one of the most recent and widely cited social-cognitive explanations for the different effects of the two types of rewards on intrinsic motivation (Deci & Ryan, 1985). However, a review of existing research found little support for the explanations based on this theory and revealed three potential confounding effects: (a) temporal contiguity, (b) the number of reward administrations, and (c) discriminative stimuli associated with reward availability. These three confounding factors provide explanations for the effects of tangible rewards and praise on intrinsic motivation that are consistent with principles of operant psychology.

The differential effects of tangible rewards and praise on intrinsic motivation: A comparison of cognitive evaluation theory and operant theory

PubMed Central

Carton, John S.

1996-01-01

Substantial research indicates that tangible rewards, such as money, prizes, and tokens, decrease response rates by undermining intrinsic motivation. In contrast, praise appears to increase response rates by enhancing intrinsic motivation. Based on their interpretation of available evidence, many social-cognitive researchers warn not to use tangible rewards in applied settings and to use praise instead. Furthermore, they suggest that the differential effects of the two types of rewards on intrinsic motivation cannot be explained using principles of operant psychology. Cognitive evaluation theory provides one of the most recent and widely cited social-cognitive explanations for the different effects of the two types of rewards on intrinsic motivation (Deci & Ryan, 1985). However, a review of existing research found little support for the explanations based on this theory and revealed three potential confounding effects: (a) temporal contiguity, (b) the number of reward administrations, and (c) discriminative stimuli associated with reward availability. These three confounding factors provide explanations for the effects of tangible rewards and praise on intrinsic motivation that are consistent with principles of operant psychology. PMID:22478261

Pay for performance - motivation to succeed in Advanced Trauma Life Support courses - a question of background or funding?

PubMed

Klein, Roman; Armbruster, Wolfgang; Grotz, Martin; Höner, Bernd; Münzberg, Matthias; Grützner, Paul Alfred; Wölfl, Christoph Georg

2017-01-01

Objective: To correlate students' performance with their professional background and motivation to take part in Advanced Trauma Life Support (ATLS) courses. We base our analysis on the self-determination theory that differentiates intrinsic (ambition to perform by individual itself) from extrinsic motivation (incentive by external stimuli). Design: We present a non-blinded, monocentric, non-randomized descriptive study of 376 students taking part in an ATLS course at one course site in Germany. Part of a two-day ATLS course are two written tests; we correlate test scores with background information provided by the students in a questionnaire of 13 items (age, sex, adress, board certification, specialty, subspecialty, position, hospital level of care, hospital operator and hospital participation in trauma network, motivation, funding source, condition of funding). Setting: The students were recuited at the BG Trauma Center Ludwigshafen (Germany), a large 528-bed trauma center and one of 13 ATLS course sites in Germany. Participants: 449 ATLS course students taking part in ATLS courses at the above-mentioned course site from February 2009 to May 2010 were sent a questionnaire asking for their background. All 449 course students were eligible to participate. 376 (83.7%) questionnaires were returned, pre- and post-test results of all students aquired and included into our calculations. 312 (83%) were male and 64 (17%) female. The majority (59.3%) of recruited students came from trauma surgery, 21.8% from anesthesiology, 8% from general surgery, 4% from abdominal surgery, 0.5% from vascular or thoracic surgery each and 5.9% from other specialties. Results: Neither age, sex, subspecialty, hospital level of care, hospital operator, or hospital participation in trauma network played a role with respect to motivation or test results. The high degree of intrinsic motivation of consultants (92.3%) had no impact on their test results. Anesthesiologists were higher motivated (75.6% intrinsically motivated) in contrast to all surgical colleagues (63.6%), which showed significant differences in the pre- (89.8% vs. 85.3%, p=0.03) but not the post-test. Of all 13.6% students who were self-payers, 94.1% were intrinsically motivated; the 86.2% whose course fee was accounted for were less likely to be intrinsically motivated (63.9%). Sponsoring however did not have a negative impact on test results. Conditional funding (sponsored only on passing both tests) was detrimental to motivation: 0% of these individuals were intrinsically motivated and they scored significantly lower (82.5%) than all other students in the post-test (86.9%, p=0.002). Overall, intrinsically motivated students overtopped extrinsically motivated students in the post-test (88.0% vs. 83.4%, p<0.001). Conclusions: ATLS course participation is not compulsory for medical doctors in Germany. Intrinsic motivation to take part in these courses is a key prerequisite to increase performance, irrespective of the background of the students. Intrinsically motivated students are ready to invest into their education and vice versa. Conditional funding (course fee only sponsored on passing the course) evokes no intrinsic motivation at all and causes worse results.

Pay for performance – motivation to succeed in Advanced Trauma Life Support courses – a question of background or funding?

PubMed Central

Klein, Roman; Armbruster, Wolfgang; Grotz, Martin; Höner, Bernd; Münzberg, Matthias; Grützner, Paul Alfred; Wölfl, Christoph Georg

2017-01-01

Objective: To correlate students’ performance with their professional background and motivation to take part in Advanced Trauma Life Support (ATLS) courses. We base our analysis on the self-determination theory that differentiates intrinsic (ambition to perform by individual itself) from extrinsic motivation (incentive by external stimuli). Design: We present a non-blinded, monocentric, non-randomized descriptive study of 376 students taking part in an ATLS course at one course site in Germany. Part of a two-day ATLS course are two written tests; we correlate test scores with background information provided by the students in a questionnaire of 13 items (age, sex, adress, board certification, specialty, subspecialty, position, hospital level of care, hospital operator and hospital participation in trauma network, motivation, funding source, condition of funding). Setting: The students were recuited at the BG Trauma Center Ludwigshafen (Germany), a large 528-bed trauma center and one of 13 ATLS course sites in Germany. Participants: 449 ATLS course students taking part in ATLS courses at the above-mentioned course site from February 2009 to May 2010 were sent a questionnaire asking for their background. All 449 course students were eligible to participate. 376 (83.7%) questionnaires were returned, pre- and post-test results of all students aquired and included into our calculations. 312 (83%) were male and 64 (17%) female. The majority (59.3%) of recruited students came from trauma surgery, 21.8% from anesthesiology, 8% from general surgery, 4% from abdominal surgery, 0.5% from vascular or thoracic surgery each and 5.9% from other specialties. Results: Neither age, sex, subspecialty, hospital level of care, hospital operator, or hospital participation in trauma network played a role with respect to motivation or test results. The high degree of intrinsic motivation of consultants (92.3%) had no impact on their test results. Anesthesiologists were higher motivated (75.6% intrinsically motivated) in contrast to all surgical colleagues (63.6%), which showed significant differences in the pre- (89.8% vs. 85.3%, p=0.03) but not the post-test. Of all 13.6% students who were self-payers, 94.1% were intrinsically motivated; the 86.2% whose course fee was accounted for were less likely to be intrinsically motivated (63.9%). Sponsoring however did not have a negative impact on test results. Conditional funding (sponsored only on passing both tests) was detrimental to motivation: 0% of these individuals were intrinsically motivated and they scored significantly lower (82.5%) than all other students in the post-test (86.9%, p=0.002). Overall, intrinsically motivated students overtopped extrinsically motivated students in the post-test (88.0% vs. 83.4%, p<0.001). Conclusions: ATLS course participation is not compulsory for medical doctors in Germany. Intrinsic motivation to take part in these courses is a key prerequisite to increase performance, irrespective of the background of the students. Intrinsically motivated students are ready to invest into their education and vice versa. Conditional funding (course fee only sponsored on passing the course) evokes no intrinsic motivation at all and causes worse results. PMID:29214123

Neural differences between intrinsic reasons for doing versus extrinsic reasons for doing: an fMRI study

PubMed Central

Lee, Woogul; Reeve, Johnmarshall; Xue, Yiqun; Xiong, Jinhu

2012-01-01

The contemporary neural understanding of motivation is based almost exclusively on the neural mechanisms of incentive motivation. Recognizing this as a limitation, we used event-related functional magnetic resonance imaging (fMRI) to pursue the viability of expanding the neural understanding of motivation by initiating a pioneering study of intrinsic motivation by scanning participants’ neural activity when they decided to act for intrinsic reasons versus when they decided to act for extrinsic reasons. As expected, intrinsic reasons for acting more recruited insular cortex activity while extrinsic reasons for acting more recruited posterior cingulate cortex (PCC) activity. The results demonstrate that engagement decisions based on intrinsic motivation are more determined by weighing the presence of spontaneous self-satisfactions such as interest and enjoyment while engagement decisions based on extrinsic motivation are more determined by weighing socially-acquired stored values as to whether the environmental incentive is attractive enough to warrant action. PMID:23565014

Prediction of intrinsic motivation and sports performance using 2 x 2 achievement goal framework.

PubMed

Li, Chiung-Huang; Chi, Likang; Yeh, Suh-Ruu; Guo, Kwei-Bin; Ou, Cheng-Tsung; Kao, Chun-Chieh

2011-04-01

The purpose of this study was to examine the influence of 2 x 2 achievement goals on intrinsic motivation and performance in handball. Participants were 164 high school athletes. All completed the 2 x 2 Achievement Goals Questionnaire for Sport and the Intrinsic Motivation subscale of the Sport Motivation Scale; the coach for each team rated his athletes' overall sports performance. Using simultaneous-regression analyses, mastery-approach goals positively predicted both intrinsic motivation and performance in sports, whereas performance-avoidance goals negatively predicted sports performance. These results suggest that athletes who pursue task mastery and improvement of their competence perform well and enjoy their participation. In contrast, those who focus on avoiding normative incompetence perform poorly.

Perceptions of teachers' general and informational feedback and intrinsic motivation in physical education: two-year effects.

PubMed

Koka, Andre; Hein, Vello

2006-10-01

Relative change or stability of perceived positive general feedback and perceived informational feedback and their influence on students' intrinsic motivation in physical education over two years were examined. 302 students, ages 11 to 15 years, responded to the Perception of Teacher's Feedback questionnaire. Two years later, these students filled out the questionnaire again, along with a modified version of the Sport Motivation Scale. Analysis showed that both types of perceived feedback exhibited moderate stability over the two years. Perceived positive general feedback demonstrated a significant direct effect on students' intrinsic motivation measured concurrently in physical education. Further, fixing to zero the effect of perceived positive general feedback on intrinsic motivation measured concurrently, an effect emerged over the two years.

Workplace ostracism, self-regulation, and job performance: Moderating role of intrinsic work motivation.

PubMed

Steinbauer, Robert; Renn, Robert W; Chen, H Shawna; Rhew, Nicholas

2018-01-08

Drawing from a self-regulation perspective, we examine how intrinsic work motivation changes the relation between workplace ostracism and employee job performance via self-leadership. We test a moderated mediated model with data collected from 101 employees at two points in time. Results provide support for the hypothesis that ostracized employees who are more intrinsically motivated use self-leadership strategies to a greater degree to improve their job performance than their counterparts who are not intrinsically motivated. The findings contribute to research regarding boundary conditions of ostracism theory and have important practical implications.

The impact of intrinsic motivation on session attendance and reliable cognitive improvement in cognitive remediation in schizophrenia.

PubMed

Bryce, S D; Lee, S J; Ponsford, J L; Lawrence, R J; Tan, E J; Rossell, S L

2018-06-20

Cognitive remediation (CR) is considered a potentially effective method of improving cognitive function in people with schizophrenia. Few studies, however, have explored the role of intrinsic motivation on treatment utilization or training outcomes in CR in this population. This study explored the impact of task-specific intrinsic motivation on attendance and reliable cognitive improvement in a controlled trial comparing CR with a computer game (CG) playing control. Forty-nine participants with schizophrenia or schizoaffective disorder, allocated to 10 weeks of group-based CR (n = 25) or CG control (n = 24), provided complete outcome data at baseline. Forty-three participants completed their assigned intervention. Cognition, psychopathology and intrinsic motivation were measured at baseline and end-treatment. Regression analyses explored the relative contribution of baseline motivation and other clinical factors to session attendance as well as the association of baseline and change in intrinsic motivation with the odds of reliable cognitive improvement (calculated using reliable change indices). Baseline reports of perceived program value were the only significant multivariable predictor of session attendance when including global cognition and psychiatric symptomatology. The odds of reliable cognitive improvement significantly increased with greater improvements in program interest and value from baseline to end-treatment. Motivational changes over time were highly variable between participants. Task-specific intrinsic motivation in schizophrenia may represent an important patient-related factor that contributes to session attendance and cognitive improvements in CR. Regular evaluation and enhancement of intrinsic motivation in cognitively enhancing interventions may optimize treatment engagement and the likelihood of meaningful training outcomes. Copyright © 2018 Elsevier B.V. All rights reserved.

Twelve tips to stimulate intrinsic motivation in students through autonomy-supportive classroom teaching derived from self-determination theory.

PubMed

Kusurkar, R A; Croiset, G; Ten Cate, Th J

2011-01-01

Self-determination theory (SDT) of motivations distinguishes between intrinsic and extrinsic motivations. Intrinsic motivation is observed when one engages in an activity out of genuine interest and is truly self-determined. Intrinsic motivation is the desired type of motivation for study as it is associated with deep learning, better performance and positive well-being in comparison to extrinsic motivation. It is dependent on the fulfilment of three basic psychological needs described by SDT. These are the needs for autonomy, competence and relatedness. According to SDT, autonomy-supportive teaching is important, because it makes students feel autonomous and competent in their learning and also supported (relatedness) by their teachers. The concept of autonomy-supportive teaching is relevant to medical education, but less known. Through this article, we aim to make this concept understood and practically used by medical teachers. We used SDT literature as a basis to formulate these 12 tips. We present 12 practical tips derived from SDT, for teachers in health professions, on how to engage in autonomy-supportive teaching behaviours in order to stimulate intrinsic motivation in their students. These tips demonstrate that it is not difficult to engage in autonomy-supportive teaching behaviour. It can be learned through practice and self-reflection on teaching practices.

Perceptions of motivational climate and teachers' strategies to sustain discipline as predictors of intrinsic motivation in physical education.

PubMed

Gutiérrez, Melchor; Ruiz, Luis-Miguel; López, Esther

2010-11-01

This study examined the relationship among pupils' perceptions of the motivational climate, pupils' perceptions of teachers' strategies to maintain discipline and pupils' intrinsic motivation in physical education. A sample of 2189 Spanish adolescents, ages 13 to 17 years, completed Spanish versions of the EPCM, SSDS, and IMI. Confirmatory factor analyses were carried out to confirm the factorial validity of the scales. Then, the relationship among the variables was explored through Structural Equation Modelling. The most important predictors of pupils' intrinsic motivation were the perceived mastery climate, and perceived teachers' emphasis on intrinsic reasons to maintain discipline. Perceived performance climate and perceived teachers' strategies to maintain discipline based on introjected reasons and indifference, predicted pupils' tension-pressure. Results are discussed in the context of theoretical propositions of self-determination theory and practical issues of enhancing adolescents' motivation in physical education.

Relationship between cognitive function and prevalence of decrease in intrinsic academic motivation in adolescents

PubMed Central

2011-01-01

Background Decrease in intrinsic motivation is a common complaint among elementary and junior high school students, and is related to poor academic performance. Since grade-dependent development of cognitive functions also influences academic performance by these students, we examined whether cognitive functions are related to the prevalence of decrease in intrinsic academic motivation. Methods The study group consisted of 134 elementary school students from 4th to 6th grades and 133 junior high school students from 7th to 9th grades. Participants completed a questionnaire on intrinsic academic motivation. They also performed paper-and-pencil and computerized cognitive tests to measure abilities in motor processing, spatial construction, semantic fluency, immediate memory, short-term memory, delayed memory, spatial working memory, and selective, alternative, and divided attention. Results In multivariate logistic regression analyses adjusted for grade and gender, scores of none of the cognitive tests were correlated with the prevalence of decrease in intrinsic academic motivation in elementary school students. However, low digit span forward test score and score for comprehension of the story in the kana pick-out test were positively correlated with the prevalence of decrease in intrinsic academic motivation in junior high school students. Conclusions The present findings suggest that decrease in capacity for verbal memory is associated with the prevalence of decrease in intrinsic academic motivation among junior high school students. PMID:21235802

Relationship between cognitive function and prevalence of decrease in intrinsic academic motivation in adolescents.

PubMed

Mizuno, Kei; Tanaka, Masaaki; Fukuda, Sanae; Imai-Matsumura, Kyoko; Watanabe, Yasuyoshi

2011-01-14

Decrease in intrinsic motivation is a common complaint among elementary and junior high school students, and is related to poor academic performance. Since grade-dependent development of cognitive functions also influences academic performance by these students, we examined whether cognitive functions are related to the prevalence of decrease in intrinsic academic motivation. The study group consisted of 134 elementary school students from 4th to 6th grades and 133 junior high school students from 7th to 9th grades. Participants completed a questionnaire on intrinsic academic motivation. They also performed paper-and-pencil and computerized cognitive tests to measure abilities in motor processing, spatial construction, semantic fluency, immediate memory, short-term memory, delayed memory, spatial working memory, and selective, alternative, and divided attention. In multivariate logistic regression analyses adjusted for grade and gender, scores of none of the cognitive tests were correlated with the prevalence of decrease in intrinsic academic motivation in elementary school students. However, low digit span forward test score and score for comprehension of the story in the kana pick-out test were positively correlated with the prevalence of decrease in intrinsic academic motivation in junior high school students. The present findings suggest that decrease in capacity for verbal memory is associated with the prevalence of decrease in intrinsic academic motivation among junior high school students.

Intrinsic motivation: how can it play a pivotal role in changing clinician behaviour?

PubMed

Nantha, Yogarabindranath Swarna

2013-01-01

In the light of an increasing healthcare burden, this paper seeks to offer insight about how intrinsic motivation could play a pivotal role in improving the pre-existing healthcare service delivery systems by altering clinician behaviour. The paper argues the case for four salient dimensions worth exploring through the lens of intrinsic motivation--non-financial incentives, positive affective states, organizational culture and prescribing quality. This article reviews literature from both social sciences and health management practices to provide rationale on how intrinsic motivational approaches could optimize healthcare service delivery systems. The scrutiny of the body of evidence leads to the assertion that there is neglect in the initiatives to reinforce intrinsic motivation as a method to address the ailing morale of doctors. This seems to have exacerbated negative outcomes that include job dissatisfaction, compromise in the quality of care and poor patient-doctor relationships. Diminution in positive affective states amongst doctors, largely controlled by intrinsic motivation, led to strained doctor-patient communication and poor quality of care. Barriers in a healthcare organizational culture that restricts autonomy and empowerment seem to directly undermine job satisfaction. The article argues that it is crucial to shift away from the conventional tendencies promoting tangible rewards. A more holistic approach should be adopted by conducting formal research into intrinsic motivation and how it could aid the formulation of policies tailored to meet the current demands of the healthcare system.

The effect of homework choices on achievement and intrinsic motivation

NASA Astrophysics Data System (ADS)

Christensen, Emily Fast

The purpose of this research was to test an intervention of choices in homework on the achievement and intrinsic motivation of seventh-grade science students at a middle school. The intervention was based on concepts from the cognitive evaluation theory of Edward L. Deci and Richard M. Ryan (1985). The subjects were sixteen heterogeneous classes of seventh-grade students, who were divided among four teachers. Two randomly chosen classes from each teacher received choices in their homework and the remaining two classes of each teacher received similar homework assignments without choices. Two hypotheses were developed for this study: (1) Seventh-grade science students given choices in their homework would show an increase in intrinsic motivation as measured on a motivation orientation measure, compared to students not given choices in their homework, and (2) Seventh-grade science students given choices in their homework would show an increase in achievement on an achievement measure, compared to students not given choices in their homework. Having choices in homework did not increase intrinsic motivation or achievement. However, students who did their homework did significantly better on the posttest, and students who were more intrinsically motivated did significantly better on the posttest. Just doing the homework was important for achievement, and intrinsic motivation was linked to achievement.

The Role of Intrinsic Motivation in the Academic Pursuits of Nontraditional Students

ERIC Educational Resources Information Center

Shillingford, Shani; Karlin, Nancy J.

2013-01-01

This article examines the role of intrinsic motivation in the academic pursuits of nontraditional students. The Academic Motivational Scale (AMS) was administered to 35 undergraduate students, 6 males and 29 females, aged 25 to 49 to explore their motivational orientations in choosing to attend college. The results of the study show that…

Within-Year Changes in Children's Intrinsic and Extrinsic Motivational Orientations: Contextual Predictors and Academic Outcomes

ERIC Educational Resources Information Center

Corpus, Jennifer Henderlong; McClintic-Gilbert, Megan S.; Hayenga, Amynta O.

2009-01-01

The present study was designed to investigate the nature, timing, and correlates of motivational change among a large sample (N = 1051) of third- through eighth-grade students. Analyses of within-year changes in students' motivational orientations revealed that both intrinsic and extrinsic motivations decreased from fall to spring, with declines…

Intrinsic and Extrinsic Motivation and Attitudes toward Professional Continuing Education: Implications for the Counselors.

ERIC Educational Resources Information Center

Drummond, Robert J.; Croll, James C.

1983-01-01

Surveyed 3,266 bankers enrolled in a continuing education program to examine differences in motivation. Results showed the largest group listed future advancement as an intrinsic motivational factor. Those in the extrinsic group listed personal growth as a motivator. Counseling strategies to increase employee self-confidence were also discussed.…

How Does Intrinsic and Extrinsic Motivation Drive Performance Culture in Organizations?

ERIC Educational Resources Information Center

Turner, Arielle

2017-01-01

The performance culture of an organization is impacted by the motivation of an organization's employee. Determining whether or not an employee's motivation is intrinsic or extrinsic is helpful for organizations to see what is more of a drive in their performance. The following article reviews literature on the subject of employee motivation to…

Educational Characteristics of Adolescents with Gifted Academic Intrinsic Motivation: A Longitudinal Investigation from School Entry through Early Adulthood

ERIC Educational Resources Information Center

Gottfried, Allen W.; Clayton R. Cook; Gottfried, Adele Eskeles; Morris, Phillip E.

2005-01-01

The construct of gifted motivation was examined in a contemporary, long-term, longitudinal investigation. Adolescents with extremely high academic intrinsic motivation (i.e., gifted motivation) were compared to their cohort peer comparison on a variety of educationally relevant measures from elementary school through the early adulthood years.…

Academic and Family Conditions Associated with Intrinsic Academic Motivation in Japanese Medical Students: A Pilot Study

ERIC Educational Resources Information Center

Tanaka, Masaaki; Watanabea, Yasuyoshi

2012-01-01

Objective: Intrinsic academic motivation is one of the most important psychological concepts in education, and it is related to academic outcomes in medical students. This study examined the relationships between academic and family conditions and intrinsic academic motivation. Design: Cross-sectional design. Setting: The study group consisted of…

The Effects of Choice on Intrinsic Motivation and Related Outcomes: A Meta-Analysis of Research Findings

ERIC Educational Resources Information Center

Patall, Erika A.; Cooper, Harris; Robinson, Jorgianne Civey

2008-01-01

A meta-analysis of 41 studies examined the effect of choice on intrinsic motivation and related outcomes in a variety of settings with both child and adult samples. Results indicated that providing choice enhanced intrinsic motivation, effort, task performance, and perceived competence, among other outcomes. Moderator tests revealed the effect…

Intrinsic Motivation and Achievement in Mathematics in Elementary School: A Longitudinal Investigation of Their Association

ERIC Educational Resources Information Center

Garon-Carrier, Gabrielle; Boivin, Michel; Guay, Frédéric; Kovas, Yulia; Dionne, Ginette; Lemelin, Jean-Pascal; Séguin, Jean R.; Vitaro, Frank; Tremblay, Richard E.

2016-01-01

This study examined the associations between intrinsic motivation and achievement in mathematics in a sample of 1,478 Canadian school-age children followed from Grades 1 to 4 (ages 7-10). Children self-reported their intrinsic motivation toward mathematics, whereas achievement was measured through direct assessment of mathematics abilities.…

Intrinsic and Extrinsic Motivational Orientations in the Classroom: Age Differences and Academic Correlates

ERIC Educational Resources Information Center

Lepper, Mark R.; Corpus, Jennifer Henderlong; Iyengar, Sheena S.

2005-01-01

Age differences in intrinsic and extrinsic motivation and the relationships of each to academic outcomes were examined in an ethnically diverse sample of 797 3rd-grade through 8th-grade children. Using independent measures, the authors found intrinsic and extrinsic motivation to be only moderately correlated, suggesting that they may be largely…

Intrinsic motivation, extrinsic motivation, and learning English as a foreign language.

PubMed

Shaikholeslami, Razieh; Khayyer, Mohammad

2006-12-01

The objective of this study was to examine the relationships of amotivation, extrinsic motivation, and intrinsic motivation with learning the English language. The 230 Iranian students at Shiraz University were tested using the Language Learning Orientations Scales to measure Amotivation, Extrinsic Motivation, and Intrinsic Motivation as explanatory variables. Grade point average in English exams was selected as a measure of English learning Achievement. Multiple regression analysis revealed that learning Achievement scores were predicted by scores on the Amotivation subscale, Introjected Regulation subscale, Knowledge subscale, and Stimulation subscale, whereas, the External and Identified Regulation and Accomplishment subscales did not have a significant relationship with Achievement. The results are discussed in terms of differences in Iranian context and culture.

A motivational model for environmentally responsible behavior.

PubMed

Tabernero, Carmen; Hernández, Bernardo

2012-07-01

This paper presents a study examining whether self-efficacy and intrinsic motivation are related to environmentally responsible behavior (ERB). The study analysed past environmental behavior, self-regulatory mechanisms (self-efficacy, satisfaction, goals), and intrinsic and extrinsic motivation in relation to ERBs in a sample of 156 university students. Results show that all the motivational variables studied are linked to ERB. The effects of self-efficacy on ERB are mediated by the intrinsic motivation responses of the participants. A theoretical model was created by means of path analysis, revealing the power of motivational variables to predict ERB. Structural equation modeling was used to test and fit the research model. The role of motivational variables is discussed with a view to creating adequate learning contexts and experiences to generate interest and new sensations in which self-efficacy and affective reactions play an important role.

What is Intrinsic Motivation? A Typology of Computational Approaches

PubMed Central

Oudeyer, Pierre-Yves; Kaplan, Frederic

2007-01-01

Intrinsic motivation, centrally involved in spontaneous exploration and curiosity, is a crucial concept in developmental psychology. It has been argued to be a crucial mechanism for open-ended cognitive development in humans, and as such has gathered a growing interest from developmental roboticists in the recent years. The goal of this paper is threefold. First, it provides a synthesis of the different approaches of intrinsic motivation in psychology. Second, by interpreting these approaches in a computational reinforcement learning framework, we argue that they are not operational and even sometimes inconsistent. Third, we set the ground for a systematic operational study of intrinsic motivation by presenting a formal typology of possible computational approaches. This typology is partly based on existing computational models, but also presents new ways of conceptualizing intrinsic motivation. We argue that this kind of computational typology might be useful for opening new avenues for research both in psychology and developmental robotics. PMID:18958277

The role of intrinsic motivation in a group of low vision patients participating in a self-management programme to enhance self-efficacy and quality of life.

PubMed

Tay, Kay Chai Peter; Drury, Vicki Blair; Mackey, Sandra

2014-02-01

Self-management programmes have previously been found to decrease health problems, enhance quality of life and increase independence. However, there is no literature that examines the influence of the participants' intrinsic motivation on the outcomes of such programmes. This study examined the role of intrinsic motivation in a pilot low vision self-management programme to enhance self-efficacy and quality of life of the programme participants. A positive association was observed between the female participants' perceived choice and perceived competence, two underlying dimensions of the Intrinsic Motivation Inventory. In addition, a positive correlation was observed between the younger participants' perceived competence and the change in their quality of life. The findings provide some support for consideration of participants' intrinsic motivation in the development of effective self-management programmes. © 2013 Wiley Publishing Asia Pty Ltd.

Motivation in medical students: a PhD thesis report.

PubMed

Kusurkar, Rashmi

2012-08-01

The aims of this thesis were to gather insights and investigate the factors influencing, outcomes and applications of medical students' motivation. This thesis consists of three literature reviews, four research papers and two application papers. Two research studies investigated the relationships of student motivation with study strategy, effort and academic performance through structural equation modelling and cluster analysis. The relationships of age, maturity, gender and educational background with motivation were investigated through multiple regression analysis. The results of this thesis were 1. Developments in medical education appear to have undervalued student motivation. 2. Motivation is an independent variable in medical education; intrinsic motivation is significantly associated with deep study strategy, high study effort and good academic performance. 3. Motivation is a dependent variable in medical education and is significantly affected by age, maturity, gender, educational background; intrinsic motivation is enhanced by providing students with autonomy, feedback and emotional support. 4. Strength of motivation for medical school can be reliably measured by Strength of Motivation for Medical School questionnaire. The conclusion of this thesis was that it is important to give consideration to motivation in medical education because intrinsic motivation leads to better learning and performance and it can be enhanced through giving students autonomy in learning, feedback about competence and emotional support.

Motivational Leadership: Tips From the Business World.

PubMed

Rajiah, Prabhakar; Bhargava, Puneet

2016-05-01

It is an important task for leadership to identify the motivating factors for employees and motivate them to fulfill their individual and organizational goals. Although there are several motivational factors (extrinsic and intrinsic), intrinsic motivational factors such as autonomy, mastery, and purpose are more important for deeper lasting job satisfaction and higher performance. In this article, the authors discuss how an understanding of these factors that influence motivation has the potential to transform an organization. Copyright © 2016 American College of Radiology. Published by Elsevier Inc. All rights reserved.

Hospital nurses' work motivation.

PubMed

Toode, Kristi; Routasalo, Pirkko; Helminen, Mika; Suominen, Tarja

2015-06-01

The knowledge surrounding nurses' work motivation is currently insufficient, and previous studies have rarely taken into account the role of many influential background factors. This study investigates the motivation of Estonian nurses in hospitals, and how individual and organisational background factors influence their motivation to work. The study is quantitative and cross-sectional. An electronically self-reported questionnaire was used for data collection. The sample comprised of 201 Registered Nurses working in various hospital settings in Estonia. Data were analysed using descriptive statistics, two-sample Wilcoxon rank-sum (Mann-Whitney) test, Kruskal-Wallis equality-of-populations rank test and Spearman's correlation. Both extrinsic and intrinsic motivations were noted among hospital nurses. Nurses were moderately externally motivated (M = 3.63, SD = 0.89) and intrinsically strongly motivated (M = 4.98, SD = 1.03). A nurses' age and the duration of service were positively correlated with one particular area of extrinsic work motivation, namely introjected regulation (p < 0.001). Nurses who had professional training over 7 days per year had both a higher extrinsic motivation (p = 0.016) and intrinsic work motivation (p = 0.004). The findings expand current knowledge of nurses' work motivation by describing the amount and orientation of work motivation among hospital nurses and highlighting background factors which should be taken into account in order to sustain and increase their intrinsic work motivation. The instrument used in the study can be an effective tool for nurse managers to determine a nurse's reasons to work and to choose a proper motivational strategy. Further research and testing of the instrument in different countries and in different contexts of nursing is however required. © 2014 Nordic College of Caring Science.

Impaired prefrontal activity to regulate the intrinsic motivation-action link in schizophrenia.

PubMed

Takeda, Kazuyoshi; Matsumoto, Madoka; Ogata, Yousuke; Maida, Keiko; Murakami, Hiroki; Murayama, Kou; Shimoji, Keigo; Hanakawa, Takashi; Matsumoto, Kenji; Nakagome, Kazuyuki

2017-01-01

A core feature of schizophrenia (SCZ) is impairment in intrinsic motivation. Although intrinsic motivation plays an important role in enhancing improvement of the social functioning, its neural mechanisms of impairment have yet to be clarified. We hypothesized that abnormal function of the frontostriatal loop consisting of the striatum and lateral prefrontal cortex (LPFC) may be related to impaired intrinsic motivation in SCZ. We tested this by comparing the brain activity measured by functional magnetic resonance imaging and behavioral parameters associated with movement, motivation, and cognitive control between 18 stable SCZ patients and 17 healthy control (HC) participants during a task that elicits intrinsic motivation. We also compared the functional connectivity during resting-state and the fractional anisotropy using diffusion tensor imaging analysis between the two groups. We adopted an enjoyable timing task to stop a stopwatch at an exact time, which in our previous study has demonstrated to elicit intrinsic motivation. Although the performance level in general was not different between groups, the SCZ group performed worse than the HC group in trials following "overshoot" errors (i.e., the response was too late). SCZ participants showed lower intrinsic motivation to the task than the HC group in an inventory report. The striatal activity during the prediction at the task cue period was consistently lower in SCZ participants than in HC. The LPFC activity at the task cue period positively correlated with intrinsic motivation and also with the rate of success following overshoot errors in the HC group, but not in the SCZ group. The LPFC activity at the task cue period was also positively correlated with the striatal activity in both groups. The striatal activity during the feedback period was not significantly different between groups. These results suggest that, unlike HC, the neural activity in the LPFC fails to mediate between prediction of hedonic events and cognitive control of action plans in SCZ, whereas the hedonic response is retained.

Motives for sickness presence among students at secondary school: a cross-sectional study in five European countries

PubMed Central

Johansen, Vegard

2018-01-01

Objectives This article investigates various motives for sickness presence (SP) among students in secondary school. Design Cross-sectional study. Setting 25 secondary schools in Belgium, Estonia, Finland, Italy and Latvia. Participants 5002 students between 16 and 19 years of age, 49% female. Results Almost half of the students reported two or more incidents of SP. The study indicated that the practice of SP was mainly extrinsically motivated. The most often reported motives for SP were that absence could affect grades negatively, that important curriculum material was explained at the school and attendance requirements. Some students practising SP expressed intrinsic motivation, such as maintaining their social network and interest in what was learnt at school. Conclusion The study investigated various motives for SP in secondary schools in five European countries. Extrinsic motivation for SP was more often reported than intrinsic motivation for SP. Multivariate analyses indicated that boys, students in vocational education, immigrants and students with low-educated parents more often reported intrinsic motivation for SP, while girls and students with high absence more often reported extrinsic motivation. There were also notable cross-country differences regarding reported motives for SP. PMID:29371281

Differences in medical students' academic interest and performance across career choice motivations.

PubMed

Kim, Kyong-Jee; Hwang, Jee Y; Kwon, Bum S

2016-02-15

To investigate medical students' career choice motivation and its relationship with their academic interest and performance. We conducted a cross-sectional study in a sample (n=207) of medical students at a private medical school in Korea, stratified by year of medical course. Data about participant demographics, career choice motivation and academic interest were collected using a self-report questionnaire. The item on career choice motivation enquired about the respondents' main reason for applying for medical school among 8 possible response options, which comprised two components of career choice motivation: intrinsic and extrinsic. The participants' levels of academic interest were measured in a Likert-type question. Participants' academic interest and Grade Point Averages (GPAs) were compared across the groups of different career motivations along with analyses of their admission scores for baseline comparisons. A total of 195 students completed the questionnaire (94%response rate). Seventy-four percent, (n=145; the intrinsic group) of the participants chose reasons related to intrinsic motivation, 22% (n=42; the extrinsic group) chose reasons pertaining to extrinsic motivation, and 4% (n = 8) chose other reasons for applying to medical school. The intrinsic group outperformed the extrinsic group in their GPAs, although their prior academic achievements did not differ significantly. The intrinsic group showed significantly higher levels of academic interest and also performed better in the admission interviews. Our study illustrates differences in medical students' academic interest and performance across career choice motivations. Further research is warranted to establish the predictive power of medical students' career choice motivation and academic interest on their academic performance.

Differences in medical students’ academic interest and performance across career choice motivations

PubMed Central

Kim, Kyong-Jee; Hwang, Jee Y.

2016-01-01

Objectives To investigate medical students’ career choice motivation and its relationship with their academic interest and performance. Methods We conducted a cross-sectional study in a sample (n=207) of medical students at a private medical school in Korea, stratified by year of medical course. Data about participant demographics, career choice motivation and academic interest were collected using a self-report questionnaire. The item on career choice motivation enquired about the respondents’ main reason for applying for medical school among 8 possible response options, which comprised two components of career choice motivation: intrinsic and extrinsic. The participants’ levels of academic interest were measured in a Likert-type question. Participants’ academic interest and Grade Point Averages (GPAs) were compared across the groups of different career motivations along with analyses of their admission scores for baseline comparisons. Results A total of 195 students completed the questionnaire (94%response rate). Seventy-four percent, (n=145; the intrinsic group) of the participants chose reasons related to intrinsic motivation, 22% (n=42; the extrinsic group) chose reasons pertaining to extrinsic motivation, and 4% (n = 8) chose other reasons for applying to medical school. The intrinsic group outperformed the extrinsic group in their GPAs, although their prior academic achievements did not differ significantly. The intrinsic group showed significantly higher levels of academic interest and also performed better in the admission interviews. Conclusions Our study illustrates differences in medical students’ academic interest and performance across career choice motivations. Further research is warranted to establish the predictive power of medical students’ career choice motivation and academic interest on their academic performance. PMID:26878567

Do incentives undermine intrinsic motivation? Increases in intrinsic motivation within an incentive-based intervention for people living with HIV in Tanzania

PubMed Central

Dow, William H.; Njau, Prosper F.

2018-01-01

Background Cash and in-kind incentives can improve health outcomes in various settings; however, there is concern that incentives may ‘crowd out’ intrinsic motivation to engage in beneficial behaviors. We examined this hypothesis in a randomized trial of food and cash incentives for people living with HIV infection in Tanzania. Methods We analyzed data from 469 individuals randomized to one of three study arms: standard of care, short-term cash transfers, or short-term food assistance. Eligible participants were: 1) ≥18 years old; 2) HIV-infected; 3) food insecure; and 4) initiated antiretroviral therapy (ART) ≤90 days before the study. Food or cash transfers, valued at ~$11 per month and conditional on attending clinic visits, were provided for ≤6 months. Intrinsic motivation was measured at baseline, 6, and 12 months using the autonomous motivation section of the Treatment Self-Regulation Questionnaire (TSRQ). We compared the change in TSRQ score from baseline to 6 and 12 months and the change within study arms. Results The mean intrinsic motivation score was 2.79 at baseline (range: 1–3), 2.91 at 6 months (range: 1–3), and 2.95 at 12 months (range: 2–3), which was 6 months after the incentives had ended. Among all patients, the intrinsic motivation score increased by 0.13 points at 6 months (95% CI (0.09, 0.17), Cohen’s d = 0.29) and 0.19 points at 12 months (95% CI (0.14, 0.24), Cohen’s d = 0.49). Intrinsic motivation also increased within each study group at 6 months: 0.15 points in the food arm (95% CI (0.09, 0.21), Cohen’s d = 0.37), 0.11 points in the cash arm (95% CI (0.05, 0.18), Cohen’s d = 0.25), and 0.08 points in the comparison arm (95% CI (-0.03, 0.19), Cohen’s d = 0.21); findings were similar at 12 months. Increases in motivation were statistically similar between arms at 6 and 12 months. Conclusion Intrinsic motivation for ART adherence increased significantly both overall and within the food and cash incentive arms, even after the incentive period was over. Increases in motivation did not differ by study group. These results suggest that incentive interventions for treatment adherence should not be withheld due to concerns of crowding out intrinsic motivation. PMID:29902177

BRIDGE21--Exploring the Potential to Foster Intrinsic Student Motivation through a Team-Based, Technology-Mediated Learning Model

ERIC Educational Resources Information Center

Lawlor, John; Marshall, Kevin; Tangney, Brendan

2016-01-01

It is generally accepted that intrinsic student motivation is a critical requirement for effective learning but formal learning in school places a huge reliance on extrinsic motivation to focus the learner. This reliance on extrinsic motivation is driven by the pressure on formal schooling to "deliver to the test." The experience of the…

Gifted Students' Intrinsic and Extrinsic Motivations and Parental Influence on Their Motivation: From the Self-Determination Theory Perspective

ERIC Educational Resources Information Center

Al-Dhamit, Yahya; Kreishan, Lana

2016-01-01

The aim of this research is to describe and investigate a sample of school gifted students' intrinsic and extrinsic motivations, and the role of their parents in fostering motivational achievements in Jordan. In the study, 122 gifted students were selected to complete a questionnaire (adapted from Pelletier, Fortier and Vallerand et?al.)…

Exercise motivation, self-efficacy, and enjoyment as indicators of adult exercise behavior among the transtheoretical model stages.

PubMed

Kuroda, Yasufumi; Sato, Yasuto; Ishizaka, Yuko; Yamakado, Minoru; Yamaguchi, Naohito

2012-03-01

To better understand the role of motivation in determining exercise participation at the population level, we performed a questionnaire survey of 385 Japanese adults (mean age: 55.0 years, SD: 10.9 years). At baseline, the motivation subscales (intrinsic motivation, identified regulation, and external regulation), self-efficacy, and enjoyment all showed significant differences across the stages of change for exercise. Intrinsic motivation and enjoyment had similar findings, with the highest scores being noted in the maintenance stage. Among the 385 subjects, 183 completed the follow-up questionnaire 3 months later. After 3 months, most of the participants (86.9%) who were in the maintenance stage at baseline remained in the same stage. The number of participants who dropped to a lower stage after 3 months was 23. The changes of exercise stage over the 3-month period differed significantly for identified regulation, introjected regulation, and motivation. There were significant time and group interactions for intrinsic motivation and identified regulation. These findings suggest the importance of intrinsic motivation and identified regulation for performance of regular exercise, as well as the role of introjected regulation for promoting behavioral change among Japanese adults.

Investigating motivational regulations and physical activity over 25 weeks.

PubMed

Sweet, Shane N; Fortier, Michelle S; Blanchard, Chris M

2014-07-01

Because motivation has been deemed a key barrier to physical activity, it is imperative that we know how motivational levels change over time and how that change relates to physical activity. Based in Self-Determination Theory, this study investigated fluctuations in physical activity and motivational regulations over 25 weeks and tested the relationship between these 2 variables. Data from the Physical Activity Counseling trial were examined. Inactive adults recruited from a primary care center (N = 120) answered motivation and physical activity questionnaires during the intervention and postintervention phases. Hierarchical linear modeling was used to test the hypotheses. Quadratic changes were found for external regulation (γ20= 0.02, P < .05) and physical activity (γ20 = -2.64, P < .001), while identified (γ10= 0.04, P = .03) and intrinsic (γ10= 0.04, P = .01) regulations increased linearly over the course of the 25 weeks. Only identified regulation (γ30= 3.15, P = .01) and intrinsic motivation (γ30= 4.68, P < .001) were significantly and positively related with physical activity. Physical activity, external and identified regulations and intrinsic motivation changed over the 25 weeks. Intervention should aim at fostering identified regulation and intrinsic motivation as greater levels of these regulations were related with physical activity.

Intention to Be Physically Active after School Graduation and Its Relationship to Three Types of Intrinsic Motivation

ERIC Educational Resources Information Center

Hein, Vello; Muur, Maret; Koka, Andre

2004-01-01

In this article the relationships between three different types of intrinsic motivation and students' intention to be physically active after school graduation were examined. The participants were 400 school children aged 14-18 years. The modified version of SMS was used to measure the three different types of intrinsic motivation. The intention…

Intrinsic and Extrinsic Motivation, Orientation and Achievements in L2 of Arab Learners of English, French and German: A Study from Jordan

ERIC Educational Resources Information Center

Kreishan, Lana J.; Al-Dhaimat, Yahya

2013-01-01

The aim of this research is to explore Jordanian undergraduate students' intrinsic and extrinsic motivations and instrumental and integrative orientations toward learning English, French, and German as foreign languages. The paper also reflects on how subtypes of intrinsic and extrinsic motivations relate to orientations and examines possible…

Implications of Self-Deception for Self-Reported Intrinsic and Extrinsic Motivational Dispositions and Actual Learning Performance: A Higher Order Structural Model

ERIC Educational Resources Information Center

Hirschfeld, Robert R.; Thomas, Christopher H.; McNatt, D. Brian

2008-01-01

The authors explored implications of individuals' self-deception (a trait) for their self-reported intrinsic and extrinsic motivational dispositions and their actual learning performance. In doing so, a higher order structural model was developed and tested in which intrinsic and extrinsic motivational dispositions were underlying factors that…

A Tale of Three Cities: Fostering Intrinsic Motivation for Information Seeking in Children of Diverse Cultures

ERIC Educational Resources Information Center

Crow, Sherry R.; Kastello, Lisa

2017-01-01

The purpose of the research was to increase understanding of the experiences in the lives of upper elementary-aged students that foster an intrinsic motivation to seek information, as well as to compare and contrast the experiences of intrinsically motivated students from an individualist culture (Colorado Springs, Colorado, U.S.), a collectivist…

Changes in At-Risk Boys' Intrinsic Motivation toward Physical Activity: A Three-Year Longitudinal Study

ERIC Educational Resources Information Center

Liu, Jiling; Xiang, Ping; McBride, Ron E.; Su, Xiaoxia; Juzaily, Nasnoor

2015-01-01

Intrinsic motivation (IM) is an important predictor of children's physical activity participation. The present 3-year longitudinal study examined changes in IM toward physical activity among a group of at-risk boys (N = 92) at a summer sports camp. Results showed the boys were intrinsically motivated in their first camp year, but their IM levels…

Assessing Online Textual Feedback to Support Student Intrinsic Motivation Using a Collaborative Text-Based Dialogue System: A Qualitative Study

ERIC Educational Resources Information Center

Shroff, Ronnie H.; Deneen, Christopher

2011-01-01

This paper assesses textual feedback to support student intrinsic motivation using a collaborative text-based dialogue system. A research model is presented based on research into intrinsic motivation, and the specific construct of feedback provides a framework for the model. A qualitative research methodology is used to validate the model.…

Intrinsic Motivation and Its Determinants as Factors Enhancing the Prediction of Job Performance from Ability. Research Report No. 11.

ERIC Educational Resources Information Center

Howard, Ann

The primary purpose of the present research was to explore the relationship of ability and intrinsic motivation in the prediction of job performance. Intrinsic motivation was traced to two primary determinants. One, an organizational factor, is the extent to which an employee's job is "enriched," or incorporates challenging elements such as…

Intrinsic Motivation and Flow Condition on the Music Teacher's Performance

ERIC Educational Resources Information Center

Torres Delgado, Gabriela

2017-01-01

The aim of these research is to identify if music teachers and teachers from other areas are intrinsically or extrinsically motivated, to identify the dimensions of the flow state, and to identify if there is a relationship between intrinsic motivation and flow state in these teachers. The sample was made up of 738 active teachers. The presence of…

Reading Amount as a Mediator of the Effects of Intrinsic and Extrinsic Reading Motivation on Reading Comprehension

ERIC Educational Resources Information Center

Schaffner, Ellen; Schiefele, Ulrich; Ulferts, Hannah

2013-01-01

This study examined the role of reading amount as a mediator of the effects of intrinsic and extrinsic reading motivation on higher order reading comprehension (comprised of paragraph-and passage-level comprehension) in a sample of 159 fifth-grade elementary students. A positive association between intrinsic reading motivation and reading amount…

Exploring how surgeon teachers motivate residents in the operating room.

PubMed

Dath, Deepak; Hoogenes, Jen; Matsumoto, Edward D; Szalay, David A

2013-02-01

Motivation in teaching, mainly studied in disciplines outside of surgery, may also be an important part of intraoperative teaching. We explored techniques surgeons use to motivate learners in the operating room (OR). Forty-four experienced surgeon teachers from multiple specialties participated in 9 focus groups about teaching in the OR. Focus groups were transcribed and subjected to qualitative thematic analysis by 3 reviewers through an iterative, rigorous process. Analysis revealed 8 motivational techniques. Surgeons used motivation techniques tacitly, describing multiple ways that they facilitate resident motivation while teaching. Two major categories of motivational techniques emerged: (1) the facilitation of intrinsic motivation; and (2) the provision of factors to stimulate extrinsic motivation. Surgeons unknowingly but tacitly and commonly use motivation in intraoperative teaching and use a variety of techniques to foster learners' intrinsic and extrinsic motivation. Motivating learners is 1 vital role that surgeon teachers play in nontechnical intraoperative teaching. Copyright © 2013 Elsevier Inc. All rights reserved.

Being Eager to Prove Oneself: U-Shaped Relationship between Competence Frustration and Intrinsic Motivation in Another Activity

PubMed Central

Fang, Hui; He, Bin; Fu, Huijian; Meng, Liang

2017-01-01

Competence frustration has been consistently found to undermine one’s intrinsic motivation in the same activity. However, the relationship between competence frustration in a preceding activity and one’s intrinsic motivation in a subsequent one remains unclear. In order to explore this relationship, self-reported data were collected from 617 undergraduate students of a large comprehensive university in southern China, who took varied courses immediately before taking a less-demanding one. Results suggested a U-shaped relationship between students’ competence frustration in a preceding course and intrinsic motivation in a subsequent one. To be specific, for students whose competence frustration reached the inflection point, a restoration process would be activated if the current course would help restore their competence. Importantly, these students’ competence frustration in a preceding course was found to positively predict their intrinsic motivation level in a subsequent course. As far as we are concerned, this is the first study to reveal a potential positive effect of need frustration outside of its primary thwarting context, which complements and extends existing literatures on the dynamics between need frustration and intrinsic motivation. PMID:29312025

Show them the money? The role of pay, managerial need support, and justice in a self-determination theory model of intrinsic work motivation.

PubMed

Olafsen, Anja H; Halvari, Hallgeir; Forest, Jacques; Deci, Edward L

2015-08-01

The link between money and motivation has been a debated topic for decades, especially in work organizations. However, field studies investigating the amount of pay in relation to employee motivation is lacking and there have been calls for empirical studies addressing compensation systems and motivation in the work domain. The purpose of this study was to examine outcomes associated with the amount of pay, and perceived distributive and procedural justice regarding pay in relation to those for perceived managerial need support. Participants were 166 bank employees who also reported on their basic psychological need satisfaction and intrinsic work motivation. SEM-analyses tested a self-determination theory (SDT) model, with satisfaction of the competence and autonomy needs as an intervening variable. The primary findings were that amount of pay and employees' perceived distributive justice regarding their pay were unrelated to employees' need satisfaction and intrinsic work motivation, but procedural justice regarding pay did affect these variables. However, managerial need support was the most important factor for promoting need satisfaction and intrinsic work motivation both directly, indirectly, and as a moderator in the model. Hence, the results of the present organizational field study support earlier laboratory experiments within the SDT framework showing that monetary rewards did not enhance intrinsic motivation. This seems to have profound implications for organizations concerned about motivating their employees. © 2015 Scandinavian Psychological Associations and John Wiley & Sons Ltd.

Examining the relationship between recreational sport participation and intrinsic and extrinsic motivation and amotivation.

PubMed

Tsorbatzoudis, Haralambos; Alexandris, Konstantinos; Zahariadis, Panagiotis; Grouios, George

2006-10-01

This study aimed at investigating the effect of motivational dimensions proposed by Pelletier, et al. in 1995, both on sport participation levels and on intention for continuing participation among adult recreational sport participants. Two hundred and fifty-seven adult individuals, who reported participation in some type of sport and physical activity, completed the Sport Motivation Scale and a scale measuring intention. The study provided evidence to suggest that increased motivation leads to increased participation. Amotivation significantly decreased from the least to the most frequent participant groups, while both extrinsic and intrinsic motivation followed the reverse pattern. The results also indicated that increased intrinsic motivation to gain knowledge and accomplishment and extrinsic motivation (introjected regulation) are positively correlated with individuals' intentions to continue participation, while amotivation is negatively related. These results provide limited support for the self-determination theory. Implications for sport participation promotion are discussed.

Girls' soccer performance and motivation: games vs technique approach.

PubMed

Chatzopoulos, Dimitris; Drakou, Amalia; Kotzamanidou, Marina; Tsorbatzoudis, Haralambos

2006-10-01

The purpose of this study was to investigate the effects of the Technique and Games approaches on girls' soccer performance and motivation. The Technique approach focuses on technique instruction using drills, whereas the Games approach places emphasis on tactic instruction with modified games. 37 girls, 12 to 13 years old, were taught 15 soccer lessons by the Technique approach and 35 girls by the Games approach. At the beginning and at the end of the research soccer matches were videotaped and evaluated by Oslin, Mitchell, and Griffin's Game Performance Assessment Instrument. Girls' motivation was assessed on the Intrinsic Motivation Inventory. The Games group had significantly better scores after training on tactical behaviour and intrinsic motivation than the Technique group. There were no significant differences in skill execution between groups trained under the two approaches. Considering the importance of intrinsic motivation for a lifelong, physically active lifestyle, researchers could focus study on the approaches and girls' motivation.

Family factors related to children's intrinsic/extrinsic motivational orientation and academic performance.

PubMed

Ginsburg, G S; Bronstein, P

1993-10-01

This study examined 3 familial factors--parental surveillance of homework, parental reactions to grades, and general family style--in relation to children's motivational orientation and academic performance. Family, parent, and child measures were obtained in the home from 93 fifth graders and their parents. Teachers provided a measure of classroom motivational orientation, and grades and achievement scores were obtained from school records. Higher parental surveillance of homework, parental reactions to grades that included negative control, uninvolvement, or extrinsic reward, and over- and undercontrolling family styles were found to be related to an extrinsic motivational orientation and to lower academic performance. On the other hand, parental encouragement in response to grades children received was associated with an intrinsic motivational orientation, and autonomy-supporting family styles were associated with intrinsic motivation and higher academic performance. In addition, socioeconomic level was a significant predictor of motivational orientation and academic performance.

Illness uncertainty and treatment motivation in type 2 diabetes patients.

PubMed

Apóstolo, João Luís Alves; Viveiros, Catarina Sofia Castro; Nunes, Helena Isabel Ribeiro; Domingues, Helena Raquel Faustino

2007-01-01

To characterize the uncertainty in illness and the motivation for treatment and to evaluate the existing relation between these variables in individuals with type 2 diabetes. Descriptive, correlational study, using a sample of 62 individuals in diabetes consultation sessions. The Uncertainty Stress Scale and the Treatment Self-Regulation Questionnaire were used. The individuals with type 2 diabetes present low levels of uncertainty in illness and a high motivation for treatment, with a stronger intrinsic than extrinsic motivation. A negative correlation was verified between the uncertainty in the face of the prognosis and treatment and the intrinsic motivation. These individuals are already adapted, acting according to the meanings they attribute to illness. Uncertainty can function as a threat, intervening negatively in the attribution of meaning to the events related to illness and in the process of adaptation and motivation to adhere to treatment. Intrinsic motivation seems to be essential to adhere to treatment.

Intrinsic and extrinsic motivation for smoking cessation.

PubMed

Curry, S; Wagner, E H; Grothaus, L C

1990-06-01

An intrinsic-extrinsic model of motivation for smoking cessation was evaluated with 2 samples (ns = 1.217 and 151) of smokers who requested self-help materials for smoking cessation. Exploratory and confirmatory principal components analysis on a 36-item Reasons for Quitting (RFQ) scale supported the intrinsic-extrinsic motivation distinction. A 4-factor model, with 2 intrinsic dimensions (concerns about health and desire for self-control) and 2 extrinsic dimensions (immediate reinforcement and social influence), was defined by 20 of the 36 RFQ items. The 20-item measure demonstrated moderate to high levels of internal consistency and convergent and discriminant validity. Logistic regression analyses indicated that smokers with higher levels of intrinsic relative to extrinsic motivation were more likely to achieve abstinence from smoking.

Home and Motivational Factors Related to Science-Career Pursuit: Gender differences and gender similarities

NASA Astrophysics Data System (ADS)

Shin, Jongho; Lee, Hyunjoo; McCarthy-Donovan, Alexander; Hwang, Hyeyoung; Yim, Sonyoung; Seo, EunJin

2015-06-01

The purpose of the study was to examine whether gender differences exist in the mean levels of and relations between adolescents' home environments (parents' view of science, socio-economic status (SES)), motivations (intrinsic and instrumental motivations, self-beliefs), and pursuit of science careers. For the purpose, the Programmed for International Student Assessment 2006 data of Korean 15-year-old students were analysed. The results of the study showed that girls had lower levels of science intrinsic and instrumental motivations, self-beliefs, and science-career pursuit (SCP) as well as their parents' values in science less than boys. Gender similarities, rather than gender differences, existed in patterns of causal relationship among home environments, motivations, and SCP. The results showed positive effects for parents' higher value in science and SES on motivations, SCP, and for intrinsic and instrumental motivations on SCP for girls and boys. These results provide implications for educational interventions to decrease gender differences in science motivations and SCP, and to decrease adolescents' gender stereotypes.

Motivation deficits and use of alcohol and illicit drugs among individuals with schizophrenia.

PubMed

Bahorik, Amber L; Greeno, Catherine G; Cochran, Gerald; Cornelius, Jack R; Eack, Shaun M

2017-07-01

This study examined the impact of substance use on intrinsic motivation and evaluated the association between intrinsic motivation and substance use recovery among individuals with schizophrenia. Alcohol and illicit drug use and intrinsic motivation were evaluated at baseline and 6-months for 1434 individuals with schizophrenia from the Clinical Antipsychotic Trials of Intervention Effectiveness (CATIE) using self-rated substance use assessments and a derived motivation measure from the Heinrichs-Carpenter Quality of Life Scale. Results revealed patients had moderate motivation deficits overall and a considerable number were using alcohol or illicit drugs at baseline (n=576; 40.2%). Regression models at baseline showed patients with low levels of motivation had higher odds of substance use and those who were using substances had greater motivation deficits. At 6-months, substance using patients continued to demonstrate greater motivation deficits; however, those with high levels of motivation exhibited a greater reduction in their use of substances. Findings remained significant after adjusting for clinical confounds and were consistent across any substance, alcohol, and cannabis use. Our results emphasize concerns about substance use compounding motivation deficits in schizophrenia, and suggest that disentangling the motivation-substance use relationship in schizophrenia may facilitate efforts aimed at ameliorating these challenges and improving outcomes. Copyright © 2017 Elsevier Ireland Ltd. All rights reserved.

Chinese Preservice Teachers’ Professional Identity Links with Education Program Performance: The Roles of Task Value Belief and Learning Motivations

PubMed Central

Zhang, Yan; Hawk, Skyler T.; Zhang, Xiaohui; Zhao, Hongyu

2016-01-01

Professional identity is a key issue spanning the entirety of teachers’ career development. Despite the abundance of existing research examining professional identity, its link with occupation-related behavior at the primary career stage (i.e., GPA in preservice education) and the potential process that underlies this association is still not fully understood. This study explored the professional identity of Chinese preservice teachers, and its links with task value belief, intrinsic learning motivation, extrinsic learning motivation, and performance in the education program. Grade-point average (GPA) of courses (both subject and pedagogy courses) was examined as an indicator of performance, and questionnaires were used to measure the remaining variables. Data from 606 preservice teachers in the first 3 years of a teacher-training program indicated that: (1) variables in this research were all significantly correlated with each other, except the correlation between intrinsic learning motivation and program performance; (2) professional identity was positively linked to task value belief, intrinsic and extrinsic learning motivations, and program performance in a structural equation model (SEM); (3) task value belief was positively linked to intrinsic and extrinsic learning motivation; (4) higher extrinsic (but not intrinsic) learning motivation was associated with increased program performance; and (5) task value belief and extrinsic learning motivation were significant mediators in the model. PMID:27199810

Chinese Preservice Teachers' Professional Identity Links with Education Program Performance: The Roles of Task Value Belief and Learning Motivations.

PubMed

Zhang, Yan; Hawk, Skyler T; Zhang, Xiaohui; Zhao, Hongyu

2016-01-01

Professional identity is a key issue spanning the entirety of teachers' career development. Despite the abundance of existing research examining professional identity, its link with occupation-related behavior at the primary career stage (i.e., GPA in preservice education) and the potential process that underlies this association is still not fully understood. This study explored the professional identity of Chinese preservice teachers, and its links with task value belief, intrinsic learning motivation, extrinsic learning motivation, and performance in the education program. Grade-point average (GPA) of courses (both subject and pedagogy courses) was examined as an indicator of performance, and questionnaires were used to measure the remaining variables. Data from 606 preservice teachers in the first 3 years of a teacher-training program indicated that: (1) variables in this research were all significantly correlated with each other, except the correlation between intrinsic learning motivation and program performance; (2) professional identity was positively linked to task value belief, intrinsic and extrinsic learning motivations, and program performance in a structural equation model (SEM); (3) task value belief was positively linked to intrinsic and extrinsic learning motivation; (4) higher extrinsic (but not intrinsic) learning motivation was associated with increased program performance; and (5) task value belief and extrinsic learning motivation were significant mediators in the model.

Predictors of employment in schizophrenia: The importance of intrinsic and extrinsic motivation.

PubMed

Reddy, L Felice; Llerena, Katiah; Kern, Robert S

2016-10-01

Unemployment is a primary functional deficit for the majority of adults with schizophrenia. Research indicates that over two-thirds of adults living in the community with schizophrenia are unemployed. Despite effective programs to assist with job identification and placement, the ability to attain and maintain employment remains a pressing concern. A contributing factor that may be relevant but has received little attention in the work rehabilitation literature is motivation. People with schizophrenia show marked deficits in both intrinsic and extrinsic motivation but these deficits have not been directly examined in relation to work outcomes. The present study sought to examine the relationship between intrinsic and extrinsic motivation and work outcome among a sample of 65 adults with schizophrenia enrolled in a supported employment program. One-third of the participants in the study obtained work. Intrinsic motivation related to valuing and feeling useful in a work role significantly predicted who would obtain employment. Extrinsic motivation related to gaining rewards and avoiding obstacles showed a non-significant trend-level relationship such that workers had higher extrinsic motivation than nonworkers. These findings highlight the importance of considering both intrinsic and extrinsic motivation in work-related interventions and supported employment for individuals with schizophrenia. The results are discussed in terms of clinical implications for improving rehabilitation and occupational outcomes in schizophrenia. Published by Elsevier B.V.

Treatment motivation among caregivers and adolescents with substance use disorders

PubMed Central

Cornelius, T.; Earnshaw, V. A.; Menino, D.; Bogart, L. M.; Levy, S.

2017-01-01

Substance use disorders (SUDs) in adolescence have negative long-term health effects, which can be mitigated through successful treatment. Caregivers play a central role in adolescent treatment involvement; however, studies have not examined treatment motivation and pressures to enter treatment in caregiver/adolescent dyads. Research suggests that internally motivated treatment (in contrast to coerced treatment) tends to lead to better outcomes. We used Self-Determination Theory (SDT) to examine intersecting motivational narratives among caregivers and adolescents in SUD treatment. Relationships between motivation, interpretation of caregiver pressures, adolescent autonomy, and relatedness were also explored. Adolescents in SUD treatment and their caregivers (NDyads = 15) were interviewed about treatment experiences. Interviews were coded for treatment motivation, including extrinsic (e.g., motivated by punishment), introjected (e.g., motivated by guilt), and identified/integrated motivation (e.g., seeing a behavior as integral to the self). Internalization of treatment motivation, autonomy support/competence (e.g., caregiver support for adolescent decisions), and relatedness (e.g., acceptance and support) were also coded. Four dyadic categories were identified: agreement that treatment was motivated by the adolescent (intrinsic); agreement that treatment was motivated by the caregiver (extrinsic); agreement that treatment was motivated by both, or a shift towards adolescent control (mixed/transitional); and disagreement (adolescents and caregivers each claimed they motivated treatment; conflicting). Autonomy support and relatedness were most prominent in intrinsic dyads, and least prominent in extrinsic dyads. The mixed/transitional group was also high in autonomy support and relatedness. The extrinsic group characterized caregiver rules as an unwelcome mechanism for behavioral control; caregivers in the other groups saw rules as a way to build adolescent competence and repair relationships, and adolescents saw rules as indicating care rather than control. Adolescents with intrinsic motivations were the most engaged in treatment. Results suggest the importance of intrinsically motivated treatment, and highlight autonomy support and relatedness as mechanisms that might facilitate treatment engagement. PMID:28237049

Treatment motivation among caregivers and adolescents with substance use disorders.

PubMed

Cornelius, T; Earnshaw, V A; Menino, D; Bogart, L M; Levy, S

2017-04-01

Substance use disorders (SUDs) in adolescence have negative long-term health effects, which can be mitigated through successful treatment. Caregivers play a central role in adolescent treatment involvement; however, studies have not examined treatment motivation and pressures to enter treatment in caregiver/adolescent dyads. Research suggests that internally motivated treatment (in contrast to coerced treatment) tends to lead to better outcomes. We used Self-determination theory (SDT) to examine intersecting motivational narratives among caregivers and adolescents in SUD treatment. Relationships between motivation, interpretation of caregiver pressures, adolescent autonomy, and relatedness were also explored. Adolescents in SUD treatment and their caregivers (N Dyads =15) were interviewed about treatment experiences. Interviews were coded for treatment motivation, including extrinsic (e.g., motivated by punishment), introjected (e.g., motivated by guilt), and identified/integrated motivation (e.g., seeing a behavior as integral to the self). Internalization of treatment motivation, autonomy support/competence (e.g., caregiver support for adolescent decisions), and relatedness (e.g., acceptance and support) were also coded. Four dyadic categories were identified: agreement that treatment was motivated by the adolescent (intrinsic); agreement that treatment was motivated by the caregiver (extrinsic); agreement that treatment was motivated by both, or a shift towards adolescent control (mixed/transitional); and disagreement (adolescents and caregivers each claimed they motivated treatment; conflicting). Autonomy support and relatedness were most prominent in intrinsic dyads, and least prominent in extrinsic dyads. The mixed/transitional group was also high in autonomy support and relatedness. The extrinsic group characterized caregiver rules as an unwelcome mechanism for behavioral control; caregivers in the other groups saw rules as a way to build adolescent competence and repair relationships, and adolescents saw rules as indicating care rather than control. Adolescents with intrinsic motivations were the most engaged in treatment. Results suggest the importance of intrinsically motivated treatment, and highlight autonomy support and relatedness as mechanisms that might facilitate treatment engagement. Copyright © 2017 Elsevier Inc. All rights reserved.

The Role of Motivation for Treatment Success

PubMed Central

Medalia, Alice; Saperstein, Alice

2011-01-01

Learning during skills-based psychosocial treatments for schizophrenia is influenced by the motivating properties of the treatment context and the motivational orientation of the client. Given that motivational impairment is a core feature of schizophrenia with significant functional implications, intervention strategies emphasizing extrinsic and/or intrinsic goals may be prescribed to enhance skill learning and treatment outcomes. The purpose of this article is to consider the role that motivation plays in treatment success by evaluating the relationship between motivation and learning during cognitive remediation for schizophrenia. As intrinsic motivation (IM) is most often associated with learning, we will integrate research findings which address 3 main questions: (1) is IM in schizophrenia static or dynamic, (2) is it possible to manipulate the state of being intrinsically motivated and if so do manipulations of IM affect learning? and (3) can motivation theory be translated into clinical practice? This knowledge can facilitate treatment strategies to address the low base rate of IM that is characteristic of schizophrenia and can be applied to cognitive remediation as well as other psychosocial interventions which require learning for treatment success. PMID:21860041

The role of motivation for treatment success.

PubMed

Medalia, Alice; Saperstein, Alice

2011-09-01

Learning during skills-based psychosocial treatments for schizophrenia is influenced by the motivating properties of the treatment context and the motivational orientation of the client. Given that motivational impairment is a core feature of schizophrenia with significant functional implications, intervention strategies emphasizing extrinsic and/or intrinsic goals may be prescribed to enhance skill learning and treatment outcomes. The purpose of this article is to consider the role that motivation plays in treatment success by evaluating the relationship between motivation and learning during cognitive remediation for schizophrenia. As intrinsic motivation (IM) is most often associated with learning, we will integrate research findings which address 3 main questions: (1) is IM in schizophrenia static or dynamic, (2) is it possible to manipulate the state of being intrinsically motivated and if so do manipulations of IM affect learning? and (3) can motivation theory be translated into clinical practice? This knowledge can facilitate treatment strategies to address the low base rate of IM that is characteristic of schizophrenia and can be applied to cognitive remediation as well as other psychosocial interventions which require learning for treatment success.

Medical teachers' attitudes towards science and motivational orientation for medical research.

PubMed

Cvek, Mario; Hren, Darko; Sambunjak, Dario; Planinc, Mislav; Macković, Maja; Marusić, Ana; Marusić, Matko

2009-01-01

Research is an important motivating factor for pursuing a career in academic medicine, but the relation between motivation and other factors involved in scientific research are not clear. To explore the motivational orientation for doing research and its relation with attitudes towards science and publication practice among members of faculty at a medical school. We used a Science Attitude Survey and the Work Preference Inventory (intrinsic and extrinsic motivational orientation using 4 Likert-type scales of motivation, possible range 1-5) to survey two groups of teachers at the Zagreb University School of Medicine (n = 327, 66% response rate): professors, elected to tenure-track positions (n = 150), and instructor/research fellows working on or just completing their thesis (n = 177). Overall, teachers scored highest on the Enjoyment subscale of intrinsic motivational orientation (mean score +/- standard deviation 4.3 +/- 0.42 for professors vs 4.1 +/- 0.42 for instructors/research fellows, P = 0.001, t-test). Professors also scored higher than instructors/research fellows on the Challenge subscale of intrinsic motivational orientation (3.8 +/- 0.55 vs. 3.5 +/- 0.64, P < 0.001, t-test), whereas instructors/research fellows scored higher on the Compensation subscale of extrinsic motivational orientation (3.5 +/- 0.74 vs. 3.1 +/- 0.71, P < 0.001, t-test). Multiple linear regression analysis showed that the number of publications was positively associated with scores on the Science Attitude Survey and the Challenge subscale of intrinsic motivation, and negatively associated with scores on the Compensation subscale of extrinsic motivation. Members of the medical faculty differ in motivational orientation for research depending on their academic status, and their motivation is associated more with requirements for academic advancement than with research. These findings have important implications for developing strategies for enhancing academic research production.

Television Viewing Does Not Have to Be Sedentary: Motivation to Participate in a TV Exercise Program

PubMed Central

Meis, Jessie J. M.; Kremers, Stef P. J.; Bouman, Martine P. A.

2012-01-01

The present study explored which underlying motivations induced people to participate in a television exercise program called “The Netherlands on the Move!-television” (NOM-tv). A cross-sectional study was carried out among 1,349 viewers of NOM-tv. The respondents completed the intrinsic motivation inventory (IMI), assessing their levels of intrinsic motivation towards participating in the NOM-tv exercises. The results showed that higher levels of intrinsic motivation (i.e. enjoying the NOM-tv exercises, feeling competent to perform this activity, and willingness to put effort into the exercises) were the most important predictive factors of more frequent participation in the NOM-tv exercises. Future screen-based interventions to reduce sedentary behavior should aim especially at encouraging people's intrinsic orientations towards physical activity in an autonomy-supportive way. PMID:22187637

Intrinsic and Extrinsic Motivation among Collegiate Instrumentalists

ERIC Educational Resources Information Center

Diaz, Frank M.

2010-01-01

The purpose of this study was to gather and compare information on measures of intrinsic and extrinsic motivation among instrumentalists enrolled in collegiate ensembles. A survey instrument was developed to gather information concerning demographic data and responses to questions on motivational preference. Participants were undergraduate and…

Organisational Learning and Employees' Intrinsic Motivation

ERIC Educational Resources Information Center

Remedios, Richard; Boreham, Nick

2004-01-01

This study examined the effects of organisational learning initiatives on employee motivation. Four initiatives consistent with theories of organisational learning were a priori ranked in terms of concepts that underpin intrinsic-motivation theory. Eighteen employees in a UK petrochemical company were interviewed to ascertain their experiences of…

Intrinsic Motivation in Physical Education

ERIC Educational Resources Information Center

Davies, Benjamin; Nambiar, Nathan; Hemphill, Caroline; Devietti, Elizabeth; Massengale, Alexandra; McCredie, Patrick

2015-01-01

This article describes ways in which educators can use Harter's perceived competence motivation theory, the achievement goal theory, and self-determination theory to develop students' intrinsic motivation to maintain physical fitness, as demonstrated by the Sound Body Sound Mind curriculum and proven effective by the 2013 University of…

Gameplay as a source of intrinsic motivation in a randomized controlled trial of auditory training for tinnitus.

PubMed

Hoare, Derek J; Van Labeke, Nicolas; McCormack, Abby; Sereda, Magdalena; Smith, Sandra; Al Taher, Hala; Kowalkowski, Victoria L; Sharples, Mike; Hall, Deborah A

2014-01-01

Previous studies of frequency discrimination training (FDT) for tinnitus used repetitive task-based training programmes relying on extrinsic factors to motivate participation. Studies reported limited improvement in tinnitus symptoms. To evaluate FDT exploiting intrinsic motivations by integrating training with computer-gameplay. Sixty participants were randomly assigned to train on either a conventional task-based training, or one of two interactive game-based training platforms over six weeks. Outcomes included assessment of motivation, tinnitus handicap, and performance on tests of attention. Participants reported greater intrinsic motivation to train on the interactive game-based platforms, yet compliance of all three groups was similar (∼ 70%) and changes in self-reported tinnitus severity were not significant. There was no difference between groups in terms of change in tinnitus severity or performance on measures of attention. FDT can be integrated within an intrinsically motivating game. Whilst this may improve participant experience, in this instance it did not translate to additional compliance or therapeutic benefit. ClinicalTrials.gov NCT02095262.

Motivational component profiles in university students learning histology: a comparative study between genders and different health science curricula.

PubMed

Campos-Sánchez, Antonio; López-Núñez, Juan Antonio; Carriel, Víctor; Martín-Piedra, Miguel-Ángel; Sola, Tomás; Alaminos, Miguel

2014-03-10

The students' motivation to learn basic sciences in health science curricula is poorly understood. The purpose of this study was to investigate the influence of different components of motivation (intrinsic motivation, self-determination, self-efficacy and extrinsic -career and grade- motivation) on learning human histology in health science curricula and their relationship with the final performance of the students in histology. Glynn Science Motivation Questionnaire II was used to compare students' motivation components to learn histology in 367 first-year male and female undergraduate students enrolled in medical, dentistry and pharmacy degree programs. For intrinsic motivation, career motivation and self-efficacy, the highest values corresponded to medical students, whereas dentistry students showed the highest values for self-determination and grade motivation. Genders differences were found for career motivation in medicine, self-efficacy in dentistry, and intrinsic motivation, self-determination and grade motivation in pharmacy. Career motivation and self-efficacy components correlated with final performance in histology of the students corresponding to the three curricula. Our results show that the overall motivational profile for learning histology differs among medical, dentistry and pharmacy students. This finding is potentially useful to foster their learning process, because if they are metacognitively aware of their motivation they will be better equipped to self-regulate their science-learning behavior in histology. This information could be useful for instructors and education policy makers to enhance curricula not only on the cognitive component of learning but also to integrate students' levels and types of motivation into the processes of planning, delivery and evaluation of medical education.

Understanding motivational structures that differentially predict engagement and achievement in middle school science

NASA Astrophysics Data System (ADS)

Lee, Christine S.; Hayes, Kathryn N.; Seitz, Jeffery; DiStefano, Rachelle; O'Connor, Dawn

2016-01-01

Middle school has been documented as the period in which a drop in students' science interest and achievement occurs. This trend indicates a lack of motivation for learning science; however, little is known about how different aspects of motivation interact with student engagement and science learning outcomes. This study examines the relationships among motivational factors, engagement, and achievement in middle school science (grades 6-8). Data were obtained from middle school students in the United States (N = 2094). The theoretical relationships among motivational constructs, including self-efficacy, and three types of goal orientations (mastery, performance approach, and performance avoid) were tested. The results showed that motivation is best modeled as distinct intrinsic and extrinsic factors; lending evidence that external, performance based goal orientations factor separately from self-efficacy and an internal, mastery based goal orientation. Second, a model was tested to examine how engagement mediated the relationships between intrinsic and extrinsic motivational factors and science achievement. Engagement mediated the relationship between intrinsic motivation and science achievement, whereas extrinsic motivation had no relationship with engagement and science achievement. Implications for how classroom practice and educational policy emphasize different student motivations, and in turn, can support or hinder students' science learning are discussed.

Relating specific emotions to intrinsic motivation: on the moderating role of positive and negative emotion differentiation.

PubMed

Vandercammen, Leen; Hofmans, Joeri; Theuns, Peter

2014-01-01

Despite the fact that studies on self-determination theory have traditionally disregarded the explicit role of emotions in the motivation eliciting process, research attention for the affective antecedents of motivation is growing. We add to this emerging research field by testing the moderating role of emotion differentiation -individual differences in the extent to which people can differentiate between specific emotions- on the relationship between twelve specific emotions and intrinsic motivation. To this end, we conducted a daily diary study (N = 72) and an experience sampling study (N = 34). Results showed that the relationship between enthusiasm, cheerfulness, optimism, contentedness, gloominess, miserableness, uneasiness (in both studies 1 and 2), calmness, relaxation, tenseness, depression, worry (only in Study 1) on one hand and intrinsic motivation on the other hand was moderated by positive emotion differentiation for the positive emotions and by negative emotion differentiation for the negative emotions. Altogether, these findings suggest that for people who are unable to distinguish between different specific positive emotions the relationship between those specific positive emotions and intrinsic motivation is stronger, whereas the relationship between specific negative emotions and intrinsic motivation is weaker for people who are able to distinguish between the different specific negative emotions. Theoretical and practical implications are discussed.

Relating Specific Emotions to Intrinsic Motivation: On the Moderating Role of Positive and Negative Emotion Differentiation

PubMed Central

Vandercammen, Leen; Hofmans, Joeri; Theuns, Peter

2014-01-01

Despite the fact that studies on self-determination theory have traditionally disregarded the explicit role of emotions in the motivation eliciting process, research attention for the affective antecedents of motivation is growing. We add to this emerging research field by testing the moderating role of emotion differentiation –individual differences in the extent to which people can differentiate between specific emotions– on the relationship between twelve specific emotions and intrinsic motivation. To this end, we conducted a daily diary study (N = 72) and an experience sampling study (N = 34). Results showed that the relationship between enthusiasm, cheerfulness, optimism, contentedness, gloominess, miserableness, uneasiness (in both studies 1 and 2), calmness, relaxation, tenseness, depression, worry (only in Study 1) on one hand and intrinsic motivation on the other hand was moderated by positive emotion differentiation for the positive emotions and by negative emotion differentiation for the negative emotions. Altogether, these findings suggest that for people who are unable to distinguish between different specific positive emotions the relationship between those specific positive emotions and intrinsic motivation is stronger, whereas the relationship between specific negative emotions and intrinsic motivation is weaker for people who are able to distinguish between the different specific negative emotions. Theoretical and practical implications are discussed. PMID:25517984

Identification with Academics, Intrinsic/Extrinsic Motivation, and Self-Efficacy as Predictors of Cognitive Engagement

ERIC Educational Resources Information Center

Walker, Christopher O.; Greene, Barbara A.; Mansell, Robert A.

2006-01-01

Examined were several theoretically important relations among motivational characteristics of students that are malleable, or changeable with intervention. The motivational construct identification with academics, which includes perceptions of belonging and valuing within an academic context, was investigated along with intrinsic/extrinsic…

Motives for sickness presence among students at secondary school: a cross-sectional study in five European countries.

PubMed

Johansen, Vegard

2018-01-24

This article investigates various motives for sickness presence (SP) among students in secondary school. Cross-sectional study. 25 secondary schools in Belgium, Estonia, Finland, Italy and Latvia. 5002 students between 16 and 19 years of age, 49% female. Almost half of the students reported two or more incidents of SP. The study indicated that the practice of SP was mainly extrinsically motivated. The most often reported motives for SP were that absence could affect grades negatively, that important curriculum material was explained at the school and attendance requirements. Some students practising SP expressed intrinsic motivation, such as maintaining their social network and interest in what was learnt at school. The study investigated various motives for SP in secondary schools in five European countries. Extrinsic motivation for SP was more often reported than intrinsic motivation for SP. Multivariate analyses indicated that boys, students in vocational education, immigrants and students with low-educated parents more often reported intrinsic motivation for SP, while girls and students with high absence more often reported extrinsic motivation. There were also notable cross-country differences regarding reported motives for SP. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2018. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

What are the prospects for citizen science in agriculture? Evidence from three continents on motivation and mobile telephone use of resource-poor farmers

PubMed Central

Steinke, Jonathan; van Etten, Jacob; Reidsma, Pytrik; Fadda, Carlo; Mittra, Sarika; Mathur, Prem; Kooistra, Lammert

2017-01-01

As the sustainability of agricultural citizen science projects depends on volunteer farmers who contribute their time, energy and skills, understanding their motivation is important to attract and retain participants in citizen science projects. The objectives of this study were to assess 1) farmers’ motivations to participate as citizen scientists and 2) farmers’ mobile telephone usage. Building on motivational factors identified from previous citizen science studies, a questionnaire based methodology was developed which allowed the analysis of motivational factors and their relation to farmers’ characteristics. The questionnaire was applied in three communities of farmers, in countries from different continents, participating as citizen scientists. We used statistical tests to compare motivational factors within and among the three countries. In addition, the relations between motivational factors and farmers characteristics were assessed. Lastly, Principal Component Analysis (PCA) was used to group farmers based on their motivations. Although there was an overlap between the types of motivations, for Indian farmers a collectivistic type of motivation (i.e., contribute to scientific research) was more important than egoistic and altruistic motivations. For Ethiopian and Honduran farmers an egoistic intrinsic type of motivation (i.e., interest in sharing information) was most important. While fun has appeared to be an important egoistic intrinsic factor to participate in other citizen science projects, the smallholder farmers involved in this research valued ‘passing free time’ the lowest. Two major groups of farmers were distinguished: one motivated by sharing information (egoistic intrinsic), helping (altruism) and contribute to scientific research (collectivistic) and one motivated by egoistic extrinsic factors (expectation, expert interaction and community interaction). Country and education level were the two most important farmers’ characteristics that explain around 20% of the variation in farmers motivations. For educated farmers, contributing to scientific research was a more important motivation to participate as citizen scientists compared to less educated farmers. We conclude that motivations to participate in citizen science are different for smallholders in agriculture compared to other sectors. Citizen science does have high potential, but easy to use mechanisms are needed. Moreover, gamification may increase the egoistic intrinsic motivation of farmers. PMID:28472823

What are the prospects for citizen science in agriculture? Evidence from three continents on motivation and mobile telephone use of resource-poor farmers.

PubMed

Beza, Eskender; Steinke, Jonathan; van Etten, Jacob; Reidsma, Pytrik; Fadda, Carlo; Mittra, Sarika; Mathur, Prem; Kooistra, Lammert

2017-01-01

As the sustainability of agricultural citizen science projects depends on volunteer farmers who contribute their time, energy and skills, understanding their motivation is important to attract and retain participants in citizen science projects. The objectives of this study were to assess 1) farmers' motivations to participate as citizen scientists and 2) farmers' mobile telephone usage. Building on motivational factors identified from previous citizen science studies, a questionnaire based methodology was developed which allowed the analysis of motivational factors and their relation to farmers' characteristics. The questionnaire was applied in three communities of farmers, in countries from different continents, participating as citizen scientists. We used statistical tests to compare motivational factors within and among the three countries. In addition, the relations between motivational factors and farmers characteristics were assessed. Lastly, Principal Component Analysis (PCA) was used to group farmers based on their motivations. Although there was an overlap between the types of motivations, for Indian farmers a collectivistic type of motivation (i.e., contribute to scientific research) was more important than egoistic and altruistic motivations. For Ethiopian and Honduran farmers an egoistic intrinsic type of motivation (i.e., interest in sharing information) was most important. While fun has appeared to be an important egoistic intrinsic factor to participate in other citizen science projects, the smallholder farmers involved in this research valued 'passing free time' the lowest. Two major groups of farmers were distinguished: one motivated by sharing information (egoistic intrinsic), helping (altruism) and contribute to scientific research (collectivistic) and one motivated by egoistic extrinsic factors (expectation, expert interaction and community interaction). Country and education level were the two most important farmers' characteristics that explain around 20% of the variation in farmers motivations. For educated farmers, contributing to scientific research was a more important motivation to participate as citizen scientists compared to less educated farmers. We conclude that motivations to participate in citizen science are different for smallholders in agriculture compared to other sectors. Citizen science does have high potential, but easy to use mechanisms are needed. Moreover, gamification may increase the egoistic intrinsic motivation of farmers.

Religiousness and Levels of Hazardous Alcohol Use: A Latent Profile Analysis.

PubMed

Jankowski, Peter J; Hardy, Sam A; Zamboanga, Byron L; Ham, Lindsay S; Schwartz, Seth J; Kim, Su Yeong; Forthun, Larry F; Bersamin, Melina M; Donovan, Roxanne A; Whitbourne, Susan Krauss; Hurley, Eric A; Cano, Miguel Ángel

2015-10-01

Prior person-centered research has consistently identified a subgroup of highly religious participants that uses significantly less alcohol when compared to the other subgroups. The construct of religious motivation is absent from existing examinations of the nuanced combinations of religiousness dimensions within persons, and alcohol expectancy valuations have yet to be included as outcome variables. Variable-centered approaches have found religious motivation and alcohol expectancy valuations to play a protective role against individuals' hazardous alcohol use. The current study examined latent religiousness profiles and hazardous alcohol use in a large, multisite sample of ethnically diverse college students. The sample consisted of 7412 college students aged 18-25 (M age = 19.77, SD age = 1.61; 75% female; 61% European American). Three latent profiles were derived from measures of religious involvement, salience, and religious motivations: Quest-Intrinsic Religiousness (highest levels of salience, involvement, and quest and intrinsic motivations; lowest level of extrinsic motivation), Moderate Religiousness (intermediate levels of salience, involvement, and motivations) and Extrinsic Religiousness (lowest levels of salience, involvement, and quest and intrinsic motivations; highest level of extrinsic motivation). The Quest-Intrinsic Religiousness profile scored significantly lower on hazardous alcohol use, positive expectancy outcomes, positive expectancy valuations, and negative expectancy valuations, and significantly higher on negative expectancy outcomes, compared to the other two profiles. The Extrinsic and Moderate Religiousness profiles did not differ significantly on positive expectancy outcomes, negative expectancy outcomes, negative expectancy valuations, or hazardous alcohol use. The results advance existing research by demonstrating that the protective influence of religiousness on college students' hazardous alcohol use may involve high levels on both quest and intrinsic religious motivation.

The impact of incentives on intrinsic and extrinsic motives for fitness-center attendance in college first-year students.

PubMed

Pope, Lizzy; Harvey, Jean

2015-01-01

A criticism of incentives for health behaviors is that incentives undermine intrinsic motivation. The objective of this study was to determine the impact of monetary incentive provision on participation motives for exercise in first-year college students at a northeastern public university. Randomized-controlled trial. Public university in the Northeastern United States. One hundred seventeen first-year college students. Participants were randomized to one of three conditions: a control condition receiving no incentives for meeting fitness-center attendance goals; a discontinued-incentive condition receiving weekly incentives during fall semester 2011, and no incentives during spring semester 2012; or a continued-incentive condition receiving weekly incentives during fall semester, and incentives on a variable-interval schedule during spring semester. The Exercise Motivation Inventory 2 measured exercise participation motives at baseline, end of fall semester, and end of spring semester. Fitness-center attendance was monitored by using ID-card check-in/check-out records. Repeated-measures analyses using linear mixed models with first-order autoregressive covariance structures were run to compare motive changes in the three conditions. Participation motives of Enjoyment and Revitalization associated with intrinsic motivation did not decrease significantly over time in any of the conditions, F(4, 218) = 2.25, p = .065 and F(4, 220) = 1.67, p = .16, respectively. Intrinsically associated participation motives for exercise did not decrease with incentive provision. Therefore, incentives may encourage fitness-center attendance without negatively impacting participation motives for exercise.

Motivational profiles in physical education and their relation to the theory of planned behavior.

PubMed

Moreno-Murcia, Juan Antonio; Cervelló Gimeno, Eduardo; Hernández, Elisa Huéscar; Pedreño, Noelia Belan-do; Rodríguez Marín, Jesús Jesus

2013-01-01

The aim of this study was to establish motivational profiles for doing physical activity according to the variables from the theory of planned action in a sample of 698 students aged 14 to 16. The instruments used were the Questionnaire of Behavioral Regulation in Sport (BRQ-R) and the Questionnaire of the Theory of Planned Behavior (TCP). Cluster analysis revealed two motivational profiles: a "self-determined "profile with high scores in intrinsic motivation and low scores in extrinsic motivation and amotivation, and a "non self- determined "profile with low scores in intrinsic motivation and high scores in extrinsic motivation and amotivation. Positive significant differences in attitudes, norms, and intent to control were found for the self-determined profile related to "non self-determined "profile. Key PointsA "self-determined "profile was found with higher scores for the four types of intrinsic motivations (general, knowledge, stimulation and achievement) and identified regulation than for introjected and external regulation.A "non self-determined "profile was found with higher scores for external, introjected regulation and amotivation than for the four types of intrinsic motivation (general, knowledge, stimulation and achievement).In the context of the "non self-determined profile "we could encourage programs that adapt to these needs in such a way that they contribute to increasing the rates of doing physical activity in the population.

Characteristics of motivation and their impacts on the functional outcomes in patients with schizophrenia.

PubMed

Tobe, Miki; Nemoto, Takahiro; Tsujino, Naohisa; Yamaguchi, Taiju; Katagiri, Naoyuki; Fujii, Chiyo; Mizuno, Masafumi

2016-02-01

Deficits of motivation have been considered to be a core feature of schizophrenia, and recent studies have begun to reveal the biological and psychological characteristics and mechanisms underlying the deficits in motivation in schizophrenia patients. The aims of the present study were to investigate the characteristics of motivation in schizophrenia patients using the General Causality Orientations Scale (GCOS), and the impacts of motivational orientations on the functional outcomes in schizophrenia patients. A total of 53 outpatients with schizophrenia and 38 healthy controls were recruited for this study. The GCOS was used to assess individual tendencies in respect of three different motivational orientations: the autonomy, controlled, and impersonal orientations, corresponding to intrinsic motivation, extrinsic motivation, and amotivation, respectively. The cognitive functioning, psychiatric symptoms, social functioning, and quality of life of the subjects were also assessed. The score for autonomy orientation was significantly lower in the patient group than that in the control group, while no significant differences were found between the two groups in respect of the scores for the other two orientations. The autonomy orientation was associated with various clinical variables, and regression analysis identified as one of the variables with the highest predictive accuracy for social functioning. Intrinsic motivation measured by the GCOS in schizophrenia patients was significantly lower than that in healthy controls. The deficits of intrinsic motivation were broadly associated with the clinical features and were a determinant of social functioning. Development of treatments for enhancing intrinsic motivation would be essential for functional recovery in schizophrenia patients. Copyright © 2015 Elsevier Inc. All rights reserved.

Does displayed enthusiasm favour recall, intrinsic motivation and time estimation?

PubMed

Moè, Angelica

2016-11-01

Displayed enthusiasm has been shown to relate to intrinsic motivation, vitality, and positive affect, but its effects on recall performance and time estimation have not yet been explored. This research aimed at studying the effects of a delivery style characterised by High Enthusiasm (HE) on recall, time estimation, and intrinsic motivation. In line with previous studies, effects on intrinsic motivation were expected. In addition, higher recall and lower time estimations were hypothesised. In two experiments, participants assigned to a HE condition or to a normal reading control condition listened to a narrative and to a descriptive passage. Then, they were asked to rate perceived time, enthusiasm, pleasure, interest, enjoyment and curiosity, before writing a free recall. Experiment 1 showed that in the HE condition, participants recalled more, were more intrinsically motivated, and expressed lower time estimations compared to the control condition. Experiment 2 confirmed the positive effects of HE reading compared to normal reading, using different passages and a larger sample.

Associations Between Motivation and Mental Health in Sport: A Test of the Hierarchical Model of Intrinsic and Extrinsic Motivation

PubMed Central

Sheehan, Rachel B.; Herring, Matthew P.; Campbell, Mark J.

2018-01-01

Motivation has been the subject of much research in the sport psychology literature, whereas athlete mental health has received limited attention. Motivational complexities in elite sport are somewhat reflected in the mental health literature, where there is evidence for both protective and risk factors for athletes. Notably, few studies have linked motivation to mental health. Therefore, the key objective of this study was to test four mental health outcomes in the motivational sequence posited by the Hierarchical Model of Intrinsic and Extrinsic Motivation: motivational climate → basic psychological needs → motivation → mental health outcomes. Elite team-sport athletes (140 females, 75 males) completed seven psychometric inventories of motivation-related and mental health variables. Overall, the athletes reported positive motivational patterns, with autonomous motivation and task climate being more prevalent than their less adaptive counterparts. Elevated depressive symptoms and poor sleep quality affected nearly half of the cohort. Structural equation modeling supported pathways between motivational climate, basic needs, motivation, and mood, depressive symptoms, sleep quality, and trait anxiety. Specifically, a task climate was positively associated with the three basic psychological needs, and an ego climate was positively associated with competence. Autonomy and relatedness had positive and negative associations with autonomous and controlled forms of motivation, respectively. Controlled motivation regulations were positively associated with the four mental health outcomes. Integrated regulation had a negative association with anxiety, and intrinsic regulation had a positive association with depressive symptoms. These findings highlight the complexities of and interrelations between motivation and mental health among athletes, and support the importance of considering mental health as an outcome of motivation. PMID:29867672

Associations Between Motivation and Mental Health in Sport: A Test of the Hierarchical Model of Intrinsic and Extrinsic Motivation.

PubMed

Sheehan, Rachel B; Herring, Matthew P; Campbell, Mark J

2018-01-01

Motivation has been the subject of much research in the sport psychology literature, whereas athlete mental health has received limited attention. Motivational complexities in elite sport are somewhat reflected in the mental health literature, where there is evidence for both protective and risk factors for athletes. Notably, few studies have linked motivation to mental health. Therefore, the key objective of this study was to test four mental health outcomes in the motivational sequence posited by the Hierarchical Model of Intrinsic and Extrinsic Motivation: motivational climate → basic psychological needs → motivation → mental health outcomes. Elite team-sport athletes (140 females, 75 males) completed seven psychometric inventories of motivation-related and mental health variables. Overall, the athletes reported positive motivational patterns, with autonomous motivation and task climate being more prevalent than their less adaptive counterparts. Elevated depressive symptoms and poor sleep quality affected nearly half of the cohort. Structural equation modeling supported pathways between motivational climate, basic needs, motivation, and mood, depressive symptoms, sleep quality, and trait anxiety. Specifically, a task climate was positively associated with the three basic psychological needs, and an ego climate was positively associated with competence. Autonomy and relatedness had positive and negative associations with autonomous and controlled forms of motivation, respectively. Controlled motivation regulations were positively associated with the four mental health outcomes. Integrated regulation had a negative association with anxiety, and intrinsic regulation had a positive association with depressive symptoms. These findings highlight the complexities of and interrelations between motivation and mental health among athletes, and support the importance of considering mental health as an outcome of motivation.

Relations among school students' self-determined motivation, perceived enjoyment, effort, and physical activity behaviors.

PubMed

Zhang, Tao

2009-12-01

Guided by the self-determination theory, the purpose of this study was to examine the predictive strength of self-determined motivation toward motivational outcomes (perceived enjoyment, perceived effort, physical activity behaviors) for 286 middle school students in physical education. Analyses indicated that intrinsic motivation, identified regulation, and introjected regulation were positively related to students' enjoyment, perceived effort, and physical activity, whereas amotivation was negatively associated with students' enjoyment and perceived effort. The findings highlighted the importance of higher self-determined motivation (intrinsic motivation and identified regulation) in students' perceived enjoyment, effort, and physical activity behaviors. This study supports the use of self-determination theory to investigate students' motivational outcomes in school physical education.

Motivation and Behavioral Regulation of Physical Activity in Middle-School Students

PubMed Central

Dishman, Rod K.; McIver, Kerry L; Dowda, Marsha; Saunders, Ruth P.; Pate, Russell R.

2015-01-01

Purpose To examine whether intrinsic motivation and behavioral self-regulation are related to physical activity during middle school. Method Structural equation modeling was applied in cross-sectional and longitudinal tests of self-determination theory. Results Consistent with theory, hypothesized relationships among variables were supported. Integrated regulation and intrinsic motivation were most strongly correlated with moderate-to-vigorous physical activity measured by an accelerometer. Results were independent of a measure of biological maturity. Construct validity and equivalence of measures was confirmed longitudinally between 6th and 7th grades and between boys and girls, non-Hispanic black and white children and overweight and normal weight students. Conclusions Measures of autonomous motivation (identified, integrated, and intrinsic) were more strongly related to physical activity in the 7th grade than measures of controlled motivation (external and introjected), implying that physical activity became more intrinsically motivating for some girls and boys as they moved through middle school. Nonetheless, introjected regulation was related to physical activity in 7th grade, suggesting that internalized social pressures, which can be detrimental to sustained activity and well-being, also became motivating. These results encourage longer prospective studies during childhood and adolescence to clarify how controlled and autonomous motivations for physical activity develop and whether they respond to interventions designed to increase physical activity. PMID:25628178

Motivation and Behavioral Regulation of Physical Activity in Middle School Students.

PubMed

Dishman, Rod K; McIver, Kerry L; Dowda, Marsha; Saunders, Ruth P; Pate, Russell R

2015-09-01

This study aimed to examine whether intrinsic motivation and behavioral self-regulation are related to physical activity during middle school. Structural equation modeling was applied in cross-sectional and longitudinal tests of self-determination theory. Consistent with theory, hypothesized relations among variables were supported. Integrated regulation and intrinsic motivation were most strongly correlated with moderate-to-vigorous physical activity measured by an accelerometer. Results were independent of a measure of biological maturity. Construct validity and equivalence of measures were confirmed longitudinally between the sixth and seventh grades and between boys and girls, non-Hispanic Black and White children and overweight and normal-weight students. Measures of autonomous motivation (identified, integrated, and intrinsic) were more strongly related to physical activity in the seventh grade than measures of controlled motivation (external and introjected), implying that physical activity became more intrinsically motivating for some girls and boys as they moved through middle school. Nonetheless, change in introjected regulation was related to change in physical activity in the seventh grade, suggesting that internalized social pressures, which can be detrimental to sustained activity and well-being, also became motivating. These results encourage longer prospective studies during childhood and adolescence to clarify how controlled and autonomous motivations for physical activity develop and whether they respond to interventions designed to increase physical activity.

Differences in motivation and adherence to a prescribed assignment after face-to-face and online psychoeducation: an experimental study.

PubMed

Alfonsson, Sven; Johansson, Karin; Uddling, Jonas; Hursti, Timo

2017-01-26

Adherence to treatment homework is associated with positive outcomes in behavioral psychotherapy but compliance to assignments is still often moderate. Whether adherence can be predicted by different types of motivation for the task and whether motivation plays different roles in face-to-face compared to online psychotherapy is unknown. If models of motivation, such as Self-determination theory, can be used to predict patients' behavior, it may facilitate further research into homework promotion. The aims of this study were, therefore, to investigate whether motivation variables could predict adherence to a prescribed assignment in face-to-face and online interventions using a psychotherapy analog model. A total of 100 participants were included in this study and randomized to either a face-to-face or online intervention. Participants in both groups received a psychoeducation session and were given an assignment for the subsequent week. The main outcome measurements were self-reported motivation and adherence to the assignment. Participant in the face-to-face condition reported significantly higher levels of motivation and showed higher levels of adherence compared to participants in the online condition. Adherence to the assignment was positively associated with intrinsic motivation and intervention credibility in the whole sample and especially in the online group. This study shows that intrinsic motivation and intervention credibility are strong predictors of adherence to assignments, especially in online interventions. The results indicate that intrinsic motivation may be partly substituted with face-to-face contact with a therapist. It may also be possible to identify patients with low motivation in online interventions who are at risk of dropping out. Methods for making online interventions more intrinsically motivating without increasing external pressure are needed. clinicaltrials.gov NCT02895308 . Retrospectively registered 30 August 2016.

Intrinsic-extrinsic factors in sport motivation.

PubMed

Pedersen, Darhl M

2002-10-01

Participants were 83 students (36 men and 47 women). 10 intrinsic-extrinsic factors involved in sport motivation were obtained. The factors were generated from items obtained from the participants rather than items from the experimenter. This was done to avoid the possible influence of preconceptions on the part of the experimenter regarding what the final dimensions may be. Obtained motivational factors were Social Reinforcement, Fringe Benefits, Fame and Fortune, External Forces, Proving Oneself, Social Benefits, Mental Enrichment, Expression of Self, Sense of Accomplishment, and Self-enhancement. Each factor was referred to an intrinsic-extrinsic dimension to describe its relative position on that dimension. The order of the factors as listed indicates increasing intrinsic motivation. i.e., the first four factors were rated in the extrinsic range, whereas the remaining six were rated to be in the intrinsic range. Next, the participants rated the extent to which each of the various factors was involved in their decision to participate in sport activities. The pattern of use of the motivational factors was the same for both sexes except that men indicated greater use of the Fringe Benefits factor. Overall, the more intrinsic a sport motivation factor was rated, the more likely it was to be rated as a factor in actual sport participation.

Informationally administered reward enhances intrinsic motivation in schizophrenia.

PubMed

Lee, Hyeon-Seung; Jang, Seon-Kyeong; Lee, Ga-Young; Park, Seon-Cheol; Medalia, Alice; Choi, Kee-Hong

2017-10-01

Even when individuals with schizophrenia have an intact ability to enjoy rewarding moments, the means to assist them to translate rewarding experiences into goal-directed behaviors is unclear. The present study sought to determine whether informationally administered rewards enhance intrinsic motivation to foster goal-directed behaviors in individuals with schizophrenia (SZ) and healthy controls (HCs). Eighty-four participants (SZ=43, HCs=41) were randomly assigned to conditions involving either a performance-contingent reward with an informationally administered reward or a task-contingent reward with no feedback. Participants were asked to play two cognitive games of equalized difficulty. Accuracy, self-reported intrinsic motivation, free-choice intrinsic motivation (i.e., game play during a free-choice observation period), and perceived competency were measured. Intrinsic motivation and perceived competency in the cognitive games were similar between the two participant groups. The informationally administered reward significantly enhanced self-reported intrinsic motivation and perceived competency in both the groups. The likelihood that individuals with schizophrenia would play the game during the free-choice observation period was four times greater in the informationally administered reward condition than that in the no-feedback condition. Our findings suggest that, in the context of cognitive remediation, individuals with schizophrenia would benefit from informationally administered rewards. Copyright © 2017 Elsevier B.V. All rights reserved.

Inverted U-Shaped Curvilinear Relationship between Challenge and One's Intrinsic Motivation: Evidence from Event-Related Potentials.

PubMed

Ma, Qingguo; Pei, Guanxiong; Meng, Liang

2017-01-01

The balance between task demand and one's competence is critical for the maintenance of intrinsic motivation. According to Flow theory and Self-determination theory, optimal challenge gives rise to the maximum intrinsic motivation, and an inverted U-shaped curvilinear relationship between perceived challenge and one's intrinsic motivation is suggested. In order to provide direct experimental evidences for predictions of these theories, in this study, we employed the two-player StopWatch game that we previously designed, which made references to the game format of a badminton tournament. According to our manipulation, a male participant was defeated by the same-sex player paired with him (played by a well-trained confederate of the experimenter) in two matches, one with a wide margin (the complete defeat condition) and another with a narrow one (the near miss condition). Participants performed better and reported to enjoy the near miss match to a greater extent. Besides, an enlarged Stimulus-preceding negativity was elicited when participants were actively anticipating outcomes in the near miss condition, suggesting greater anticipatory attention toward the outcome and an enhanced intrinsic motivation to win. Thus, converging electrophysiological evidences from this study and our former study confirmed the inverted U-shaped curvilinear relationship between perceived challenge and one's intrinsic motivation.

Intrinsic Motivation, Perceived Competence and Classroom Engagement as Longitudinal Predictors of Adolescent Reading Achievement

ERIC Educational Resources Information Center

Froiland, John Mark; Oros, Emily

2014-01-01

This study investigated the effects of intrinsic motivation, perceived competence, classroom engagement and extrinsic motivation on reading development among youth. Using a nationally representative sample of students in the US, the researchers followed students longitudinally from fifth to eighth grade. Reading achievement was measured using…

Relationship among achievement goal orientations and multidimensional situational motivation in physical education.

PubMed

Standage, Martyn; Treasure, Darren C

2002-03-01

Contemporary research suggests that task and ego achievement goal orientations affect students' intrinsic motivation in physical education. This research has assessed intrinsic motivation as a unidimensional contruct, however, which is inconsistent with the more contemporary postulates of self-determination theory (Deci & Ryan, 1985, 1991) which states that intrinsic motivation is only one type of motivation. To date, research has not addressed whether different types of motivation at the situational level are influenced by the proneness to adopt task or ego involvement. To examine the relationship between achievement goal orientations and multidimensional situational motivation in PE. Middle school children (182 male, 136 female; M age = 13.2 years). Responded to questionnaires assessing their dispositional goal orientation (POSQ; Roberts, Treasure, & Balague, 1998) and situational motivation (SIMS; Guay, Vallerand, & Blanchard, 2000) in PE. Task orientation was found to be positively associated with more self-determined types of situational motivation. Ego orientation was weakly related to less self-determined motivation. An extreme group split was conducted to create four goal groups and goal profile analyses conducted. A significant MANOVA was followed by univariate analyses, post hoc comparisons, and calculated effect sizes, which revealed that groups high in task orientation reported more motivationally adaptive responses than groups low in task orientation. The results suggest that a high level of task orientation singularly or in combination with ego orientation fosters self-determined situational motivation in the context of PE.

Autonomy, Competence, and Intrinsic Motivation in Science Education: A Self- Determination Theory Perspective

NASA Astrophysics Data System (ADS)

Painter, Jason

The purpose of this study was to examine a proposed motivational model of science achievement based on self-determination theory. The study relied on U.S. eighth-grade science data from the 2007 Third International Mathematics and Science Study to examine a structural model that hypothesized how perceived autonomy support, perceived competence in science, intrinsic motivation, and science achievement related to each other. Mother's education and student gender were used as controls. Findings showed that the hypothesized model provided a good fit to the data. The strongest direct effect on science achievement was students' perceived competence in science. Student intrinsic motivation was shown to have a surprisingly negative effect on science achievement. Autonomy support had positive direct effects on students' perceived competence in science and intrinsic motivation and had indirect positive effects to science achievement. Results and implications for science education are discussed.

Live as we choose: The role of autonomy support in facilitating intrinsic motivation.

PubMed

Meng, Liang; Ma, Qingguo

2015-12-01

According to Self-determination Theory (SDT), autonomy is a basic psychological need, satisfaction of which may lead to enhanced intrinsic motivation and related beneficial outcomes. By manipulating the opportunity to choose between tasks of equal difficulty, throughout the motivational process, the effect of autonomy support was examined both behaviorally and electrophysiologically. More negative stimulus-preceding negativity (SPN) and an enlarged FRN loss-win difference wave (d-FRN) indicated an enhanced expectation toward the positive outcome (during the anticipation stage) as well as intensified intrinsic motivation toward the task (during the outcome appraisal stage) when choice was available. Taken together, results of the present study suggest d-FRN upon feedback as a real-time electrophysiological indicator of intrinsic/autonomous motivation and illustrate the important role of autonomy-supportive job design in the workplace. Copyright © 2015 Elsevier B.V. All rights reserved.

Testing relationships from the hierarchical model of intrinsic and extrinsic motivation using flow as a motivational consequence.

PubMed

Kowal, J; Fortier, M S

2000-06-01

The purpose of this study was to test a motivational model based on Vallerand's (1997) Hierarchical Model of Intrinsic and Extrinsic Motivation. This model incorporates situational and contextual motivational variables, and was tested using a time-lagged design. Master's level swimmers (N = 104) completed a questionnaire on two separate occasions. At Time 1, situational social factors (perceptions of success and perceptions of the motivational climate), situational motivational mediators (perceptions of autonomy, competence, and relatedness), situational motivation, and flow were assessed immediately following a swim practice. Contextual measures of these same variables were assessed at Time 2, 1 week later, with the exception of flow. Results of a path analysis supported numerous links in the hypothesized model. Findings are discussed in light of research and theory on motivation and flow.

The Work Preference Inventory: assessing intrinsic and extrinsic motivational orientations.

PubMed

Amabile, T M; Hill, K G; Hennessey, B A; Tighe, E M

1994-05-01

The Work Preference Inventory (WPI) is designed to assess individual differences in intrinsic and extrinsic motivational orientations. Both the college student and the working adult versions aim to capture the major elements of intrinsic motivation (self-determination, competence, task involvement, curiosity, enjoyment, and interest) and extrinsic motivation (concerns with competition, evaluation, recognition, money or other tangible incentives, and constraint by others). The instrument is scored on two primary scales, each subdivided into 2 secondary scales. The WPI has meaningful factor structures, adequate internal consistency, good short-term test-retest reliability, and good longer term stability. Moreover, WPI scores are related in meaningful ways to other questionnaire and behavioral measures of motivation, as well as personality characteristics, attitudes, and behaviors.

Lessons with Living Harvest Mice: An empirical study of their effects on intrinsic motivation and knowledge acquisition

NASA Astrophysics Data System (ADS)

Wilde, Matthias; Hußmann, Jona Samuel; Lorenzen, Simone; Meyer, Annika; Randler, Christoph

2012-12-01

The aim of this study was to evaluate the effects of living animals on pupils' intrinsic motivation and knowledge. Various studies from the late 1970s and 1980s stress the high effectiveness of authentic learning experiences in pupils' knowledge acquisition. However, there are only few current empirical studies on this topic. The research question of our study is to assess whether the use of living animals in the biology classroom supports intrinsic motivation and knowledge acquisition. In a pre-/post-test design, 185 fifth graders received two different treatments: the experimental group (N = 74) was taught with living harvest mice (Micromys minutus) and the control group (N = 111) received lessons with the same content which was presented in short film clips on laptop computers. Knowledge acquisition was assessed with open-ended and closed questions, while intrinsic motivation was tested with an adapted version of the Intrinsic Motivation Inventory (IMI). There were no differences in knowledge acquisition between the treatments. However, the results of the IMI showed significant differences in favour of the experimental group in interest/enjoyment, perceived competence, and perceived autonomy. Thus, living animals exert a positive influence on motivation.

Motivational component profiles in university students learning histology: a comparative study between genders and different health science curricula

PubMed Central

2014-01-01

Background The students’ motivation to learn basic sciences in health science curricula is poorly understood. The purpose of this study was to investigate the influence of different components of motivation (intrinsic motivation, self-determination, self-efficacy and extrinsic -career and grade- motivation) on learning human histology in health science curricula and their relationship with the final performance of the students in histology. Methods Glynn Science Motivation Questionnaire II was used to compare students’ motivation components to learn histology in 367 first-year male and female undergraduate students enrolled in medical, dentistry and pharmacy degree programs. Results For intrinsic motivation, career motivation and self-efficacy, the highest values corresponded to medical students, whereas dentistry students showed the highest values for self-determination and grade motivation. Genders differences were found for career motivation in medicine, self-efficacy in dentistry, and intrinsic motivation, self-determination and grade motivation in pharmacy. Career motivation and self-efficacy components correlated with final performance in histology of the students corresponding to the three curricula. Conclusions Our results show that the overall motivational profile for learning histology differs among medical, dentistry and pharmacy students. This finding is potentially useful to foster their learning process, because if they are metacognitively aware of their motivation they will be better equipped to self-regulate their science-learning behavior in histology. This information could be useful for instructors and education policy makers to enhance curricula not only on the cognitive component of learning but also to integrate students’ levels and types of motivation into the processes of planning, delivery and evaluation of medical education. PMID:24612878

A self-determination approach to the understanding of motivation in physical education.

PubMed

Ntoumanis, N

2001-06-01

It is widely acknowledged that Physical Education (PE) can play a potentially important role in enhancing public health by creating positive attitudes toward exercise and by promoting health-related fitness programmes. However, these initiatives will have limited success if students are not motivated to participate actively in their PE lessons. A sequence of motivational processes, proposed by Vallerand (1997), was tested in this study. The sequence has the form 'social factors-->psychological mediators-->types of motivation-->consequences'. Participants were 424 British students aged 14-16 years from Northwest England. Questionnaires were used to measure cooperative learning, self-referenced improvement, and choice of tasks (social factors), perceived competence, autonomy, and relatedness (psychological mediators), intrinsic motivation, identification, introjection, external regulation, and amotivation (types of motivation), and boredom, effort, and future intention to exercise (consequences). A SEM analysis showed that perceived competence was the major psychological mediator. Intrinsic motivation was related to positive consequences, whereas external regulation and amotivation were predictors of negative consequences. A multisample analysis indicated that the model was largely invariant across gender. The findings underline the importance of perceived competence and intrinsic motivation in compulsory PE.

Assessing treatment motivation among patients receiving antiretroviral therapy: A multidimensional approach

PubMed Central

Houston, Eric; McKirnan, David J.; Cervone, Daniel; Johnson, Matthew S.; Sandfort, Theo G.M.

2011-01-01

Using multidimensional scaling analysis (MDS), this study examined how patient conceptualisations of treatment motivation compare with theoretically-based assumptions used in current assessment approaches. Patients undergoing antiretroviral therapy for HIV/AIDS (n = 39) rated for similarity all possible pairings of 23 treatment descriptions, including descriptors of intrinsic, extrinsic, approach, and avoidance motivation. MDS analyses revealed that patient perceptions of intrinsic and extrinsic motivation often differ from those based on definitions derived from common interpretations of self-determination theory. Findings also showed that patients reported motivation for avoiding treatment when they associated their medication regimens with side effects and other negatively-valenced outcomes. The study describes new applications of MDS in assessing how patients perceive the relationship between treatment behaviours and specific forms of motivation, such as intrinsic and extrinsic motivation. In addition, the study suggests how MDS may be used to develop behavioural strategies aimed at helping patients follow their regimens consistently by identifying treatment conceptualisations and contexts that facilitate or impede adherence. PMID:21942538

Assessing treatment motivation among patients receiving antiretroviral therapy: a multidimensional approach.

PubMed

Houston, Eric; McKirnan, David J; Cervone, Daniel; Johnson, Matthew S; Sandfort, Theo G M

2012-01-01

Using multidimensional scaling (MDS) analysis, this study examined how patient conceptualisations of treatment motivation compare with theoretically based assumptions used in current assessment approaches. Patients undergoing antiretroviral therapy for HIV/AIDS (n=39) rated for similarity between all possible pairings of 23 treatment descriptions, including descriptors of intrinsic, extrinsic, approach and avoidance motivation. MDS analyses revealed that patient perceptions of intrinsic and extrinsic motivations often differ from those based on definitions derived from common interpretations of self-determination theory. Findings also showed that patients reported motivation for avoiding treatment when they associated their medication regimens with side effects and other negatively valenced outcomes. The study describes new applications of MDS in assessing how patients perceive the relationship between treatment behaviours and specific forms of motivation, such as intrinsic and extrinsic motivations. In addition, the study suggests how MDS may be used to develop behavioural strategies aimed at helping patients follow their regimens consistently by identifying treatment conceptualisations and contexts that facilitate or impede adherence.

Substance use by college students: the role of intrinsic versus extrinsic motivation for athletic involvement.

PubMed

Rockafellow, Bradley D; Saules, Karen K

2006-09-01

Certain types of athletic involvement may confer risk for substance use by college students. This study investigated whether motivational factors play a role in the relationship between athletic involvement and substance use. Intercollegiate athletes (n=98) and exercisers (n=120) were surveyed about substance use and motivation for athletic involvement. Athletes and exercisers who were extrinsically motivated had significantly higher rates of alcohol use than their intrinsically motivated counterparts. Results suggest that college students who are extrinsically motivated for involvement in physical activity/athletics--particularly those involved in team sports--may be in need of targeted prevention efforts. ((c) 2006 APA, all rights reserved).

Exploring the Link between Intrinsic Motivation and Quality

DTIC Science & Technology

1992-12-01

to and motivation for quality. " Effective human relations is basic to quality control," Fiegenbaum (1991) says. A major effect of this activity is... overjustification (explained later in this chapter). Deming "fervently believes in the intrinsic motivation of mankind," wrote Gabor (1990, p. 13). "All...see the congruence between Deming’s philosophy and overjustification theory (Deci, 1975). This is the idea that extrinsic motivators can be emphasized

Perceptions about exercise and intrinsic motivation of students attending a health-related physical education program.

PubMed

Papacharisis, Vassilios; Goudas, Marios

2003-12-01

The present study examined effects of sex, attitude towards physical activity, perceived barriers for participation in physical activity, and students' perception of their parents' participation in physical activity on the intrinsic motivation of students participating in a health related program in physical education. 643 students (303 boys and 340 girls) responded to questionnaires measuring intrinsic motivation, attitudes towards physical activity, perceived barriers to exercise and perceived parents' participation in physical activity. Mean age was 12.9 yr. (SD=1.2, range 11-14 years). Analysis indicated that students' intrinsic motivation towards the program was influenced by perceived barriers to exercise. Sex, attitudes towards physical activity, and perceived parents' participation in physical activity seem to be less important.

Intrinsic reading motivation of Chinese preschoolers and its relationships with home literacy.

PubMed

Zhou, Hui; Salili, Farideh

2008-10-01

The relationship between intrinsic motivation and home literacy of preschoolers was explored. One hundred and seventy-seven preschool children (3.8 to 6.6 years old) in Mainland China and one of the parents who primarily took care of each child participated in the study. Six indicators were considered as a measure of home literacy. Results showed that after controlling for parents' education level and children's age, three home literacy indicators-parental model of reading behaviour, number of books, and years of character teaching-could explain children's intrinsic reading motivation. Contrary to previous Western studies, Chinese children's freedom of book choice was not related to their intrinsic reading motivation. Results are discussed in the context of culture differences.

Extrinsic and intrinsic motivation at 30: Unresolved scientific issues.

PubMed

Reiss, Steven

2005-01-01

The undermining effect of extrinsic reward on intrinsic motivation remains unproven. The key unresolved issues are construct invalidity (all four definitions are unproved and two are illogical); measurement unreliability (the free-choice measure requires unreliable, subjective judgments to infer intrinsic motivation); inadequate experimental controls (negative affect and novelty, not cognitive evaluation, may explain "undermining" effects); and biased metareviews (studies with possible floor effects excluded, but those with possible ceiling effects included). Perhaps the greatest error with the undermining theory, however, is that it does not adequately recognize the multifaceted nature of intrinsic motivation (Reiss, 2004a). Advice to limit the use of applied behavior analysis based on "hidden" undermining effects is ideologically inspired and is unsupported by credible scientific evidence.

From Concepts of Motivation to Its Application in Instructional Design: Reconsidering Motivation from an Instructional Design Perspective

ERIC Educational Resources Information Center

Cheng, Yi-Chia; Yeh, Hsin-Te

2009-01-01

This paper explores the concepts of motivation, including extrinsic motivation and intrinsic motivation. It describes how motivation becomes a major concern in the field of instructional design (ID). Furthermore, a motivation model--the ARCS model--is identified and discussed. Finally, it provides an example of how to apply the motivational design…

Motivation and intention to integrate physical activity into daily school life: the JAM World Record event.

PubMed

Vazou, Spyridoula; Vlachopoulos, Symeon P

2014-11-01

Research on the motivation of stakeholders to integrate physical activity into daily school life is limited. The purpose was to examine the motivation of stakeholders to participate in a world record physical activity event and whether motivation was associated with future intention to use activity breaks during the daily school life and future participation in a similar event. After the 2012 JAM (Just-a-Minute) World Record event, 686 adults (591 women; 76.1% participated for children <10 years) completed measures of motivational regulations and future intention to (a) use the activity breaks and (b) participate in the event. High intrinsic motivation and low extrinsic motivation and amotivation for participation in the next event were reported. Hierarchical regression analysis, controlling for age, gender, and occupation, showed that intrinsic forms of motivation positively predicted, whereas amotivation negatively predicted, future intention to participate in the event and use the activity breaks. Multivariate analyses of variance revealed that school-related participants were more intrinsically motivated and intended to use the activity breaks and repeat the event more than those who were not affiliated with a school. Nonschool participants reported higher extrinsic motivation and amotivation than school-related participants. © 2014 Society for Public Health Education.

Effects of Motivation on Educational Attainment: Ethnic and Developmental Differences among First-Generation Students

ERIC Educational Resources Information Center

Propero, Moises; Russell, Amy Catherine; Vohra-Gupta, Shetal

2012-01-01

This study investigated differences in educational motivation among Hispanic and non-Hispanic first-generation students (FGS). Participants were 315 high school and college students who completed a revised academic motivation survey that measured participants' educational motivation (intrinsic motivation, extrinsic motivation, and amotivation).…

Autonomous Motivation of Omani Early Childhood Pre-Service Teachers for Teaching

ERIC Educational Resources Information Center

Tekin, Ali Kemal

2016-01-01

This study investigated the Omani early childhood pre-service teachers' motivation for teaching. Specific attention was given to the levels of their autonomous motivation, including: (1) intrinsic motivation and (2) extrinsic motivation comprised of identified, introjected, and external motivations. In addition, the effects of age, cohort (grade…

Intrinsic and Extrinsic Work Motivators: Implications for the Incoming Air Force Officer Workforce. Posters.

ERIC Educational Resources Information Center

Johnson, Stephanie K.; Davis, Jason J.; Rate, Christopher

This document contains three poster presentations from a conference on human resource development. "Intrinsic and Extrinsic Work Motivators: Implications for the Incoming Air Force Officer Workforce" (Stephanie K. Johnson, Jason J. Davis, Christopher Rate) reports on a study that explored the literature relating to work motivators to…

How Information Affects Intrinsic Motivation: Two Exploratory Pilot Studies.

ERIC Educational Resources Information Center

Small, Ruth V.; Samijo

Research on the motivational aspects of multimedia games may provide ways to design more engaging user information systems which increase users' exploratory and information-seeking behaviors. Two small-scale exploratory studies examined the effects of introducing information on the intrinsic motivation of users of a CD-ROM game. Results of the…

The Importance of Intrinsic Motivation for High and Low Ability Readers' Reading Comprehension Performance

ERIC Educational Resources Information Center

Logan, Sarah; Medford, Emma; Hughes, Naomi

2011-01-01

The study examined how cognitive and motivational factors predicted reading skill and whether intrinsic reading motivation would explain significantly more variance in low ability readers' reading performance. One hundred and eleven children (aged 9-11) completed assessments of reading comprehension skill, verbal IQ, decoding skill and intrinsic…

Within-Year Changes in Chinese Secondary School Students' Perceived Reading Instruction and Intrinsic Reading Motivation

ERIC Educational Resources Information Center

Lau, Kit-ling

2016-01-01

This study aimed to expand on existing research about motivational change by investigating within-year changes of adolescents' intrinsic reading motivation and perceived reading instruction among students from different grades and achievement levels. Six hundred and ninety five students from 10 secondary schools in Hong Kong voluntarily completed…

Autonomy supportive environments and mastery as basic factors to motivate physical activity in children: a controlled laboratory study

USDA-ARS?s Scientific Manuscript database

Background Choice promotes the experience of autonomy, which enhances intrinsic motivation. Providing a greater choice of traditional active toys may increase children’s activity time. Mastery also increases intrinsic motivation and is designed into exergames, which may increase play time of a singl...

Future Engineers: The Intrinsic Technology Motivation of Secondary School Pupils

ERIC Educational Resources Information Center

Jones, Lewis C. R.; McDermott, Hilary J.; Tyrer, John R.; Zanker, Nigel P.

2018-01-01

The supply of students motivated to study engineering in higher education is critical to the sector. Results are presented from the 'Mindsets STEM Enhancement Project.' Fifty-seven new resources packs, designed to improve STEM education in Design and Technology, were given to schools across London. A modified Intrinsic Motivation Inventory…

[Motivational orientation and depressive symptoms in the elderly].

PubMed

Altintas, E; Guerrien, A

2009-04-01

This article is focused on motivation and depression in later life. For about 20 years, research on the motivation of elders has underlined the importance of the cognitive evaluation of life contexts, notably in terms of self-determination. This cognitive evaluation determines the motivational orientation for daily activities (notably the levels of intrinsic and extrinsic motivation). The purpose of this research was specifically to study the relationships between the existence of four types of motivation (intrinsic, self-determined extrinsic, nonself-determined extrinsic and amotivation) and the consequences for adaptation and well-being. The study, therefore, focused on the possible links between motivation and geriatric-depression level and explored the nature of this link. Forty persons aged 60 or over (31 women: 80.48+/-9.24; nine men: 80.56+/-9.48) who live in nursing homes (20 elderly) or in their own homes (20 elderly) were enrolled. Elderly persons were assessed with specific and standardized tools: the Elderly Motivation Scale (EMS, in the French version: EMPA) and the Geriatric Depression Scale (GDS). For the statistical analyses of the results, correlations and Mann-Whitney test were used. We found that in elderly people, the motivational styles (the four types of motivation) can be reliably measured and are related to geriatric depression. First, significant positive links were noticed between intrinsic motivation and depression scores and between self-determined extrinsic motivation and depression scores. Conversely, significant negative links were noticed between nonself-determined extrinsic motivation and depression scores and between amotivation and depression scores. The most self-determined elders presented low-depression levels, whereas the more nonself-determined elders showed high-depression levels. Moreover, motivational styles significantly differed in the two groups (depressive or not depressive). The most depressive elders showed significantly lower-intrinsic and self-determined motivation levels. Our results support the hypothesis that motivational styles are related to important aspects (adaptation, well-being and depression) of the life of elderly people. Self-determination theory appears of high interest in research on aging and especially on the determinants of well-being in the elders.

Gameplay as a Source of Intrinsic Motivation in a Randomized Controlled Trial of Auditory Training for Tinnitus

PubMed Central

Hoare, Derek J.; Van Labeke, Nicolas; McCormack, Abby; Sereda, Magdalena; Smith, Sandra; Taher, Hala Al; Kowalkowski, Victoria L.; Sharples, Mike; Hall, Deborah A.

2014-01-01

Background Previous studies of frequency discrimination training (FDT) for tinnitus used repetitive task-based training programmes relying on extrinsic factors to motivate participation. Studies reported limited improvement in tinnitus symptoms. Purpose To evaluate FDT exploiting intrinsic motivations by integrating training with computer-gameplay. Methods Sixty participants were randomly assigned to train on either a conventional task-based training, or one of two interactive game-based training platforms over six weeks. Outcomes included assessment of motivation, tinnitus handicap, and performance on tests of attention. Results Participants reported greater intrinsic motivation to train on the interactive game-based platforms, yet compliance of all three groups was similar (∼70%) and changes in self-reported tinnitus severity were not significant. There was no difference between groups in terms of change in tinnitus severity or performance on measures of attention. Conclusion FDT can be integrated within an intrinsically motivating game. Whilst this may improve participant experience, in this instance it did not translate to additional compliance or therapeutic benefit. Trial Registration ClinicalTrials.gov NCT02095262 PMID:25215617

Motivating effects of cooperative exergame play for overweight and obese adolescents.

PubMed

Staiano, Amanda E; Abraham, Anisha A; Calvert, Sandra L

2012-07-01

Exergames (i.e., video games that require gross motor activity) may provide intrinsically motivating experiences that engage youth in sustained physical activity. Thirty-one low-income 15- to 19-year-old overweight and obese African American adolescents were randomly assigned to a competitive exergame (n = 17) or a cooperative exergame (n = 14) condition. Participants played a preassigned Wii Active exergame routine that took between 30 and 60 min each school day, and sessions occurred during lunch time or an after-school program over a 6 month period. Participation was voluntary, so students decided whether to come or not on a given day. Cooperative exergame players worked together with a peer to expend calories and earn points, while competitive exergame players competed individually against a peer to expend calories and earn points. Motivation was measured through surveys and interviews at the end of the intervention, and energy expenditure was measured by accelerometry during game play. Compared with the competitive group, the cooperative players were significantly more intrinsically motivated to play (p = .034, partial eta-squared = 0.366) and more psychologically attracted to the design of the exergame (p = .034, partial eta-squared = 0.320). Intrinsic motivation was significantly positively correlated with energy expenditure during game play: individuals who were motivated by control/choice had higher energy expenditure (p = .026), and those who were more goal motivated (p = .004) and more immersed in game play (p = .024) had lower energy expenditure during game play. Cooperative exergame play produced higher intrinsic motivation to play the exergame than competitive exergame play did. Intrinsic motivation that came from a desire for control/choice was related to higher energy expenditure during game play. Cooperative exergame play holds promise as a method for engaging overweight and obese youth in physical activity. © 2012 Diabetes Technology Society.

Motivating Effects of Cooperative Exergame Play for Overweight and Obese Adolescents

PubMed Central

Staiano, Amanda E.; Abraham, Anisha A.; Calvert, Sandra L.

2012-01-01

Background Exergames (i.e., video games that require gross motor activity) may provide intrinsically motivating experiences that engage youth in sustained physical activity. Method Thirty-one low-income 15- to 19-year-old overweight and obese African American adolescents were randomly assigned to a competitive exergame (n = 17) or a cooperative exergame (n = 14) condition. Participants played a preassigned Wii Active exergame routine that took between 30 and 60 min each school day, and sessions occurred during lunch time or an after-school program over a 6 month period. Participation was voluntary, so students decided whether to come or not on a given day. Cooperative exergame players worked together with a peer to expend calories and earn points, while competitive exergame players competed individually against a peer to expend calories and earn points. Motivation was measured through surveys and interviews at the end of the intervention, and energy expenditure was measured by accelerometry during game play. Results Compared with the competitive group, the cooperative players were significantly more intrinsically motivated to play (p = .034, partial eta-squared = 0.366) and more psychologically attracted to the design of the exergame (p = .034, partial eta-squared = 0.320). Intrinsic motivation was significantly positively correlated with energy expenditure during game play: individuals who were motivated by control/choice had higher energy expenditure (p = .026), and those who were more goal motivated (p = .004) and more immersed in game play (p = .024) had lower energy expenditure during game play. Conclusions Cooperative exergame play produced higher intrinsic motivation to play the exergame than competitive exergame play did. Intrinsic motivation that came from a desire for control/choice was related to higher energy expenditure during game play. Cooperative exergame play holds promise as a method for engaging overweight and obese youth in physical activity. PMID:22920807

Using Self-Determination Theory to Understand Motivation Deficits in Schizophrenia: The ‘Why’ of Motivated Behavior

PubMed Central

Gard, David E.; Sanchez, Amy H.; Starr, Jessica; Cooper, Shanna; Fisher, Melissa; Rowlands, Abby; Vinogradov, Sophia

2014-01-01

Self-Determination Theory (SDT) provides a model for understanding motivation deficits in schizophrenia, and recent research has focused on problems with intrinsic motivation. However, SDT emphasizes that motivated behavior results from three different factors: intrinsic motivators (facilitated by needs for autonomy, competency, and relatedness), extrinsic motivators (towards reward or away from punishment), or when intrinsic and extrinsic motivators are absent or thwarted a disconnect/disengagement occurs resulting in behavior driven by boredom or ‘passing time’. Using a novel approach to Ecological Momentary Assessment, we assessed the degree to which people with schizophrenia were motivated by these factors relative to healthy control participants. Forty-seven people with and 41 people without schizophrenia were provided with cell phones and were called four times a day for one week. On each call participants were asked about their goals, and about the most important reason motivating each goal. All responses were coded by independent raters (blind to group and hypotheses) on all SDT motivating factors, and ratings were correlated to patient functioning and symptoms. We found that, relative to healthy participants, people with schizophrenia reported goals that were: 1) less motivated by filling autonomy and competency needs, but equivalently motivated by relatedness; 2) less extrinsically rewarding, but equivalently motivated by punishment; 3) more disconnected/disengaged. Higher disconnected/disengaged goals were significantly associated with higher negative symptoms and lower functioning. These findings indicate several important leverage points for behavioral treatments and suggest the need for vigorous psychosocial intervention focusing on autonomy, competence, and reward early in the course of illness. PMID:24853060

Using self-determination theory to understand motivation deficits in schizophrenia: the 'why' of motivated behavior.

PubMed

Gard, David E; Sanchez, Amy H; Starr, Jessica; Cooper, Shanna; Fisher, Melissa; Rowlands, Abby; Vinogradov, Sophia

2014-07-01

Self-determination theory (SDT) provides a model for understanding motivation deficits in schizophrenia, and recent research has focused on problems with intrinsic motivation. However, SDT emphasizes that motivated behavior results from three different factors: intrinsic motivators (facilitated by needs for autonomy, competency, and relatedness), extrinsic motivators (towards reward or away from punishment), or when intrinsic and extrinsic motivators are absent or thwarted a disconnect-disengagement occurs resulting in behavior driven by boredom or 'passing time'. Using a novel approach to Ecological Momentary Assessment, we assessed the degree to which people with schizophrenia were motivated by these factors relative to healthy control participants. Forty-seven people with and 41 people without schizophrenia were provided with cell phones and were called four times a day for one week. On each call participants were asked about their goals, and about the most important reason motivating each goal. All responses were coded by independent raters (blind to group and hypotheses) on all SDT motivating factors, and ratings were correlated to patient functioning and symptoms. We found that, relative to healthy participants, people with schizophrenia reported goals that were: (1) less motivated by filling autonomy and competency needs, but equivalently motivated by relatedness; (2) less extrinsically rewarding, but equivalently motivated by punishment; (3) more disconnected-disengaged. Higher disconnected-disengaged goals were significantly associated with higher negative symptoms and lower functioning. These findings indicate several important leverage points for behavioral treatments and suggest the need for vigorous psychosocial intervention focusing on autonomy, competence, and reward early in the course of illness. Copyright © 2014 Elsevier B.V. All rights reserved.

Why Do Centre Staff Do the Things They Do? The Multi-Layered Motivation Model.

ERIC Educational Resources Information Center

Barnes, Peter

2001-01-01

A study examining the motivation of staff at British residential outdoor centers found that motivation was affected by work environment, nature of work, entry motivation, intrinsic belief, and external and internal motivators and de-motivators. The strongest motivational factor among outdoor center staff revolved around doing a good job. Increased…

Client Motivation for Therapy Scale: a measure of intrinsic motivation, extrinsic motivation, and amotivation for therapy.

PubMed

Pelletier, L G; Tuson, K M; Haddad, N K

1997-04-01

The purpose of this study was to examine the psychometric properties of a new measure of client motivation for therapy, the Client Motivation for Therapy Scale. This scale is designed to measure client's Intrinsic Motivation, four forms of regulation for Extrinsic Motivation (integrated, identified, introjected, and external regulation), and Amotivation for therapy. These subscales correspond to different forms of motivation identified by Deci and Ryan (1985) and fall along a self-determination continuum. An experimental version of the scale, along with related scales, was distributed to a total sample of 138 clients involved in therapy. The results supported the factor structure of the scale and revealed a satisfactory level of internal consistency. Correlations among the subscales revealed a simplex pattern that, in general, provides support for the self-determination continuum and the construct validity of the scale. Implications for research on client motivation for therapy are discussed.

The Sport Motivation Scale for Children: preliminary analysis in physical education classes.

PubMed

Zahariadis, Panayotis N; Tsorbatzoudis, Haralambos; Grouios, George

2005-08-01

This study was done to test the psychometric properties of the modified version of the Sport Motivation Scale adapted for children in physical education. Participants were elementary school students (N = 452, M(age) = 13.9 +/- 1.04) who responded to the Sport Motivation Scale for Children. The scale assesses three types of motivation at the contextual level, namely, Intrinsic Motivation, Extrinsic Motivation, and Amotivation. Results supported the construct validity (CFI = .95), and internal consistency of the scale (Cronbach alpha > .65). Correlations indicated Sport Motivation Scale for Children simplex pattern exhibiting higher correlations among adjacent subscales than subscales farther apart. The concurrent validity, examined through correlations with scores on the Physical Self-description Questionnaire was satisfactory. Sex differences were examined to assess the discriminant validity. Boys were more intrinsically motivated than girls. Overall, the scale seems a useful one for assessment of motivation in physical education.

Motivational Profiles in Physical Education and Their Relation to the Theory of Planned Behavior

PubMed Central

Moreno-Murcia, Juan Antonio; Cervelló Gimeno, Eduardo; Hernández, Elisa Huéscar; Pedreño, Noelia Belan-do; Rodríguez Marín, Jesús Jesus

2013-01-01

The aim of this study was to establish motivational profiles for doing physical activity according to the variables from the theory of planned action in a sample of 698 students aged 14 to 16. The instruments used were the Questionnaire of Behavioral Regulation in Sport (BRQ-R) and the Questionnaire of the Theory of Planned Behavior (TCP). Cluster analysis revealed two motivational profiles: a “self-determined ”profile with high scores in intrinsic motivation and low scores in extrinsic motivation and amotivation, and a “non self- determined ”profile with low scores in intrinsic motivation and high scores in extrinsic motivation and amotivation. Positive significant differences in attitudes, norms, and intent to control were found for the self-determined profile related to “non self-determined ”profile. Key Points A “self-determined ”profile was found with higher scores for the four types of intrinsic motivations (general, knowledge, stimulation and achievement) and identified regulation than for introjected and external regulation. A “non self-determined ”profile was found with higher scores for external, introjected regulation and amotivation than for the four types of intrinsic motivation (general, knowledge, stimulation and achievement). In the context of the “non self-determined profile ”we could encourage programs that adapt to these needs in such a way that they contribute to increasing the rates of doing physical activity in the population. PMID:24149164

The relationship between academic self-concept, intrinsic motivation, test anxiety, and academic achievement among nursing students: mediating and moderating effects.

PubMed

Khalaila, Rabia

2015-03-01

The impact of cognitive factors on academic achievement is well documented. However, little is known about the mediating and moderating effects of non-cognitive, motivational and situational factors on academic achievement among nursing students. The aim of this study is to explore the direct and/or indirect effects of academic self-concept on academic achievement, and examine whether intrinsic motivation moderates the negative effect of test anxiety on academic achievement. This descriptive-correlational study was carried out on a convenience sample of 170 undergraduate nursing students, in an academic college in northern Israel. Academic motivation, academic self-concept and test anxiety scales were used as measuring instruments. Bootstrapping with resampling strategies was used for testing multiple mediators' model and examining the moderator effect. A higher self-concept was found to be directly related to greater academic achievement. Test anxiety and intrinsic motivation were found to be significant mediators in the relationship between self-concept and academic achievement. In addition, intrinsic motivation significantly moderated the negative effect of test anxiety on academic achievement. The results suggested that institutions should pay more attention to the enhancement of motivational factors (e.g., self-concept and motivation) and alleviate the negative impact of situational factors (e.g., test anxiety) when offering psycho-educational interventions designed to improve nursing students' academic achievements. Copyright © 2014 Elsevier Ltd. All rights reserved.

On the factorial and construct validity of the Intrinsic Motivation Inventory: conceptual and operational concerns.

PubMed

Markland, D; Hardy, L

1997-03-01

The Intrinsic Motivation Inventory (IMI) has been gaining acceptance in the sport and exercise domain since the publication of research by McAuley, Duncan, and Tammen (1989) and McAuley, Wraith, and Duncan (1991), which reported confirmatory support for the factorial validity of a hierarchical model of intrinsic motivation. Authors of the present study argue that the results of these studies did not conclusively support the hierarchical model and that the model did not accurately reflect the tenets of cognitive evaluation theory (Deci & Ryan, 1985) from which the IMI is drawn. It is also argued that a measure of perceived locus of causality is required to model intrinsic motivation properly. The development of a perceived locus of causality for exercise scale is described, and alternative models, in which perceived competence and perceived locus of causality are held to have causal influences on intrinsic motivation, are compared with an oblique confirmatory factor analytic model in which the constructs are held at the same conceptual level. Structural equation modeling showed support for a causal model in which perceived locus of causality mediates the effects of perceived competence on pressure-tension, interest-enjoyment, and effort-importance. It is argued that conceptual and operational problems with the IMI, as currently used, should be addressed before it becomes established as the instrument of choice for assessing levels of intrinsic motivation.

The power of competence support: The impact of coaches and athlete leaders on intrinsic motivation and performance.

PubMed

Fransen, K; Boen, F; Vansteenkiste, M; Mertens, N; Vande Broek, G

2018-02-01

Grounded in the Cognitive Evaluation Theory, a mini-theory of Self-Determination Theory, this experimental field study sought to examine the impact of competence support of both coaches and athlete leaders on athletes' competence satisfaction, intrinsic motivation, and subjective as well as objective performance. Male basketball players (N = 120) were allocated to groups of 5 players. These groups were then randomly assigned to a control group or to 1 of 3 experimental conditions. In these experimental conditions, either the coach, the athlete leader, or both provided motivational feedback to their team. The provision of motivational feedback by either the coach or the athlete leader was sufficient to increase athletes' competence satisfaction, intrinsic motivation, and objective performance (i.e., enhanced execution time without a decrease in scoring percentage) relative to the control group. Interestingly, when both the coach and the athlete leader provided competence support, a surplus effect was observed on objective performance compared with when only the coach provided competence support. Furthermore, structural equation modeling revealed that players' competence satisfaction mediated the relationship between the provided competence support and players' intrinsic motivation, while a direct effect was observed on objective performance. In conclusion, the study findings indicate that also athlete leaders can adopt a motivating role, and that by doing so, their impact is as strong as the impact of the coach. Both coaches and athlete leaders can thus boost athletes' objective performance and foster competence satisfaction, with the latter resulting in increased intrinsic motivation. © 2017 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Dual tuning in creative processes: Joint contributions of intrinsic and extrinsic motivational orientations.

PubMed

Gong, Yaping; Wu, Junfeng; Song, Lynda Jiwen; Zhang, Zhen

2017-05-01

Intrinsic and extrinsic motivational orientations often coexist and can serve important functions. We develop and test a model in which intrinsic and extrinsic motivational orientations interact positively to influence personal creativity goal. Personal creativity goal, in turn, has a positive relationship with incremental creativity and an inverted U-shaped relationship with radical creativity. In a pilot study, we validated the personal creativity goal measure using 180 (Sample 1) and 69 (Sample 2) employees from a consulting firm. In the primary study, we tested the overall model using a sample of 657 research and development employees and their direct supervisors from an automobile firm. The results support the hypothesized model and yield several new insights. Intrinsic and extrinsic motivational orientations synergize with each other to strengthen personal creativity goal. Personal creativity goal in turn benefits incremental and radical creativity, but only up to a certain point for the latter. In addition to its linear indirect relationship with incremental creativity, intrinsic motivational orientation has an inverted U-shaped indirect relationship with radical creativity via personal creativity goal. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Intrinsic motivations drive learning of eye movements: an experiment with human adults.

PubMed

Caligiore, Daniele; Mustile, Magda; Cipriani, Daniele; Redgrave, Peter; Triesch, Jochen; De Marsico, Maria; Baldassarre, Gianluca

2015-01-01

Intrinsic motivations drive the acquisition of knowledge and skills on the basis of novel or surprising stimuli or the pleasure to learn new skills. In so doing, they are different from extrinsic motivations that are mainly linked to drives that promote survival and reproduction. Intrinsic motivations have been implicitly exploited in several psychological experiments but, due to the lack of proper paradigms, they are rarely a direct subject of investigation. This article investigates how different intrinsic motivation mechanisms can support the learning of visual skills, such as "foveate a particular object in space", using a gaze contingency paradigm. In the experiment participants could freely foveate objects shown in a computer screen. Foveating each of two "button" pictures caused different effects: one caused the appearance of a simple image (blue rectangle) in unexpected positions, while the other evoked the appearance of an always-novel picture (objects or animals). The experiment studied how two possible intrinsic motivation mechanisms might guide learning to foveate one or the other button picture. One mechanism is based on the sudden, surprising appearance of a familiar image at unpredicted locations, and a second one is based on the content novelty of the images. The results show the comparative effectiveness of the mechanism based on image novelty, whereas they do not support the operation of the mechanism based on the surprising location of the image appearance. Interestingly, these results were also obtained with participants that, according to a post experiment questionnaire, had not understood the functions of the different buttons suggesting that novelty-based intrinsic motivation mechanisms might operate even at an unconscious level.

Older adults' intrinsic and extrinsic motivation toward physical activity.

PubMed

Dacey, Marie; Baltzell, Amy; Zaichkowsky, Len

2008-01-01

To examine how motives discriminate 3 physical activity levels of inactive, active, and sustained maintainers. Six hundred forty-five adults (M age = 63.8) completed stage-of-change and Exercise Motivations Inventory (EMI-2) scales. Exploratory factor analysis established psychometric properties of the EMI-2 suitable for older adults. Six factors emerged in the EMI-2: health and fitness, social/emotional benefits, weight management, stress management, enjoyment, and appearance. Enjoyment contributed most to differentiating activity levels. Moderators of age and gender were delineated. Intrinsic motivation and self-determined extrinsic motivation distinguish older adults' activity levels.

Beyond job security and money: driving factors of motivation for government doctors in India.

PubMed

Purohit, Bhaskar; Bandyopadhyay, Tathagata

2014-02-21

Despite many efforts from government to address the shortage of medical officers (MOs) in rural areas, rural health centres continue to suffer from severe shortage of MOs. Lack of motivation to join and continue service in rural areas is a major reason for such shortage. In the present study, we aimed to assess and rank the driving factors of motivation important for in-service MOs in their current job. The study participants included ninety two in-service government MOs from three states in India. The study participants were required to rank 14 factors of motivation important for them in their current job. The factors for the study were selected using Herzberg's two-factor theory of motivation and the data were collected using an instrument that has an established reliability and validity. Test of Kendall's coefficient of concordance (W) was carried out to assess the agreement in ranks assigned by participants to various motivation factors. Next, we studied the distributions of ranks of different motivating factors using standard descriptive statistics and box plots, which gave us interesting insights into the strength of agreement of the MOs in assigning ranks to various factors. And finally to assess whether MOs are more intrinsically motivated or extrinsically motivated, we used Kolmogorov-Smirnov test. The (W) test indicated statistically significant (P < 0.01) agreement of the participants in assigning ranks. The Kolmogorov-Smirnov test indicated that from policy perspectives, MOs place significantly more motivational importance to intrinsic factors than to extrinsic factors. The study results indicate that job security was the most important factor related to motivation, closely followed by interesting work and respect and recognition. Among the top five preferred factors, three were intrinsic factors indicating a great importance given by MOs to factors beyond money and job security. To address the issue of motivation, the health departments need to pay close attention to devising management strategies that address not only extrinsic but also intrinsic factors of motivation. The study results may be useful to understand the complicated issue of work motivation and can give some useful insights to design comprehensive management strategies that are based on motivational needs of MOs.

Academic Motivation: Concepts, Strategies, and Counseling Approaches

ERIC Educational Resources Information Center

Rowell, Lonnie; Hong, Eunsook

2013-01-01

Motivation is an important foundation of academic development in students. This article discusses academic motivation; its various component concepts in areas such as beliefs, goals, and values; and intrinsic and extrinsic motivation. It also presents major, widely studied theoretical perspectives of academic motivation and briefly illustrates…

Curiosity and Self-Directed Learning: The Role of Motivation in Education.

ERIC Educational Resources Information Center

Deci, Edward L.; Ryan, Richard M.

Theoretical propositions and research findings concerning children's motivation to learn are discussed and implications for early childhood education are indicated. The discussion begins by defining and illustrating the motivational states of intrinsic motivation, extrinsic motivation, and amotivation. Problems of structuring interaction between…

Intrinsic Versus Extrinsic Goal Contents in Self-Determination Theory: Another Look at the Quality of Academic Motivation

ERIC Educational Resources Information Center

Vansteenkiste, Maarten; Lens, Willy; Deci, Edward L.

2006-01-01

Examination of motivational dynamics in academic contexts within self-determination theory has centered primarily around both the motives (initially intrinsic vs. extrinsic, later autonomous vs. controlled) that regulate learners' study behavior and the contexts that promote or hinder these regulations. Less attention has been paid to the goal…

Intrinsic Motivation, Self-Perception, and Their Effects on Black Urban Elementary Students.

ERIC Educational Resources Information Center

Marchant, Gregory J.

This study examined the effects of specific motivational dimensions and self-perceptions of a group of 47 urban black fourth and fifth grade students on attendance and academic achievement. Each student's responses to a measure of intrinsic and extrinsic motivation and a self-perception inventory were compared to each other and to his or her…

An Overview of Student Teachers' Academic Intrinsic Motivation

ERIC Educational Resources Information Center

Uyulgan, Melis Arzu; Akkuzu, Nalan

2014-01-01

Student teachers' desire to learn is affected by a variety of motivational factors. In this study, the effect of some internal and external variables on Academic Intrinsic Motivation (AIM) was explored. First, the validity and reliability of the scale of AIM was determined, then the effect on AIM of variables such as grade levels, academic grade…

Increasing Elementary and High School Student Motivation through the Use of Extrinsic and Intrinsic Rewards

ERIC Educational Resources Information Center

Haywood, Joey; Kuespert, Sarah; Madecky, Dani; Nor, Abbey

2008-01-01

This action research project report examined strategies to motivate students from extrinsically rewarding behaviors to intrinsically motivating behaviors. The action research was conducted in two different schools by four different teacher researchers within the same district. Three teachers in an elementary building (Site A) and one teacher in a…

Level of Intrinsic Motivation of Distance Education Students in e-Learning Environments

ERIC Educational Resources Information Center

Firat, Mehmet; Kilinç, Hakan; Yüzer, Tevfik Volkan

2018-01-01

According to researches, motivation that initiates and sustains behaviour is one of the most significant components of learning in any environment. Accordingly, level of intrinsic motivation triggers and sustains the interest of the open and distance education students when it comes to learning on their own in e-learning environments. Despite a…

Intrinsic motivation towards sports in Singaporean students: the role of sport ability beliefs.

PubMed

Wang, C K John; Biddle, Stuart J H

2003-09-01

This study investigated determinants of active lifestyles in Singaporean university students. Using confirmatory factor analysis, a measure of lay beliefs concerning athletic ability was confirmed. Other results confirmed hypotheses that beliefs reflecting that athletic ability can be developed over time (incremental beliefs) predict an achievement task (self-referenced) orientation, while beliefs reflecting that athletic ability is relatively stable (entity beliefs) predict an ego (other-person, comparative) orientation. Goal orientations directly affect perceived competence which, in turn, influence intrinsic motivation to be physically active. A task orientation had a direct link to intrinsic motivation. Results suggest that intrinsic motivation towards sport and physical activity might be enhanced through interventions that focus on self-referenced and self-improvement notions of ability as well as perceived competence.

Associations of students' self-reports of their teachers' verbal aggression, intrinsic motivation, and perceptions of reasons for discipline in Greek physical education classes.

PubMed

Bekiari, Alexandra; Kokaridas, Dimitrios; Sakellariou, Kimon

2006-04-01

In this study were examined associations among physical education teachers' verbal aggressiveness as perceived by students and students' intrinsic motivation and reasons for discipline. The sample consisted of 265 Greek adolescent students who completed four questionnaires, the Verbal Aggressiveness Scale, the Lesson Satisfaction Scale, the Reasons for Discipline Scale, and the Intrinsic Motivation Inventory during physical education classes. Analysis indicated significant positive correlations among students' perceptions of teachers' verbal aggressiveness with pressure/ tension, external reasons, introjected reasons, no reasons, and self-responsibility. Significant negative correlations were noted for students' perceptions of teachers' verbal aggression with lesson satisfaction, enjoyment/interest, competence, effort/importance, intrinsic reasons, and caring. Differences between the two sexes were observed in their perceptions of teachers' verbal aggressiveness, intrinsic motivation, and reasons for discipline. Findings and implications for teachers' type of communication were also discussed and suggestions for research made.

Characteristics of the work environment related to older employees' willingness to continue working: intrinsic motivation as a mediator.

PubMed

van den Berg, Peter T

2011-08-01

The relationships between older employees' willingness to continue working and characteristics of the work environment for older workers were investigated, as well as a possible mediation by intrinsic motivation. 103 employees ages 50 to 65 years, from various sectors of the Dutch labor market, completed questionnaires that measured willingness to continue working, intrinsic motivation, organizational stimulation, work variety, work challenge, and job autonomy. Hierarchical regression analyses showed organizational stimulation, as well as the various job characteristics, were positively related to employees' willingness to continue working. Moreover, intrinsic motivation fully mediated the relationship of work variety with willingness to continue working and partially mediated the relationships of organizational stimulation, work challenge, and job autonomy with willingness to continue working. It was concluded that organizations can encourage older workers to work until age 65 and beyond by shifting their focus from extrinsic to intrinsic rewards.

Willingness to work in rural areas and the role of intrinsic versus extrinsic professional motivations - a survey of medical students in Ghana.

PubMed

Agyei-Baffour, Peter; Kotha, S Rani; Johnson, Jennifer C; Gyakobo, Mawuli; Asabir, Kwesi; Kwansah, Janet; Nakua, Emmanuel; Dzodzomenyo, Mawuli; Snow, Rachel C; Kruk, Margaret E

2011-08-09

Retaining health workers in rural areas is challenging for a number of reasons, ranging from personal preferences to difficult work conditions and low remuneration. This paper assesses the influence of intrinsic and extrinsic motivation on willingness to accept postings to deprived areas among medical students in Ghana. A computer-based survey involving 302 fourth year medical students was conducted from May-August 2009. Logistic regression was used to assess the association between students' willingness to accept rural postings and their professional motivations, rural exposure and family parental professional and educational status (PPES). Over 85% of students were born in urban areas and 57% came from affluent backgrounds. Nearly two-thirds of students reported strong intrinsic motivation to study medicine. After controlling for demographic characteristics and rural exposure, motivational factors did not influence willingness to practice in rural areas. High family PPES was consistently associated with lower willingness to work in rural areas. Although most Ghanaian medical students are motivated to study medicine by the desire to help others, this does not translate into willingness to work in rural areas. Efforts should be made to build on intrinsic motivation during medical training and in designing rural postings, as well as favour lower PPES students for admission.

Expectancy beliefs and perceived values of Chinese college students in physical education and physical activity.

PubMed

Chen, Ang; Liu, Xinlan

2008-03-01

The expectancy-value theory postulates that motivation relies on individuals' beliefs of success, perceived Attainment, Intrinsic Interest, and Utility values and Cost. This study examined Chinese college students' expectancy-value motivation in relation to physical education and self-initiated physical activity. A random sample of 368 Chinese university students responded to questionnaires on perceived expectancy beliefs, perceived values, and cost in terms of their experiences in mandatory physical education programs and in self-initiated after-school physical activity. They reported their choice decisions for continuing physical education. Data were analyzed using descriptive statistics, X2, logistic and linear regressions. The physical education curriculum was perceived as a major cost to motivation. Motivated by the Intrinsic Interest and Utility value, most students chose to continue to take physical education. Self-initiated after-school physical activity was motivated by the Attainment value only. No association was found between self-initiated physical activity and Liking or Disliking of physical education. Motivation for physical education and for self-initiated physical activity derived from different perceived values. The Attainment value motivates the students for self-initiated physical activity, whereas Intrinsic Interest and Utility values motivate them to choose to continue physical education.

Motivational factors influencing nurses to undertake postgraduate hospital-based education.

PubMed

Kinsella, Danny; Fry, Margaret; Zecchin, Alison

2018-05-01

Specialist postgraduate education improves patient health outcomes, and assists in meeting the emerging specialisation of nursing practice. The aim of this study was to investigate the motivational factors that influence nurses' engagement with hospital-based postgraduate education. The research design was descriptive and exploratory, using a survey method. The survey consisted of demographic details, the Participation Reasons Scale (PRS) and open-ended questions. Thirty-four participants (100%) completed the survey. Of the PRS extrinsic and intrinsic factors, Professional Improvement and Development (Factor 1) and Professional Service (Factor 2), both intrinsic factors, ranked the highest. Therefore, this study identified that intrinsic motivation factors influenced engagement with postgraduate specialty programs for early career nurses. These results highlight the importance of intrinsic motivation factors for a nursing workforce and how this can potentially drive behaviour and decision making. A better understanding of motivation factors across a nurse's career could lead to educational strategies that optimise postgraduate program engagement to better support healthcare delivery and a culture of lifelong learning. Copyright © 2018. Published by Elsevier Ltd.

Incremental learning of skill collections based on intrinsic motivation

PubMed Central

Metzen, Jan H.; Kirchner, Frank

2013-01-01

Life-long learning of reusable, versatile skills is a key prerequisite for embodied agents that act in a complex, dynamic environment and are faced with different tasks over their lifetime. We address the question of how an agent can learn useful skills efficiently during a developmental period, i.e., when no task is imposed on him and no external reward signal is provided. Learning of skills in a developmental period needs to be incremental and self-motivated. We propose a new incremental, task-independent skill discovery approach that is suited for continuous domains. Furthermore, the agent learns specific skills based on intrinsic motivation mechanisms that determine on which skills learning is focused at a given point in time. We evaluate the approach in a reinforcement learning setup in two continuous domains with complex dynamics. We show that an intrinsically motivated, skill learning agent outperforms an agent which learns task solutions from scratch. Furthermore, we compare different intrinsic motivation mechanisms and how efficiently they make use of the agent's developmental period. PMID:23898265

A comparative study on undergraduate students' academic motivation and academic self-concept.

PubMed

Isiksal, Mine

2010-11-01

The purpose of this study was to investigate Turkish and American undergraduate students' academic motivation and academic self-concept scores regarding the years that they spent in university. The analysis was based on 566 (284 Turkish, 282 American) undergraduate students where, Academic Motivation Scale and Academic Self-Concept Scale were used as measuring instruments. The results showed that there was a statistical significant effect of nationality and number of years spent in university on undergraduate students' intrinsic motivation, extrinsic motivation, and self-concept scores. Turkish students had higher intrinsic scores whereas American students had higher extrinsic scores and more positive academic-self concept compared to Turkish partners. Regarding grade level, senior students from both cultures had higher intrinsic motivation and academic self-concept scores compared to other grade levels. In terms of extrinsic motivation, there is steady decline in American students' scores as grade level increases. On the other hand, Turkish undergraduates' extrinsic scores decrease in the second year but increase in the third and fourth year of university education. Results were discussed by taking into consideration the social and cultural differences between two nations.

The Role of Motivators in Improving Knowledge-Sharing among Academics

ERIC Educational Resources Information Center

Tan, Christine Nya-Ling; Ramayah, T.

2014-01-01

Introduction: This research addresses a primary issue that involves motivating academics to share knowledge. Adapting the theory of reasoned action, this study examines the role of motivation that consists of intrinsic motivators (commitment; enjoyment in helping others) and extrinsic motivators (reputation; organizational rewards) to determine…

Understanding the Complexities of Student Motivations in Mathematics Learning

ERIC Educational Resources Information Center

Walter, Janet G.; Hart, Janelle

2009-01-01

Student motivation has long been a concern of mathematics educators. However, commonly held distinctions between intrinsic and extrinsic motivations may be insufficient to inform our understandings of student motivations in learning mathematics or to appropriately shape pedagogical decisions. Here, motivation is defined, in general, as an…

Motivation and performance in physical education: an experimental test.

PubMed

Moreno, Juan A; González-Cutre, David; Martín-Albo, José; Cervelló, Eduardo

2010-01-01

The purpose of this study was to analyse, experimentally, the relationships between motivation and performance in a lateral movement test in physical education. The study group consisted of 363 students (227 boys and 136 girls), aged between 12 and 16, who were randomly divided into three groups: an experimental group in which an incremental ability belief was induced, another experimental group in which an entity ability belief was induced, and a control group where there was no intervention. Measurements were made of situational intrinsic motivation, perceived competence in executing the task and performance. The results revealed that the incremental group reported higher scores on the situational intrinsic motivation scale. The entity group demonstrated better performance in the first test attempt than the incremental group but, in the second attempt, the performance was similar in the different groups. Perhaps the initial differences in performance disappeared because the incremental group counted on improving in the second attempt. These results are discussed in relation to the intensity with which the teacher conveys information relating to incremental ability belief of the pupil to increase intrinsic motivation and performance. Key pointsThe incremental group showed more situational intrinsic motivation.The entity group showed higher performance in the first test attempt, but significant differences disappeared in the second attempt.It seems that this incremental belief and greater intrinsic motivation made the students trust they would improve their performance in the second attempt at the lateral movement test.

Personal motivation, exercise, and smoking behaviors among young adults.

PubMed

Scioli, Erica Rose; Biller, Henry; Rossi, Joseph; Riebe, Deborah

2009-01-01

This study explored the motivational factors that influence individuals across the stages of change for exercise. The authors compared physically active nonsmokers with physically active smokers in a college student population. Half of regular exercisers identified themselves as smokers. Compared with their nonsmoking peers, young smokers have higher rates of physical and emotional distress. Those participants who exercise and do not smoke are more likely to exhibit intrinsic factors for exercise. Undergraduate psychology students (N = 614) completed an Internet survey on exercise and smoking behavior as well as motivational factors for exercise. Multivariate analyses of variance revealed that intrinsic motivational factors for exercise were significantly higher for the active nonsmokers than for the active smokers. Interventions promoting consistent exercise and smoking abstinence should continue to be directed toward young adults, focusing on fostering intrinsic motivational factors for exercise.

Coaching behaviors, motivational climate, and psychosocial outcomes among female adolescent athletes.

PubMed

Weiss, Maureen R; Amorose, Anthony J; Wilko, Anna Marie

2009-11-01

Based on Harter's (12,13) competence motivation theory, this study examined the relationship of coaches' performance feedback and motivational climate with female athletes' perceived competence, enjoyment, and intrinsic motivation. Female adolescent soccer players (N = 141) completed measures of relevant constructs toward the latter part of their season. Canonical correlation analysis revealed that athletes' perceptions of greater positive and informational feedback given by coaches in response to successful performance attempts, greater emphasis placed on a mastery climate, and less emphasis placed on a performance climate, were significantly related to greater ability perceptions, enjoyment, and intrinsic motivation. Exploratory analyses also showed that the relationship between feedback and the psychosocial outcomes may vary as a function of the perceived motivational climate. Overall, these results suggest that coaching feedback and motivational climate are important contributors to explaining adolescent females' continued motivation to participate in sport.

Effects of intrinsic and extrinsic motivation on attention and memory.

PubMed

Robinson, Lucy J; Stevens, Lucy H; Threapleton, Christopher J D; Vainiute, Jurgita; McAllister-Williams, R Hamish; Gallagher, Peter

2012-10-01

It is well recognised that motivational factors can influence neuropsychological performance. The aim of this study was to explore individual differences in intrinsic motivation and reward-seeking and the effect of these on attentional and mnemonic processes, in the presence or absence of financial incentives. Forty participants (18-35years) completed two testing sessions where the Attentional Network Test (ANT) and the Newcastle Spatial Memory Test (NSMT) were administered. After a baseline assessment, participants were re-tested after randomisation to a non-motivated (control) group or to a motivated group, where payment was contingent upon performance. Performance in the motivated group was significantly improved compared to the control group on the NSMT (condition by session; F(1,33)=4.52, p=0.041) and the ANT, with participants increasing performance to cued presentations within the alerting network (F(1,36)=5.48, p=0.025) and being less distracted by incongruent stimuli in the executive control network (F(1,36)=6.74, p=0.014). There were significant negative correlations between the 'Interest/ Enjoyment' Intrinsic Motivation Inventory subscale and both NSMT between-search errors and ANT(alerting). In the motivated group, those who had higher self-reported internal motivation were less susceptible to- or affected by- the external motivation of financial incentive. The effects of motivational factors should not be overlooked when interpreting absolute levels of performance in neuropsychological processes. Copyright © 2012 Elsevier B.V. All rights reserved.

Intrinsic, identified, and controlled types of motivation for school subjects in young elementary school children.

PubMed

Guay, Frédéric; Chanal, Julien; Ratelle, Catherine F; Marsh, Herbert W; Larose, Simon; Boivin, Michel

2010-12-01

There are two approaches to the differential examination of school motivation. The first is to examine motivation towards specific school subjects (between school subject differentiation). The second is to examine school motivation as a multidimensional concept that varies in terms of not only intensity but also quality (within school subject differentiation). These two differential approaches have led to important discoveries and provided a better understanding of student motivational dynamics. However, little research has combined these two approaches. This study examines young elementary students' motivations across school subjects (writing, reading, and maths) from the stance of self-determination theory. First, we tested whether children self-report different levels of intrinsic, identified, and controlled motivation towards specific school subjects. Second, we verified whether children self-report differentiated types of motivation across school subjects. Participants were 425 French-Canadian children (225 girls, 200 boys) from three elementary schools. Children were in Grades 1 (N=121), 2 (N=126), and 3 (N=178). Results show that, for a given school subject, young elementary students self-report different levels of intrinsic, identified, and controlled motivation. Results also indicate that children self-report different levels of motivation types across school subjects. Our findings also show that most differentiation effects increase across grades. Some gender effects were also observed. These results highlight the importance of distinguishing among types of school motivation towards specific school subjects in the early elementary years.

A systematic review of motivational values and conservation success in and around protected areas.

PubMed

Cetas, Elijah R; Yasué, Maï

2017-02-01

In conservation projects in and around protected areas (PAs), a suite of policy instruments are used to promote conservation behavior in local people. Few studies have related psychological research on motivational values to conservation in PAs. We conducted a systematic review of 120 peer-reviewed articles to assess the relative frequencies of policy instruments that aimed to foster intrinsic versus extrinsic motivations to conserve. We examined how the type of motivation engendered by the instrument (i.e., intrinsic or extrinsic motivation and based on the description of how the project was designed and implemented) influenced the ecological, economic, and social success of the project. We assessed the success of the project in only the case studies that included a quantitative or qualitative analysis of success. Projects designed to foster at least one intrinsically motivating instrument were 3 times more likely to meet socioeconomic or ecological goals. Although certain types of instruments such as payments or fines tended to be based on extrinsic motivators more often than education or monitoring programs, several successful projects involving payments or fines were linked to intrinsic motivation in the local community. Thus, our results suggest that rather than debating the relative merits of specific types of policy instruments, conservationists may have more success by focusing on how different motivators, suited to specific contexts, can better empower local communities to conserve. Broadly, our results suggest the current emphasis on social justice and well-being of local communities is a positive step toward protecting the world's remaining biodiversity. © 2016 Society for Conservation Biology.

A Comparison of Physical Education Students’ Motivation Using Polish and Turkish Versions of the Academic Motivation Scale

PubMed Central

Tomik, Rajmund; Berber, Serkan; Düz, Burak; Çivak, Barış; Çalişkan, Uğur; Ogrodnik, Joanna

2016-01-01

Abstract Motivation is an important phenomenon in the realm of education, particularly in the university fields connected with physical education and sport, where it is necessary to accommodate and balance intellectual abilities and physical fitness. The present study tested motivation levels among university students in the fields connected with physical education and sport in Poland and Turkey. It was based on the Self-Determination Theory (Deci and Ryan, 1985), namely intrinsic motivation, extrinsic motivation and amotivation which impact human behaviour. The Academic Motivation Scale was used (Vallerand et al., 1992). The aims of the study were twofold, first, to crossculturally validate Polish and Turkish versions of the Academic Motivation Scale and second, to identify and compare the motivation to study depending on nationality and gender. Both Polish and Turkish versions of the questionnaire were validated and converted to a four-factorial structure. The findings indicated that Polish and Turkish students’ motivation especially differed in amotivation and intrinsic motivation to know and experience stimulation. Moreover, Turkish female students proved to be at the lowest estimate of amotivation. PMID:28031771

A Comparison of Physical Education Students' Motivation Using Polish and Turkish Versions of the Academic Motivation Scale.

PubMed

Ardeńska, Agnieszka; Tomik, Rajmund; Berber, Serkan; Düz, Burak; Çivak, Barış; Çalişkan, Uğur; Ogrodnik, Joanna

2016-12-01

Motivation is an important phenomenon in the realm of education, particularly in the university fields connected with physical education and sport, where it is necessary to accommodate and balance intellectual abilities and physical fitness. The present study tested motivation levels among university students in the fields connected with physical education and sport in Poland and Turkey. It was based on the Self-Determination Theory (Deci and Ryan, 1985), namely intrinsic motivation, extrinsic motivation and amotivation which impact human behaviour. The Academic Motivation Scale was used (Vallerand et al., 1992). The aims of the study were twofold, first, to crossculturally validate Polish and Turkish versions of the Academic Motivation Scale and second, to identify and compare the motivation to study depending on nationality and gender. Both Polish and Turkish versions of the questionnaire were validated and converted to a four-factorial structure. The findings indicated that Polish and Turkish students' motivation especially differed in amotivation and intrinsic motivation to know and experience stimulation. Moreover, Turkish female students proved to be at the lowest estimate of amotivation.

Self-Efficacy, Motivation, and Academic Adjustment among African American Women Attending Institutions of Higher Education

ERIC Educational Resources Information Center

Thomas, Deneia M.; Love, Keisha M.; Roan-Belle, Clarissa; Tyler, Keneth M.; Brown, Carrie Lynn; Garriott, Patton O.

2009-01-01

This study examined the relationships among self-efficacy beliefs, intrinsic and extrinsic motivation, and academic adjustment among 111 African American women in college. Results revealed that self-efficacy beliefs predicted Motivation to Know, Externally Regulated motivation, Identified motivation, and academic adjustment. Furthermore,…

Science Motivation Questionnaire II: Validation with Science Majors and Nonscience Majors

ERIC Educational Resources Information Center

Glynn, Shawn M.; Brickman, Peggy; Armstrong, Norris; Taasoobshirazi, Gita

2011-01-01

From the perspective of social cognitive theory, the motivation of students to learn science in college courses was examined. The students--367 science majors and 313 nonscience majors--responded to the Science Motivation Questionnaire II, which assessed five motivation components: intrinsic motivation, self-determination, self-efficacy, career…

The Role of Teacher Behavior in Adolescents' Intrinsic Reading Motivation

ERIC Educational Resources Information Center

De Naeghel, Jessie; Valcke, Martin; De Meyer, Inge; Warlop, Nele; van Braak, Johan; Van Keer, Hilde

2014-01-01

Given the weak intrinsic reading motivation of many adolescents on the one hand and the importance of this type of motivation for reading competence on the other hand, the aim of the present study is to identify the related role of teacher behavior. To pursue this aim, a secondary analysis was carried out on PISA 2009 data. More particularly, data…

A Proposed Framework to Understand the Intrinsic Motivation Factors on University Students' Behavioral Intention to Use a Mobile Application for Learning

ERIC Educational Resources Information Center

Shroff, Ronnie H.; Keyes, Christopher J.

2017-01-01

Aim/Purpose: By integrating a motivational perspective into the Technology Acceptance Model, the goal of this study is to empirically test the causal relationship of intrinsic motivational factors on students' behavioral intention to use (BIU) a mobile application for learning. Background: Although the Technology Acceptance Model is a significant…

Intrinsic Motivation and Engagement as "Active Ingredients" in Garden-Based Education: Examining Models and Measures Derived from Self-Determination Theory

ERIC Educational Resources Information Center

Skinner, Ellen A.; Chi, Una

2012-01-01

Building on self-determination theory, this study presents a model of intrinsic motivation and engagement as "active ingredients" in garden-based education. The model was used to create reliable and valid measures of key constructs, and to guide the empirical exploration of motivational processes in garden-based learning. Teacher- and…

The Contributions of Intrinsic and Extrinsic Reading Motivation to the Development of Reading Competence over Summer Vacation

ERIC Educational Resources Information Center

Schaffner, Ellen; Schiefele, Ulrich

2016-01-01

This study addressed the role of reading motivation as a potential determinant of losses or gains in reading competence over six weeks of summer vacation (SV). Based on a sample of 223 third-grade elementary students, structural equation analyses showed that intrinsic reading motivation before SV contributed positively to both word and sentence…

Measuring motivation in schizophrenia: Is a general state of motivation necessary for task-specific motivation?

PubMed Central

Choi, Jimmy; Choi, Kee-Hong; Reddy, Felice; Fiszdon, Joanna M.

2014-01-01

Despite the important role of motivation in rehabilitation and functional outcomes in schizophrenia, to date, there has been little emphasis on how motivation is assessed. This is important, since different measures may tap potentially discrete motivational constructs, which in turn may have very different associations to important outcomes. In the current study, we used baseline data from 71 schizophrenia spectrum outpatients enrolled in a rehabilitation program to examine the relationship between task-specific motivation, as measured by the Intrinsic Motivation Inventory (IMI), and a more general state of volition/initiation, as measured by the three item Quality of Life (QLS) motivation index. We also examined the relationship of these motivation measures to demographic, clinical and functional variables relevant to rehabilitation outcomes. The two motivation measures were not correlated, and participants with low general state motivation exhibited a full range of task-specific motivation. Only the QLS motivation index correlated with variables relevant to rehabilitation outcomes. The lack of associations between QLS motivation index and IMI subscales suggests that constructs tapped by these measures may be divergent in schizophrenia, and specifically that task-specific intrinsic motivation is not contingent on a general state of motivation. That is, even in individuals with a general low motivational state (i.e. amotivation), interventions aimed at increasing task-specific motivation may still be effective. Moreover, the pattern of interrelationships between the QLS motivation index and variables relevant to psychosocial rehabilitation supports its use in treatment outcome studies. PMID:24529609

Aging and well-being in French older adults regularly practicing physical activity: a self-determination perspective.

PubMed

Ferrand, Claude; Nasarre, Sandra; Hautier, Christophe; Bonnefoy, Marc

2012-04-01

The purpose of this study was to identify the motivational profiles of physically active older adults and to achieve a better understanding of their perceived motives to explain their regular physical activity behavior in relation to self-determination theory (SDT). To address these aims, this study used quantitative and qualitative approaches. Older adults (n = 92; M = 74.95, SD = 4.6) completed the French version of the Sport Motivational Scale. A cluster analysis showed two motivational profiles with differential motivational patterns. The first was named the high combined profile, with high scores on intrinsic motivation and introjected regulation and low levels of external regulation. The second profile was the low to moderate motivational profile, with low scores on intrinsic motivation and moderate scores on introjected regulation. The qualitative study's results demonstrate the usefulness of SDT in explaining the relationship between these motivational profiles and the intertwining of the three basic psychological needs.

Intrinsic Motivations Drive Learning of Eye Movements: An Experiment with Human Adults

PubMed Central

Caligiore, Daniele; Mustile, Magda; Cipriani, Daniele; Redgrave, Peter; Triesch, Jochen; De Marsico, Maria; Baldassarre, Gianluca

2015-01-01

Intrinsic motivations drive the acquisition of knowledge and skills on the basis of novel or surprising stimuli or the pleasure to learn new skills. In so doing, they are different from extrinsic motivations that are mainly linked to drives that promote survival and reproduction. Intrinsic motivations have been implicitly exploited in several psychological experiments but, due to the lack of proper paradigms, they are rarely a direct subject of investigation. This article investigates how different intrinsic motivation mechanisms can support the learning of visual skills, such as “foveate a particular object in space”, using a gaze contingency paradigm. In the experiment participants could freely foveate objects shown in a computer screen. Foveating each of two “button” pictures caused different effects: one caused the appearance of a simple image (blue rectangle) in unexpected positions, while the other evoked the appearance of an always-novel picture (objects or animals). The experiment studied how two possible intrinsic motivation mechanisms might guide learning to foveate one or the other button picture. One mechanism is based on the sudden, surprising appearance of a familiar image at unpredicted locations, and a second one is based on the content novelty of the images. The results show the comparative effectiveness of the mechanism based on image novelty, whereas they do not support the operation of the mechanism based on the surprising location of the image appearance. Interestingly, these results were also obtained with participants that, according to a post experiment questionnaire, had not understood the functions of the different buttons suggesting that novelty-based intrinsic motivation mechanisms might operate even at an unconscious level. PMID:25775248

College Student Intrinsic and/or Extrinsic Motivation and Learning.

ERIC Educational Resources Information Center

Lin, Yi-Guang; McKeachie, Wilbert J.

This paper investigates the joint effects of intrinsic and extrinsic goals on college students' learning in an introductory psychology course, a biology course, and several social science courses. The study questioned whether higher levels of motivation lead to better student performance. College students were surveyed using the Intrinsic Goal…

The Sense of the Worthy as a Motivation for Studying: The Case of the Yeshiva

ERIC Educational Resources Information Center

Nisan, Mordecai; Shalif, Yishai

2006-01-01

This paper describes a type of motivation for studying that has not been accorded sufficient psychological consideration--namely, motivation based on belief in the worthiness of the subject matter. This sort of motivation is distinguished from both intrinsic and extrinsic motivation. It is exemplified by the motivation for studying at the Yeshiva,…

Effects of Intrinsic Motivation on Feedback Processing During Learning

PubMed Central

DePasque, Samantha; Tricomi, Elizabeth

2015-01-01

Learning commonly requires feedback about the consequences of one’s actions, which can drive learners to modify their behavior. Motivation may determine how sensitive an individual might be to such feedback, particularly in educational contexts where some students value academic achievement more than others. Thus, motivation for a task might influence the value placed on performance feedback and how effectively it is used to improve learning. To investigate the interplay between intrinsic motivation and feedback processing, we used functional magnetic resonance imaging (fMRI) during feedback-based learning before and after a novel manipulation based on motivational interviewing, a technique for enhancing treatment motivation in mental health settings. Because of its role in the reinforcement learning system, the striatum is situated to play a significant role in the modulation of learning based on motivation. Consistent with this idea, motivation levels during the task were associated with sensitivity to positive versus negative feedback in the striatum. Additionally, heightened motivation following a brief motivational interview was associated with increases in feedback sensitivity in the left medial temporal lobe. Our results suggest that motivation modulates neural responses to performance-related feedback, and furthermore that changes in motivation facilitates processing in areas that support learning and memory. PMID:26112370

The dark side of monetary incentive: how does extrinsic reward crowd out intrinsic motivation.

PubMed

Ma, Qingguo; Jin, Jia; Meng, Liang; Shen, Qiang

2014-02-12

It was widely believed that incentives could effectively enhance the motivation of both students and employees. However, psychologists reported that extrinsic reward actually could undermine individuals' intrinsic motivation to a given interesting task, which challenged viewpoints from traditional incentive theories. Numerous studies have been carried out to test and explain the undermining effect; however, the neural basis of this effect is still elusive. Here, we carried out an electrophysiological study with a simple but interesting stopwatch task to explore to what extent the performance-based monetary reward undermines individuals' intrinsic motivation toward the task. The electrophysiological data showed that the differentiated feedback-related negativity amplitude toward intrinsic success failure divergence was prominently reduced once the extrinsic reward was imposed beforehand. However, such a difference was not observed in the control group, in which no extrinsic reward was provided throughout the experiment. Furthermore, such a pattern was not observed for P300 amplitude. Therefore, the current results indicate that extrinsic reward demotivates the intrinsic response of individuals toward success-failure outcome, which was reflected in the corresponding reduced motivational-related differentiated feedback-related negativity, but not in amplitude of P300.

Willingness to work in rural areas and the role of intrinsic versus extrinsic professional motivations - a survey of medical students in Ghana

PubMed Central

2011-01-01

Background Retaining health workers in rural areas is challenging for a number of reasons, ranging from personal preferences to difficult work conditions and low remuneration. This paper assesses the influence of intrinsic and extrinsic motivation on willingness to accept postings to deprived areas among medical students in Ghana. Methods A computer-based survey involving 302 fourth year medical students was conducted from May-August 2009. Logistic regression was used to assess the association between students' willingness to accept rural postings and their professional motivations, rural exposure and family parental professional and educational status (PPES). Results Over 85% of students were born in urban areas and 57% came from affluent backgrounds. Nearly two-thirds of students reported strong intrinsic motivation to study medicine. After controlling for demographic characteristics and rural exposure, motivational factors did not influence willingness to practice in rural areas. High family PPES was consistently associated with lower willingness to work in rural areas. Conclusions Although most Ghanaian medical students are motivated to study medicine by the desire to help others, this does not translate into willingness to work in rural areas. Efforts should be made to build on intrinsic motivation during medical training and in designing rural postings, as well as favour lower PPES students for admission. PMID:21827698

Motivational Differences among College Students Enrolled in Fundamentals of Music Classes.

ERIC Educational Resources Information Center

Miyamoto, Kiyoshi; Lind, Vicki R.

1997-01-01

Compares dominant motivational styles among students enrolled in music classes based on their reason for taking the class and their gender. Indicates that all students were more intrinsically motivated than extrinsically motivated, regardless of reasons for taking the course, and that females generally tend to be more motivated than males. (DSK)

An Examination of Physical Education Teacher Motivation from a Self-Determination Theoretical Framework

ERIC Educational Resources Information Center

Carson, Russell L.; Chase, Melissa A.

2009-01-01

Background: The motivation of physical education (PE) teachers has received precious little attention over the years. Self-determination theory (SDT) is a salient theoretical model for understanding motivation, and posits that self-determined motivation (i.e., intrinsic motivation) stems from the perceived fulfillment of three psychological needs:…

Persistence at an Urban Community College: The Implications of Self-Efficacy and Motivation

ERIC Educational Resources Information Center

Liao, Hsiang-Ann; Edlin, Margot; Ferdenzi, Anita Cuttita

2014-01-01

This study examined how self-efficacy and motivation affected student persistence at an urban community college. Self-efficacy was studied at two dimensions: self-regulated learning efficacy and self-efficacy for academic achievement. Motivation was also investigated at two levels: intrinsic motivation and extrinsic motivation. Results show that…

Assessment of Teacher Motivation Approaches in the Less Developed Countries

ERIC Educational Resources Information Center

Iliya, Amos; Ifeoma, Loko Grace

2015-01-01

Motivation is an internal process that makes a person move toward a goal. Therefore, this paper examines both traditional and new approaches to teacher motivation, threats to teacher motivation and measures for shaping teacher motivation. The paper concludes that intrinsic rewards such as self-respect, responsibility, and a sense of accomplishment…

Autonomous Motivation and Chinese Adolescents' Creative Thinking: The Moderating Role of Parental Involvement

ERIC Educational Resources Information Center

Liu, Guirong; Zhang, Shun; Zhang, Jinghuan; Lee, Christine; Wang, Yan; Brownell, Mary

2013-01-01

The relationship between motivation and creativity has long been of interest and many studies have been conducted to demonstrate the role of intrinsic and extrinsic motivation on creativity. The autonomous/controlled distinction of motivation suggested by self-determination theory (SDT) provides a new perspective on the motivation issue. Based on…

Nursing Students' Intrinsic Motivation and Performance on the Licensure Examination.

PubMed

Hackney, Michele G

Unsuccessful attempts at licensure adversely affect graduates, prelicensure nursing education programs, health care agencies, and ultimately, patient safety. The purpose of this quantitative, correlational study was to investigate the relationship between nursing students' intrinsic motivation and performance on the licensure examination. Nursing students responded to 12 questions related to reasons for learning as indicators of motivation type. Results indicated no statistically significant correlations between variables.

The Positive Effects Extrinsic Motivation Can Have on Intrinsic Motivation in a Math Classroom

ERIC Educational Resources Information Center

Bilbrey, Joshua

2017-01-01

Faced with meeting the challenges that school districts have for the pass rates set before them by the state many schools have looked for new ways to engage their students and increase competency in the class. Intrinsically motivated students have always been shown to have a higher success rate compared to the students that do not possess this…

The Effect of Intrinsic Motivation on the Affect and Evaluation of the Creative Process among Fine Arts Students

ERIC Educational Resources Information Center

Stanko-Kaczmarek, Maja

2012-01-01

The main aim of this study was to gain a deeper understanding of the effect of intrinsic motivation on affect, subjective evaluation, and the creative process of young artists. Relations between motivation, affect, and evaluation were treated as a dynamic process and measured several times. The unique contribution of this study is that it…

Motivation and Barriers for Leisure-Time Physical Activity in Socioeconomically Disadvantaged Women.

PubMed

Santos, Inês; Ball, Kylie; Crawford, David; Teixeira, Pedro J

2016-01-01

The aim of this study was to examine cross-sectional and longitudinal associations between motivation and barriers for physical activity, and physical activity behavior in women living in socioeconomic disadvantage. This study also examined whether weight control intentions moderate those associations. Data from 1664 women aged 18-46 years was collected at baseline and three-year follow-up as part of the Resilience for Eating and Activity Despite Inequality study. In mail-based surveys, women reported sociodemographic and neighborhood environmental characteristics, intrinsic motivation, goals and perceived family barriers to be active, weight control intentions and leisure-time physical activity (assessed through the IPAQ-L). Linear regression models assessed the association of intrinsic motivation, goals and barriers with physical activity at baseline and follow-up, adjusting for environmental characteristics and also physical activity at baseline (for longitudinal analyses), and the moderating effects of weight control intentions were examined. Intrinsic motivation and, to a lesser extent, appearance and relaxation goals for being physically active were consistently associated with leisure-time physical activity at baseline and follow-up. Perceived family barriers, health, fitness, weight and stress relief goals were associated with leisure-time physical activity only at baseline. Moderated regression analyses revealed that weight control intentions significantly moderated the association between weight goals and leisure-time physical activity at baseline (β = 0.538, 99% CI = 0.057, 0.990) and between intrinsic motivation and leisure-time physical activity at follow-up (β = 0.666, 99% CI = 0.188, 1.145). For women actively trying to control their weight, intrinsic motivation was significantly associated with leisure-time physical activity at follow-up (β = 0.184, 99% CI = 0.097, 0.313). Results suggest that, especially in women trying to control their weight, intrinsic motivation plays an important role in sustaining physical activity participation over time. Also, weight goals for being physically active seem to play a role regarding short-term physical activity participation in this particular population. Addressing these motivational features may be important when promoting physical activity participation in women living in socioeconomically disadvantaged neighborhoods.

Motivation and Barriers for Leisure-Time Physical Activity in Socioeconomically Disadvantaged Women

PubMed Central

Santos, Inês; Ball, Kylie; Crawford, David; Teixeira, Pedro J.

2016-01-01

Introduction The aim of this study was to examine cross-sectional and longitudinal associations between motivation and barriers for physical activity, and physical activity behavior in women living in socioeconomic disadvantage. This study also examined whether weight control intentions moderate those associations. Methods Data from 1664 women aged 18–46 years was collected at baseline and three-year follow-up as part of the Resilience for Eating and Activity Despite Inequality study. In mail-based surveys, women reported sociodemographic and neighborhood environmental characteristics, intrinsic motivation, goals and perceived family barriers to be active, weight control intentions and leisure-time physical activity (assessed through the IPAQ-L). Linear regression models assessed the association of intrinsic motivation, goals and barriers with physical activity at baseline and follow-up, adjusting for environmental characteristics and also physical activity at baseline (for longitudinal analyses), and the moderating effects of weight control intentions were examined. Results Intrinsic motivation and, to a lesser extent, appearance and relaxation goals for being physically active were consistently associated with leisure-time physical activity at baseline and follow-up. Perceived family barriers, health, fitness, weight and stress relief goals were associated with leisure-time physical activity only at baseline. Moderated regression analyses revealed that weight control intentions significantly moderated the association between weight goals and leisure-time physical activity at baseline (β = 0.538, 99% CI = 0.057, 0.990) and between intrinsic motivation and leisure-time physical activity at follow-up (β = 0.666, 99% CI = 0.188, 1.145). For women actively trying to control their weight, intrinsic motivation was significantly associated with leisure-time physical activity at follow-up (β = 0.184, 99% CI = 0.097, 0.313). Conclusions Results suggest that, especially in women trying to control their weight, intrinsic motivation plays an important role in sustaining physical activity participation over time. Also, weight goals for being physically active seem to play a role regarding short-term physical activity participation in this particular population. Addressing these motivational features may be important when promoting physical activity participation in women living in socioeconomically disadvantaged neighborhoods. PMID:26808440

Longitudinal Effects of Student-Perceived Classroom Support on Motivation – A Latent Change Model

PubMed Central

Lazarides, Rebecca; Raufelder, Diana

2017-01-01

This two-wave longitudinal study examined how developmental changes in students’ mastery goal orientation, academic effort, and intrinsic motivation were predicted by student-perceived support of motivational support (support for autonomy, competence, and relatedness) in secondary classrooms. The study extends previous knowledge that showed that support for motivational support in class is related to students’ intrinsic motivation as it focused on the developmental changes of a set of different motivational variables and the relations of these changes to student-perceived motivational support in class. Thus, differential classroom effects on students’ motivational development were investigated. A sample of 1088 German students was assessed in the beginning of the school year when students were in grade 8 (Mean age = 13.70, SD = 0.53, 54% girls) and again at the end of the next school year when students were in grade 9. Results of latent change models showed a tendency toward decline in mastery goal orientation and a significant decrease in academic effort from grade 8 to 9. Intrinsic motivation did not decrease significantly across time. Student-perceived support of competence in class predicted the level and change in students’ academic effort. The findings emphasized that it is beneficial to create classroom learning environments that enhance students’ perceptions of competence in class when aiming to enhance students’ academic effort in secondary school classrooms. PMID:28382012

Longitudinal Effects of Student-Perceived Classroom Support on Motivation - A Latent Change Model.

PubMed

Lazarides, Rebecca; Raufelder, Diana

2017-01-01

This two-wave longitudinal study examined how developmental changes in students' mastery goal orientation, academic effort, and intrinsic motivation were predicted by student-perceived support of motivational support (support for autonomy, competence, and relatedness) in secondary classrooms. The study extends previous knowledge that showed that support for motivational support in class is related to students' intrinsic motivation as it focused on the developmental changes of a set of different motivational variables and the relations of these changes to student-perceived motivational support in class. Thus, differential classroom effects on students' motivational development were investigated. A sample of 1088 German students was assessed in the beginning of the school year when students were in grade 8 ( Mean age = 13.70, SD = 0.53, 54% girls) and again at the end of the next school year when students were in grade 9. Results of latent change models showed a tendency toward decline in mastery goal orientation and a significant decrease in academic effort from grade 8 to 9. Intrinsic motivation did not decrease significantly across time. Student-perceived support of competence in class predicted the level and change in students' academic effort. The findings emphasized that it is beneficial to create classroom learning environments that enhance students' perceptions of competence in class when aiming to enhance students' academic effort in secondary school classrooms.

The impact of relationships, motivations, and meanings on dementia caregiving outcomes.

PubMed

Quinn, Catherine; Clare, Linda; McGuinness, Ted; Woods, Robert T

2012-11-01

Numerous theoretical models have been developed to explore how caregiving can impact on caregiving outcomes. However, limited attention has been given to the effects of caregivers' motivations for providing care, the meaning they find in caregiving, and the nature of their relationship with the care-recipient. The current study explored the associations between intrinsic and extrinsic motivations, ability to find meaning in caregiving, and pre-caregiving and current relationship quality, and the way in which these variables interact to influence caregiving outcomes. This was a cross-sectional questionnaire study, in which the respondents were 447 caregivers of people with dementia who were in receipt of a specialist nursing service. The results showed that intrinsic motivations, meaning, and pre-caregiving and current relationship quality were significantly related to each other, while extrinsic motivations were only related to intrinsic motivations and meaning. All these factors were significantly related to caregiving outcomes as measured by caregiver burden, role captivity, and competence. Based on these findings, it is recommended that interventions aimed at reducing caregiving stress should take into account the impact of the quality of the relationship and the caregivers' motivations for providing care. More longitudinal research is needed to explore how meanings, motivations, and relationship quality change over the caregiving career.

Organizational commitment and intrinsic motivation of regular and contractual primary health care providers.

PubMed

Kumar, Pawan; Mehra, Anu; Inder, Deep; Sharma, Nandini

2016-01-01

Motivated and committed employees deliver better health care, which results in better outcomes and higher patient satisfaction. To assess the Organizational Commitment and Intrinsic Motivation of Primary Health Care Providers (HCPs) in New Delhi, India. Study was conducted in 2013 on a sample of 333 HCPs who were selected using multistage stage random sampling technique. The sample includes medical officers, auxiliary nurses and midwives, and pharmacists and laboratory technicians/assistants among regular and contractual staff. Data were collected using the pretested structured questionnaire for organization commitment (OC), job satisfiers, and intrinsic job motivation. Analysis was done by using SPSS version 18 and appropriate statistical tests were applied. The mean score for OC for entire regular staff is 1.6 ± 0.39 and contractual staff is 1.3 ± 0.45 which has statistically significant difference (t = 5.57; P = 0.00). In both regular and contractual staff, none of them show high emotional attachment with the organization and does not feel part of the family in the organization. Contractual staff does not feel proud to work in a present organization for rest of their career. Intrinsic motivation is high in both regular and contractual groups but intergroup difference is significant (t = 2.38; P < 0.05). Contractual staff has more dissatisfier than regular, and the difference is significant (P < 0.01). Organizational commitment and intrinsic motivation of contractual staff are lesser than the permanent staff. Appropriate changes are required in the predictors of organizational commitment and factors responsible for satisfaction in the organization to keep the contractual human resource motivated and committed to the organization.

Beyond job security and money: driving factors of motivation for government doctors in India

PubMed Central

2014-01-01

Background Despite many efforts from government to address the shortage of medical officers (MOs) in rural areas, rural health centres continue to suffer from severe shortage of MOs. Lack of motivation to join and continue service in rural areas is a major reason for such shortage. In the present study, we aimed to assess and rank the driving factors of motivation important for in-service MOs in their current job. Methods The study participants included ninety two in-service government MOs from three states in India. The study participants were required to rank 14 factors of motivation important for them in their current job. The factors for the study were selected using Herzberg’s two-factor theory of motivation and the data were collected using an instrument that has an established reliability and validity. Test of Kendall’s coefficient of concordance (W) was carried out to assess the agreement in ranks assigned by participants to various motivation factors. Next, we studied the distributions of ranks of different motivating factors using standard descriptive statistics and box plots, which gave us interesting insights into the strength of agreement of the MOs in assigning ranks to various factors. And finally to assess whether MOs are more intrinsically motivated or extrinsically motivated, we used Kolmogorov-Smirnov test. Results The (W) test indicated statistically significant (P < 0.01) agreement of the participants in assigning ranks. The Kolmogorov-Smirnov test indicated that from policy perspectives, MOs place significantly more motivational importance to intrinsic factors than to extrinsic factors. The study results indicate that job security was the most important factor related to motivation, closely followed by interesting work and respect and recognition. Among the top five preferred factors, three were intrinsic factors indicating a great importance given by MOs to factors beyond money and job security. Conclusion To address the issue of motivation, the health departments need to pay close attention to devising management strategies that address not only extrinsic but also intrinsic factors of motivation. The study results may be useful to understand the complicated issue of work motivation and can give some useful insights to design comprehensive management strategies that are based on motivational needs of MOs. PMID:24555787

Medical students' situational motivation to participate in simulation based team training is predicted by attitudes to patient safety.

PubMed

Escher, Cecilia; Creutzfeldt, Johan; Meurling, Lisbet; Hedman, Leif; Kjellin, Ann; Felländer-Tsai, Li

2017-02-10

Patient safety education, as well as the safety climate at clinical rotations, has an impact on students' attitudes. We explored medical students' self-reported motivation to participate in simulation-based teamwork training (SBTT), with the hypothesis that high scores in patient safety attitudes would promote motivation to SBTT and that intrinsic motivation would increase after training. In a prospective cohort study we explored Swedish medical students' attitudes to patient safety, their motivation to participate in SBTT and how motivation was affected by the training. The setting was an integrated SBTT course during the surgical semester that focused on non-technical skills and safe treatment of surgical emergencies. Data was collected using the Situational Motivation Scale (SIMS) and the Attitudes to Patient Safety Questionnaire (APSQ). We found a positive correlation between students' individual patient safety attitudes and self-reported motivation (identified regulation) to participate in SBTT. We also found that intrinsic motivation increased after training. Female students in our study scored higher than males regarding some of the APSQ sub-scores and the entire group scored higher or on par with comparable international samples. In order to enable safe practice and professionalism in healthcare, students' engagement in patient safety education is important. Our finding that students' patient safety attitudes show a positive correlation to motivation and that intrinsic motivation increases after training underpins patient safety climate and integrated teaching of patient safety issues at medical schools in order to help students develop the knowledge, skills and attitudes required for safe practice.

Motivation and Its Relationship with Learning Strategy

ERIC Educational Resources Information Center

Liu, Yunzhen

2012-01-01

This study investigates motivation that influences heritage and non-heritage students' learning of Chinese, and its relationship with Chinese language learning strategies (LLS). The study uses Deci and Ryan's typology--"Intrinsic Motivation" and "Extrinsic Motivation", for the investigation, examining issues such as: (1) What…

Motivating the Private vs. Public Sector Managers.

ERIC Educational Resources Information Center

Khojasteh, Mak

1993-01-01

A questionnaire on intrinsic/extrinsic rewards received 362 responses from 380 managers. Pay and security were greater motivators for private than for public sector managers. Recognition had higher motivating potential in the public sector. Both groups were motivated by achievement and advancement. (SK)

An interview guide for clinicians to identify a young disabled person's motivation to work.

PubMed

Faber, B J M; Wind, H; Frings-Dresen, M H W

2016-06-27

The percentage of young people with disabilities who are employed is relatively low. Motivation is considered to be an important factor in facilitating or hindering their ability to obtain employment. We aimed to develop a topic list that could serve as an interview guide for professionals in occupational health care which would aid them in their discussion of work motivation-related issues with this group. We systematically searched Pubmed, PsychInfo and Picarta. Studies were included if they described aspects of work motivation and/or instruments that assess work motivation. Based on the results of our literature survey, we developed a list of topics that had been shown to be related to work motivation. Our search resulted in 12 articles describing aspects of work motivation and 17 articles describing instruments that assess work motivation. The aspects that we found were intrinsic motivation, extrinsic motivation, goal setting, self-efficacy, expectancy, values and work readiness. Based on this information we developed an interview guide that includes seven topic areas: intrinsic motivation, extrinsic motivation, goal setting, expectancy, values, self- efficacy, and work readiness. The topics within the interview guide and the literature survey data that is presented will shed light on the role that motivation plays on the work participation among young people with disabilities.

Brief report: Academic amotivation in light of the dark side of identity formation.

PubMed

Cannard, Christine; Lannegrand-Willems, Lyda; Safont-Mottay, Claire; Zimmermann, Grégoire

2016-02-01

The study intended to determine motivational profiles of first-year undergraduates and aimed their characterization in terms of identity processes. First, a cluster analysis revealed five motivational profiles: combined (i.e., high quantity of motivation, low amotivation); intrinsic (i.e., high intrinsic, low introjected and external regulation, low amotivation); "demotivated" (i.e., very low quantity of motivation and amotivation); extrinsic (i.e., high extrinsic and identified regulation and low intrinsic and amotivation); and "amotivated" (i.e., low intrinsic and identified, very high amotivation). Second, using Lebart's (2000) methodology, the most characteristic identity processes were listed for each motivational cluster. Demotivated and amotivated profiles were refined in terms of adaptive and maladaptive forms of exploration. Notably, exploration in breadth and in depth were underrepresented in demotivated students compared to the total sample; commitment and ruminative exploration were under and overrepresented respectively in amotivated students. Educational and clinical implications are proposed and future research is suggested. Copyright © 2015 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Neural basis of the undermining effect of monetary reward on intrinsic motivation

PubMed Central

Murayama, Kou; Matsumoto, Madoka; Izuma, Keise; Matsumoto, Kenji

2010-01-01

Contrary to the widespread belief that people are positively motivated by reward incentives, some studies have shown that performance-based extrinsic reward can actually undermine a person's intrinsic motivation to engage in a task. This “undermining effect” has timely practical implications, given the burgeoning of performance-based incentive systems in contemporary society. It also presents a theoretical challenge for economic and reinforcement learning theories, which tend to assume that monetary incentives monotonically increase motivation. Despite the practical and theoretical importance of this provocative phenomenon, however, little is known about its neural basis. Herein we induced the behavioral undermining effect using a newly developed task, and we tracked its neural correlates using functional MRI. Our results show that performance-based monetary reward indeed undermines intrinsic motivation, as assessed by the number of voluntary engagements in the task. We found that activity in the anterior striatum and the prefrontal areas decreased along with this behavioral undermining effect. These findings suggest that the corticobasal ganglia valuation system underlies the undermining effect through the integration of extrinsic reward value and intrinsic task value. PMID:21078974

Impact of Reminders on Children’s Cognitive Flexibility, Intrinsic Motivation, and Mood Depends on Who Provides the Reminders

PubMed Central

Qu, Li; Ong, Jing Y.

2016-01-01

Reminding children to think about alternatives is a strategy adults often use to promote children’s cognitive flexibility, as well as children’s engagement in and enjoyment of the task. The current study investigated whether the impacts of reminders on kindergarten children’s cognitive flexibility, intrinsic motivation, and mood are moderated by who provides the reminders. Eighty-three healthy 5-year-old kindergarten children were randomly assigned to 2 (Reminder: no reminders vs. Reminders) × 2 (Agent: Tester vs. Partner) conditions. Children’s cognitive flexibility was measured via the Block Sorting Task (Garton and Pratt, 2001; Fawcett and Garton, 2005). Children reported their motivation and mood before Block Sorting, after practicing for Block Sorting, and after the actual Block Sorting. Children’s intrinsic motivation was measured by evaluating children’s choices during a period of free play after Block Sorting. The results revealed that, depending on who provides the reminders, reminding children of alternatives can influence kindergarten children’s performance on Block Sorting, children’s intrinsic motivation, and children’s self-reported mood. PMID:26779058

Neural basis of the undermining effect of monetary reward on intrinsic motivation.

PubMed

Murayama, Kou; Matsumoto, Madoka; Izuma, Keise; Matsumoto, Kenji

2010-12-07

Contrary to the widespread belief that people are positively motivated by reward incentives, some studies have shown that performance-based extrinsic reward can actually undermine a person's intrinsic motivation to engage in a task. This "undermining effect" has timely practical implications, given the burgeoning of performance-based incentive systems in contemporary society. It also presents a theoretical challenge for economic and reinforcement learning theories, which tend to assume that monetary incentives monotonically increase motivation. Despite the practical and theoretical importance of this provocative phenomenon, however, little is known about its neural basis. Herein we induced the behavioral undermining effect using a newly developed task, and we tracked its neural correlates using functional MRI. Our results show that performance-based monetary reward indeed undermines intrinsic motivation, as assessed by the number of voluntary engagements in the task. We found that activity in the anterior striatum and the prefrontal areas decreased along with this behavioral undermining effect. These findings suggest that the corticobasal ganglia valuation system underlies the undermining effect through the integration of extrinsic reward value and intrinsic task value.

The motivation for special interests in individuals with autism and controls: Development and validation of the special interest motivation scale.

PubMed

Grove, Rachel; Roth, Ilona; Hoekstra, Rosa A

2016-06-01

Clinical observations and first person accounts of living with autism suggest that individuals with autism are highly motivated to engage in special interests, and that these interests remain important throughout life. Previous research assessing special interests has mainly focused on parental reports of children with autism spectrum conditions (ASC). To better understand the significance of and motivations for engaging in special interests it is essential to use self-report ratings. This paper aims to systematically explore the motivations for engagement in special interests, and whether these differ in adults with ASC, first-degree relatives and general population controls. The Special Interest Motivation Scale (SIMS) was developed to assess motivation to engage in special interests. The internal structure of this scale was evaluated using factor analysis, and mean scores on the SIMS factors were subsequently compared across individuals with autism, parents and general population controls. Factor analysis indicated a 20-item SIMS containing five factors assessing Personal life values and goals; Intrinsic interest and knowledge; Prestige; Engagement and "flow" and Achievement. Individuals with autism were more motivated by Intrinsic interest and knowledge and by Engagement and flow than controls. The 20-item SIMS is a quick to administer measure that provides a reliable description of motivation to engage in special interests. This study indicates that individuals with ASC are highly motivated to engage in their special interest, and are more motivated than controls by intrinsic motivational factors, some of which are associated with positive affect. This has implications for research and clinical practice. Autism Res 2016, 9: 677-688. © 2015 International Society for Autism Research, Wiley Periodicals, Inc. © 2015 International Society for Autism Research, Wiley Periodicals, Inc.

Self-Perception of Intrinsic and Extrinsic Motivation: Effects on Institutionalized Mentally Retarded Adolescents

ERIC Educational Resources Information Center

Lee, Dong Yul; And Others

1977-01-01

The self-perception theory which predicts that the introduction of extrinsic rewards for behavior that was intrinsically rewarding may decrease overall motivation was tested on 44 mildly retarded institutionalized adolescents. (Author/CL)

Relations of perception of responsibility to intrinsic motivation and physical activity among Korean middle school students.

PubMed

Lee, Okseon; Kim, Younhee; Kim, Oung Jun

2012-12-01

To validate the Personal and Social Responsibility Questionnaire, the relations between perceived responsibility and intrinsic motivation were examined among Korean middle school students. The relations of change in stages of physical activity and students' perceived responsibility were also examined. Participants were 357 middle school students (160 boys, 197 girls) from three schools in the Seoul metropolitan area. Exploratory factor analysis supported a three-factor structure with effort and self-direction merged into one factor and the responsibilities of respect and caring for others constituted separate factors. Pearson correlations among factors showed perceptions of personal responsibility were associated with more intrinsic motivation toward physical education and a higher stage of physical activity. A moderate or low association between perceived social responsibility and intrinsic motivation implied a need to develop strategies for Korean students to use social responsibility for promoting physical activity.

The Role of Intrinsic Motivation and the Satisfaction of Basic Psychological Needs Under Conditions of Severe Resource Scarcity.

PubMed

van Egmond, Marieke Christina; Navarrete Berges, Andrés; Omarshah, Tariq; Benton, Jennifer

2017-06-01

An emerging field of research is beginning to examine the ways in which socioeconomic disparities affect emotional, cognitive, and social processes. In this study, we took a two-step approach to examining the role that resource scarcity plays in the predictive power of intrinsic motivation on school attendance, as well as its influence on the precursors of intrinsic motivation: the psychological needs of relatedness, autonomy, and competence. Results revealed that intrinsic motivation predicts school attendance even under conditions of extreme adversity. The satisfaction of the basic needs is more important for participants who are exposed to severe rather than mild levels of deprivation. Our findings illustrate ecological effects on the mechanism underlying goal-directed behavior. They provide evidence in favor of self-determination theory's depiction of humans as active, growth-oriented organisms and for the potential of psychological interventions to reduce poverty.

The relation of mothers' controlling vocalizations to children's intrinsic motivation.

PubMed

Deci, E L; Driver, R E; Hotchkiss, L; Robbins, R J; Wilson, I M

1993-04-01

Twenty-six mother-child dyads played together in a laboratory setting. Play sessions were surreptitiously videotaped (with mothers' permission), and each maternal vocalization was transcribed and coded, first into 1 of 24 categories and then ipso facto into one of three supercategories--namely, controlling, autonomy supportive, and neutral. The degree of mothers' controllingness was calculated as the percentage of vocalizations coded as controlling. This index was correlated with the intrinsic motivation of their 6- or 7-year-old children, as assessed primarily by the free-choice behavioral measure and secondarily by a child self-report measure of interest and liking for the task. Both correlations were significantly negative, thereby suggesting that the robust laboratory findings of a negative relation between controlling contexts and individuals' intrinsic motivation are directly generalizable to the domain of parenting. Results are discussed in terms of the processes that undermine intrinsic motivation and the means through which parental controllingness is communicated.

The relationship between exercise motives and psychological well-being.

PubMed

Maltby, J; Day, L

2001-11-01

The aim of the present study was to use the self-determination model of exercise motives to examine the relationship between extrinsic and intrinsic motives for exercise and a number of measures of psychological well-being. Undergraduate students purporting to exercise regularly (N = 227; 102 men, 125 women) were split into 2 groups: those exercising for less than 6 months and those exercising for 6 months or more. The respondents were asked to complete measures of exercise motivation, self-esteem, psychological well-being, and stress. Among individuals exercising for less than 6 months, a number of extrinsic motivations for exercise were significantly related to poorer psychological well-being. Among individuals exercising for 6 months or more, a number of intrinsic motivations were significantly related to better psychological well-being. The present findings suggest that researchers can use self-determination theory to understand the relationship between exercise motivation and psychological well-being.

Creating Rich Portraits: A Mixed-Methods Approach to Understanding Profiles of Intrinsic and Extrinsic Motivations

ERIC Educational Resources Information Center

Corpus, Jennifer Henderlong; Wormington, Stephanie V.; Haimovitz, Kyla

2016-01-01

A person-centered, mixed-methods approach (self-report surveys, semistructured interviews, school records) was used to characterize and evaluate profiles of intrinsic and extrinsic motivations among 243 third- through eighth-grade students. Cluster analysis suggested four distinct profiles: high quantity (high intrinsic, high extrinsic), primarily…

A Mixed Methods Study on Developing Low-Income Kindergarten Students' Intrinsic Reading Motivation

ERIC Educational Resources Information Center

Brady, Kara J.

2017-01-01

The purpose of this mixed methods study was to determine how the effects of kindergarten teachers' evidence-based literacy instructional practices impact the development of low-income kindergarten students' intrinsic reading motivation. The research questions are: (a) What are kindergarten teachers' perceptions of students' intrinsic reading…

Motivating Students to Do Homework

NASA Astrophysics Data System (ADS)

Kontur, Frederick J.; Terry, Nathan B.

2014-05-01

How do you motivate students to do their homework? Some instructors make students' homework scores a significant percentage of the final course grade. In that case, how much course credit is required? Some instructors do not grade homework at all, instead relying on students' intrinsic motivation to learn the course material. Will this actually work? Some instructors might motivate students by having quiz and/or exam problems closely match the assigned homework problems. In this article, we report on the effectiveness of grade incentives, homework-based quiz problems, and intrinsic motivation for 16 semesters of introductory mechanics and introductory electricity and magnetism (E&M) courses at the United States Air Force Academy (USAFA) between fall 2008 and spring 2012.

Enhancing the intrinsic work motivation of community nutrition educators: how supportive supervision and job design foster autonomy.

PubMed

Dickin, Katherine L; Dollahite, Jamie S; Habicht, Jean-Pierre

2011-01-01

Mixed-methods research investigated the work motivation of paraprofessional community nutrition educators (CNEs) delivering a long-running public health nutrition program. In interviews, CNEs (n = 9) emphasized "freedom," supportive supervision, and "making a difference" as key sources of motivation. Community nutrition educator surveys (n = 115) confirmed high levels of autonomy, which was associated with supervisors' delegation and support, CNE decision-making on scheduling and curricula, and job satisfaction. Supervisors (n = 32) rated CNEs' job design as having inherently motivating characteristics comparable to professional jobs. Supervisory strategies can complement job design to create structured, supportive contexts that maintain fidelity, while granting autonomy to paraprofessionals to enhance intrinsic work motivation.

[Intrinsic motivation: a new direction of understanding and treatment of schizophrenia?].

PubMed

Wertman, Maayan; Grunhaus, Leon; Israeli, David

2013-09-01

While diagnosing schizophrenia, clinicians focus on feeling the quality and nature of the internal motivation of patients. This motivational quality was theoretically conceptualized by Self Determination Theory (SDT). In this article we will review some of the basics of this theory, which focuses on motivational variables assessing behavior on an internal-external axis. Then, we will review prominent findings in the topic of using SDT concepts for the treatment of schizophrenia. The next stage will include a discussion as to the relationship between intrinsic and extrinsic motivators as well as possible neuroanatomy of these behavioral variables. Finally, directions for research will be offered in the field of schizophrenia diagnosis and treatment.

Motivation and Resolve of U.S. Air Force Pilot Candidates

DTIC Science & Technology

2017-06-15

6 4.1.1 Motivation Survey (ACS Survey I...6 4.1.2 Resolve Survey (ACS Survey II) .............................................................................. 7 4.2...8 5.1 Motivation Survey (Intrinsic

77 FR 43120 - Solicitation for a Cooperative Agreement-Dosage-Based Probation as an Effective Intervention

Federal Register 2010, 2011, 2012, 2013, 2014

2012-07-23

... principles of best practice. (2) Enhance Intrinsic Motivation--Research strongly suggests that ``motivational interviewing'' techniques, rather than persuasion tactics, effectively enhance motivation for initiating and.... c. Responsivity Principle--Be responsive to temperament, learning style, motivation, gender, and...

Relationships among Motivation Orientations, Metacognitive Awareness and Proficiency in L2 Listening

ERIC Educational Resources Information Center

Vandergrift, Larry

2005-01-01

This paper examines the relationships among motivation, metacognition, and proficiency in listening comprehension. Adolescent learners of French (N = 57) completed two questionnaires. A motivation questionnaire tapped student responses to three orientations related to motivation: amotivation, intrinsic, and extrinsic. A metacognitive awareness…

Examining International Students' Motivation to Read in English from a Self-Determination Theory Perspective

ERIC Educational Resources Information Center

Komiyama, Reiko; McMorris, Alessandra

2017-01-01

Motivation is thought to contribute to better text comprehension (Grabe, 2009), but L2 reading motivation of adult ESL students in the US is an underexplored area of research. The current study adopted self-determination theory--the concepts of intrinsic motivation, identified regulation, and controlled motivation, in particular--to examine IEP…

The brain correlates of the effects of monetary and verbal rewards on intrinsic motivation.

PubMed

Albrecht, Konstanze; Abeler, Johannes; Weber, Bernd; Falk, Armin

2014-01-01

Apart from everyday duties, such as doing the laundry or cleaning the house, there are tasks we do for pleasure and enjoyment. We do such tasks, like solving crossword puzzles or reading novels, without any external pressure or force; instead, we are intrinsically motivated: we do the tasks because we enjoy doing them. Previous studies suggest that external rewards, i.e., rewards from the outside, affect the intrinsic motivation to engage in a task: while performance-based monetary rewards are perceived as controlling and induce a business-contract framing, verbal rewards praising one's competence can enhance the perceived self-determination. Accordingly, the former have been shown to decrease intrinsic motivation, whereas the latter have been shown to increase intrinsic motivation. The present study investigated the neural processes underlying the effects of monetary and verbal rewards on intrinsic motivation in a group of 64 subjects applying functional magnetic resonance imaging (fMRI). We found that, when participants received positive performance feedback, activation in the anterior striatum and midbrain was affected by the nature of the reward; compared to a non-rewarded control group, activation was higher while monetary rewards were administered. However, we did not find a decrease in activation after reward withdrawal. In contrast, we found an increase in activation for verbal rewards: after verbal rewards had been withdrawn, participants showed a higher activation in the aforementioned brain areas when they received success compared to failure feedback. We further found that, while participants worked on the task, activation in the lateral prefrontal cortex was enhanced after the verbal rewards were administered and withdrawn.

The brain correlates of the effects of monetary and verbal rewards on intrinsic motivation

PubMed Central

Albrecht, Konstanze; Abeler, Johannes; Weber, Bernd; Falk, Armin

2014-01-01

Apart from everyday duties, such as doing the laundry or cleaning the house, there are tasks we do for pleasure and enjoyment. We do such tasks, like solving crossword puzzles or reading novels, without any external pressure or force; instead, we are intrinsically motivated: we do the tasks because we enjoy doing them. Previous studies suggest that external rewards, i.e., rewards from the outside, affect the intrinsic motivation to engage in a task: while performance-based monetary rewards are perceived as controlling and induce a business-contract framing, verbal rewards praising one's competence can enhance the perceived self-determination. Accordingly, the former have been shown to decrease intrinsic motivation, whereas the latter have been shown to increase intrinsic motivation. The present study investigated the neural processes underlying the effects of monetary and verbal rewards on intrinsic motivation in a group of 64 subjects applying functional magnetic resonance imaging (fMRI). We found that, when participants received positive performance feedback, activation in the anterior striatum and midbrain was affected by the nature of the reward; compared to a non-rewarded control group, activation was higher while monetary rewards were administered. However, we did not find a decrease in activation after reward withdrawal. In contrast, we found an increase in activation for verbal rewards: after verbal rewards had been withdrawn, participants showed a higher activation in the aforementioned brain areas when they received success compared to failure feedback. We further found that, while participants worked on the task, activation in the lateral prefrontal cortex was enhanced after the verbal rewards were administered and withdrawn. PMID:25278834

Testing a continuum structure of self-determined motivation: A meta-analysis.

PubMed

Howard, Joshua L; Gagné, Marylène; Bureau, Julien S

2017-12-01

Self-determination theory proposes a multidimensional representation of motivation comprised of several factors said to fall along a continuum of relative autonomy. The current meta-analysis examined the relationships between these motivation factors in order to demonstrate how reliably they conformed to a predictable continuum-like pattern. Based on data from 486 samples representing over 205,000 participants who completed 1 of 13 validated motivation scales, the results largely supported a continuum-like structure of motivation and indicate that self-determination is central in explaining human motivation. Further examination of heterogeneity indicated that while regulations were predictably ordered across domains and scales, the exact distance between subscales varied across samples in a way that was not explainable by a set of moderators. Results did not support the inclusion of integrated regulation or the 3 subscales of intrinsic motivation (i.e., intrinsic motivation to know, to experience stimulation, and to achieve) due to excessively high interfactor correlations and overlapping confidence intervals. Recommendations for scale refinements and the scoring of motivation are provided. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Effects of intrinsic motivation on feedback processing during learning.

PubMed

DePasque, Samantha; Tricomi, Elizabeth

2015-10-01

Learning commonly requires feedback about the consequences of one's actions, which can drive learners to modify their behavior. Motivation may determine how sensitive an individual might be to such feedback, particularly in educational contexts where some students value academic achievement more than others. Thus, motivation for a task might influence the value placed on performance feedback and how effectively it is used to improve learning. To investigate the interplay between intrinsic motivation and feedback processing, we used functional magnetic resonance imaging (fMRI) during feedback-based learning before and after a novel manipulation based on motivational interviewing, a technique for enhancing treatment motivation in mental health settings. Because of its role in the reinforcement learning system, the striatum is situated to play a significant role in the modulation of learning based on motivation. Consistent with this idea, motivation levels during the task were associated with sensitivity to positive versus negative feedback in the striatum. Additionally, heightened motivation following a brief motivational interview was associated with increases in feedback sensitivity in the left medial temporal lobe. Our results suggest that motivation modulates neural responses to performance-related feedback, and furthermore that changes in motivation facilitate processing in areas that support learning and memory. Copyright © 2015. Published by Elsevier Inc.

Effects of Motivation on Students' Ratings of Tutor Behavior.

ERIC Educational Resources Information Center

Gijselaers, Wim H.; Nuy, Herman

This study, which took place in Maastricht (Netherlands), examined whether motivation affects the reliability of students' ratings about tutor behavior and whether different types of students have different expectations about tutor behavior. Four types of motivation were measured: intrinsic, extrinsic, and achievement motivation, and fear of…

A Guide to Motivational Procedures for Instruction.

ERIC Educational Resources Information Center

Rubadeau, Duane O.; And Others

Designed to provide community college instructors with an understanding of how to improve the motivational level of their students, this four-part guidebook reviews theoretical concepts and offers practical advice concerning student motivation and frustration. Section I provides an overview of both intrinsic and extrinsic motivation and of…

The Community College Motivation Inventory--Research Manual.

ERIC Educational Resources Information Center

Caughren, Harry J., Jr.

The Community College Motivation Inventory (CCMI), devised to have special relevance to college educational and counseling objectives, is based on the interaction of three areas of motivation: intrinsic versus practical, action-oriented needs; status-seeking motives; and group versus one-to-one interpersonal relations. The three factors--Intrinsic…

Higher levels of intrinsic motivation are related to higher levels of class performance for male but not female students.

PubMed

Cortright, Ronald N; Lujan, Heidi L; Blumberg, Amanda J; Cox, Julie H; DiCarlo, Stephen E

2013-09-01

Our students are naturally curious, with powerful intrinsic motives to understand their world. Accordingly, we, as teachers, must capitalize on this inherently active and curious nature so that learning becomes a lifelong activity where students take initiative for learning, are skilled in learning, and want to learn new things. Achieving this goal requires an understanding of student attitudes, beliefs, characteristics, and motivations. To achieve this goal, we administered the intrinsic motivation inventory (IMI) to assess our students' interest and enjoyment, perceived choice, and perceived competence while taking our undergraduate exercise physiology class (46 students; 20 female students and 26 male students). The interest and enjoyment subscale is considered the self-reported measure of intrinsic motivation. The perceived choice and perceived competence concepts are theorized to be positive predictors of both self-reported and behavioral measures of intrinsic motivation. Our results documented a significant increase in course grade with an increase in survey score for the interest and enjoyment subscale of the IMI when female and male students were combined. Specifically, each increase in survey score for the interest and enjoyment subscale of the IMI was associated with a significant (P < 0.05) increase of 3.9% in course grade. However, the increase in survey score was associated with a significantly greater (P < 0.05) increase in course grade for male (6.1%) compared with female (0.3%) students. These results have implications for both classroom practice and educational reform policies.

[The motivation to become a medical doctor - doctoral students in a formal academic study program compared with those pursuing their doctorate independently].

PubMed

Pfeiffer, M; Dimitriadis, K; Holzer, M; Reincke, M; Fischer, M R

2011-04-01

Weight and quality of medical doctoral theses have been discussed in Germany for years. Doctoral study programs in various graduate schools offer opportunities to improve quality of medical doctoral theses. The purpose of this study was to demonstrate distinctions and differences concerning motivation, choice of subject and the dissertation process between doctoral candidates completing the doctoral seminar for doctoral students in the Ludwig-Maximilians-University (LMU) Munich and doctoral candidates doing their doctorate individually. All 4000 medical students of the LMU obtained an online-questionnaire which was completed by 767 students (19 % response rate). The theoretical framework of this study was based upon the Self-Determination-Theory by Deci and Ryan. Doctoral candidates completing the doctoral study program were more intrinsically motivated than doctoral candidates doing their doctorate individually; no difference was found in their extrinsic motivation. In regard to choice of subject and dissertation process the doctoral students in the seminar were distinguished from the individual group by having chosen a more challenging project. They anticipated a demanding dissertation process including conference participation, publishing of papers, etc. Intrinsic motivation correlates positively with choosing a challenging project and a demanding dissertation process. High intrinsic motivation seems to be very important for autonomous scholarly practice. Our results suggest that doctoral study programs have a positive impact on intrinsic motivation and interest in research. © Georg Thieme Verlag KG Stuttgart · New York.

Self-perception of intrinsic and extrinsic motivation: effects on institutionalized mentally retarded adolescents.

PubMed

Lee, D Y; Syrnyk, R

1977-01-01

Self-perception theory predicts that the introduction of extrinsic rewards for behavior that was intrinsically rewarding may decrease rather than enhance overall motivation. This hypothesis was tested on a group of institutionalized mentally retarded adolescents (34 boys, 10 girls). Intrinsic (high and low task interest) and extrinsic (high- and low-incentive objects) motivation were both manipulated as independent variables, and the dependent variable was task persistence during a free-play period. Results indicated that for a high intrinsically interesting task, the task persistence was greater under the external reward of low- rather than high-incentive value conditions. The opposite trend was revealed for the low intrinsically interesting task. The results provided some evidence that the greater the amount of the reward for an interesting activity, the greater the degree to which the intrinsic interest is undermined.

Motivational orientation modulates the neural response to reward.

PubMed

Linke, Julia; Kirsch, Peter; King, Andrea V; Gass, Achim; Hennerici, Michael G; Bongers, André; Wessa, Michèle

2010-02-01

Motivational orientation defines the source of motivation for an individual to perform a particular action and can either originate from internal desires (e.g., interest) or external compensation (e.g., money). To this end, motivational orientation should influence the way positive or negative feedback is processed during learning situations and this might in turn have an impact on the learning process. In the present study, we thus investigated whether motivational orientation, i.e., extrinsic and intrinsic motivation modulates the neural response to reward and punishment as well as learning from reward and punishment in 33 healthy individuals. To assess neural responses to reward, punishment and learning of reward contingencies we employed a probabilistic reversal learning task during functional magnetic resonance imaging. Extrinsic and intrinsic motivation were assessed with a self-report questionnaire. Rewarding trials fostered activation in the medial orbitofrontal cortex and anterior cingulate gyrus (ACC) as well as the amygdala and nucleus accumbens, whereas for punishment an increased neural response was observed in the medial and inferior prefrontal cortex, the superior parietal cortex and the insula. High extrinsic motivation was positively correlated to increased neural responses to reward in the ACC, amygdala and putamen, whereas a negative relationship between intrinsic motivation and brain activation in these brain regions was observed. These findings show that motivational orientation indeed modulates the responsiveness to reward delivery in major components of the human reward system and therefore extends previous results showing a significant influence of individual differences in reward-related personality traits on the neural processing of reward. Copyright (c) 2009 Elsevier Inc. All rights reserved.

Exploring the motivation jungle: predicting performance on a novel task by investigating constructs from different motivation perspectives in tandem.

PubMed

Van Nuland, Hanneke J C; Dusseldorp, Elise; Martens, Rob L; Boekaerts, Monique

2010-08-01

Different theoretical viewpoints on motivation make it hard to decide which model has the best potential to provide valid predictions on classroom performance. This study was designed to explore motivation constructs derived from different motivation perspectives that predict performance on a novel task best. Motivation constructs from self-determination theory, self-regulation theory, and achievement goal theory were investigated in tandem. Performance was measured by systematicity (i.e. how systematically students worked on a problem-solving task) and test score (i.e. score on a multiple-choice test). Hierarchical regression analyses on data from 259 secondary school students showed a quadratic relation between a performance avoidance orientation and both performance outcomes, indicating that extreme high and low performance avoidance resulted in the lowest performance. Furthermore, two three-way interaction effects were found. Intrinsic motivation seemed to play a key role in test score and systematicity performance, provided that effort regulation and metacognitive skills were both high. Results indicate that intrinsic motivation in itself is not enough to attain a good performance. Instead, a moderate score on performance avoidance, together with the ability to remain motivated and effectively regulate and control task behavior, is needed to attain a good performance. High time management skills also contributed to higher test score and systematicity performance and a low performance approach orientation contributed to higher systematicity performance. We concluded that self-regulatory skills should be trained in order to have intrinsically motivated students perform well on novel tasks in the classroom.

Organizational commitment and intrinsic motivation of regular and contractual primary health care providers

PubMed Central

Kumar, Pawan; Mehra, Anu; Inder, Deep; Sharma, Nandini

2016-01-01

Background: Motivated and committed employees deliver better health care, which results in better outcomes and higher patient satisfaction. Objective: To assess the Organizational Commitment and Intrinsic Motivation of Primary Health Care Providers (HCPs) in New Delhi, India. Materials and Methods: Study was conducted in 2013 on a sample of 333 HCPs who were selected using multistage stage random sampling technique. The sample includes medical officers, auxiliary nurses and midwives, and pharmacists and laboratory technicians/assistants among regular and contractual staff. Data were collected using the pretested structured questionnaire for organization commitment (OC), job satisfiers, and intrinsic job motivation. Analysis was done by using SPSS version 18 and appropriate statistical tests were applied. Results: The mean score for OC for entire regular staff is 1.6 ± 0.39 and contractual staff is 1.3 ± 0.45 which has statistically significant difference (t = 5.57; P = 0.00). In both regular and contractual staff, none of them show high emotional attachment with the organization and does not feel part of the family in the organization. Contractual staff does not feel proud to work in a present organization for rest of their career. Intrinsic motivation is high in both regular and contractual groups but intergroup difference is significant (t = 2.38; P < 0.05). Contractual staff has more dissatisfier than regular, and the difference is significant (P < 0.01). Conclusion: Organizational commitment and intrinsic motivation of contractual staff are lesser than the permanent staff. Appropriate changes are required in the predictors of organizational commitment and factors responsible for satisfaction in the organization to keep the contractual human resource motivated and committed to the organization. PMID:27453851

Longitudinal associations between exercise identity and exercise motivation: A multilevel growth curve model approach.

PubMed

Ntoumanis, N; Stenling, A; Thøgersen-Ntoumani, C; Vlachopoulos, S; Lindwall, M; Gucciardi, D F; Tsakonitis, C

2018-02-01

Past work linking exercise identity and exercise motivation has been cross-sectional. This is the first study to model the relations between different types of exercise identity and exercise motivation longitudinally. Understanding the dynamic associations between these sets of variables has implications for theory development and applied research. This was a longitudinal survey study. Participants were 180 exercisers (79 men, 101 women) from Greece, who were recruited from fitness centers and were asked to complete questionnaires assessing exercise identity (exercise beliefs and role-identity) and exercise motivation (intrinsic, identified, introjected, external motivation, and amotivation) three times within a 6 month period. Multilevel growth curve modeling examined the role of motivational regulations as within- and between-level predictors of exercise identity, and a model in which exercise identity predicted exercise motivation at the within- and between-person levels. Results showed that within-person changes in intrinsic motivation, introjected, and identified regulations were positively and reciprocally related to within-person changes in exercise beliefs; intrinsic motivation was also a positive predictor of within-person changes in role-identity but not vice versa. Between-person differences in the means of predictor variables were predictive of initial levels and average rates of change in the outcome variables. The findings show support to the proposition that a strong exercise identity (particularly exercise beliefs) can foster motivation for behaviors that reinforce this identity. We also demonstrate that such relations can be reciprocal overtime and can depend on the type of motivation in question as well as between-person differences in absolute levels of these variables. © 2017 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Making it fit: Associations of line managers' behaviours with the outcomes of an organizational-level intervention.

PubMed

Lundmark, Robert; von Thiele Schwarz, Ulrica; Hasson, Henna; Stenling, Andreas; Tafvelin, Susanne

2018-02-01

Line managers' behaviours are important during implementation of occupational health interventions. Still, little is known about how these behaviours are related to intervention outcomes. This study explored the relationship between line managers' intervention-specific transformational leadership (IsTL), intervention fit (the match between the intervention, persons involved, and the surrounding environment), and change in intrinsic motivation and vigour. Both direct and indirect relationships between IsTL and change in intrinsic motivation and vigour were tested. Ninety employees participating in an organizational-level occupational health intervention provided questionnaire ratings at baseline and after 6 months. The results showed IsTL to be related to intervention fit and intervention fit to be related to intrinsic motivation. Using intervention fit as a mediator, the total effects (direct and indirect combined) of IsTL on change in intrinsic motivation and vigour were significant. In addition, IsTL had a specific indirect effect on intrinsic motivation. This study is the first to use IsTL as a measure line managers' behaviours. It is also the first to empirically evaluate the association between intervention fit and intervention outcomes. By including these measures in evaluations of organizational-level occupational health interventions, we can provide more informative answers as to what can make interventions successful. Copyright © 2017 John Wiley & Sons, Ltd.

Development and Validation of the Work Role Motivation Scale for School Principals (WRMS-SP)

ERIC Educational Resources Information Center

Fernet, Claude

2011-01-01

Purpose: The aim of this study was to develop and validate a scale to assess work role motivation in school principals: the Work Role Motivation Scale for School Principals (WRMS-SP). The WRMS-SP is designed to measure intrinsic motivation, three types of extrinsic motivation (identified, introjected, and external), and amotivation with respect to…

Analysis of Recruiter Refresher Training for the U.S. Navy

DTIC Science & Technology

2012-03-01

motivation-hygiene theory ” offers a unique perspective on motivation. Herzberg identified two separate aspects of job satisfaction, extrinsic and intrinsic...motivators. Recognition, achievement, and authority are examples of these motivators. According to Herzberg , the presence of motivational factors ...of needs, Herzberg’s hygiene factors , Vroom’s expectancy theory and goal-setting theory (Kressler, 2003) all align with recruiters and the

The effects of autonomy-supportive and controlling teaching behaviour in biology lessons with primary and secondary experiences on students' intrinsic motivation and flow-experience

NASA Astrophysics Data System (ADS)

Hofferber, Natalia; Basten, Melanie; Großmann, Nadine; Wilde, Matthias

2016-09-01

Self-Determination Theory and Flow Theory propose that perceived autonomy fosters the positive qualities of motivation and flow-experience. Autonomy-support can help to maintain students' motivation in very interesting learning activities and may lead to an increase in the positive qualities of motivation in less interesting learning activities. This paper investigates whether autonomy-supportive or controlling teaching behaviour influence students' motivation and flow-experience in biology class. In study 1, 158 students of grade six worked on the adaptations of Harvest Mice (Micromys minutus) with living animals. The 153 sixth graders of study 2 dealt with the same content but instead worked with short films on laptops. Previous studies have shown that students perceive film sequences as less interesting than working with living animals. Students' intrinsic motivation and flow-experience were measured at the end of the first and the third lesson. In study 1, autonomy-supportive teaching behaviour led to significant differences in students' intrinsic motivation and flow-experience when compared to controlling teaching behaviour. In study 2, motivation and flow-experience were not always in line with theory. The positive effects of autonomy-supportive and the non-beneficial effects of the controlling teaching behaviour seem to be dependent on the interestingness of the teaching material.

Psychological Correlates of School Bullying Victimization: Academic Self-Concept, Learning Motivation and Test Anxiety

ERIC Educational Resources Information Center

Caputo, Andrea

2014-01-01

The paper aims at detecting the association between students' bullying victimization at school and some psychological dimensions, referred to academic self-concept (for both Mathematics and Reading), learning motivation (intrinsic motivation, extrinsic motivation, commitment to study) and test anxiety. A questionnaire including these measures was…

A Profile Approach to Self-Determination Theory Motivations at Work

ERIC Educational Resources Information Center

Moran, Christina M.; Diefendorff, James M.; Kim, Tae-Yeol; Liu, Zhi-Qiang

2012-01-01

Self-determination theory (SDT) posits the existence of distinct types of motivation (i.e., external, introjected, identified, integrated, and intrinsic). Research on these different types of motivation has typically adopted a variable-centered approach that seeks to understand how each motivation in isolation relates to employee outcomes. We…

Development of the Free Time Motivation Scale for Adolescents.

ERIC Educational Resources Information Center

Baldwin, Cheryl K.; Caldwell, Linda L.

2003-01-01

Developed a self-report measure of adolescent free time motivation based in self-determination theory, using data from 634 seventh graders. The scale measured five forms of motivation (amotivation, external, introjected, identified, and intrinsic motivation). Examination of each of the subscales indicated minimally acceptable levels of fit. The…

Reconceptualizing Student Motivation: Accounting for the Social Context beyond the Classroom

ERIC Educational Resources Information Center

Winn, Sandra; Harley, Dave; Wilcox, Paula; Pemberton, Sarah

2007-01-01

This paper problematizes the widespread use of self-determination theory, with its dichotomized conceptualization of intrinsic and extrinsic motivation, as an adequate means of understanding higher education student motivation. We draw on theories of situated motivation and extend them to encompass areas of students' lives beyond the academic…

Quality of Parental Support and Students' Emotions during Homework: Moderating Effects of Students' Motivational Orientations

ERIC Educational Resources Information Center

Knollmann, Martin; Wild, Elke

2007-01-01

Two studies investigated the relationship between parental support, students' motivational orientations, and students' emotions during homework. It was assumed that intrinsically motivated students would feel better when parents provided much learning autonomy, while extrinsically motivated students would experience more positive affect when…

The Middle Way to Motivating Middle School Students by Avoiding False Dichotomies.

ERIC Educational Resources Information Center

Gehlbach, Hunter; Roeser, Robert W.

2002-01-01

Discusses motivation systems theory and the complexity of motivation. Recommends that teachers reframe traditional dual dichotomies concerning intrinsic versus extrinsic orientations in motivation, intellectual challenge versus self-esteem development, or personal growth versus shared standards by blending the best assets from both to create…

Motivation and Creativity: Effects of Motivational Orientation on Creative Writers.

ERIC Educational Resources Information Center

Amabile, Teresa M.

This study directly tested the hypothesis that intrinsic motivation is conducive to creativity and extrinsic motivation is detrimental. Chosen because they identified themselves as actively involved in creative writing, 72 young adults participated in individual laboratory sessions where they were asked to write two brief poems. Before writing the…

Psychosocial Factors in Activity Selection, Activity Perseverance, and Performance Achievement.

ERIC Educational Resources Information Center

Singer, Robert N.

In order to understand what motivates children to participate in or avoid engaging in physical activities, it is necessary to understand something about motivation. There are two sources of motivation. Intrinsic motivation comes from drives, psychological and physiological processes, and needs such as the desire for achievement and…

Teacher's Turnover Intentions: Examining the Impact of Motivation and Organizational Commitment

ERIC Educational Resources Information Center

Imran, Rabia; Allil, Kamaal; Mahmoud, Ali Bassam

2017-01-01

Purpose: The purpose of this paper is to explore the path of motivation leading to organizational commitment resulting in reduced turnover intentions (TIs). It examines the relationship between dimensions of motivation (amotivation, introjected regulations (IRs) and intrinsic motivation (IM)) with dimensions of commitment (affective, normative and…

The Indonesian EFL Learners' Motivation in Reading

ERIC Educational Resources Information Center

Salikin, Hairus; Bin-Tahir, Saidna Zulfiqar; Kusumaningputri, Reni; Yuliandari, Dian Puji

2017-01-01

The motivation will drive the EFL learners to be successful in reading. This study examined the Indonesian EFL learners' motivation in reading activity based on Deci and Ryans' theory of motivation including intrinsic and extrinsic. This study employed mixed-method design. The data obtained by distributing questionnaire and arranging the group…

Motivational Orientations and Psychological Needs in EFL Learning among Elementary School Students in Japan

ERIC Educational Resources Information Center

Carreira, Junko Matsuzaki

2012-01-01

This study examined Japanese elementary school students' motivational orientations for learning English as a foreign language (EFL) and fundamental psychological needs from a self-determination theory perspective, exploring the relations between motivational orientations (e.g., intrinsic motivation, identified regulation, introjected regulation,…

Exploring the influence of trust relationships on motivation in the health sector: a systematic review.

PubMed

Okello, Dickson R O; Gilson, Lucy

2015-03-31

Dedicated and motivated health workers (HWs) play a major role in delivering efficient and effective health services that improve patients' experience of health care. Growing interest in HW motivation has led to a global focus on pay for performance strategies, but less attention has been paid to nurturing intrinsic motivation. Workplace trust relationships involve fair treatment and respectful interactions between individuals. Such relationships enable cooperation among HWs and their colleagues, supervisors, managers and patients and may act as a source of intrinsic motivation. This paper presents findings from a qualitative systematic review of empirical studies providing evidence on HW motivation, to consider what these studies suggest about the possible influence of workplace trust relationships over motivation. Five electronic databases were searched for articles reporting research findings about HW motivation for various cadres published in the 10-year period 2003 to 2013 and with available full free text in the English language. Data extraction involved consideration of the links between trust relationships and motivation, by identifying how studies directly or indirectly mention and discuss relevant factors. Twenty-three articles from low- and middle-income countries and eight from high-income countries that met predetermined quality and inclusion criteria were appraised and subjected to thematic synthesis. Workplace trust relationships with colleagues, supervisors and managers, employing organisation and patients directly and indirectly influence HW motivation. Motivational factors identified as linked to trust include respect; recognition, appreciation and rewards; supervision; teamwork; management support; autonomy; communication, feedback and openness; and staff shortages and resource inadequacy. To the authors' knowledge, this is the first systematic review on trust and motivation in the health sector. Evidence indicates that workplace trust relationships encourage social interactions and cooperation among HWs, have impact on the intrinsic motivation of HWs and have consequences for retention, performance and quality of care. Human resource management and organisational practices are critical in sustaining workplace trust and HW motivation. Research and assessment of the levels of motivation and factors that encourage workplace trust relationships should include how trust and motivation interact and operate for retention, performance and quality of care.

The role of academic motivation in high school students' current and lifetime alcohol consumption: adopting a self-determination theory perspective.

PubMed

Wormington, Stephanie V; Anderson, Kristen G; Corpus, Jennifer Henderlong

2011-11-01

The current study investigated the relationship between different types of academic motives-specifically, intrinsic motivation, introjected regulation, and external regulation-and high school students' current and lifetime alcohol consumption. One thousand sixty-seven high school students completed measures of academic motivation, other school-related factors, and lifetime and current alcohol consumption. Using structural equation modeling, different types of motivation and school-related factors were differentially related to student drinking. Specifically, intrinsic motivation was negatively related to lifetime and current alcohol consumption. External regulation, on the other hand, was positively associated with current drinking. Grade point average was the only school-related factor related to student alcohol use. These findings suggest that motivation is an important construct to consider in predicting students' alcohol use, even when other more commonly studied educational variables are considered. In addition, it supports the adoption of a motivation framework that considers different types of motivation in understanding the relationship between academic motivation and alcohol use. Suggestions for incorporating the self-determination model of motivation into studies of alcohol and substance use, as well as potential impacts on intervention efforts, are discussed. In particular, it may be important to foster only certain types of motivation, rather than all types of academically-focused motives, in efforts to deter alcohol use.

Association of Intrinsic Motivating Factors and Markers of Physician Well-Being: A National Physician Survey.

PubMed

Tak, Hyo Jung; Curlin, Farr A; Yoon, John D

2017-07-01

Although intrinsic motivating factors play important roles in physician well-being and productivity, most studies have focused on extrinsic motivating factors such as salary and work environment. To examine the association of intrinsic motivators with physicians' career satisfaction, life satisfaction, and clinical commitment, while accounting for established extrinsic motivators as well. A nationally representative survey of 2000 US physicians, fielded October to December 2011. Outcome variables were five measures of physician well-being: career satisfaction, life satisfaction, high life meaning, commitment to direct patient care, and commitment to clinical practice. Primary explanatory variables were sense of calling, personally rewarding hours per day, meaningful, long-term relationships with patients, and burnout. Multivariate logit models with survey design provided nationally representative individual-level estimates. Among 1289 respondents, 85.8% and 86.5% were satisfied with their career and life, respectively; 88.6% had high life meaning; 54.5% and 79.5% intended to retain time in direct patient care and continue clinical practice, respectively. Sense of calling was strongly positively associated with high life meaning (odds ratio [OR] 5.14, 95% confidence interval [95% CI] 2.87-9.19) and commitment to direct patient care (OR 2.50, 95% CI 1.53-4.07). Personally rewarding hours per day were most strongly associated with career satisfaction (OR 5.28, 95% CI 2.72-10.2), life satisfaction (OR 4.46, 95% CI 2.34-8.48), and commitment to clinical practice (OR 3.46, 95% CI 1.87-6.39). Long-term relationships with patients were positively associated with career and life satisfaction and high life meaning. Burnout was strongly negatively associated with all measures of physician well-being. Intrinsic motivators (e.g., calling) were associated with each measure of physician well-being (satisfaction, meaning, and commitment), but extrinsic motivators (e.g., annual income) were not associated with meaning or commitment. Understanding the effects of intrinsic motivators may help inform efforts to support physician well-being.

Latent profile analysis of students' motivation and outcomes in mathematics: an organismic integration theory perspective.

PubMed

Wang, Chee Keng John; Liu, Woon Chia; Nie, Youyan; Chye, Yen Leng Stefanie; Lim, Boon San Coral; Liem, Gregory Arief; Tay, Eng Guan; Hong, Ying-Yi; Chiu, Chi-Yue

2017-05-01

The purpose of the current study was to identify the motivation profiles at the intraindividual level using a latent profile analyses (LPA) approach. A total of 1151 secondary school students aged 13 to 17 years old from Singapore took part in the study. Using LPA, four distinct motivational profiles were identified based on four motivation regulations. Profile 1 has very low introjected and low autonomous motivation (6% of sample). Profile 2 had high external and identified regulations and very low intrinsic regulation (10%). Profile 3 consisted of students with high identified and intrinsic regulations (51%). Profile 4 had moderately low identified and intrinsic regulations (33%). The results showed that the four profiles differed significantly in terms of effort, competence, value, and time spent on math beyond homework. The best profile (Profile 3) reported highest scores in effort, value, competence and time spent on Math beyond homework. The worst profile (Profile 1) reported lowest scores in all the four outcome variables.

Music and movement education as a form of motivation in teaching Greek traditional dances.

PubMed

Likesas, G; Zachopoulou, E

2006-04-01

Research has shown that motivation for participating in physical education, particularly in traditional dances, has decreased dramatically. The aim of this research was to examine whether a music and movement program would increase pleasure and intrinsic motivation of students in elementary education while teaching them Greek traditional dances. 232 students were divided into two groups, a trained group of 135 participants (72 boys, 63 girls) and a control group of 97 (53 boys, 44 girls). The trained group was taught using the music and movement teaching model of traditional dances. The control group was taught using the instructional or guided teaching method of traditional Greek dances. To measure effectiveness of the two methods was accomplished by the completion of McAuley's Intrinsic Motivation Inventory. Analysis of scores showed use of music and movement education had a positive effect on intrinsic motivation for dancing and active participation of students, especially of the trained boys' group.

Intrinsic motivation factors based on the self-determinant theory for regular breast cancer screening.

PubMed

Jung, Su Mi; Jo, Heui-Sug

2014-01-01

The purpose of this study was to identify factors of intrinsic motivation that affect regular breast cancer screening and contribute to development of a program for strategies to improve effective breast cancer screening. Subjects were residing in South Korea Gangwon-Province and were female over 40 and under 69 years of age. For the investigation, the Intrinsic Motivation Inventory (IMI) was modified to the situation of cancer screening and was used to survey 905 inhabitants. Multinominal logistic regression analyses were conducted for regular breast cancer screening (RS), one-time breast cancer screening (OS) and non-breast cancer screening (NS). For statistical analysis, IBM SPSS 20.0 was utilized. The determinant factors between RS and NS were "perceived effort and choice" and "stress and strain" - internal motivations related to regular breast cancer screening. Also, determinant factors between RS and OS are "age" and "perceived effort and choice" for internal motivation related to cancer screening. To increase regular screening, strategies that address individual perceived effort and choice are recommended.

Predicting Intrinsic Motivation

ERIC Educational Resources Information Center

Martens, Rob; Kirschner, Paul A.

2004-01-01

Intrinsic motivation can be predicted from participants' perceptions of the social environment and the task environment (Ryan & Deci, 2000)in terms of control, relatedness and competence. To determine the degree of independence of these factors 251 students in higher vocational education (physiotherapy and hotel management) indicated the…

Cognitive Evaluation Theory: The Effects of External Rewards on Intrinsic Motivation of Gifted Students.

ERIC Educational Resources Information Center

Rogers, Brenda T.

1985-01-01

E. Deci's cognitive evaluation theory, which suggests that external rewards undermine intrinsic interest in an activity, is applied to the decline of instrinsic motivation in gifted students. Implications for feedback, rewards, and teacher role are noted. (CL)

Are intrinsic motivational factors of work associated with functional incapacity similarly regardless of the country?

PubMed

Väänänen, A; Pahkin, K; Huuhtanen, P; Kivimäki, M; Vahtera, J; Theorell, T; Kalimo, R

2005-10-01

Many psychosocial models of wellbeing at work emphasise the role of intrinsic motivational factors such as job autonomy, job complexity, and innovativeness. However, little is known about whether the employees of multinational enterprises differ from country to country with regard to intrinsic motivational factors, and whether these factors are associated with wellbeing similarly in the different countries. The purpose of this study was to examine the level of intrinsic motivational factors and their impact on functional incapacity in different countries in a multinational corporation. In 2000, data were collected from a globally operating corporation with a questionnaire survey. The participants were 13 795 employees (response rate 59%; 56% under age 45; 80% men; 61% blue collar employees), who worked in similar industrial occupations in five countries (Canada, China, Finland, France, and Sweden). The Chinese employees reported higher autonomy and lower complexity at work than the employees from the other countries. After adjustment for age, sex, socioeconomic status, and physical work environment, job autonomy, and job complexity at work were associated with functional incapacity in most countries, whereas in China the impact was significantly stronger. In Finland and in China employees with low innovativeness at work were more prone to functional incapacity than corresponding employees in other countries. The level of intrinsic motivational factors varied between the Chinese employees and those in other countries. In line with theoretical notions, the relation between intrinsic motivational factors of work and functional incapacity followed a similar pattern in the different countries. However, these country specific results show that a culture specific approach to employee wellbeing should also be applied.

Demotivating incentives and motivation crowding out in charitable giving

PubMed Central

Chao, Matthew

2017-01-01

Research has shown that extrinsic incentives can crowd out intrinsic motivation in many contexts. Despite this, many nonprofits offer conditional thank-you gifts, such as mugs or tote bags, in exchange for donations. In collaboration with a nonprofit, this study implements a direct mail field experiment and demonstrates that thank-you gifts reduced donation rates in a fundraising campaign. Attention-based multiattribute choice models suggest that this is because prospective donors shift attention to the salient gift offer, causing them to underweight less salient intrinsic motives. Attention to the gift may also cause individuals to adopt a more cost–benefit mindset, further de-emphasizing intrinsic motives. Consistent with these hypotheses, crowding out was driven by those who donated higher amounts in the previous year (i.e., those who likely had higher intrinsic motivation). In a complementary online experiment, thank-you gifts also reduced donation rates but only when the gift was visually salient. This corroborates the mediating role of attention in crowding out. Taken together, the laboratory and field results demonstrate that this fundraising technique can be demotivating in some contexts and that this may occur through an attention-based mechanism. PMID:28655844

Demotivating incentives and motivation crowding out in charitable giving.

PubMed

Chao, Matthew

2017-07-11

Research has shown that extrinsic incentives can crowd out intrinsic motivation in many contexts. Despite this, many nonprofits offer conditional thank-you gifts, such as mugs or tote bags, in exchange for donations. In collaboration with a nonprofit, this study implements a direct mail field experiment and demonstrates that thank-you gifts reduced donation rates in a fundraising campaign. Attention-based multiattribute choice models suggest that this is because prospective donors shift attention to the salient gift offer, causing them to underweight less salient intrinsic motives. Attention to the gift may also cause individuals to adopt a more cost-benefit mindset, further de-emphasizing intrinsic motives. Consistent with these hypotheses, crowding out was driven by those who donated higher amounts in the previous year (i.e., those who likely had higher intrinsic motivation). In a complementary online experiment, thank-you gifts also reduced donation rates but only when the gift was visually salient. This corroborates the mediating role of attention in crowding out. Taken together, the laboratory and field results demonstrate that this fundraising technique can be demotivating in some contexts and that this may occur through an attention-based mechanism.

In Search of the Neural Circuits of Intrinsic Motivation

PubMed Central

Kaplan, Frederic; Oudeyer, Pierre-Yves

2007-01-01

Children seem to acquire new know-how in a continuous and open-ended manner. In this paper, we hypothesize that an intrinsic motivation to progress in learning is at the origins of the remarkable structure of children's developmental trajectories. In this view, children engage in exploratory and playful activities for their own sake, not as steps toward other extrinsic goals. The central hypothesis of this paper is that intrinsically motivating activities correspond to expected decrease in prediction error. This motivation system pushes the infant to avoid both predictable and unpredictable situations in order to focus on the ones that are expected to maximize progress in learning. Based on a computational model and a series of robotic experiments, we show how this principle can lead to organized sequences of behavior of increasing complexity characteristic of several behavioral and developmental patterns observed in humans. We then discuss the putative circuitry underlying such an intrinsic motivation system in the brain and formulate two novel hypotheses. The first one is that tonic dopamine acts as a learning progress signal. The second is that this progress signal is directly computed through a hierarchy of microcortical circuits that act both as prediction and metaprediction systems. PMID:18982131

Intrinsic motivation in two exercise interventions: Associations with fitness and body composition.

PubMed

Thøgersen-Ntoumani, Cecilie; Shepherd, Sam O; Ntoumanis, Nikos; Wagenmakers, Anton J M; Shaw, Christopher S

2016-02-01

To examine the motivational process through which increases in aerobic capacity and decreases in total body fat are achieved during high-intensity intermittent training (HIT) and moderate-intensity continuous training (MICT) interventions. Eighty-seven physically inactive adults (65% women, age = 42 ± 12, BMI = 27.67 ± 4.99 kg/m²) took part in a 10-week randomized intervention testing group-based HIT, operationalized as repeated sprints of 15-60 s interspersed with periods of recovery cycling ≤ 25 min/session, 3 sessions/wk⁻¹, or MICT, operationalized as cycling at constant workload of ∼65% maximum aerobic capacity (VO2max, 30-45 min/session⁻¹, 5 sessions/wk⁻¹. Assessments of VO2max and total body fat were made pre- and postintervention. Motivation variables were assessed midintervention and class attendance was monitored throughout. Path analysis was employed, controlling for treatment arm and baseline values of VO2max and total body fat. The 2 groups differed in adherence only, favoring HIT. Baseline VO2max predicted intrinsic motivation midintervention. Intrinsic motivation predicted program adherence, which in turn predicted increases in VO2max and decreases in total body fat by the end of the study. Intrinsic motivation in HIT and MICT is positively linked to adherence to these programs, which can facilitate improvements in fitness and body composition. (c) 2016 APA, all rights reserved).

Body-related self-conscious emotions relate to physical activity motivation and behavior in men.

PubMed

Castonguay, Andree L; Pila, Eva; Wrosch, Carsten; Sabiston, Catherine M

2015-05-01

The aim of this study was to examine the associations between the body-related self-conscious emotions of shame, guilt, and pride and physical activity motivation and behavior among adult males. Specifically, motivation regulations (external, introjected, indentified, intrinsic) were examined as possible mediators between each of the body-related self-conscious emotions and physical activity behavior. A cross-sectional study was conducted with adult men (N = 152; Mage = 23.72, SD = 10.92 years). Participants completed a questionnaire assessing body-related shame, guilt, authentic pride, hubristic pride, motivational regulations, and leisure-time physical activity. In separate multiple mediation models, body-related shame was positively associated with external and introjected regulations and negatively correlated with intrinsic regulation. Guilt was positively linked to external, introjected, and identified regulations. Authentic pride was negatively related to external regulation and positively correlated with both identified and intrinsic regulations and directly associated with physical activity behavior. Hubristic pride was positively associated with intrinsic regulation. Overall, there were both direct and indirect effects via motivation regulations between body-related self-conscious emotions and physical activity (R(2) shame = .15, guilt = .16, authentic pride = .18, hubristic pride = .16). These findings highlight the importance of targeting and understanding self-conscious emotions contextualized to the body and links to motivation and positive health behavior among men. © The Author(s) 2014.

Pharmacy Educator Motives to Pursue Pedagogical Knowledge.

PubMed

Baia, Patricia; Strang, Aimee F

2016-10-25

Objective. To investigate motives of pharmacy educators who pursue pedagogical knowledge through professional development programs and to develop a model of motivation to inform future development. Methods. A mixed-methods approach was used to study both qualitative and quantitative data. Written narratives, postmodule quizzes, and survey data were collected during a 5-year period (2010-2014) from pharmacy educators who participated in an online professional development program titled Helping Educators Learn Pedagogy (HELP). Grounded theory was used to create a model of motivation for why pharmacy educators might pursue pedagogical knowledge. Results. Participants reported being driven intrinsically by a passion for their own learning (self-centered motivation) and by the need to improve student learning (student-centered motivation) and extrinsically by program design, funding, and administrator encouragement. Conclusion. A new model of pharmacy educator motivation to pursue pedagogy knowledge, Pedagogical Knowledge Acquisition Theory (PKAT), emerged as a blended intrinsic and extrinsic model, which may have value in developing future professional development programs.

Pharmacy Educator Motives to Pursue Pedagogical Knowledge

PubMed Central

Strang, Aimee F.

2016-01-01

Objective. To investigate motives of pharmacy educators who pursue pedagogical knowledge through professional development programs and to develop a model of motivation to inform future development. Methods. A mixed-methods approach was used to study both qualitative and quantitative data. Written narratives, postmodule quizzes, and survey data were collected during a 5-year period (2010-2014) from pharmacy educators who participated in an online professional development program titled Helping Educators Learn Pedagogy (HELP). Grounded theory was used to create a model of motivation for why pharmacy educators might pursue pedagogical knowledge. Results. Participants reported being driven intrinsically by a passion for their own learning (self-centered motivation) and by the need to improve student learning (student-centered motivation) and extrinsically by program design, funding, and administrator encouragement. Conclusion. A new model of pharmacy educator motivation to pursue pedagogy knowledge, Pedagogical Knowledge Acquisition Theory (PKAT), emerged as a blended intrinsic and extrinsic model, which may have value in developing future professional development programs. PMID:27899828

Future engineers: the intrinsic technology motivation of secondary school pupils

NASA Astrophysics Data System (ADS)

Jones, Lewis C. R.; McDermott, Hilary J.; Tyrer, John R.; Zanker, Nigel P.

2018-07-01

The supply of students motivated to study engineering in higher education is critical to the sector. Results are presented from the 'Mindsets STEM Enhancement Project'. Fifty-seven new resources packs, designed to improve STEM education in Design and Technology, were given to schools across London. A modified Intrinsic Motivation Inventory questionnaire measured pupils' (n = 458) motivation towards technology. The results show that although pupils have positive reactions to the technology content within Design and Technology lessons, the type of STEM resources and lessons created through the project had made no significant difference on pupils' interest/enjoyment towards technology. This suggests stand-alone resources do not improve pupil motivation. The impact of this work to engineering higher education is that the existing levels and the inability to improve pupil motivation in technology at school could be a factor affecting the pursuit of a technology or engineering related education or career.

Motivational factors, gender and engineering education

NASA Astrophysics Data System (ADS)

Kolmos, Anette; Mejlgaard, Niels; Haase, Sanne; Egelund Holgaard, Jette

2013-06-01

Based on survey data covering the full population of students enrolled in Danish engineering education in autumn 2010, we explore the motivational factors behind educational choice, with a particular aim of comparing male and female students1 reasons for choosing a career in engineering. We find that women are significantly more influenced by mentors than men, while men tend to be more motivated by intrinsic and financial factors, and by the social importance of the engineering profession. Parental influence is low across all programmes and by differentiating between specific clusters of engineering programmes, we further show that these overall gender differences are subtle and that motivational factors are unequally important across the different educational programmes. The findings from this study clearly indicate that intrinsic and social motivations are the most important motivational factors; however, gender and programme differentiation needs to be taken into account, and points towards diverse future strategies for attracting students to engineering education.

Motivation and Achievement: Is There an East Asian Model?

ERIC Educational Resources Information Center

Zhu, Yan; Leung, Frederick K. S.

2011-01-01

The importance of motivation in learning has been widely recognized. However, due to its multidimensional and complex nature, it appears difficult to synthesize research findings on motivation across studies. Heated debates about the effects of intrinsic and extrinsic motivation on learning and their interaction have been going on since the terms…

A Person-Centered Investigation of Academic Motivation and Its Correlates in High School

ERIC Educational Resources Information Center

Wormington, Stephanie V.; Corpus, Jennifer Henderlong; Anderson, Kristen G.

2012-01-01

This study used a person-centered approach to identify naturally occurring combinations of intrinsic motivation and controlled forms of extrinsic motivation (i.e., introjected and external regulation) and their correlates in an academic context. 1061 high school students completed measures of academic motivation, performance, and school-related…

Effects of Curricular Activity on Students' Situational Motivation and Physical Activity Levels

ERIC Educational Resources Information Center

Gao, Zan; Hannon, James C.; Newton, Maria; Huang, Chaoqun

2011-01-01

The purpose of this study was to examine (a) the effects of three curricular activities on students' situational motivation (intrinsic motivation [IM], identified regulation [IR], external regulation, and amotivation [AM]) and physical activity (PA) levels, and (b) the predictive strength of situational motivation to PA levels. Four hundred twelve…

Viability of an Online Community of Practice for Motivating Studio Art Students' Creativity

ERIC Educational Resources Information Center

Lane, Susan L.

2012-01-01

Motivation and creativity are valuable attributes in the 21st century. In response, more instructional time must be focused on motivating high school students to expand their creative abilities. Self-determination theory (SDT) and communities of practice (CoP) are theoretical foundations helpful for understanding how intrinsic motivation promotes…

Exploring Novice and Experienced Teachers' Perceptions of Motivational Constructs with Adolescent Students

ERIC Educational Resources Information Center

Wiesman, Jeff

2016-01-01

The purpose of this study was to compare novice and experienced teachers' perceptions of student motivation at the high school level and to determine if the teachers were likely to incorporate research-based techniques. Survey data were collected on the following motivational constructs: intrinsic and extrinsic motivation; performance, mastery,…

The Predictive Role of Teaching Styles on Omani Students' Mathematics Motivation

ERIC Educational Resources Information Center

Aldhafri, Said; Alrajhi, Marwa

2014-01-01

The current study explored the effects of two teaching styles, authoritative and authoritarian, on students' mathematics motivation. The two motivational constructs examined were intrinsic and extrinsic motivation. Data were collected from 425 Omani 8th grade students (males = 202/females = 223, mean age = 13.44, SD = 0.79). Through two…

Mobile Devices in the Classroom: Learning Motivations Predict Specific Types of Multicommunicating Behaviors

ERIC Educational Resources Information Center

Stephens, Keri K.; Pantoja, Gabriel E.

2016-01-01

This study provides a first look into how learning motivations are associated with different ways that students use mobile devices to carry on multiple conversations--multicommunicate--while in class. We use self-determination theory to make predictions linking intrinsic motivation, extrinsic motivation, and amotivation, to classroom mobile device…

Predicting Long-Term Growth in Students' Mathematics Achievement: The Unique Contributions of Motivation and Cognitive Strategies

ERIC Educational Resources Information Center

Murayama, Kou; Pekrun, Reinhard; Lichtenfeld, Stephanie; vom Hofe, Rudolf

2013-01-01

This research examined how motivation (perceived control, intrinsic motivation, and extrinsic motivation), cognitive learning strategies (deep and surface strategies), and intelligence jointly predict long-term growth in students' mathematics achievement over 5 years. Using longitudinal data from six annual waves (Grades 5 through 10;…

The Impact of Intrinsic and Extrinsic Motivators on Employee Engagement in Information Organizations

ERIC Educational Resources Information Center

Singh, Rajesh

2016-01-01

Understanding motivation in the workforce is a crucial step toward creating a dynamic work environment that enriches and fulfills workers. This research stems from LIS management class discussions on the topic of motivation and highlights the need for radical shifts in management approaches to motivation in information organizations. Our analysis…

[Motivation to quit smoking among ex-smoker university workers and students].

PubMed

Behn, V; Sotomayor, H; Cruz, M; Naveas, R

2001-05-01

In Chile, 10% of deaths in adults are directly attributed to smoking. To identify intrinsic and extrinsic motivations to quit smoking among a group of subjects that quitted without external help. The motivations to quit smoking were measured using the 20 items Reasons for Quitting Scale (RFQ), in 145 ex smokers (80 students and 65 workers at The University of Conception). The scale identifies intrinsic motivations in the categories health and self control and extrinsic motivations in the categories immediate reinforcement and social pressure. Factorial analysis with orthogonal rotation of the 20 items of the scale, suggested an optimal solution with five factors, that had a maximal impact of 0.43 and explained the motivations in up to a 66% of workers and 65% of students. The factors with the greater impact were the items of immediate reinforcement, social pressure and self control. The category health had only a 6% influence in the modification of smoking habits. The most important motivations to quit smoking in this sample were an immediate reinforcement, social pressure and self control. The analysis of motivations will help to orient smoking cessation programs.

Nurturing gerontology students' intrinsic motivation to cocreate: The design of a powerful learning environment.

PubMed

Jukema, Jan S; Veerman, Mieke; Van Alphen, Jacqueline; Visser, Geraldine; Smits, Carolien; Kingma, Tineke

2017-09-21

Professionals such as gerontologists play an important role in the design, development and implementation of age-friendly services. and products, by using working methods and principles of co-creation. A Dutch undergraduate applied gerontology programme aims to train students in the why, how and what of co-creation. The degree to which students are intrinsically motivated to develop competencies depends on how their psychological needs are met. These needs are autonomy, an awareness of competence and a sense of relatedness, as described in the self-determination theory. To nurture the intrinsic motivation of the applied gerontology students, a realistic, powerful learning environment called the Living Lab Applied Gerontology was designed and implemented. The aim of this paper is to present the design of this powerful learning environment and to discuss its value for nurturing the students' intrinsic motivation for co-creation. Based on a focus group with eight students, we identify directions for further research and development of living labs.

Reciprocal Relations between Work-Related Authenticity and Intrinsic Motivation, Work Ability and Depressivity: A Two-Wave Study.

PubMed

Emmerich, Astrid I; Rigotti, Thomas

2017-01-01

This study investigates the role of context-specific authenticity at work for work-related outcomes (intrinsic motivation, work ability) and depressivity. Furthermore reciprocal relations between work-related authenticity and healthy psychological functioning are investigated. Longitudinal data from 1,243 employees from 63 subsidiaries of a non-profit organization in the social sector were analyzed using multilevel structural equation modeling. Work-related authenticity at T1 predicted work ability and depressivity, but not intrinsic motivation at T2, about 6 months later. Work-related authenticity at T2 was predicted by intrinsic motivation and depressivity, but not by work ability at T1. We conclude that work-related authenticity and healthy psychological functioning are positively reinforcing each other. Thus, enabling employees to be authentic supposedly increases their well-being and is a pivotal opportunity for organizations to foster health and performance-related indicators like work ability and prevent negative health indicators like depressivity. At the same time, authenticity of employees can be fostered through workplace health promotion.

Motivation and burnout among top amateur rugby players.

PubMed

Cresswell, Scott L; Eklund, Robert C

2005-03-01

Self-determination theory has proven to be a useful theoretical explanation of the occurrence of ill-being on a variety of accounts. Self-determination theory may also provide a useful explanation of the occurrence of athlete burnout. To date, limited evidence exists to support links between motivation and burnout. To examine relationships and potential causal directions among burnout and types of motivation differing in degree of self-determination. Data were collected on burnout using the Athlete Burnout Questionnaire and Sport Motivation Scale from 392 top amateur male rugby players. Structural equation modeling procedures were employed to evaluate a measurement model and three conceptually grounded structural models. One conceptual model specified concomitant (noncausal) relationships between burnout and motivations varying in self-determination. The other conceptual models specified causal pathways between burnout and the three motivation variables considered in the investigation (i.e., intrinsic motivation, external regulation, and amotivation). Within the models, amotivation, the least self-determined type of motivation, had a large positive association with burnout. Externally regulated motivation had trivial and nonsignificant relationships with burnout. Self-determined forms of motivation (i.e., intrinsic motivation) exhibited significant negative associations with burnout. Overall the results support the potential utility of a self-determination theory explanation of burnout. As all models displayed reasonable and comparable fits, further research is required to establish the nature (concomitant vs directional causal vs reciprocal causal) of the relationship between burnout and motivation.

The Role of Academic Motivation in High School Students’ Current and Lifetime Alcohol Consumption: Adopting a Self-Determination Theory Perspective*

PubMed Central

Wormington, Stephanie V.; Anderson, Kristen G.; Corpus, Jennifer Henderlong

2011-01-01

Objective: The current study investigated the relationship between different types of academic motives—specifically, intrinsic motivation, introjected regulation, and external regulation—and high school students' current and lifetime alcohol consumption. Method: One thousand sixty-seven high school students completed measures of academic motivation, other school-related factors, and lifetime and current alcohol consumption. Results: Using structural equation modeling, different types of motivation and school-related factors were differentially related to student drinking. Specifically, intrinsic motivation was negatively related to lifetime and current alcohol consumption. External regulation, on the other hand, was positively associated with current drinking. Grade point average was the only school-related factor related to student alcohol use. Conclusions: These findings suggest that motivation is an important construct to consider in predicting students’ alcohol use, even when other more commonly studied educational variables are considered. In addition, it supports the adoption of a motivation framework that considers different types of motivation in understanding the relationship between academic motivation and alcohol use. Suggestions for incorporating the self-determination model of motivation into studies of alcohol and substance use, as well as potential impacts on intervention efforts, are discussed. In particular, it may be important to foster only certain types of motivation, rather than all types of academically-focused motives, in efforts to deter alcohol use. PMID:22051210

The relationship between core self-evaluations, views of god, and intrinsic/extrinsic religious motivation.

PubMed

Smither, James W; Walker, Alan G

2015-04-01

Core self-evaluations refer to a higher-order construct that subsumes four well-established traits in the personality literature: self-esteem, generalized self-efficacy, (low) neuroticism, and (internal) locus of control. Studies that have examined the relationship between various measures of religiosity and individual components of core self-evaluations show no clear pattern of relationships. The absence of a clear pattern may be due to the failure of most previous studies in this area to use theory to guide research. Therefore, theories related to core self-evaluations, religious motivation, and views of God were used to develop and test four hypotheses. 220 adults completed measures of four religious attitudes (intrinsic religious motivation, extrinsic religious motivation, viewing God as loving, and viewing God as punitive), general religiosity, and core self-evaluations, separated by 6 weeks (with the order of measures counterbalanced). Multivariate multiple regression, controlling for general religiosity, showed that core self-evaluations were positively related to viewing God as loving, negatively related to viewing God as punitive, and negatively related to extrinsic religious motivation. The hypothesis that core self-evaluations would be positively related to intrinsic religious motivation was not supported.

The Analysis of Learning Obstacle and Students Learning Motivation of Prospective Math Teachers in Basic Physics Class

NASA Astrophysics Data System (ADS)

Kurniawan, D. T.; Suhandi, A.; Kaniawati, I.; Rusdiana, D.

2017-02-01

Learning motivation revealed as a whole intrinsic factor that created, maintained and supported students to achieve the goal of learning. As the bigger motivation came with bigger success, motivation was considered as the main key to reach what students have planned. There were intrinsic and extrinsic factors that influence both the students and lecturers’ motivation. The factors in one hand, were essential to be defined by the lecturers in order to maintain and enhance the students’ enthusiasm. On the other hand, they also encouraged and thrilled the students to learn. The study aimed to expose and describe the motivational tendency and to knowledge and analyze learning obstacles faced by the students in basic physics class on students of prospective math teachers in FKIP Unswagati Cirebon. In addition, the study focused on the description of the six motivational components stated by Glyn and Koballa. The six were intrinsic motivation, extrinsic motivation, the relevance of studying physics for subjective purposes, willpower, self assessment and anxiety. Class responses were determined through questionnaire with four main indicators; the causes of being less popular subject, the cause of being disfavored subject, the description of the way the students draw the examination on basic physics subject and the academic background of the students. The results showed that 54% students stated that physics was disfavored because the subject was difficult to understand, 49% stated that the cause of being disfavored of the subject was because physics required complicated mathematics. Most of the students preferred to have game based activities that boosted thinking skill. According to the analysis of the students’ motivation, the findings revealed that the students’ had high level of anxiety in learning the subject. They mostly expressed their anxiety appeared from the material density and text book based assignments.

Youth fitness testing: the effect of percentile-based evaluative feedback on intrinsic motivation.

PubMed

Whitehead, J R; Corbin, C B

1991-06-01

This study was a test of Deci and Ryan's (1985) cognitive evaluation theory in a fitness testing situation. More specifically, it was a test of Proposition 2 of that theory, which posits that external events that increase or decrease perceived competence will increase or decrease intrinsic motivation. Seventh and eighth grade schoolchildren (N = 105) volunteered for an experiment that was ostensibly to collect data on a new youth fitness test (the Illinois Agility Run). After two untimed practice runs, a specially adapted version of the Intrinsic Motivation Inventory (IMI) was administered as a pretest of intrinsic motivation. Two weeks later when subjects ran again, they were apparently electronically timed. In reality, the subjects were given bogus feedback. Subjects in a positive feedback condition were told their scores were above the 80th percentile, while those in a negative feedback condition were told their scores were below the 20th percentile. Those in a control condition received no feedback. The IMI was again administered to the subjects after their runs. Multivariate and subsequent univariate tests were significant for all four subscale dependent variables (perceived interest-enjoyment, competence, effort, and pressure-tension). Positive feedback enhanced all aspects of intrinsic motivation, whereas negative feedback decreased them. In a further test of cognitive evaluation theory, path analysis results supported the prediction that perceived competence would mediate changes in the other IMI subscales. Taken together, these results clearly support cognitive evaluation theory and also may have important implications regarding motivation for those who administer youth fitness tests.

Crowding out or no crowding out? A Self-Determination Theory approach to health worker motivation in performance-based financing.

PubMed

Lohmann, Julia; Houlfort, Nathalie; De Allegri, Manuela

2016-11-01

Performance-based financing (PBF) is a common health system reform approach in low and middle income countries at present. Although increasing evidence on the effectiveness of PBF and knowledge of principles of good design are available, research is still lacking in regards to other aspects. Among these are a yet limited understanding of the complex role of health worker motivation in PBF and of potential side effects, for instance on intrinsic motivation. Our article aims to support meaningful future research by advancing the theoretical discussion around health worker motivation and PBF. We argue that an in-depth understanding of the motivational mechanisms and consequences of PBF at health worker level are of high practical relevance and should be at the heart of the PBF research agenda, and that predominant unidimensional conceptualizations of health worker motivation and descriptive rather than explanatory research approaches are insufficient to fully understand whether, how, and why PBF schemes alter health workers' motivational structures, mindsets, affect, and behavior. We introduce and apply Self-Determination Theory to the context of PBF as a valuable theoretical framework for future empirical exploration. From this, we conclude that PBF interventions are unlikely to have a generally adverse effect on intrinsic motivation as feared by parts of the PBF community. Rather, we posit that PBF can have positive and negative effects on both intrinsic and extrinsic motivation, to varying degrees depending on the specific design, implementation, and results of a particular intervention and on health workers' perceptions and evaluations of it. Copyright © 2016 Elsevier Ltd. All rights reserved.

Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being.

PubMed

Ryan, R M; Deci, E L

2000-01-01

Human beings can be proactive and engaged or, alternatively, passive and alienated, largely as a function of the social conditions in which they develop and function. Accordingly, research guided by self-determination theory has focused on the social-contextual conditions that facilitate versus forestall the natural processes of self-motivation and healthy psychological development. Specifically, factors have been examined that enhance versus undermine intrinsic motivation, self-regulation, and well-being. The findings have led to the postulate of three innate psychological needs--competence, autonomy, and relatedness--which when satisfied yield enhanced self-motivation and mental health and when thwarted lead to diminished motivation and well-being. Also considered is the significance of these psychological needs and processes within domains such as health care, education, work, sport, religion, and psychotherapy.

Extrinsic Reward and Intrinsic Motivation: A Review with Implications for the Classroom.

ERIC Educational Resources Information Center

Bates, John A.

1979-01-01

The notion that certain systems of reward may inhibit children's desire to participate in educational activities was investigated by reviewing recent research on intrinsic motivation. This research was critiqued from four theoretical perspectives: self-perception theory, personal causation, the overjustification hypothesis, and behavioral…

Sex Differences, Positive Feedback and Intrinsic Motivation.

ERIC Educational Resources Information Center

Deci, Edward L.; And Others

The paper presents two experiments which test the "change in feelings of competence and self-determination" proposition of cognitive evaluation theory. This proposition states that when a person receives feedback about his performance on an intrinsically motivated activity this information will affect his sense of competence and…

Intrinsic Motivation as a Mediator on Imaginative Capability Development

ERIC Educational Resources Information Center

Liang, Chaoyun; Hsu, Yuling; Chang, Chi-Cheng

2013-01-01

The present study explored which environmental and psychological variables influenced the imagination of video/film major university students, and the effects these variables had on their imaginative capability development. The hypothesis of the study--that "intrinsic motivation" played a mediating role in imaginative capability development--was…

Self-controlled learning benefits: exploring contributions of self-efficacy and intrinsic motivation via path analysis.

PubMed

Ste-Marie, Diane M; Carter, Michael J; Law, Barbi; Vertes, Kelly; Smith, Victoria

2016-09-01

Research has shown learning advantages for self-controlled practice contexts relative to yoked (i.e., experimenter-imposed) contexts; yet, explanations for this phenomenon remain relatively untested. We examined, via path analysis, whether self-efficacy and intrinsic motivation are important constructs for explaining self-controlled learning benefits. The path model was created using theory-based and empirically supported relationships to examine causal links between these psychological constructs and physical performance. We hypothesised that self-efficacy and intrinsic motivation would have greater predictive power for learning under self-controlled compared to yoked conditions. Participants learned double-mini trampoline progressions, and measures of physical performance, self-efficacy and intrinsic motivation were collected over two practice days and a delayed retention day. The self-controlled group (M = 2.04, SD = .98) completed significantly more skill progressions in retention than their yoked counterparts (M = 1.3, SD = .65). The path model displayed adequate fit, and similar significant path coefficients were found for both groups wherein each variable was predominantly predicted by its preceding time point (e.g., self-efficacy time 1 predicts self-efficacy time 2). Interestingly, the model was not moderated by group; thus, failing to support the hypothesis that self-efficacy and intrinsic motivation have greater predictive power for learning under self-controlled relative to yoked conditions.

Common Factor Mechanisms in Clinical Practice and Their Relationship with Outcome.

PubMed

Gaitan-Sierra, Carolina; Hyland, Michael E

2015-01-01

This study investigates three common factor mechanisms that could affect outcome in clinical practice: response expectancy, the affective expectation model and motivational concordance. Clients attending a gestalt therapy clinic (30 clients), a sophrology (therapeutic technique) clinic (33 clients) and a homeopathy clinic (31 clients) completed measures of expectancy and the Positive Affect and Negative Affect Schedule (PANAS) before their first session. After 1 month, they completed PANAS and measures of intrinsic motivation, perceived effort and empowerment. Expectancy was not associated with better outcome and was no different between treatments. Although some of the 54 clients who endorsed highest expectations showed substantial improvement, others did not: 19 had no change or deteriorated in positive affect, and 18 had the same result for negative affect. Intrinsic motivation independently predicted changes in negative affect (β = -0.23). Intrinsic motivation (β = 0.24), effort (β = 0.23) and empowerment (β = 0.20) independently predicted positive affect change. Expectancy (β = -0.17) negatively affected changes in positive affect. Clients found gestalt and sophrology to be more intrinsically motivating, empowering and effortful compared with homeopathy. Greater improvement in mood was found for sophrology and gestalt than for homeopathy clients. These findings are inconsistent with response expectancy as a common factor mechanism in clinical practice. The results support motivational concordance (outcome influenced by the intrinsic enjoyment of the therapy) and the affective expectation model (high expectations can lead for some clients to worse outcome). When expectancy correlates with outcome in some other studies, this may be due to confound between expectancy and intrinsic enjoyment. Common factors play an important role in outcome. Intrinsic enjoyment of a therapeutic treatment is associated with better outcome. Active engagement with a therapeutic treatment improves outcome. Unrealistic expectations about a therapeutic treatment can have a negative impact on outcome. Copyright © 2014 John Wiley & Sons, Ltd.

Examining Motivation in Online Distance Learning Environments: Complex, Multifaceted, and Situation-Dependent

ERIC Educational Resources Information Center

Hartnett, Maggie; St. George, Alison; Dron, John

2011-01-01

Existing research into motivation in online environments has tended to use one of two approaches. The first adopts a trait-like model that views motivation as a relatively stable, personal characteristic of the learner. Research from this perspective has contributed to the notion that online learners are, on the whole, intrinsically motivated. The…

Intrinsic, Identified, and Controlled Types of Motivation for School Subjects in Young Elementary School Children

ERIC Educational Resources Information Center

Guay, Frederic; Chanal, Julien; Ratelle, Catherine F.; Marsh, Herbert W.; Larose, Simon; Boivin, Michel

2010-01-01

Background: There are two approaches to the differential examination of school motivation. The first is to examine motivation towards specific school subjects (between school subject differentiation). The second is to examine school motivation as a multidimensional concept that varies in terms of not only intensity but also quality (within school…

College Students' Academic Motivation: Differences by Gender, Class, and Source of Payment

ERIC Educational Resources Information Center

Brouse, Corey H.; Basch, Charles E.; LeBlanc, Michael; McKnight, Kelly R.; Lei, Ting

2010-01-01

The purpose of this paper is to describe college students' (n = 856) gender, year in school and source of tuition funding in relation to their academic motivation. The design was cross-sectional and used cluster sampling. The Academic Motivation Scale was used to measure students' intrinsic and extrinsic motivations as well as amotivation. Three…

Motivation, Self-Regulated Learning Efficacy, and Academic Achievement among International and Domestic Students at an Urban Community College: A Comparison

ERIC Educational Resources Information Center

Liao, Hsiang-Ann; Ferdenzi, Anita Cuttita; Edlin, Margot

2012-01-01

This study is designed to examine how intrinsic motivation, extrinsic motivation, and self-regulated learning efficacy influence academic achievement of international and domestic community college students. Results show that for both international and domestic students, motivation did not directly affect academic achievement. Self-regulated…

College Students and Gambling: An Examination of Gender Differences in Motivation for Participation

ERIC Educational Resources Information Center

Burger, Terry D.; Dahlgren, Donna; MacDonald, Christine D.

2006-01-01

The current research is among the first to examine whether gender or the level of competitiveness affects a person's motivation to gamble. One hundred fifty two participants completed a scale to measure whether they were intrinsically or extrinsically motivated to gamble (Gambling Motivation Scale) and a scale to measure their level of…

The Influence of Gender Differences on Within-Term Changes in Junior-College Student Motivation.

ERIC Educational Resources Information Center

Karsenti, Thierry; Thibert, Gilles

A field study was conducted to investigate the effect of gender, and gender combined with other variables on within-term changes in junior college student motivation. Intrinsic motivation (IM) refers to doing an activity for the pleasure and satisfaction derived from participating. Extrinsic motivation (EM) refers to engaging in behaviors as a…

The Relationship between Relative Levels of Motivation and Intrapersonal, Interpersonal, and Academic Functioning among Older Adolescents

ERIC Educational Resources Information Center

Gilman, Rich; Anderman, Eric M.

2006-01-01

Using cluster analysis to combine specific adaptive measures related to mastery motivation (intrinsic motivation, self-adequacy, and locus of control), a total of 654 high school students were placed into distinct adaptive motivation groups. Mean scores on a variety of self-reported and peer-reported measures of interpersonal, intrapersonal, and…

Research Review: Social Motivation and Oxytocin in Autism--Implications for Joint Attention Development and Intervention

ERIC Educational Resources Information Center

Stavropoulos, Katherine K. M.; Carver, Leslie J.

2013-01-01

Background and Scope: The social motivation hypothesis (SMH) suggests that individuals with autism spectrum disorders (ASD) are less intrinsically rewarded by social stimuli than their neurotypical peers. This difference in social motivation has been posited as a factor contributing to social deficits in ASD. Social motivation is thought to…

Logistical Factors in Teachers' Motivation

ERIC Educational Resources Information Center

Daniels, Erika

2016-01-01

Research in education and psychology contributes to an understanding of how educators create contexts for learning that encourage intrinsic motivation and increase academic achievement. In this article, the researcher investigated how teachers themselves define effectiveness and identified what factors influence their motivation, both positively…

Motivational determinants among physicians in Lahore, Pakistan.

PubMed

Malik, Ahmad Azam; Yamamoto, Shelby Suzanne; Souares, Aurélia; Malik, Zeeshan; Sauerborn, Rainer

2010-07-09

Human resource crises in developing countries have been identified as a critical aspect of poor quality and low accessibility in health care. Worker motivation is an important facet of this issue. Specifically, motivation among physicians, who are an important bridge between health systems and patients, should be considered. This study aimed to identify the determinants of job motivation among physicians, a neglected perspective, especially in developing countries. A stratified random sample of 360 physicians was selected from public primary, public secondary and public and private tertiary health facilities in the Lahore district, Pakistan. Pretested, semi-structured, self-administered questionnaires were used. For the descriptive part of this study, physicians were asked to report their 5 most important work motivators and demotivators within the context of their current jobs and in general. Responses were coded according to emergent themes and frequencies calculated. Of the 30 factors identified, 10 were classified as intrinsic, 16 as organizational and 4 as socio-cultural. Intrinsic and socio-cultural factors like serving people, respect and career growth were important motivators. Conversely, demotivators across setups were mostly organizational, especially in current jobs. Among these, less pay was reported the most frequently. Fewer opportunities for higher qualifications was a demotivator among primary and secondary physicians. Less personal safety and poor working conditions were important in the public sector, particularly among female physicians. Among private tertiary physicians financial incentives other than pay and good working conditions were motivators in current jobs. Socio-cultural and intrinsic factors like less personal and social time and the inability to financially support oneself and family were more important among male physicians. Motivational determinants differed across different levels of care, sectors and genders. Nonetheless, the important motivators across setups in this study were mostly intrinsic and socio-cultural, which are difficult to affect while the demotivators were largely organizational. Many can be addressed even at the facility level such as less personal safety and poor working conditions. Thus, in resource limited settings a good strategic starting point could be small scale changes that may markedly improve physicians' motivation and subsequently the quality of health care.

Coach Autonomy Support, Basic Need Satisfaction, and Intrinsic Motivation of Paralympic Athletes

ERIC Educational Resources Information Center

Banack, Hailey R.; Sabiston, Catherine M.; Bloom, Gordon A.

2011-01-01

The purpose of the present study, grounded in self-determination theory, was to explore the relationship between Paralympic athletes' perceptions of autonomy-supportive coach behavior, basic psychological needs, and intrinsic motivation to know, accomplish, and experience stimulation. One hundred thirteen Canadian Paralympic athletes completed an…

Promoting Intrinsic and Extrinsic Motivation among Chemistry Students Using Computer-Assisted Instruction

ERIC Educational Resources Information Center

Gambari, Isiaka A.; Gbodi, Bimpe E.; Olakanmi, Eyitao U.; Abalaka, Eneojo N.

2016-01-01

The role of computer-assisted instruction in promoting intrinsic and extrinsic motivation among Nigerian secondary school chemistry students was investigated in this study. The study employed two modes of computer-assisted instruction (computer simulation instruction and computer tutorial instructional packages) and two levels of gender (male and…

A Study of Extrinsic vs. Intrinsic Motivation in College Students.

ERIC Educational Resources Information Center

Elbel, Jacquelyn; Horton, Irene P.

Attribution theorists have argued that if an intrinsically motivated activity is extrinsically reinforced, the activity will be devalued and extinguished when the reward is removed. Hypothesizing that activities performed for their instrumental outcome are valued less than activities not so externally oriented, and that activities performed for…

Relationships among Dispositional Ability Conceptions, Intrinsic Motivation, Perceived Competence, Experience, Persistance, and Performance

ERIC Educational Resources Information Center

Li, Weidong; Lee, Amelia M.; Solmon, Melinda A.

2005-01-01

This study was designed to explore the relationships among individuals' dispositional ability conceptions, intrinsic motivation, experience, perceived competence, persistence, and performance. Participants practiced a novel task, completed surveys before instruction and after practicing the task, and completed a skill test. The results indicated…

The Hidden Costs of Rewards.

ERIC Educational Resources Information Center

Deci, Edward L.

1976-01-01

This paper discusses ways managers can motivate their employees to work and at the same time to increase their performance. Two theories of motivation--Vroom's theory and Atkinson's theory--focus on the use of extrinsic and intrinsic rewards respectively. A managerial strategy that combines the best of both intrinsic and extrinsic approaches to…

Teacher and Student Intrinsic Motivation in Project-Based Learning

ERIC Educational Resources Information Center

Lam, Shui-fong; Cheng, Rebecca Wing-yi; Ma, William Y. K.

2009-01-01

In this study we examined the relationship between teacher and student intrinsic motivation in project-based learning. The participants were 126 Hong Kong secondary school teachers and their 631 students who completed evaluation questionnaires after a semester-long project-based learning program. Both teachers and students were asked to indicate…

Ethnic Stigma, Academic Anxiety, and Intrinsic Motivation in Middle Childhood

ERIC Educational Resources Information Center

Gillen-O'Neel, Cari; Ruble, Diane N.; Fuligni, Andrew J.

2011-01-01

Previous research addressing the dynamics of stigma and academics has focused on African American adolescents and adults. The present study examined stigma awareness, academic anxiety, and intrinsic motivation among 451 young (ages 6-11) and diverse (African American, Chinese, Dominican, Russian, and European American) students. Results indicated…

Supporting Intrinsic Motivation for Special Education Students to Meet Graduation Requirements

ERIC Educational Resources Information Center

Frazier, Robert Sipplin

2015-01-01

This qualitative study examined how teachers use instructional practices and family reinforcement interventions to support intrinsic motivation for special education students as a means to meet graduation requirements. Purposeful sampling of highly qualified special education teachers certified in language arts was used in this study. The data…

The Pervasive Negative Effects of Rewards on Intrinsic Motivation: Response to Cameron (2001).

ERIC Educational Resources Information Center

Deci, Edward L.; Ryan, Richard M.; Koestner, Richard

2001-01-01

Replies to commentary by J. Cameron asserting that the negative results of extrinsic reward on intrinsic motivation are limited and avoidable. Suggests that the most recent meta analysis by Cameron and others shares methodological weaknesses with an earlier analysis, lacking ecological validity. (SLD)

Extrinsic Rewards and Intrinsic Motivation in Education: Reconsidered Once Again.

ERIC Educational Resources Information Center

Deci, Edward L.; Koestner, Richard; Ryan, Richard M.

2001-01-01

Reviews the results of a meta analysis (E. Deci, R. Koestner, and R. Ryan, 1999) that shows that tangible extrinsic rewards do have a substantial undermining effect on intrinsic motivation. Discusses results, which support cognitive evaluation theory, in terms of their relevance for educational practice. (SLD)

Factors Affecting Intrinsic Motivation among University Students in Taiwan.

ERIC Educational Resources Information Center

Tang, Li-Ping Thomas

1990-01-01

Studies the effects of the Protestant work ethic and performance feedback on intrinsic motivation in a sample of Taiwanese university students. Divides subjects into three groups according to work ethic measurement: high, intermediate, and low. Suggests students with a low work ethic exert more effort when challenged. (NL)

Children's Locus of Control and Intrinsically Motivated Reading.

ERIC Educational Resources Information Center

Whitney, Patricia

A study investigated the relationship between locus of control and intrinsically motivated reading for children. The entire sixth grade, totalling 53 students, of a parochial school in San Francisco was administered the Children's Nowicki-Strickland Internal-External Control Scale. A free-choice paperback reading rack provided the measure for…

Intrinsic Motivation, Organizational Justice, and Creativity

ERIC Educational Resources Information Center

Hannam, Kalli; Narayan, Anupama

2015-01-01

For employees to generate creative ideas that are not only original, but also useful to their company, they must interact with their workplace environment to determine organizational needs. Therefore, it is important to consider aspects of the individual as well as their environment when studying creativity. Intrinsic motivation, a predictor of…

Promoting Career Preparedness and Intrinsic Work-Goal Motivation: RCT Intervention

ERIC Educational Resources Information Center

Salmela-Aro, Katariina; Mutanen, Pertti; Vuori, Jukka

2012-01-01

We examined the role of an in-company training program aimed at enhancing employees' intrinsic work-goal motivation by increasing their career preparedness in a randomized field experimental study. The program activities were implemented using an organization-level two-trainer model with trainers from the human resources management and…

Relatedness Need Satisfaction, Intrinsic Motivation, and Engagement in Secondary School Physical Education

ERIC Educational Resources Information Center

Xiang, Ping; Agbuga, Bülent; Liu, Jiling; McBride, Ron E.

2017-01-01

Purpose: Using self-determination theory, this study examined unique contributions of relatedness need satisfaction (to both teachers and peers) to intrinsic motivation and engagement (behavioral, cognitive, and emotional) over and above those of autonomy need satisfaction and competence need satisfaction among Turkish students in secondary school…

Intrinsic Changes: Energy Saving Behaviour among Resident University Students

ERIC Educational Resources Information Center

Black, Rosemary; Davidson, Penny; Retra, Karen

2010-01-01

This paper presents the results of a study that explored the effectiveness of three intervention strategies in facilitating energy saving behaviour among resident undergraduate university students. In contrast to a dominant practice of motivating with rewards or competition this study sought to appeal to students' intrinsic motivations. An…

A Longitudinal Study: Casino Gambling Attitudes, Motivations, and Gambling Patterns Among Urban Elders

PubMed Central

Lichtenberg, Peter A.; Templin, Thomas N.

2013-01-01

Guided by self-determination theory, the main purpose of this study was to explore demographic characteristics, attitudes toward casinos, and self-reported intrinsic and extrinsic reasons for casino gambling by urban elders. The study hypothesized that individuals would more frequently report intrinsic motivations for casino gambling (e.g., entertainment, enjoyment) rather than extrinsic motivation (e.g., financial gain). This longitudinal sample included 247 urban elders older who were 60 years and older and who had participated in surveys in 2002 and 2004. The initial survey consisted of (a) demographic items, (b) five items to measure attitudes toward casino gambling, (c) questions inquiring about motivations for casino gambling, and (d) questions about gambling frequency. The follow-up survey was an expanded questionnaire which still included these items. The sample consisted of the 247 participants, over 200 of whom were African-Americans, 188 were female, and 98 of the participants had a post graduate education. About half were widowed, and the sample generally reported a low income. The results supported the theoretical perspective underlying the project. The hypothesis that more participants would endorse intrinsic motivations for casino gambling rather than extrinsic motivations was supported. The implications of these findings represent for social workers, gambling counselors and health care services providers an important step toward understanding the attitudes, behaviors, and motivational factors involved in casino gambling among older adults. PMID:20549548

A longitudinal study: casino gambling attitudes, motivations, and gambling patterns among urban elders.

PubMed

Martin, Fayetta; Lichtenberg, Peter A; Templin, Thomas N

2011-06-01

Guided by self-determination theory, the main purpose of this study was to explore demographic characteristics, attitudes toward casinos, and self-reported intrinsic and extrinsic reasons for casino gambling by urban elders. The study hypothesized that individuals would more frequently report intrinsic motivations for casino gambling (e.g., entertainment, enjoyment) rather than extrinsic motivation (e.g., financial gain). This longitudinal sample included 247 urban elders older who were 60 years and older and who had participated in surveys in 2002 and 2004. The initial survey consisted of (a) demographic items, (b) five items to measure attitudes toward casino gambling, (c) questions inquiring about motivations for casino gambling, and (d) questions about gambling frequency. The follow-up survey was an expanded questionnaire which still included these items. The sample consisted of the 247 participants, over 200 of whom were African-Americans, 188 were female, and 98 of the participants had a post graduate education. About half were widowed, and the sample generally reported a low income. The results supported the theoretical perspective underlying the project. The hypothesis that more participants would endorse intrinsic motivations for casino gambling rather than extrinsic motivations was supported. The implications of these findings represent for social workers, gambling counselors and health care services providers an important step toward understanding the attitudes, behaviors, and motivational factors involved in casino gambling among older adults.

Motivation towards extracurricular activities and motivation at school: A test of the generalization effect hypothesis.

PubMed

Denault, Anne-Sophie; Guay, Frédéric

2017-01-01

Participation in extracurricular activities is a promising avenue for enhancing students' school motivation. Using self-determination theory (Deci & Ryan, 2000), the goal of this study was to test a serial multiple mediator model. In this model, students' perceptions of autonomy support from their extracurricular activity leader predicted their activity-based intrinsic and identified regulations. In turn, these regulations predicted their school-based intrinsic and identified regulations during the same school year. Finally, these regulations predicted their school-based intrinsic and identified regulations one year later. A total of 276 youths (54% girls) from disadvantaged neighborhoods were surveyed over two waves of data collection. The proposed mediation model was supported for both types of regulation. These results highlight the generalization effects of motivation from the extracurricular activity context to the school context. Copyright © 2016 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

A study of the relationship between the study process, motivation resources, and motivation problems of nursing students in different educational systems.

PubMed

Yardimci, Figen; Bektaş, Murat; Özkütük, Nilay; Muslu, Gonca Karayağız; Gerçeker, Gülçin Özalp; Başbakkal, Zümrüt

2017-01-01

The study process is related to students' learning approaches and styles. Motivation resources and problems determine students' internal, external, and negative motivation. Analyzing the study process and motivation of students yields important indications about the nature of educational systems in higher education. This study aims to analyze the relationship between the study process, and motivation resources and problems with regard to nursing students in different educational systems in Turkey and to reveal their effects according to a set of variables. This is a descriptive, cross-sectional and correlational study. Traditional, integrated and problem-based learning (PBL) educational programs for nurses involving students from three nursing schools in Turkey. Nursing students (n=330). The data were collected using the Study Process Questionnaire (R-SPQ-2F) and the Motivation Resources and Problems (MRP) Scale. A statistically significant difference was found between the scores on the study process scale, and motivation resources and problems scale among the educational systems. This study determined that the mean scores of students in the PBL system on learning approaches, intrinsic motivation and negative motivation were higher. A positive significant correlation was found between the scales. The study process, and motivation resources and problems were found to be affected by the educational system. This study determined that the PBL educational system more effectively increases students' intrinsic motivation and helps them to acquire learning skills. Copyright © 2016 Elsevier Ltd. All rights reserved.

Students' Achievement Goals in Relation to Academic Motivation, Competence Expectancy, and Classroom Environment Perceptions

ERIC Educational Resources Information Center

Sungur, Semra; Senler, Burcu

2010-01-01

The present study aimed at investigating elementary students' academic motivation (intrinsic motivation, external regulation, introjected regulation, identified regulation, and amotivation), achievement goals (mastery approach goals, mastery avoidance goals, performance approach goals, performance avoidance goals), competence expectancies, and…

Student Motivation in Constructivist Learning Environment

ERIC Educational Resources Information Center

Cetin-Dindar, Ayla

2016-01-01

The purpose of this study was to investigate the relation between constructivist learning environment and students'motivation to learn science by testing whether students' self-efficacy in learning science, intrinsically and extrinsically motivated science learning increase and students' anxiety about science assessment decreases when more…

Motivating Teachers for Excellence. ERIC Clearinghouse on Educational Management: ERIC Digest, Number Six.

ERIC Educational Resources Information Center

Ellis, Thomas I.

Teachers are primarily motivated by intrinsic rewards such as self-respect, responsibility, and a sense of accomplishment. Administrators can therefore boost morale and motivate teachers to excel through participatory governance, inservice education, and systematic, supportive evaluation. (TE)

The impact of feedback valence and communication style on intrinsic motivation in middle childhood: Experimental evidence and generalization across individual differences.

PubMed

Mabbe, Elien; Soenens, Bart; De Muynck, Gert-Jan; Vansteenkiste, Maarten

2018-06-01

Prior research among adolescents and emerging adults has provided evidence for the beneficial effects of positive (relative to negative) feedback and an autonomy-supportive (relative to a controlling) communication style on students' intrinsic motivation. Unfortunately, similar experimental research in middle childhood is lacking. Moreover, little attention has been paid to the question of whether individual differences in personality and perceived parenting play a role in these effects. In the current experimental study (N = 110; M age  = 10.71 years), children completed puzzles at school under one of four experimental conditions, thereby crossing normative feedback valence (i.e., positive vs. negative) with communication style (i.e., autonomy supportive vs. controlling). Prior to the experiment, children filled out questionnaires tapping into the Big Five personality traits and into perceived maternal autonomy support and psychological control. After the experimental induction, children rated several motivational constructs (i.e., intrinsic motivation and need-based experiences). In addition, their voluntary behavioral persistence in a subsequent challenging puzzle task was recorded objectively. Providing positive normative feedback in an autonomy-supportive way yielded the most favorable motivational outcomes. Both feedback valence and communication style yielded an independent impact on children's experiences of competence and autonomy during task engagement, which in turn helped to explain children's elevated intrinsic motivation, as reflected by their perceived interest and behavioral persistence. A few effects were moderated by children's perceived parenting and personality traits, but the number of interactions was limited. The discussion focuses on the motivating role of positive normative feedback and an autonomy-supportive communication style for children. Copyright © 2018 Elsevier Inc. All rights reserved.

Motivation for diet and exercise management among adults with type 2 diabetes.

PubMed

Oftedal, Bjørg; Bru, Edvin; Karlsen, Bjørg

2011-12-01

The aim of this study was to investigate diet and exercise management and how indicators of intrinsic motivation such as ability expectations and values are associated with diet and exercise management among adults with type 2 diabetes. Motivational problems are probably one of the main reasons for poor diabetes management. However, the mechanisms involved in the motivation for adequate self-management are still unclear. A cross-sectional design including a postal questionnaire that investigated diet and exercise management as well as intrinsic motivational factors such as ability expectations and values related to these behaviours was used to collect the data. A sample comprising 425 adults with type 2 diabetes aged between 30 and 70 completed the questionnaire. Reported diet management was more in accordance with recommendations than reported exercise management. Yet results indicated equally high ability expectations and positive values for exercise and diet management. Moreover, results demonstrated that ability expectations and values explained more variance in exercise (21.6%) than in diet management (7.6%). The modest association between intrinsic motivational factors and diet management may imply that there are important extrinsic factors that play a significant role in determining dietary behaviour. The combination of lower exercise activity than recommended and high ability expectations and values for such activity may reflect that subjective exercise norms are formed individually in accordance with what most people recognise as the appropriate level of physical activity. Finally, results may indicate that there is potential for improving exercise management by stimulating intrinsic motivation as well as by more clearly communicating recommendations for such management. © 2011 The Authors. Scandinavian Journal of Caring Sciences © 2011 Nordic College of Caring Science.

The Effects of Choice in the Classroom: Is There Too Little or Too Much Choice?

ERIC Educational Resources Information Center

Thompson, Margareta; Beymer, Patrick

2015-01-01

Motivation is a subject that is constantly discussed in the field of education. Teachers are taught not only to teach their students, but to motivate them to want to learn. As students get older, intrinsic motivation tends to decrease; therefore it becomes more difficult for teachers to motivate students (Ryan and Deci, 2000a). According to…

The Achievement Flow Motive as an Element of the Autotelic Personality: Predicting Educational Attainment in Three Cultures

ERIC Educational Resources Information Center

Busch, Holger; Hofer, Jan; Chasiotis, Athanasios; Campos, Domingo

2013-01-01

Human behavior is directed by an implicit and an explicit motivational system. The intrinsic form of the implicit achievement motive has been demonstrated to predict the experience of flow. Thus, this achievement flow motive can be considered an integral component of the autotelic personality, posited in Flow Theory as dispositional difference in…

Motivating Grade 1 Children to Read: Exploring the Role of Choice, Curiosity, and Challenge in Mobile Ebooks

ERIC Educational Resources Information Center

Ciampa, Katia

2016-01-01

A pre-experimental case study design was used to explore the value of intrinsic motivation in mobile eBook reading among 30 Grade 1 child participants. Data collection comprised pre- and post-test motivation questionnaires and researcher field notes. Child participants' enjoyment of mobile eBooks corresponded to 3 motivational aspects of intrinsic…

The importance of autonomy support and the mediating role of work motivation for well-being: testing self-determination theory in a Chinese work organisation.

PubMed

Nie, Youyan; Chua, Bee Leng; Yeung, Alexander Seeshing; Ryan, Richard M; Chan, Wai Yen

2015-08-01

We examine relations between perceived organisational autonomy support and different types of work motivation and well-being outcomes in 266 teachers from two government schools in China. We hypothesised that greater autonomy support would be associated with more autonomous forms of employee motivation, and that teacher motivation would in turn mediate the effects of autonomy support on indicators of work well-being (i.e., job satisfaction, work stress and physical ill symptoms). Results generally supported the hypothesised relations between perceived autonomy support and SDT's five types of motivations. Findings also showed that perceived autonomy support predicted job satisfaction directly and indirectly through the mediating roles of intrinsic motivation, identified regulation, introjected regulation and external regulation. Perceived autonomy support predicted work stress directly and indirectly through the mediating roles of external regulation and amotivation. Autonomy support also predicted illness symptoms via the mediating roles of intrinsic motivation, introjected regulation and amotivation. The current findings highlight how perceived organisational support for autonomy relates to motivational differences in a Chinese work context, and the potential relevance of autonomy support for employee well-being. © 2014 International Union of Psychological Science.

Development of a measure of work motivation for a meta-theory of motivation.

PubMed

Ryan, James C

2011-06-01

This study presents a measure of work motivation designed to assess the motivational concepts of the meta-theory of motivation. These concepts include intrinsic process motivation, goal internalization motivation, instrumental motivation, external self-concept motivation, and internal self-concept motivation. Following a process of statement development and identification, six statements for each concept were presented to a sample of working professionals (N = 330) via a paper-and-pencil questionnaire. Parallel analysis supported a 5-factor solution, with a varimax rotation identifying 5 factors accounting for 48.9% of total variance. All 5 scales had Cronbach alpha coefficients above .70. Limitations of the newly proposed questionnaire and suggestions for its further development and use are discussed.

Beyond Performance: A Motivational Experiences Model of Stereotype Threat

PubMed Central

Thoman, Dustin B.; Smith, Jessi L.; Brown, Elizabeth R.; Chase, Justin; Lee, Joo Young K.

2013-01-01

The contributing role of stereotype threat (ST) to learning and performance decrements for stigmatized students in highly evaluative situations has been vastly documented and is now widely known by educators and policy makers. However, recent research illustrates that underrepresented and stigmatized students’ academic and career motivations are influenced by ST more broadly, particularly through influences on achievement orientations, sense of belonging, and intrinsic motivation. Such a focus moves conceptualizations of ST effects in education beyond the influence on a student’s performance, skill level, and feelings of self-efficacy per se to experiencing greater belonging uncertainty and lower interest in stereotyped tasks and domains. These negative experiences are associated with important outcomes such as decreased persistence and domain identification, even among students who are high in achievement motivation. In this vein, we present and review support for the Motivational Experience Model of ST, a self-regulatory model framework for integrating research on ST, achievement goals, sense of belonging, and intrinsic motivation to make predictions for how stigmatized students’ motivational experiences are maintained or disrupted, particularly over long periods of time. PMID:23894223

Gender differences in medical students' motives and career choice.

PubMed

Heiligers, Phil J M

2012-08-23

The main subject is the influence of gender and the stage of life on the choice of specialty in medical education. In particular we looked at the influence of intrinsic and external motives on this relationship. The choice of specialty was divided into two moments: the choice between medical specialties and general practice; and the preference within medical specialties. In earlier studies the topic of motivation was explored, mostly related to gender. In this study stage of life in terms of living with a partner -or not- and stage of education was added. A questionnaire concerning career preferences was used. The online questionnaire was sent to all student members of the KNMG (Royal Dutch Medical Association). 58% of these students responded (N = 2397). Only 1478 responses could be used for analyses (36%). For stipulating the motives that played a role, principal components factor analysis has been carried out. For testing the mediation effect a set of regression analyses was performed: logistic regressions and multiple regressions. Although basic findings about gender differences in motivations for preferred careers are consistent with earlier research, we found that whether or not living with a partner is determinant for differences in profession-related motives and external motives (lifestyle and social situation). Furthermore living with a partner is not a specific female argument anymore, since no interactions are found between gender and living with a partner. Another issue is that motives are mediating the relationship between, living with a partner, and the choice of GP or medical specialty. For more clarity in the mediating effect of motives a longitudinal study is needed to find out about motives and changing circumstances. The present study provides a contribution to the knowledge of career aspirations of medical students, especially the impact of motivation. Gender and living with a partner influence both choices, but they are not interacting, so living with a partner is similarly important for male and female students in choosing their preferences. Moreover, external and intrinsic motives mediate this relationship to a greater of lesser degree. First stage students are influenced by life-style and intrinsic motives in their choice of general practice. For second stage students, the results show influences of life-style motives next to profession-related motives on both moments of choice.

Gender differences in medical students’ motives and career choice

PubMed Central

2012-01-01

Background The main subject is the influence of gender and the stage of life on the choice of specialty in medical education. In particular we looked at the influence of intrinsic and external motives on this relationship. The choice of specialty was divided into two moments: the choice between medical specialties and general practice; and the preference within medical specialties. In earlier studies the topic of motivation was explored, mostly related to gender. In this study stage of life in terms of living with a partner -or not- and stage of education was added. Methods A questionnaire concerning career preferences was used. The online questionnaire was sent to all student members of the KNMG (Royal Dutch Medical Association). 58% of these students responded (N = 2397). Only 1478 responses could be used for analyses (36%). For stipulating the motives that played a role, principal components factor analysis has been carried out. For testing the mediation effect a set of regression analyses was performed: logistic regressions and multiple regressions. Results Although basic findings about gender differences in motivations for preferred careers are consistent with earlier research, we found that whether or not living with a partner is determinant for differences in profession-related motives and external motives (lifestyle and social situation). Furthermore living with a partner is not a specific female argument anymore, since no interactions are found between gender and living with a partner. Another issue is that motives are mediating the relationship between, living with a partner, and the choice of GP or medical specialty. For more clarity in the mediating effect of motives a longitudinal study is needed to find out about motives and changing circumstances. Conclusions The present study provides a contribution to the knowledge of career aspirations of medical students, especially the impact of motivation. Gender and living with a partner influence both choices, but they are not interacting, so living with a partner is similarly important for male and female students in choosing their preferences. Moreover, external and intrinsic motives mediate this relationship to a greater of lesser degree. First stage students are influenced by life-style and intrinsic motives in their choice of general practice. For second stage students, the results show influences of life-style motives next to profession-related motives on both moments of choice. PMID:22913471

Intrinsic or Extrinsic? Using Videogames to Motivate Stroke Survivors: A Systematic Review.

PubMed

Swanson, LaTasha R; Whittinghill, David M

2015-06-01

The main objective of this study was to explore, via a systematic review of available literature, the effectiveness of videogame-based rehabilitation interventions on the motivation and health outcomes of stroke patients. Using a systematic literature review of 18 articles, we sought to address three key research questions: (1) Do videogames improve function or health outcomes among stroke survivors? (2) Do videogames increase stroke patients' motivation to engage in rehabilitation exercise and activities? (3) Which motivational techniques, principles, and theoretical frameworks have been applied in the reviewed studies? A key word search was conducted, and articles were coded for inclusion of motivational theories or principles, intervention effectiveness, and participants' motivation to perform tasks. Three motivational frameworks and principles were used (self-determination theory [SDT], flow theory, and operant conditioning) to investigate intrinsic and extrinsic approaches. Past research suggests videogame-based interventions are effective at improving and increasing a variety of health-related outcomes, including motor functioning, energy expenditure, muscle strength, and recovery times in stroke patients. Past evidence shows videogame-based interventions are a promising tool to motivate stroke patients' engagement in effective rehabilitation activities. This study also identifies an opportunity for future research to apply motivational theories from SDT to studies on stroke rehabilitation and videogames.

Varying influences of motivation factors on employees' likelihood to perform safe food handling practices because of demographic differences.

PubMed

Ellis, Jason D; Arendt, Susan W; Strohbehn, Catherine H; Meyer, Janell; Paez, Paola

2010-11-01

Food safety training has been the primary avenue for ensuring food workers are performing proper food handling practices and thus, serving safe food. Yet, knowledge of safe food handling practices does not necessarily result in actual performance of these practices. This research identified participating food service employees' level of agreement with four factors of motivation (internal motivations, communication, reward-punishment, and resources) and determined if respondents with different demographic characteristics reported different motivating factors. Data were collected from 311 food service employees who did not have any supervisory responsibilities. Intrinsic motivation agreement scores were consistently the highest of all four motivational factors evaluated and did not differ across any of the demographic characteristics considered. In contrast, motivation agreement scores for communication, reward-punishment, and resources did differ based on respondents' gender, age, place of employment, job status, food service experience, completion of food handler course, or possession of a food safety certification. In general, respondents agreed that these motivation factors influenced their likelihood to perform various safe food handling procedures. This research begins to illustrate how employees' demographic characteristics influence their responses to various motivators, helping to clarify the complex situation of ensuring safe food in retail establishments. Future research into why employee willingness to perform varies more for extrinsic motivation than for intrinsic motivation could assist food service managers in structuring employee development programs and the work environment, in a manner that aids in improving external motivation (communication, reward-punishment, and resources) and capitalizing on internal motivation.

Effect of Autonomy Support on Self-Determined Motivation in Elementary Physical Education

PubMed Central

Chang, Yu-Kai; Chen, Senlin; Tu, Kun-Wei; Chi, Li-Kang

2016-01-01

Using the quasi-experimental design, this study examined the effect of autonomy support on self-determined motivation in elementary school physical education (PE) students. One hundred and twenty six participants were assigned to either the autonomy support group (n = 61) or the control group (n = 65) for a six-week intervention period. Perceived teacher autonomy, perceived autonomy in PE, and self-determined motivation in PE were pre- and post-tested using validated questionnaires. Significant increases in perceived teacher autonomy and perceived autonomy in PE were observed in the autonomy support group, but not in the control group. Intrinsic motivation was higher in the autonomy support group than that in the control group. From an experimental perspective, these findings suggest that the autonomy support was successfully manipulated in the PE classes, which in turn increased the students’ perceived autonomy and intrinsic motivation. Key points The SDT is a relevant theoretical framework for elementary school physical education. Using the quasi-experimental research design, this study is one of the earlies studies supporting that elementary school PE teachers can manipulate the instructional context using the SDT to increase students’ perceived autonomy and intrinsic motivation. Increasing students’ perceived autonomy may not lead to significant changes in other SDT constructs (i.e., amotivation, external regulation, introjected regulation, and identified regulation). PMID:27803624

Advertising energy saving programs: The potential environmental cost of emphasizing monetary savings.

PubMed

Schwartz, Daniel; Bruine de Bruin, Wändi; Fischhoff, Baruch; Lave, Lester

2015-06-01

Many consumers have monetary or environmental motivations for saving energy. Indeed, saving energy produces both monetary benefits, by reducing energy bills, and environmental benefits, by reducing carbon footprints. We examined how consumers' willingness and reasons to enroll in energy-savings programs are affected by whether advertisements emphasize monetary benefits, environmental benefits, or both. From a normative perspective, having 2 noteworthy kinds of benefit should not decrease a program's attractiveness. In contrast, psychological research suggests that adding external incentives to an intrinsically motivating task may backfire. To date, however, it remains unclear whether this is the case when both extrinsic and intrinsic motivations are inherent to the task, as with energy savings, and whether removing explicit mention of extrinsic motivation will reduce its importance. We found that emphasizing a program's monetary benefits reduced participants' willingness to enroll. In addition, participants' explanations about enrollment revealed less attention to environmental concerns when programs emphasized monetary savings, even when environmental savings were also emphasized. We found equal attention to monetary motivations in all conditions, revealing an asymmetric attention to monetary and environmental motives. These results also provide practical guidance regarding the positioning of energy-saving programs: emphasize intrinsic benefits; the extrinsic ones may speak for themselves. (c) 2015 APA, all rights reserved).

The influence of motivation in recruitment and retention of rural and remote allied health professionals: a literature review.

PubMed

Campbell, N; McAllister, L; Eley, D

2012-01-01

Recruitment and retention of allied health professionals (AHPs) to remote and rural Australia is challenging and correlates with poorer health status of remote and rural residents. While much has been written about the recruitment and retention problem, this study took a new approach by reviewing the literature describing the motivation of AHPs to work in remote and rural areas and then analyzing the findings from the perspective of motivation theory using Herzberg's extrinsic and intrinsic classification. Intrinsic motivation incentives are known to contribute to job satisfaction and come from within the individual, for example the pleasure derived from autonomy or challenge at work. In contrast, extrinsic motivation incentives are provided by the job and include such factors as salary and professional development provisions. Extrinsic incentives are important because they prevent job dissatisfaction. Job satisfaction has been shown to be linked with increased retention. Thirty-five articles, including 26 from Australia, met the inclusion criteria. The key findings related to motivation from each article are outlined and the results classified into the extrinsic-intrinsic framework. The incentives are then further analyzed as having a positive or a negative influence. In total, 38 different incentives were described a total of 246 times. Of the total, almost half (n=115) comprised extrinsic incentives with a negative influence, with poor access to professional development, professional isolation and insufficient supervision the most frequently reported. Rural lifestyle and diverse caseloads were the most frequently mentioned positive extrinsic incentives, while autonomy and community connectedness were the most cited positive intrinsic incentives. Negative intrinsic incentives were mentioned least frequently (n=18); however, of these, feeling overwhelmed and that your work was not valued by the community were the most commonly reported. The results demonstrate the significant burden of extrinsic incentives with a negative influence that are perceived by AHPs in remote and rural areas. The high turnover rate of AHPs in remote and rural areas is likely to be, in part, due to the job dissatisfaction from these disincentives. More positive intrinsic incentives were reported than negative. This suggests the potential for intrinsic incentives, known to contribute to job satisfaction, to be mediating the extrinsic disincentives. The policy implications of this work include the importance of addressing extrinsic disincentives. Simultaneously, the existing intrinsic incentives need to be nurtured and developed. Organizations that implement strategies to enhance both extrinsic and intrinsic motivation incentives are more likely to successfully address their AHP workforce shortage.

The Importance of Motivation in the Typewriting Classroom

ERIC Educational Resources Information Center

Jacks, Mary L.

1976-01-01

If a typing teacher makes maximum use of intrinsic rewards, it will not be necessary to use many extrinsic motivational devices. The implications of Maslow's "hierarchy of needs" for teachers of adolescents, and the basic motivational principles developed by Rowe are presented. (Author/AJ)

Intrinsic Motivation, Learning Goals, Engagement, and Achievement in a Diverse High School

ERIC Educational Resources Information Center

Froiland, John Mark; Worrell, Frank C.

2016-01-01

Using structural equation models, with gender, parent education, and prior grade point average (GPA) as control variables, we examined the relationships among intrinsic motivation to learn, learning goals, behavioral engagement at school, and academic performance (measured by GPA) in 1,575 students in an ethnically and racially diverse high…

The Development of Intrinsic Motivation for Physical Activity

DTIC Science & Technology

2005-07-01

are said to maintain an impersonal causality orientation and operate through amotivation . In conclusion, it’s the interaction of variables, the... Amotivation External Regulation Introjected Regulation Integrated Regulation Intrinsic Motivation Unintentional action Factors clearly...Control > > > - 12 determination or autonomy in the situation. It runs from amotivation , in which little self- determination is able to be

Exploring the Experiences of Upper Elementary School Children Who Are Intrinsically Motivated to Seek Information

ERIC Educational Resources Information Center

Crow, Sherry R.

2011-01-01

This article describes research conducted to understand the experiences of children in order to inform school librarians' practice in fostering intrinsic motivation for information seeking. An inductive naturalistic approach was used to explore the following question: "What are the experiences in the lives of upper-elementary school children…

Improving Secondary School Students' Achievement using Intrinsic Motivation

ERIC Educational Resources Information Center

Albrecht, Erik; Haapanen, Rebecca; Hall, Erin; Mantonya, Michelle

2009-01-01

This report describes a program for increasing students' intrinsic motivation in an effort to increase academic achievement. The targeted population consisted of secondary level students in a middle to upper-middle class suburban area. The students of the targeted secondary level classes appeared to be disengaged from learning due to a lack of…

Stimulating Students' Intrinsic Motivation for Learning Chemistry through the Use of Context-Based Learning Modules

ERIC Educational Resources Information Center

Vaino, Katrin; Holbrook, Jack; Rannikmae, Miia

2012-01-01

This paper introduces a research project in which five chemistry teachers, working in cooperation with university researchers, implemented a new teaching approach using context-based modules specially designed to stimulate the intrinsic motivation of students. The intention was to induce change in chemistry teachers' teaching approach from more…

The Mediation Role of Intrinsic and Extrinsic Motivation in the Relationship between Creative Educational Environment and Metacognitive Self-Regulation

ERIC Educational Resources Information Center

Maralani, Farnaz Mehdipour

2016-01-01

This study investigated the mediation role of intrinsic and extrinsic motivation in the relationship between creative educational environment and metacognitive self-regulation. Participants were 300 girls, selected randomly from the girl hostel in university of Tehran. Participants completed Akoal's creative educational environment questionnaire,…

Explaining Teacher Turnover: School Cohesion and Intrinsic Motivation in Los Angeles

ERIC Educational Resources Information Center

Fuller, Bruce; Waite, Anisah; Irribarra, David Torres

2016-01-01

Lifting achievement in many schools depends on reducing the exit of effective teachers. We examine the extent to which teacher perceptions of school cohesion and intrinsic motivators stemming from two theoretical traditions contribute to the intent to leave one's school. We find that elementary teachers report higher levels of organizational…

Intrinsic and Extrinsic Motivation Learning Processes: Why Japanese Can't Speak English.

ERIC Educational Resources Information Center

Kamada, Laurel Diane

Motivation towards English learning in Japanese schools today is analyzed according to John Condry and James Chambers' process-of-learning paradigm. The four stages of learning (initial engagement, process, disengagement, and re-engagement) are shown to emit different processes of learning in students based on whether learning is intrinsically or…

Intrinsic Motivation, Perceived Competence, and Gender in a Controlling Situation.

ERIC Educational Resources Information Center

Farabee, David; And Others

Deci and Ryan's (1975, 1980) cognitive evaluation theory viewed intrinsic motivation as a function of perceived competence and personal causation. Deci and Ryan also proposed that people tend to perceive competitive situations as controlling. Gender differences were used by Deci and Olson (1989) to explain the findings by Ryan and Deci (1986) that…

New English Cultures and Learner Autonomy for Intrinsic Motivation and Democratic Empowerment in the Chilean Context

ERIC Educational Resources Information Center

Glas, Katharina; Cardenas-Claros, Monica S.

2013-01-01

Chilean youth are currently demanding access to better-quality education for all: greater democracy and curricula that respect the country's indigenous cultural roots form part of their petitions. This article puts forward a twofold pedagogical proposal for English Language Teaching intended to foster intrinsic motivation and democratic…

Motivational Profiles for Physical Activity Practice in Adults with Type 2 Diabetes: A Self-Determination Theory Perspective.

PubMed

Gourlan, Mathieu; Trouilloud, David; Boiché, Julie

2016-01-01

Drawing on Self-Determination Theory, this study explored the motivational profiles toward Physical Activity (PA) among adults with type 2 diabetes and the relationships between motivational profile, perceived competence and PA. Participants were 350 men and women (Mean age 62.77 years) who were interviewed on their motivations toward PA, perceived level of competence to practice, and PA practice. Cluster analyses reveal the existence of three distinct profiles: "High Combined" (ie, high scores on motivations ranging from intrinsic to external regulation, moderate level on amotivation), "Self-Determined" (ie, high scores on intrinsic, integrated, and identified regulations; low scores on other regulations), and "Moderate" (ie, moderate scores on all regulations). Participants with "High Combined" and "Self-Determined" profiles reported higher perceived competence and longer leisure-time PA practice in comparison to those with a "Moderate" profile. This study highlights the necessity of adopting a person-centered approach to better understand motivation toward PA among type 2 diabetics.

Ethnic differences in teacher-oriented achievement motivation: a study among early adolescent students in the Netherlands.

PubMed

Thijs, Jochem

2011-01-01

Among 4th-6th-grade students (165 girls, 150 boys) in the Netherlands, the author examined ethnic differences in two aspects of teacher-oriented academic motivation: working in order to please the teacher and dependence on the teacher for academic help. Given higher levels of power distance in Turkish and Moroccan versus Dutch culture, both measures and their correlates were compared for 132 Turkish- and Moroccan-Dutch students, and 183 ethnic Dutch students. Analyses showed that Turkish- and Moroccan-Dutch students scored higher on pleasing the teacher and dependence on the teacher. For them, but not for the ethnic Dutch students, teacher-oriented motivation was positively related to intrinsic motivation and perceived academic competence. Also, students from all groups reported more dependence on the teacher and more intrinsic motivation the more they appreciated their teachers. Results support the notion that teacher-oriented extrinsic motivation is autonomous, rather than controlled for students from power-distant cultures.

Intrinsic motivation as a mediator of relationships between symptoms and functioning among individuals with schizophrenia spectrum disorders in a diverse urban community.

PubMed

Yamada, Ann-Marie; Lee, Karen K; Dinh, Tam Q; Barrio, Concepción; Brekke, John S

2010-01-01

This study investigated intrinsic motivation as a mediator of the relationship between clinical symptoms and functioning. The mediation model was tested with a sample of 166 adults with schizophrenia spectrum disorders attending psychosocial rehabilitation programs in a diverse urban community. Ethnic minority status was examined as a moderator of the mediation model. Motivation was measured using items reflecting intrapsychic drive. Symptoms were assessed with the expanded Brief Psychiatric Rating Scale and functioning with the Role Functioning Scale. Motivation was a significant mediator of the relationship between functioning and all symptom scores; fully mediating the relationship between functioning and negative, disorganized, and global symptoms, and partially mediating the relationship between positive symptoms and functioning. Motivation scores between ethnic minority and nonminority individuals differed significantly (p < 0.05), but no moderation effect was indicated. The strong mediation effect schizophrenia of motivation on the symptoms-functioning relationship supports future work to translate findings into effective recovery-oriented services.