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Sample records for math intrinsic motivation

  1. Mothers, Intrinsic Math Motivation, Arithmetic Skills, and Math Anxiety in Elementary School.

    Science.gov (United States)

    Daches Cohen, Lital; Rubinsten, Orly

    2017-01-01

    Math anxiety is influenced by environmental, cognitive, and personal factors. Yet, the concurrent relationships between these factors have not been examined. To this end, the current study investigated how the math anxiety of 30 sixth graders is affected by: (a) mother's math anxiety and maternal behaviors (environmental factors); (b) children's arithmetic skills (cognitive factors); and (c) intrinsic math motivation (personal factor). A rigorous assessment of children's math anxiety was made by using both explicit and implicit measures. The results indicated that accessible self-representations of math anxiety, as reflected by the explicit self-report questionnaire, were strongly affected by arithmetic skills. However, unconscious cognitive constructs of math anxiety, as reflected by the numerical dot-probe task, were strongly affected by environmental factors, such as maternal behaviors and mothers' attitudes toward math. Furthermore, the present study provided preliminary evidence of intergenerational transmission of math anxiety. The conclusions are that in order to better understand the etiology of math anxiety, multiple facets of parenting and children's skills should be taken into consideration. Implications for researchers, parents, and educators are discussed.

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

    Science.gov (United States)

    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…

  3. Mothers, Intrinsic Math Motivation, Arithmetic Skills, and Math Anxiety in Elementary School

    Science.gov (United States)

    Daches Cohen, Lital; Rubinsten, Orly

    2017-01-01

    Math anxiety is influenced by environmental, cognitive, and personal factors. Yet, the concurrent relationships between these factors have not been examined. To this end, the current study investigated how the math anxiety of 30 sixth graders is affected by: (a) mother’s math anxiety and maternal behaviors (environmental factors); (b) children’s arithmetic skills (cognitive factors); and (c) intrinsic math motivation (personal factor). A rigorous assessment of children’s math anxiety was made by using both explicit and implicit measures. The results indicated that accessible self-representations of math anxiety, as reflected by the explicit self-report questionnaire, were strongly affected by arithmetic skills. However, unconscious cognitive constructs of math anxiety, as reflected by the numerical dot-probe task, were strongly affected by environmental factors, such as maternal behaviors and mothers’ attitudes toward math. Furthermore, the present study provided preliminary evidence of intergenerational transmission of math anxiety. The conclusions are that in order to better understand the etiology of math anxiety, multiple facets of parenting and children’s skills should be taken into consideration. Implications for researchers, parents, and educators are discussed. PMID:29180973

  4. Mothers, Intrinsic Math Motivation, Arithmetic Skills, and Math Anxiety in Elementary School

    Directory of Open Access Journals (Sweden)

    Lital Daches Cohen

    2017-11-01

    Full Text Available Math anxiety is influenced by environmental, cognitive, and personal factors. Yet, the concurrent relationships between these factors have not been examined. To this end, the current study investigated how the math anxiety of 30 sixth graders is affected by: (a mother’s math anxiety and maternal behaviors (environmental factors; (b children’s arithmetic skills (cognitive factors; and (c intrinsic math motivation (personal factor. A rigorous assessment of children’s math anxiety was made by using both explicit and implicit measures. The results indicated that accessible self-representations of math anxiety, as reflected by the explicit self-report questionnaire, were strongly affected by arithmetic skills. However, unconscious cognitive constructs of math anxiety, as reflected by the numerical dot-probe task, were strongly affected by environmental factors, such as maternal behaviors and mothers’ attitudes toward math. Furthermore, the present study provided preliminary evidence of intergenerational transmission of math anxiety. The conclusions are that in order to better understand the etiology of math anxiety, multiple facets of parenting and children’s skills should be taken into consideration. Implications for researchers, parents, and educators are discussed.

  5. Is Math Anxiety Always Bad for Math Learning? The Role of Math Motivation.

    Science.gov (United States)

    Wang, Zhe; Lukowski, Sarah L; Hart, Sara A; Lyons, Ian M; Thompson, Lee A; Kovas, Yulia; Mazzocco, Michèle M M; Plomin, Robert; Petrill, Stephen A

    2015-12-01

    The linear relations between math anxiety and math cognition have been frequently studied. However, the relations between anxiety and performance on complex cognitive tasks have been repeatedly demonstrated to follow a curvilinear fashion. In the current studies, we aimed to address the lack of attention given to the possibility of such complex interplay between emotion and cognition in the math-learning literature by exploring the relations among math anxiety, math motivation, and math cognition. In two samples-young adolescent twins and adult college students-results showed inverted-U relations between math anxiety and math performance in participants with high intrinsic math motivation and modest negative associations between math anxiety and math performance in participants with low intrinsic math motivation. However, this pattern was not observed in tasks assessing participants' nonsymbolic and symbolic number-estimation ability. These findings may help advance the understanding of mathematics-learning processes and provide important insights for treatment programs that target improving mathematics-learning experiences and mathematical skills. © The Author(s) 2015.

  6. Is Mathematical Anxiety Always Bad for Math Learning: The Role of Math Motivation

    Science.gov (United States)

    Wang, Zhe; Lukowski, Sarah L.; Hart, Sara Ann; Lyons, Ian M.; Thompson, Lee A.; Kovas, Yulia; Mazzocco, Michèle M.; Plomin, Robert; Petrill, Stephen A.

    2015-01-01

    The linear relations between math anxiety and math cognition have been frequently studied. However, the relations between anxiety and performance on complex cognitive tasks have been repeatedly demonstrated to follow a curvilinear fashion. Given the lack of attention to the possibility of such complex interplay between emotion and cognition in the math learning literature, the current study aimed to address this gap via exploring the relations between math anxiety, math motivation, and math cognition. The current study consisted of two samples. One sample included 262 pairs of young adolescent twins and the other included 237 adult college students. Participants self-reported their math anxiety and math motivation. Math cognition was assessed using a comprehensive battery of mathematics tasks. In both samples, results showed inverted-U relations between math anxiety and math performance in students with high intrinsic math motivation, and modest negative associations between math anxiety and math performance in students with low intrinsic math motivation. However, this pattern was not observed in tasks assessing student’s nonsymbolic and symbolic number estimation. These findings may help advance our understanding of mathematics learning processes and may provide important insights for treatment programs that target improving mathematics learning experiences and mathematical skills. PMID:26518438

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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.…

  9. Motivation and Math Anxiety for Ability Grouped College Math Students

    Science.gov (United States)

    Helming, Luralyn

    2013-01-01

    The author studied how math anxiety, motivation, and ability group interact to affect performance in college math courses. This clarified the effects of math anxiety and ability grouping on performance. It clarified the interrelationships between math anxiety, motivation, and ability grouping by considering them in a single analysis. It introduces…

  10. Acceptance of Game-Based Learning and Intrinsic Motivation as Predictors for Learning Success and Flow Experience

    Directory of Open Access Journals (Sweden)

    Manuel Ninaus

    2017-09-01

    Full Text Available There is accumulating evidence that engagement with digital math games can improve students’ learning. However, in what way individual variables critical to game-based learning influence students' learning success still needs to be explored. Therefore, the aim of this study was to investigate the influence of students’ acceptance of game-based learning (e.g., perceived usefulness of a game as a learning tool, perceived ease of use, as well as their intrinsic motivation for math (e.g., their math interest, self-efficacy and quality of playing experience on learning success in a game-based rational number training. Additionally, we investigated the influence of the former variables on quality of playing experience (operationalized as perceived flow. Results indicated that the game-based training was effective. Moreover, students’ learning success and their quality of playing experience were predicted by measures of acceptance of game-based learning and intrinsic motivation for math. These findings indicated that learning success in game-based learning approaches are driven by students’ acceptance of the game as a learning tool and content-specific intrinsic motivation. Therefore, the present work is of particular interest to researchers, developers, and practitioners working with game-based learning environments.

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

    Science.gov (United States)

    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…

  12. Strong intrinsic motivation

    OpenAIRE

    Dessi, Roberta; Rustichini, Aldo

    2015-01-01

    A large literature in psychology, and more recently in economics, has argued that monetary rewards can reduce intrinsic motivation. We investigate whether the negative impact persists when intrinsic motivation is strong, and test this hypothesis experimentally focusing on the motivation to undertake interesting and challenging tasks, informative about individual ability. We find that this type of task can generate strong intrinsic motivation, that is impervious to the effect of monetary incen...

  13. First-Year Study Success in Economics and Econometrics: The Role of Gender, Motivation, and Math Skills

    Science.gov (United States)

    Arnold, Ivo J. M.; Rowaan, Wietske

    2014-01-01

    In this study, the authors investigate the relationships among gender, math skills, motivation, and study success in economics and econometrics. They find that female students have stronger intrinsic motivation, yet lower study confidence than their male counterparts. They also find weak evidence for a gender gap over the entire first-year…

  14. Aloha Teachers: Teacher Autonomy Support Promotes Native Hawaiian and Pacific Islander Students' Motivation, School Belonging, Course-Taking and Math Achievement

    Science.gov (United States)

    Froiland, John Mark; Davison, Mark L.; Worrell, Frank C.

    2016-01-01

    Among 110 Native Hawaiians and Pacific Islanders, teacher autonomy support in 9th grade significantly predicted intrinsic motivation for math in 9th grade as well as math course-taking over the next 2 years, both of which in turn significantly predicted math achievement by 11th grade. In a second model, teacher autonomy support was positively…

  15. Intrinsic Motivation.

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

  17. A Motivational Technique for Business Math

    Science.gov (United States)

    Voelker, Pamela

    1977-01-01

    The author suggests the use of simulation and role playing as a method of motivating students in business math. Examples of career-oriented business math simulation games are counting change, banking, payrolls, selling, and shopping. (MF)

  18. The relation between math self-concept, test and math anxiety, achievement motivation and math achievement in 12 to 14-year-old typically developing adolescents

    OpenAIRE

    Timmerman, H.L.; Toll, S.W.M.; van Luit, J.E.H.

    2017-01-01

    :This study examines the relation between math self-concept, test and math anxiety, achievement motivation, and math achievement in typically developing 12 to 14-year-old adolescents (N = 108) from a school for secondary education in the Netherlands. Data was obtained using a math speed test, achievement motivation test, and the math experience questionnaire. A significant positive correlation was found between math self-concept and math achievement in all four math domains (measurement, rela...

  19. Motivating crowding theory - opening the black box of intrinsic motivation

    DEFF Research Database (Denmark)

    Jacobsen, Christian Bøtcher

    2010-01-01

    Public employees work for many other reasons than because they are paid for it. In other words, intrinsic motivation is an important determinant for their performance. Nonetheless, public sector organizations increasingly rely on extrinsic motivation factors such as monetary incentives to motivate...... employees. Motivation crowding theory claims that this may be at the expense of intrinsic motivation, if the extrinsic motivation factor is perceived to be controlling. On the other hand, intrinsic motivation will be enhanced (crowded in), if the extrinsic motivation factor is perceived to be supportive......, monetary incentives are found to cause different crowding effects for these different types of intrinsic motivation. The results call for more theoretical work on the drivers of motivation crowding effects and for practitioners to pay more attention to what type of intrinsic motivation is at stake, when...

  20. Robin Hood effects on motivation in math: Family interest moderates the effects of relevance interventions.

    Science.gov (United States)

    Häfner, Isabelle; Flunger, Barbara; Dicke, Anna-Lena; Gaspard, Hanna; Brisson, Brigitte M; Nagengast, Benjamin; Trautwein, Ulrich

    2017-08-01

    Using a cluster randomized field trial, the present study tested whether 2 relevance interventions affected students' value beliefs, self-concept, and effort in math differently depending on family background (socioeconomic status, family interest (FI), and parental utility value). Eighty-two classrooms were randomly assigned to either 1 of 2 intervention conditions or a control group. Data from 1,916 students (M age = 14.62, SD age = 0.47) and their predominantly Caucasian middle-class parents were obtained via separate questionnaires. Multilevel regression analyses with cross-level interactions were used to investigate differential intervention effects on students' motivational beliefs 6 weeks and 5 months after the intervention. Socioeconomic status, FI, and parental utility values were investigated as moderators of the intervention effects. The intervention conditions were especially effective in promoting students' utility, attainment, intrinsic value beliefs, and effort 5 months after the intervention for students whose parents reported lower levels of math interest. Furthermore, students whose parents reported low math utility values especially profited in terms of their utility and attainment math values 5 months after the intervention. No systematic differential intervention effects were found for socioeconomic status. These results highlight the effectiveness of relevance interventions in decreasing motivational gaps between students from families with fewer or more motivational resources. Findings point to the substantial importance of motivational family resources, which have been neglected in previous research. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

  1. Reciprocal Relations among Motivational Frameworks, Math Anxiety, and Math Achievement in Early Elementary School

    Science.gov (United States)

    Gunderson, Elizabeth A.; Park, Daeun; Maloney, Erin A.; Beilock, Sian L.; Levine, Susan C.

    2018-01-01

    School-entry math achievement is a strong predictor of math achievement through high school. We asked whether reciprocal relations among math achievement, math anxiety, and entity motivational frameworks (believing that ability is fixed and a focus on performance) can help explain these persistent individual differences. We assessed 1st and 2nd…

  2. Explaining Math Achievement: Personality, Motivation, and Trust

    Science.gov (United States)

    Kilic-Bebek, Ebru

    2009-01-01

    This study investigated the statistical significance of student trust next to the well-tested constructs of personality and motivation to determine whether trust is a significant predictor of course achievement in college math courses. Participants were 175 students who were taking undergraduate math courses in an urban public university. The…

  3. Perceived Motivational Climate as a Predictor of Intrinsic Motivation in Medical Students

    Directory of Open Access Journals (Sweden)

    Saiideh Norouzi

    2016-06-01

    Full Text Available Introduction: Motivational climate is the situational structure of goals through which success or failure is judged in the social environment. This study aimed at examining the relationship between perceived motivational climate and intrinsic motivation of medical students. It was hypothesized that perceived mastery climate predicted medical students’ intrinsic motivation positively and perceived performance climate predicted it negatively. Methods: The design was a cross-sectional study. The Iranian version of two instruments for measuring intrinsic motivation and perceived motivational climate were completed by 232 medical students. In order to identify the predictability relationship between the research variables, structure equation modeling was adopted. Results: Investigations revealed that perceived mastery climate positively and meaningfully predicted medical students’ intrinsic motivation (0/85. Perceived performance climate negatively predicted medical students’ intrinsic motivation (-0/47. Conclusion: Building mastery climate in a learning environment promotes medicine students’ intrinsic motivation.

  4. Incentives and intrinsic motivation in healthcare.

    Science.gov (United States)

    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.

  5. The Neuroscience of Growth Mindset and Intrinsic Motivation.

    Science.gov (United States)

    Ng, Betsy

    2018-01-26

    Our actions can be triggered by intentions, incentives or intrinsic values. Recent neuroscientific research has yielded some results about the growth mindset and intrinsic motivation. With the advances in neuroscience and motivational studies, there is a global need to utilize this information to inform educational practice and research. Yet, little is known about the neuroscientific interplay between growth mindset and intrinsic motivation. This paper attempts to draw on the theories of growth mindset and intrinsic motivation, together with contemporary ideas in neuroscience, outline the potential for neuroscientific research in education. It aims to shed light on the relationship between growth mindset and intrinsic motivation in terms of supporting a growth mindset to facilitate intrinsic motivation through neural responses. Recent empirical research from the educational neuroscience perspective that provides insights into the interplay between growth mindset and intrinsic motivation will also be discussed.

  6. The Neuroscience of Growth Mindset and Intrinsic Motivation

    Directory of Open Access Journals (Sweden)

    Betsy Ng

    2018-01-01

    Full Text Available Our actions can be triggered by intentions, incentives or intrinsic values. Recent neuroscientific research has yielded some results about the growth mindset and intrinsic motivation. With the advances in neuroscience and motivational studies, there is a global need to utilize this information to inform educational practice and research. Yet, little is known about the neuroscientific interplay between growth mindset and intrinsic motivation. This paper attempts to draw on the theories of growth mindset and intrinsic motivation, together with contemporary ideas in neuroscience, outline the potential for neuroscientific research in education. It aims to shed light on the relationship between growth mindset and intrinsic motivation in terms of supporting a growth mindset to facilitate intrinsic motivation through neural responses. Recent empirical research from the educational neuroscience perspective that provides insights into the interplay between growth mindset and intrinsic motivation will also be discussed.

  7. The relation between math self-concept, test and math anxiety, achievement motivation and math achievement in 12 to 14-year-old typically developing adolescents

    NARCIS (Netherlands)

    Timmerman, H.L.; Toll, S.W.M.; van Luit, J.E.H.

    2017-01-01

    :This study examines the relation between math self-concept, test and math anxiety, achievement motivation, and math achievement in typically developing 12 to 14-year-old adolescents (N = 108) from a school for secondary education in the Netherlands. Data was obtained using a math speed test,

  8. Intrinsic-extrinsic factors in sport motivation.

    Science.gov (United States)

    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.

  9. Experiences matter: Positive emotions facilitate intrinsic motivation

    OpenAIRE

    Løvoll, Helga Synnevåg; Røysamb, Espen; Vittersø, Joar

    2017-01-01

    This paper has two major aims. First, to investigate how positive emotions and intrinsic motivation affect each other over time. Second, to test the effect of positive emotions and intrinsic motivation on subsequent educational choices. Through two ordinary study semesters, 64 sport students in Norway reported on their intrinsic motivation for outdoor activities (twice) as well as positive emotions after two three-day outdoor events (four times). Next autumn, students study choice was collect...

  10. Experiences matter: Positive emotions facilitate intrinsic motivation

    OpenAIRE

    Løvoll, Helga Synnevåg; Røysamb, Espen; Vittersø, Joar

    2017-01-01

    https://doi.org/10.1080/23311908.2017.1340083 This paper has two major aims. First, to investigate how positive emotions and intrinsic motivation affect each other over time. Second, to test the effect of positive emotions and intrinsic motivation on subsequent educational choices. Through two ordinary study semesters, 64 sport students in Norway reported on their intrinsic motivation for outdoor activities (twice) as well as positive emotions after two three-day outdoor e...

  11. Intrinsic Motivation: An Overlooked Component for Student Success

    Science.gov (United States)

    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…

  12. Crowding out intrinsic motivation in the public sector

    OpenAIRE

    Georgellis, Y; Iossa, E; Tabvuma, V

    2011-01-01

    Employing intrinsically motivated individuals has been proposed as a means of improving public sector performance. In this article, we investigate whether intrinsic motivation affects the sorting of employees between the private and the public sectors, paying particular attention to whether extrinsic rewards crowd out intrinsic motivation. Using British longitudinal data, we find that individuals are attracted to the public sector by the intrinsic rather than the extrinsic rewards that the se...

  13. The Motivational Climate and Intrinsic Motivation in the Rehabilitation Setting.

    Science.gov (United States)

    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

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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…

  16. Intrinsic motivation and sportsmanship: mediating role of interpersonal relationships.

    Science.gov (United States)

    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.

  17. Identifying the neural substrates of intrinsic motivation during task performance.

    Science.gov (United States)

    Lee, Woogul; Reeve, Johnmarshall

    2017-10-01

    Intrinsic motivation is the inherent tendency to seek out novelty and challenge, to explore and investigate, and to stretch and extend one's capacities. When people imagine performing intrinsically motivating tasks, they show heightened anterior insular cortex (AIC) activity. To fully explain the neural system of intrinsic motivation, however, requires assessing neural activity while people actually perform intrinsically motivating tasks (i.e., while answering curiosity-inducing questions or solving competence-enabling anagrams). Using event-related functional magnetic resonance imaging, we found that the neural system of intrinsic motivation involves not only AIC activity, but also striatum activity and, further, AIC-striatum functional interactions. These findings suggest that subjective feelings of intrinsic satisfaction (associated with AIC activations), reward processing (associated with striatum activations), and their interactions underlie the actual experience of intrinsic motivation. These neural findings are consistent with the conceptualization of intrinsic motivation as the pursuit and satisfaction of subjective feelings (interest and enjoyment) as intrinsic rewards.

  18. Exploring the link between intrinsic motivation and quality

    Science.gov (United States)

    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.

  19. Elements of the Competitive Situation That Affect Intrinsic Motivation.

    Science.gov (United States)

    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…

  20. Individualistic vs. Competitive Participation: The Effect on Intrinsic Motivation.

    Science.gov (United States)

    Jones, Brent M.; And Others

    Studies investigating intrinsic motivation and competition have supported the view that competition decreases intrinsic motivation. More recent studies suggest that the specific outcome of a competition (a win or a loss) differentially affects intrinsic motivation by highlighting the informational rather than the controlling aspect of the reward…

  1. Intrinsic and extrinsic motivation for smoking cessation.

    Science.gov (United States)

    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.

  2. Self-perception of intrinsic and extrinsic motivation.

    Science.gov (United States)

    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.

  3. The relationship between motivational structure, sense of control, intrinsic motivation and university students' alcohol consumption.

    Science.gov (United States)

    Shamloo, Zohreh Sepehri; Cox, W Miles

    2010-02-01

    The aim of this study was to determine how sense of control and intrinsic motivation are related to university students' motivational structure and alcohol consumption. Participants were 94 university students who completed the Personal Concerns Inventory, Shapiro Control Inventory, Helplessness Questionnaire, Intrinsic-Extrinsic Aspirations Scale, and Alcohol Use Questionnaire. Results showed that sense of control and intrinsic motivation were positively correlated with adaptive motivation and negatively correlated with alcohol consumption. Mediational analyses indicated that adaptive motivation fully mediated the relationship between sense of control/intrinsic motivation and alcohol consumption.

  4. Predicting Intrinsic Motivation

    Science.gov (United States)

    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…

  5. Self-Determination Theory: Intrinsic Motivation and Behavioral Change.

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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).

  7. The Analysis of Learning Obstacle and Students Learning Motivation of Prospective Math Teachers in Basic Physics Class

    Science.gov (United States)

    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.

  8. Motivation and Self-Regulated Learning: A Multivariate Multilevel Analysis

    Directory of Open Access Journals (Sweden)

    Wondimu Ahmed

    2017-09-01

    Full Text Available This study investigated the relationship between motivation and self-regulated learning (SRL in a nationally representative sample of 5245, 15-year-old students in the USA. A multivariate multilevel analysis was conducted to examine the role of three motivational variables (self-efficacy, intrinsic value & instrumental value in predicting three SRL strategies (memorization, elaboration & control. The results showed that compared to self-efficacy, intrinsic value and instrumental value of math were stronger predictors of memorization, elaboration and control strategies. None of the motivational variables had a stronger effect on one strategy than the other. The findings suggest that the development of self-regulatory skills in math can be greatly enhanced by helping students develop positive value of and realistic expectancy for success in math.

  9. Management Control, Intrinsic Motivation and Creativity

    DEFF Research Database (Denmark)

    Godt Gregersen, Mikkel

    This thesis consists of a cape and three papers. The overall research question is: How can intrinsic motivation and management control coexist in a creative environment and how can coordination be possible in such a context? The cape ties together the research done in the three papers....... It is divided into six sections. The first section introduces the concepts of intrinsic motivation, creativity and management control. This is followed by a section on management control in a creative context. These two sections frame the thesis and introduce the setting in which the research has been done...... of the conclusion is that intrinsic motivation and management control can coexist under the conditions that all three basic needs, i.e. autonomy, competence and relatedness, are supported. This can happen when control takes point of departure in the individual employee. The second part of the conclusion...

  10. Personality traits associated with intrinsic academic motivation in medical students.

    Science.gov (United States)

    Tanaka, Masaaki; Mizuno, Kei; Fukuda, Sanae; Tajima, Seiki; Watanabe, Yasuyoshi

    2009-04-01

    Motivation is one of the most important psychological concepts in education and is related to academic outcomes in medical students. In this study, the relationships between personality traits and intrinsic academic motivation were examined in medical students. The study group consisted of 119 Year 2 medical students at Osaka City University Graduate School of Medicine. They completed questionnaires dealing with intrinsic academic motivation (the Intrinsic Motivation Scale toward Learning) and personality (the Temperament and Character Inventory [TCI]). On simple regression analyses, the TCI dimensions of persistence, self-directedness, co-operativeness and self-transcendence were positively associated with intrinsic academic motivation. On multiple regression analysis adjusted for age and gender, the TCI dimensions of persistence, self-directedness and self-transcendence were positively associated with intrinsic academic motivation. The temperament dimension of persistence and the character dimensions of self-directedness and self-transcendence are associated with intrinsic academic motivation in medical students.

  11. Intrinsic Motivation in Physical Education

    Science.gov (United States)

    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…

  12. Management Control, Intrinsic Motivation and Creativity

    OpenAIRE

    Gregersen, Mikkel Godt

    2017-01-01

    This thesis consists of a cape and three papers. The overall research question is: How can intrinsic motivation and management control coexist in a creative environment and how can coordination be possible in such a context? The cape ties together the research done in the three papers. It is divided into six sections. The first section introduces the concepts of intrinsic motivation, creativity and management control. This is followed by a section on management control in a ...

  13. Intrinsic and extrinsic motivation for stereotypic and repetitive behavior.

    Science.gov (United States)

    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.

  14. Motivation and Learning Engagement through Playing Math Video Games

    Science.gov (United States)

    Barreto, Daisyane; Vasconcelos, Lucas; Orey, Michael

    2017-01-01

    Purpose: With video games being a source of leisure and learning, educators and researchers alike are interested in understanding children's motivation for playing video games as a way to learn. This study explores student motivation and engagement levels in playing two math video games in the game "Club Penguin." Method: This is a…

  15. INTRINSIC AND EXTRINSIC MOTIVATION - AN INVESTIGATION OF PERFORMANCE CORRELATION

    Directory of Open Access Journals (Sweden)

    Abrudan Maria-Madela

    2011-07-01

    Full Text Available A series of research untaken in the last decade have revealed some interesting aspects regarding the effects of different types of motivation on performance. Among the researchers who have shown interest in this field we can number: Richard Ryan, Edward Deci, Sam Glucksberg, Dan Ariely, Robert Eisenhower, Linda Shanock, analysts from London School of Economics, and others. Their findings suggest that extrinsic incentives may have a negative impact on overall performance, but a general agreement in this respect has not been reached. In this paper we intend to shed some light upon the relationship between intrinsic and extrinsic motivation and performance. Experts define intrinsic motivation as being the execution of a task or activity because of the inherent satisfaction arising from it rather than due to some separate outcome. In contrast with intrinsic motivation, we speak of extrinsic motivation whenever an activity is done in order to attain some separable outcome. With the purpose of contributing to the clarification of the links between concepts, we initiated and conducted an explanatory research. The research is based on the analysis of the relations between the results obtained by third year students and their predominant type of motivation. For this, we formulated and tested four work hypotheses using a combination of quantitative methods (investigation and qualitative methods (focus group. After the validation of the questionnaires, the respondents were divided into four categories: intrinsically motivated, extrinsically motivated, both intrinsically and extrinsically motivated and unmotivated. To analyze the collected data, we made use of Excel and SPSS. Some of the primary conclusions of the research are as follows: as the average increases, the percent of individuals having both extrinsic and intrinsic motivation is decreasing; the highest percentage of unmotivated students is concentrated in the highest average category; Female

  16. Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions.

    Science.gov (United States)

    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.

  17. Informationally administered reward enhances intrinsic motivation in schizophrenia.

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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

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

    Science.gov (United States)

    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.

  20. Personalizing Sample Databases with Facebook Information to Increase Intrinsic Motivation

    Science.gov (United States)

    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…

  1. Changes in Intrinsic Motivation as a Function of Negative Feedback and Threats.

    Science.gov (United States)

    Deci, Edward L.; Cascio, Wayne F.

    Recent studies have demonstrated that external rewards can affect intrinsic motivation to perform an activity. Money tends to decrease intrinsic motivation, whereas positive verbal reinforcements tend to increase intrinsic motivation. This paper presents evidence that negative feedback and threats of punishment also decrease intrinsic motivation.…

  2. Intrinsic motivation and amotivation in first episode and prolonged psychosis.

    Science.gov (United States)

    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.

  3. Intrinsic and extrinsic motivation among adolescent ten-pin bowlers in kuala lumpur, malaysia.

    Science.gov (United States)

    Teo, Eng-Wah; Khoo, Selina; Wong, Rebecca; Wee, Eng-Hoe; Lim, Boon-Hooi; Rengasamy, Shabesan Sit

    2015-03-29

    Motivation has long been associated with sports engagement. However, to date no research has been performed to understand the domain of motivation among ten-pin bowlers. The purpose of this study was to investigate different types of motivation (i.e., intrinsic vs. extrinsic) based on self-determination theory from the perspective of gender and the bowler type (competitive vs. casual). A total of 240 bowlers (104 male, 136 female; 152 competitive, 88 casual) with a mean age of 16.61 ± 0.78 years were recruited in Kuala Lumpur. The Sport Motivation Scale, a 28-item self-report questionnaire measuring seven subscales (i.e., intrinsic motivation to know, intrinsic motivation to accomplish, intrinsic motivation to experience stimulation, extrinsic motivation to identify regulation, extrinsic motivation for introjection regulation, extrinsic motivation to external regulation, and amotivation) was administered. Results showed significant differences (t=10.43, df=239, p=0.01) between total scores of intrinsic and extrinsic motivation among ten-pin bowlers. There were significant gender differences with respect to intrinsic motivation to know, intrinsic motivation to accomplish, intrinsic motivation to experience stimulation, and extrinsic motivation to identify regulation. However, no significant bowler type differences were found for either the intrinsic (t=-1.15, df=238, p=0.25) or extrinsic (t=-0.51, df=238, p=0.61) motivation dimensions. In conclusion, our study demonstrated substantial intrinsic motivation for gender effects, but no bowler type effects among adolescent ten-pin bowlers.

  4. Intrinsic and Extrinsic Motivation Among Adolescent Ten-Pin Bowlers in Kuala Lumpur, Malaysia

    Directory of Open Access Journals (Sweden)

    Teo Eng-Wah

    2015-03-01

    Full Text Available Motivation has long been associated with sports engagement. However, to date no research has been performed to understand the domain of motivation among ten-pin bowlers. The purpose of this study was to investigate different types of motivation (i.e., intrinsic vs. extrinsic based on self-determination theory from the perspective of gender and the bowler type (competitive vs. casual. A total of 240 bowlers (104 male, 136 female; 152 competitive, 88 casual with a mean age of 16.61 ± 0.78 years were recruited in Kuala Lumpur. The Sport Motivation Scale, a 28-item self-report questionnaire measuring seven subscales (i.e., intrinsic motivation to know, intrinsic motivation to accomplish, intrinsic motivation to experience stimulation, extrinsic motivation to identify regulation, extrinsic motivation for introjection regulation, extrinsic motivation to external regulation, and amotivation was administered. Results showed significant differences (t=10.43, df=239, p=0.01 between total scores of intrinsic and extrinsic motivation among tenpin bowlers. There were significant gender differences with respect to intrinsic motivation to know, intrinsic motivation to accomplish, intrinsic motivation to experience stimulation, and extrinsic motivation to identify regulation. However, no significant bowler type differences were found for either the intrinsic (t=-1.15, df=238, p=0.25 or extrinsic (t=-0.51, df=238, p=0.61 motivation dimensions. In conclusion, our study demonstrated substantial intrinsic motivation for gender effects, but no bowler type effects among adolescent ten-pin bowlers.

  5. Intrinsic and Extrinsic Motivation Among Adolescent Ten-Pin Bowlers in Kuala Lumpur, Malaysia

    Science.gov (United States)

    Teo, Eng-Wah; Khoo, Selina; Wong, Rebecca; Wee, Eng-Hoe; Lim, Boon-Hooi; Rengasamy, Shabesan Sit

    2015-01-01

    Motivation has long been associated with sports engagement. However, to date no research has been performed to understand the domain of motivation among ten-pin bowlers. The purpose of this study was to investigate different types of motivation (i.e., intrinsic vs. extrinsic) based on self-determination theory from the perspective of gender and the bowler type (competitive vs. casual). A total of 240 bowlers (104 male, 136 female; 152 competitive, 88 casual) with a mean age of 16.61 ± 0.78 years were recruited in Kuala Lumpur. The Sport Motivation Scale, a 28-item self-report questionnaire measuring seven subscales (i.e., intrinsic motivation to know, intrinsic motivation to accomplish, intrinsic motivation to experience stimulation, extrinsic motivation to identify regulation, extrinsic motivation for introjection regulation, extrinsic motivation to external regulation, and amotivation) was administered. Results showed significant differences (t=10.43, df=239, p=0.01) between total scores of intrinsic and extrinsic motivation among ten-pin bowlers. There were significant gender differences with respect to intrinsic motivation to know, intrinsic motivation to accomplish, intrinsic motivation to experience stimulation, and extrinsic motivation to identify regulation. However, no significant bowler type differences were found for either the intrinsic (t=−1.15, df=238, p=0.25) or extrinsic (t=−0.51, df=238, p=0.61) motivation dimensions. In conclusion, our study demonstrated substantial intrinsic motivation for gender effects, but no bowler type effects among adolescent ten-pin bowlers. PMID:25964827

  6. Do intrinsic and extrinsic motivation relate differently to employee outcomes?

    OpenAIRE

    Kuvaas, Bard; Buch, Robert; Weibel, Antoinette; Dysvik, Anders; Nerstad, Christina

    2017-01-01

    In most theories that address how individual financial incentives affect work performance, researchers have assumed that two types of motivation—intrinsic and extrinsic—mediate the relationship between incentives and performance. Empirically, however, extrinsic motivation is rarely investigated. To explore the predictive validity of these theories of intrinsic and extrinsic motivation in work settings, we tested how both intrinsic and extrinsic motivation affected supervisor-ra...

  7. Organisational Learning and Employees' Intrinsic Motivation

    Science.gov (United States)

    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…

  8. The Emerging Neuroscience of Intrinsic Motivation: A New Frontier in Self-Determination Research

    Science.gov (United States)

    Di Domenico, Stefano I.; Ryan, Richard M.

    2017-01-01

    Intrinsic motivation refers to people’s spontaneous tendencies to be curious and interested, to seek out challenges and to exercise and develop their skills and knowledge, even in the absence of operationally separable rewards. Over the past four decades, experimental and field research guided by self-determination theory (SDT; Ryan and Deci, 2017) has found intrinsic motivation to predict enhanced learning, performance, creativity, optimal development and psychological wellness. Only recently, however, have studies begun to examine the neurobiological substrates of intrinsic motivation. In the present article, we trace the history of intrinsic motivation research, compare and contrast intrinsic motivation to closely related topics (flow, curiosity, trait plasticity), link intrinsic motivation to key findings in the comparative affective neurosciences, and review burgeoning neuroscience research on intrinsic motivation. We review converging evidence suggesting that intrinsically motivated exploratory and mastery behaviors are phylogenetically ancient tendencies that are subserved by dopaminergic systems. Studies also suggest that intrinsic motivation is associated with patterns of activity across large-scale neural networks, namely, those that support salience detection, attentional control and self-referential cognition. We suggest novel research directions and offer recommendations for the application of neuroscience methods in the study of intrinsic motivation. PMID:28392765

  9. The Emerging Neuroscience of Intrinsic Motivation: A New Frontier in Self-Determination Research.

    Science.gov (United States)

    Di Domenico, Stefano I; Ryan, Richard M

    2017-01-01

    Intrinsic motivation refers to people's spontaneous tendencies to be curious and interested, to seek out challenges and to exercise and develop their skills and knowledge, even in the absence of operationally separable rewards. Over the past four decades, experimental and field research guided by self-determination theory (SDT; Ryan and Deci, 2017) has found intrinsic motivation to predict enhanced learning, performance, creativity, optimal development and psychological wellness. Only recently, however, have studies begun to examine the neurobiological substrates of intrinsic motivation. In the present article, we trace the history of intrinsic motivation research, compare and contrast intrinsic motivation to closely related topics (flow, curiosity, trait plasticity), link intrinsic motivation to key findings in the comparative affective neurosciences, and review burgeoning neuroscience research on intrinsic motivation. We review converging evidence suggesting that intrinsically motivated exploratory and mastery behaviors are phylogenetically ancient tendencies that are subserved by dopaminergic systems. Studies also suggest that intrinsic motivation is associated with patterns of activity across large-scale neural networks, namely, those that support salience detection, attentional control and self-referential cognition. We suggest novel research directions and offer recommendations for the application of neuroscience methods in the study of intrinsic motivation.

  10. An explanatory model of maths achievement:Perceived parental involvement and academic motivation.

    Science.gov (United States)

    Rodríguez, Susana; Piñeiro, Isabel; Gómez-Taibo, Mª L; Regueiro, Bibiana; Estévez, Iris; Valle, Antonio

    2017-05-01

    Although numerous studies have tried to explain performance in maths very few have deeply explored the relationship between different variables and how they jointly explain mathematical performance. With a sample of 897 students in 5th and 6th grade in Primary Education and using structural equation modeling (SEM), this study analyzes how the perception of parents’ beliefs is related to children´s beliefs, their involvement in mathematical tasks and their performance. Perceived parental involvement contributes to the motivation of their children in mathematics. Direct supervision of students’ academic work by parents may increase students’ concerns about the image and rating of their children, but not their academic performance. In fact, maths achievement depends directly and positively on the parents’ expectations and children’s maths self-efficacy and negatively on the parents’ help in tasks and performance goal orientation. Perceived parental involvement contributes to children’s motivation in maths essentially conveying confidence in their abilities and showing interest in their progress and schoolwork.

  11. Intrinsic and extrinsic motivation and intention to breast-feed.

    Science.gov (United States)

    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.

  12. Intrinsic motivation and learning in a schizophrenia spectrum sample.

    Science.gov (United States)

    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

  13. Do Growth Mindsets in Math Benefit Females? Identifying Pathways between Gender, Mindset, and Motivation.

    Science.gov (United States)

    Degol, Jessica L; Wang, Ming-Te; Zhang, Ya; Allerton, Julie

    2018-05-01

    Despite efforts to increase female representation in science, technology, engineering, and mathematics (STEM), females continue to be less motivated to pursue STEM careers than males. A short-term longitudinal study used a sample of 1449 high school students (grades 9-12; 49% females) to examine pathways from gender and mindset onto STEM outcomes via motivational beliefs (i.e., expectancy beliefs, task value, and cost). Mindset, motivational beliefs, and STEM career aspirations were assessed between the fall and winter months of the 2014-2015 school year and math grades were obtained at the conclusion of the same year. Student growth mindset beliefs predicted higher task values in math. Task values also mediated the pathway from a growth mindset to higher STEM career aspirations. Expectancy beliefs mediated the pathway between gender and math achievement. This mediated pathway was stronger for females than for males, such that females had higher math achievement than males when they endorsed a growth mindset. Findings suggest possible avenues for improving female's interest in STEM.

  14. Persistence Motivations of Chinese Doctoral Students in Science, Technology, Engineering, and Math

    Science.gov (United States)

    Zhou, Ji

    2014-01-01

    This study explored what motivated 6 Chinese international students to complete a PhD in science, technology, engineering, and math fields in the United States despite perceived dissatisfaction. This study was grounded in the value-expectancy achievement motivation theory and incorporated a Confucian cultural lens to understand motivation. Four…

  15. A comparison of South African and German extrinsic and intrinsic motivation

    Directory of Open Access Journals (Sweden)

    Robin Snelgar

    2017-04-01

    Aim: The main objective of this study was to investigate similarities and differences concerning extrinsic and intrinsic motivation in the workplace between German and South African cultures by examining individuals with working experience and tertiary education specifically. In addition, the research investigated differences in the motivation of respondents with regard to demographics such as gender, age and income. Setting: The setting took place in South Africa and Germany. Methods: In the study, exploratory factor analysis was utilised to prove validity of Cinar, Bektas and Aslan’s two-dimensional measure of extrinsic and intrinsic motivation. Moreover, analysis of variance and t-tests were used to show differences among demographic variables. Descriptive statistics such as means, central tendency and Cronbach’s alpha were also utilised. Results: The results revealed preferences for intrinsic motivational factors for the whole sample with higher levels of intrinsic motivation for the South African respondents compared to German respondents. Demographic characteristics played a minor role in determining levels of intrinsic motivation within individuals. Culture, however, played the biggest role in determining one’s levels of intrinsic or extrinsic motivation. Conclusion: These findings play an important role in explaining differences in motivation between the two countries Germany and South Africa. It highlights the important role that cultural differences play in shaping one’s form of motivation.

  16. Intrinsic motivation as a predictor of work outcome after vocational rehabilitation in schizophrenia.

    Science.gov (United States)

    Saperstein, Alice M; Fiszdon, Joanna M; Bell, Morris D

    2011-09-01

    Intrinsic motivation is a construct commonly used in explaining goal-directed behavior. In people with schizophrenia, intrinsic motivation is usually subsumed as a feature of negative symptoms or underlying neurocognitive dysfunction. A growing literature reflects an interest in defining and measuring motivational impairment in schizophrenia and in delineating the specific role of intrinsic motivation as both an independent predictor and a mediator of psychosocial functioning. This cross-sectional study examined intrinsic motivation as a predictor of vocational outcomes for 145 individuals with schizophrenia and schizoaffective disorder participating in a 6-month work rehabilitation trial. Correlation and mediation analyses examined baseline intrinsic motivation and negative symptoms in relation to work hours and work performance. Data support a significant relationship between intrinsic motivation and negative symptoms and significant correlations with outcome variables, such that lower negative symptoms and greater intrinsic motivation were associated with better work functioning. Moreover, in this sample, intrinsic motivation fully mediated the relationships between negative symptoms, work productivity, and work performance. These results have significant implications on the design of work rehabilitation interventions for people with schizophrenia and support a role for targeting intrinsic motivation directly to influence vocational functioning. Future directions for research and intervention are discussed.

  17. The effects of extrinsic rewards on children's intrinsic motivation

    OpenAIRE

    大槻, 千秋

    1981-01-01

    An experiment was conducted with preschool children to test whether a person's intrinsic motivation in an activity may be decreased by extrinsic salient rewards in Japan like in America. Children solved some jigsaw puzzles and received assorted candies, then they were observed how long they did other jigsaw puzzles. The results showed that the effects of extrinsic rewards on intrinsic motivation in an activity varied with the subject's social background. In uptown children's intrinsic motivat...

  18. Intrinsic and Extrinsic Motivation for Stereotypic and Repetitive Behavior

    Science.gov (United States)

    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…

  19. The Role of Intrinsic Motivations in Attention Allocation and Shifting

    Directory of Open Access Journals (Sweden)

    Dario edi Nocera

    2014-04-01

    Full Text Available 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.

  20. Intrinsic motivation, neurocognition and psychosocial functioning in schizophrenia: testing mediator and moderator effects.

    Science.gov (United States)

    Nakagami, Eri; Xie, Bin; Hoe, Maanse; Brekke, John S

    2008-10-01

    This study examined the nature of the relationships among neurocognition, intrinsic motivation, and psychosocial functioning for persons with schizophrenia. Hypotheses concerning both mediator and moderator mechanisms were tested. 120 individuals diagnosed with schizophrenia were recruited as they entered outpatient psychosocial rehabilitation programs. Measures of psychosocial functioning and intrinsic motivation were administered at baseline. Measures of neurocognition were administered at baseline by testers blind to scores on other study variables. Data were analyzed using latent construct modeling to test for mediator and moderator effects. There were strong bivariate relationships between neurocognition, intrinsic motivation, and psychosocial functioning. The results demonstrated that intrinsic motivation strongly mediated the relationship between neurocognition and psychosocial functioning. This mediation was evidenced by: (i) the direct path from neurocognition to functional outcome no longer being statistically significant after the introduction of motivation into the model, (ii) the statistical significance of the indirect path from neurocognition through motivation to functional outcome. There was no support for the two moderation hypotheses: the level of neurocognition did not influence the relationship between intrinsic motivation and psychosocial functioning, nor did the level of intrinsic motivation influence the relationship between neurocognition and psychosocial functioning. Neurocognition influences psychosocial functioning through its relationship with intrinsic motivation. Intrinsic motivation is a critical mechanism for explaining the relationship between neurocognition and psychosocial functioning. Implications for the theoretical understanding and psychosocial treatment of intrinsic motivation in schizophrenia are discussed.

  1. Managing employee motivation: Exploring the connections between managers' enforcement actions, employee perceptions, and employee intrinsic motivation

    DEFF Research Database (Denmark)

    Mikkelsen, Maria Falk; Jacobsen, Christian Bøtcher; Andersen, Lotte Bøgh

    2017-01-01

    analyze whether local managers—the primary enforcers of external interventions—affect how employees perceive a command system and thereby affect employee intrinsic motivation. Using a multilevel dataset of 1,190 teachers and 32 school principals, we test whether principals’ use of “hard”, “mixed” or “soft......” enforcement of a command system (obligatory teacher-produced student plans) is associated with teacher intrinsic motivation. Results show that teachers experiencing a “hard” enforcement have lower intrinsic motivation than teachers experiencing a “soft” enforcement. As expected by motivation crowding theory......A number of studies show that the use of external interventions, such as command systems and economic incentives, can decrease employee intrinsic motivation. Our knowledge of why the size of “the hidden cost of rewards” differs between organizations is, however, still sparse. In this paper, we...

  2. Incentives and intrinsic motivation in healthcare

    Directory of Open Access Journals (Sweden)

    Mikel Berdud

    2016-11-01

    Conclusions: 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.

  3. The effect of homework choices on achievement and intrinsic motivation

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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 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

  6. Motivation and Math Skills as Determinants of First-Year Performance in Economics

    Science.gov (United States)

    Arnold, Ivo J. M.; Straten, Jerry T.

    2012-01-01

    The importance of math skills for study success in economics has been widely researched. This article adds to the literature by combining information on students' math skills and their motivation. The authors are thus able to present a rich picture of why students succeed in their study of economics and to confirm previous findings that deficient…

  7. Study of Intrinsic motivation in the Ministry for Foreign Affairs

    OpenAIRE

    Lehtimäki, Nora

    2015-01-01

    The purpose of this thesis was to investigate intrinsic motivation of the executive assistants and secretaries in the Ministry for Foreign Affairs. The objective in turn, was to examine how well intrinsic motivation has been achieved among these executive assistants and secretaries. How respondents evaluate their job satisfaction, work environment and motivation was also researched. Lastly, factors that increase or decrease motivation were studied, as well as if there is a need for additional...

  8. Intrinsic and Extrinsic Motivation among Collegiate Instrumentalists

    Science.gov (United States)

    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…

  9. Extrinsic and intrinsic motivation at 30: Unresolved scientific issues.

    Science.gov (United States)

    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.

  10. Essays on Intrinsic Motivation of Students and Workers

    NARCIS (Netherlands)

    M. van Lent (Max)

    2017-01-01

    markdownabstractThis thesis focuses on intrinsic motivation. In the first part of the thesis I examine the effects of motivating university students to set goals on study performance. In particular I study whether encouraging students to set a grade goal and further motivating them to set a more

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

    Science.gov (United States)

    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)

  12. Incremental Learning of Skill Collections based on Intrinsic Motivation

    Directory of Open Access Journals (Sweden)

    Jan Hendrik Metzen

    2013-07-01

    Full Text Available Life-long learning of reusable, versatile skills is a key prerequisite forembodied agents that act in a complex, dynamic environment and are faced withdifferent tasks over their lifetime. We address the question of how an agentcan 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 andself-motivated. We propose a new incremental, task-independent skill discoveryapproach that is suited for continuous domains. Furthermore, the agent learnsspecific skills based on intrinsic motivation mechanisms thatdetermine on which skills learning is focused at a given point in time. Weevaluate the approach in a reinforcement learning setup in two continuousdomains with complex dynamics. We show that an intrinsically motivated, skilllearning agent outperforms an agent which learns task solutions from scratch.Furthermore, we compare different intrinsic motivation mechanisms and howefficiently they make use of the agent's developmental period.

  13. Attitudes towards Mathematics: Effects of Individual, Motivational, and Social Support Factors

    Directory of Open Access Journals (Sweden)

    Maria de Lourdes Mata

    2012-01-01

    Full Text Available This paper aims to understand how certain different but interrelated variables such as background, motivation, and social support could lead to an explanation of student attitudes towards math and to an understanding of the defining characteristics of these attitudes in the school environment. Participants consisted of 1719 Portuguese students, from fifth-to-twelfth grade. The study utilizes an adaptation of the “Intrinsic Motivation Inventory” assessing main determinants of intrinsic motivation. One section of the questionnaire—“In my Math Class”—also assesses student perceptions of teacher and peer support as well as student attitudes. The results revealed that, in general, students held positive attitudes towards mathematics and also highlighted the main effects of grade and math achievement on these attitudes. No gender effect was identified although the girls showed a continuous decline in attitudes the further they progressed in school. A hierarchical analysis using structural equation modeling showed that motivation-related variables are the main predictors of attitudes towards mathematics and that teachers and the social support of peers are also highly significant in understanding these attitudes.

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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.

  16. Values, Norms, and Intrinsic Motivation to Act Proenvironmentally

    NARCIS (Netherlands)

    Steg, Linda

    2016-01-01

    Environmental problems can be reduced if people more consistently engage in proenvironmental actions. In this article, I discuss factors that motivate or inhibit individuals to act proenvironmentally. Many people are intrinsically motivated to engage in proenvironmental actions, because protecting

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

    Science.gov (United States)

    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).

  18. A Review of the Relationship between Novelty, Intrinsic Motivation and Reinforcement Learning

    Directory of Open Access Journals (Sweden)

    Siddique Nazmul

    2017-11-01

    Full Text Available This paper presents a review on the tri-partite relationship between novelty, intrinsic motivation and reinforcement learning. The paper first presents a literature survey on novelty and the different computational models of novelty detection, with a specific focus on the features of stimuli that trigger a Hedonic value for generating a novelty signal. It then presents an overview of intrinsic motivation and investigations into different models with the aim of exploring deeper co-relationships between specific features of a novelty signal and its effect on intrinsic motivation in producing a reward function. Finally, it presents survey results on reinforcement learning, different models and their functional relationship with intrinsic motivation.

  19. DEVELOPMENT AND SHAPING OF STUDENTS’ INTRINSIC MOTIVATION IN PHYSICAL EDUCATION

    Directory of Open Access Journals (Sweden)

    Dragan Krivokapić

    2010-09-01

    Full Text Available The results of the recent studies concerning the impact of psychological factors on the school success show that, in average, only 50% of the success rate could be ascribed to developmental level of intelligence, while the remainder of the variable is saturated with factors of non-intellectual nature. Among the factors unconditioned by intellectual characteristics, the special role in motivation for effective studying is played by motivation for learning - especially the intrinsic one. It is understood that, when it comes to physical education, the intrinsic motivation sources are in fact primary sources, especially if we are striving to maintain motivation at the necessary level for a longer period. The process of development and maintenance of intrinsic motivation is of vital importance, particularly due to the fact that absenteeism or inactivity in physical education classes is becoming increasingly pronounced among students in higher grades of elementary and high schools. It should be borne in mind that the number of children spending most of their time in sitting position in front of their computers or TV sets is increasing on a daily basis. Consequently, we have higher incidence of postural deformities in elementary school-age children. Development and shaping of intrinsic motivation in terms of increasing willingness to do physical exercise systematically and continuously could be a means of diminishing the above-mentioned problems.

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

    Science.gov (United States)

    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…

  1. Motivation for Math in Rural Schools: Student and Teacher Perspectives

    Science.gov (United States)

    Hardre, Patricia L.

    2011-01-01

    Rural schools, students, teachers, administrators, families and community leaders face unique challenges from those of their urban and suburban counterparts. This paper investigates motivation in rural secondary schools, with a particular focus on mathematics, from teacher and student perspectives. It integrates recent research on math learning…

  2. Incremental learning of skill collections based on intrinsic motivation

    Science.gov (United States)

    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

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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.

  5. Anxiety is not enough to drive me away: A latent profile analysis on math anxiety and math motivation.

    Science.gov (United States)

    Wang, Zhe; Shakeshaft, Nicholas; Schofield, Kerry; Malanchini, Margherita

    2018-01-01

    Mathematics anxiety (MA) and mathematics motivation (MM) are important multi-dimensional non-cognitive factors in mathematics learning. While the negative relation between global MA and MM is well replicated, the relations between specific dimensions of MA and MM are largely unexplored. The present study utilized latent profile analysis to explore profiles of various aspects of MA (including learning MA and exam MA) and MM (including importance, self-perceived ability, and interest), to provide a more holistic understanding of the math-specific emotion and motivation experiences. In a sample of 927 high school students (13-21 years old), we found 8 distinct profiles characterized by various combinations of dimensions of MA and MM, revealing the complexity in the math-specific emotion-motivation relation beyond a single negative correlation. Further, these profiles differed on mathematics learning behaviors and mathematics achievement. For example, the highest achieving students reported modest exam MA and high MM, whereas the most engaged students were characterized by a combination of high exam MA and high MM. These results call for the need to move beyond linear relations among global constructs to address the complexity in the emotion-motivation-cognition interplay in mathematics learning, and highlight the importance of customized intervention for these heterogeneous groups.

  6. Anxiety is not enough to drive me away: A latent profile analysis on math anxiety and math motivation

    Science.gov (United States)

    Shakeshaft, Nicholas; Schofield, Kerry; Malanchini, Margherita

    2018-01-01

    Mathematics anxiety (MA) and mathematics motivation (MM) are important multi-dimensional non-cognitive factors in mathematics learning. While the negative relation between global MA and MM is well replicated, the relations between specific dimensions of MA and MM are largely unexplored. The present study utilized latent profile analysis to explore profiles of various aspects of MA (including learning MA and exam MA) and MM (including importance, self-perceived ability, and interest), to provide a more holistic understanding of the math-specific emotion and motivation experiences. In a sample of 927 high school students (13–21 years old), we found 8 distinct profiles characterized by various combinations of dimensions of MA and MM, revealing the complexity in the math-specific emotion-motivation relation beyond a single negative correlation. Further, these profiles differed on mathematics learning behaviors and mathematics achievement. For example, the highest achieving students reported modest exam MA and high MM, whereas the most engaged students were characterized by a combination of high exam MA and high MM. These results call for the need to move beyond linear relations among global constructs to address the complexity in the emotion-motivation-cognition interplay in mathematics learning, and highlight the importance of customized intervention for these heterogeneous groups. PMID:29444137

  7. Anxiety is not enough to drive me away: A latent profile analysis on math anxiety and math motivation.

    Directory of Open Access Journals (Sweden)

    Zhe Wang

    Full Text Available Mathematics anxiety (MA and mathematics motivation (MM are important multi-dimensional non-cognitive factors in mathematics learning. While the negative relation between global MA and MM is well replicated, the relations between specific dimensions of MA and MM are largely unexplored. The present study utilized latent profile analysis to explore profiles of various aspects of MA (including learning MA and exam MA and MM (including importance, self-perceived ability, and interest, to provide a more holistic understanding of the math-specific emotion and motivation experiences. In a sample of 927 high school students (13-21 years old, we found 8 distinct profiles characterized by various combinations of dimensions of MA and MM, revealing the complexity in the math-specific emotion-motivation relation beyond a single negative correlation. Further, these profiles differed on mathematics learning behaviors and mathematics achievement. For example, the highest achieving students reported modest exam MA and high MM, whereas the most engaged students were characterized by a combination of high exam MA and high MM. These results call for the need to move beyond linear relations among global constructs to address the complexity in the emotion-motivation-cognition interplay in mathematics learning, and highlight the importance of customized intervention for these heterogeneous groups.

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

  10. Intensifying the intrinsic motivation by differentiating the teaching strategies in higher education

    Directory of Open Access Journals (Sweden)

    Tulbure, C.

    2011-01-01

    Full Text Available Learning motivation represents one of the most importantpredictors of academic achievement in higher education. In this empirical study, we have implemented a formative program to improve the university students’ academic achievement and their intrinsic learning motivation. To fully use their intellectual potential, students were treated according to their learning style, throughout one academic year. When we considered the within subject design, both intrinsic motivation and academic achievement significantly increased at the end of the study. Only intrinsic motivation proved to be significantly higher for the between subject comparison. Because our formative program proved to have a significant impact on students’ learning motivation, we recommend the differentiated teaching strategies to improve the academic achievement in higher education.

  11. Do monetary rewards crowd out intrinsic motivations of volunteers? Some empirical evidence for Italian volunteers

    OpenAIRE

    Damiano Fiorillo

    2009-01-01

    The paper studies the determinants of regular volunteering departing from previous literature on extrinsic and intrinsic motivations. It contributes to the literature investigating the role of monetary rewards to influence intrinsic motivation. Using a simple framework that allows me to study the effect of monetary rewards on intrinsic motivation, the paper shows, controlling for endogenous bias, that monetary rewards crowd-out intrinsic motivation.

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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

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

    Directory of Open Access Journals (Sweden)

    Kazuyoshi Takeda

    2018-06-01

    Full Text Available 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.

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

    Science.gov (United States)

    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…

  16. Latent profile analysis of students’ motivation and outcomes in mathematics: an organismic integration theory perspective

    Directory of Open Access Journals (Sweden)

    Chee Keng John Wang

    2017-05-01

    Full Text Available 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. Keywords: Education

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

    Science.gov (United States)

    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…

  18. A Game Theoretic Framework for Incentive-Based Models of Intrinsic Motivation in Artificial Systems

    Directory of Open Access Journals (Sweden)

    Kathryn Elizabeth Merrick

    2013-10-01

    Full Text Available 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.

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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.

  3. Teacher’s Autonomy Support and Engagement in Math: Multiple Mediating Roles of Self-efficacy, Intrinsic Value, and Boredom

    Science.gov (United States)

    Wang, Jia; Liu, Ru-De; Ding, Yi; Xu, Le; Liu, Ying; Zhen, Rui

    2017-01-01

    Previous studies have highlighted the impacts of environmental factors (teacher’s autonomy support) and individual factors (self-efficacy, intrinsic value, and boredom) on academic engagement. This study aimed to investigate these variables and examine the relations among them. Three structural equation models tested the multiple mediational roles of self-efficacy, intrinsic value, and boredom in the relation between teacher’s autonomy support and behavioral, emotional, and cognitive engagement, respectively, in math. A total of 637 Chinese middle school students (313 males, 324 females; mean age = 14.82) voluntarily participated in this study. Results revealed that self-efficacy, intrinsic value, and boredom played important and mediating roles between perceived teacher’s autonomy support and student engagement. Specifically, these three individual variables partly mediated the relations between perceived teacher’s autonomy support and behavioral and cognitive engagement, while fully mediating the relation between perceived teacher’s autonomy support and emotional engagement. These findings complement and extend the understanding of factors affecting students’ engagement in math. PMID:28690560

  4. Do monetary rewards undermine intrinsic motivations of volunteers? Some empirical evidence for Italian volunteers

    OpenAIRE

    Fiorillo, Damiano

    2007-01-01

    Empirical studies show that intrinsic motivations increase the volunteer labour supply. This paper studies how monetary rewards to volunteers affect their intrinsic motivations. Using a sample of Italian volunteers, allowing to distinguish the type of volunteer, the paper shows that monetary rewards (extrinsic motivations) influence positively the choice to donate voluntary hours, while a low intrinsic motivation seems to decrease hours per week. Moreover, monetary rewards increase the hours ...

  5. A Christian educational perspective on the process oriented approach to intrinsic motivation

    OpenAIRE

    Mechaéla Scott

    1992-01-01

    Within the classroom context, albeit school or university, intrinsic motivation can effectively be described and changed if a process-oriented approach is employed. The question is posed whether a process-oriented approach to motivation is acceptable to Christian education. To answer this question, intrinsic motivation and the process-oriented approach to motivation are described. A Christian view of self-knowledge and control, which are the main components of a process-oricnted approach to m...

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

    Science.gov (United States)

    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 (Pextrinsic motives may improve the effectiveness of dietary interventions in African Americans.

  7. Intrinsic Motivation, Organizational Justice, and Creativity

    Science.gov (United States)

    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…

  8. Exploring the Link between Intrinsic Motivation and Quality

    Science.gov (United States)

    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

  9. Students' Perceptions of Emotional and Instrumental Teacher Support: Relations with Motivational and Emotional Responses

    Science.gov (United States)

    Federici, Roger A.; Skaalvik, Einar M.

    2014-01-01

    We explored whether students' perceptions of emotional and instrumental support provided by their mathematics teacher constitute separate dimensions of teacher support and how they are related. We also analyzed how students' perceptions of emotional and instrumental support in math lessons relate to math anxiety, intrinsic motivation, help-seeking…

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

    Science.gov (United States)

    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…

  11. In search of the neural circuits of intrinsic motivation

    Directory of Open Access Journals (Sweden)

    Frederic Kaplan

    2007-10-01

    Full Text Available 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.

  12. College Student Intrinsic and/or Extrinsic Motivation and Learning.

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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…

  16. Effect of intrinsic rewards on task performance of employees: Mediating role of motivation

    Directory of Open Access Journals (Sweden)

    Rizwan Qaiser Danish

    2015-02-01

    Full Text Available The basic purpose of this study was to examine the effect of reward management system, especially intrinsic rewards on task performance with the mediating role of extrinsic and intrinsic motivation of employees working in the banks in the capital of Punjab, Lahore, Pakistan. The secondary purpose of this study was to explore what level of performance these employees demonstrate towards their organizations when they are rewarded intrinsically and when they are motivated due to these reward management system accordingly. In this study, we collected data through self-administered questionnaires applying correlational explanatory research design. We distributed 300 questionnaires among which 290 were returned resulting in a response rate of 96%. The analysis of the data revealed that intrinsic rewards have positive impact on task performance of employees working in banks and motivation and its dimensions, i.e., intrinsic motivation, extrinsic motivation, and job satisfaction mediated this relationship. Considering the importance of appreciations received by bankers in the form of rewards and their effect on extra role performance and sophisticated management, policy makers should take necessary steps for improving the reward management system which will increase the task performance of employees because they will be motivated by these performance appraisal techniques.

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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.

  2. INTRINSIC MOTIVATION VS. EXTRINSIC MOTIVATION: THE APPLICATION OF WPI SCALE IN THE CONTEXT OF PORTUGUESE PUBLIC SECTOR

    Directory of Open Access Journals (Sweden)

    Miguel Lira

    2015-12-01

    Full Text Available Much of the literature focusing on the construct of ‘motivation’ in the public sector feeds the idea that organisational peculiarities of this sector and the individual circumstances of its employees translate into a prevalence of intrinsic motivation and, as a consequence, of the value of intrinsic rewards. However, this assumption has never been scrutinised within the Portuguese public sector; hence, the central goal of this work is, precisely, to offer a contribution to overcome this gap, that is, to provide an answer to the following question: ‘in general terms, what is the predominant type of motivation among Portuguese civil servants: intrinsic motivation or extrinsic motivation?’. So as to achieve this goal, we have carried out an empirical study based on the scale ‘The work preference inventory’, developed by Amabile, Hill, Hennessey and Tighe (1994. This study involved the survey, through a questionnaire, applied to the non-teaching staff of three public higher education institutions. Although the study, by its nature, is not be generalizable to all Portuguese civil servants, it clearly indicates the prevalence, among these, of intrinsic motivation and, as a consequence, of the value of intrinsic rewards. Yet, not negligible levels of appreciation of extrinsic rewards should be emphasised. This indication has led to a goal of a peripheral nature for the present study: to alert for the possible inadequacy of the performance appraisal system of most Portuguese civil servants, given that this system, in exchange for the performance, only offers extrinsic rewards.

  3. INTRINSIC MOTIVATION AND FLOW CONDITION ON THE MUSIC TEACHER´S PERFORMANCE

    Directory of Open Access Journals (Sweden)

    GABRIELA TORRES DELGADO

    2017-06-01

    Full Text Available 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 identifyif 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 flow in teaching, means that the teacher has control in their actions, feel joy and a deep sense of satisfaction. The music teachers show a higher grade of satisfaction without an external reward. The teachers do not identify the loss of self-consciousness or inhibition or they do not maintain this dimension. The optimal experience and intrinsic motivation are highly related with satisfaction without external rewards in teacher and music teacher.

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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.

  6. The relationships between academic self-efficacy, intrinsic motivation, and perceived competence

    OpenAIRE

    Buch, Robert; Säfvenbom, Reidar; Boe, Ole

    2015-01-01

    © 2015 Buch et al. This is an open access article. This study investigated the moderating role of intrinsic motivation for military studies on the relationship between academic self-efficacy and change in perceived military competence. We present two concurrent hypotheses based on theoretical interaction effects of intrinsic motivation. Data from 245 cadets from three military academies revealed a positive relationship between self-efficacy and an increase in perceived military competence ...

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

    Science.gov (United States)

    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…

  8. Sex Differences, Positive Feedback and Intrinsic Motivation.

    Science.gov (United States)

    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…

  9. The Development of Intrinsic Motivation for Physical Activity

    National Research Council Canada - National Science Library

    Beaty, James D

    2005-01-01

    .... Having found this to be so, it is worthy of researchers' efforts to determine the constructs that will move individuals to become more intrinsically motivated to engage in regular exercise and/or physical activity...

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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

  12. A comparison of South African and German extrinsic and intrinsic motivation

    OpenAIRE

    Snelgar, Robin; Shelton, Stacy A.; Giesser, Anne

    2017-01-01

    Background: Various researchers have identified a trend of individuals shifting their preference from extrinsic to intrinsic motivation. The authors aimed to research this phenomenon specifically within the context of two different cultures as to date, this had not been done. This research explored the differing levels of extrinsic and intrinsic motivation in Germans and South Africans. Aim: The main objective of this study was to investigate similarities and differences concerning extrins...

  13. The Effects of Payment Contingency and Situational Norms for Payment on Intrinsic Motivation.

    Science.gov (United States)

    Jagacinski, Carolyn M.

    Cognitive evaluation theory predicts that contingent rewards should be viewed as more controlling than noncontingent rewards and should be more detrimental to intrinsic motivation. An experiment to investigate the differential effect of performance-contingent and noncontingent rewards on intrinsic motivation yielded results consistent with…

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

    Science.gov (United States)

    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:…

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

    Science.gov (United States)

    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

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

    Directory of Open Access Journals (Sweden)

    Fukuda Sanae

    2011-01-01

    Full Text Available Abstract 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.

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

    Science.gov (United States)

    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.

  18. The sooner, the better: exercise outcome proximity and intrinsic motivation.

    Science.gov (United States)

    Evans, M Blair; Cooke, Lisa M; Murray, Robyn A; Wilson, Anne E

    2014-11-01

    Despite evidence that outcomes are highly valued when they are expected sooner rather than further into the future (Ainslie, 1975), limited research effort has been devoted to understanding the role of exercise outcome proximity. The purpose of this study was to examine how temporal proximity to positive outcomes influences exercisers' intrinsic motivation. We expected that focusing people on temporally proximal exercise outcomes would increase intrinsic motivation, especially among low-frequency exercisers. This online experimental study was completed by 135 community exercisers (Mage  = 31.11, SD = 10.29; 62% female) who reported an average of 4.86 exercise bouts per week (SD = 2.12). Participants were randomly assigned to a condition that primed temporally proximal positive exercise outcomes (i.e. experienced during or directly following an exercise bout) or temporally distal outcomes (i.e. experienced after days, months, or years of regular exercise). Participants then reported perceptions of behavioral regulation in exercise. As expected, the proximal exercise outcome condition elicited increased intrinsic regulation among those participants who exercised less frequently (i.e. 1 SD below the mean). This study reveals the importance of considering proximity as an important dimension of exercise outcomes-particularly when promoting intrinsic motivation among relatively infrequent exercisers. © 2014 The International Association of Applied Psychology.

  19. Older adults' intrinsic and extrinsic motivation toward physical activity.

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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.

  1. Corruption, Intrinsic Motivation and the Love of Praise

    OpenAIRE

    Dhillon, Amrita; Nicolo, Antonio; Xu, Fei

    2017-01-01

    Do higher wages prevent corruption (bribe taking)? We investigate a setting where individuals who apply for public sector jobs are motivated not just by monetary incentivesbut also by intrinsic motivation and concern for the collective reputation of their profession. We show that an increase in monetary compensation may cause reputation concerned individuals to be more prone to participate in corruption due to an "overjustification" effect. The overall effect of monetaryincentives on fighting...

  2. Is the intrinsic motivation of career choice important for the later professional development of teachers?

    Directory of Open Access Journals (Sweden)

    Marušić Milica

    2014-01-01

    Full Text Available The nature of teachers’ professional choice motivation has been proved important for the later professional development. The goal of the present research was to determine the role of the intrinsic motivation in the participants’ decision to become teachers, as well as to establish the importance of intrinsic motivation for their later professional development. We have conducted a quantitative research, within a sample consisted of 118 secondary school teachers, by application of survey method (instrument– questionnaire in the form of Likert-type scale. Statistical analysis has consisted of: hierarchical cluster analysis, descriptive statistics, factor analysis and rank correlation. It was established that the intrinsic motivation takes precedence over the extrinsic motivation in the process of professional choice determination. We have also confirmed the hypothesis claiming that the level of intrinsic motivation correlates with the indicators of professional behavior. Besides, the level of intrinsic motivation is better predictor of the enthusiasm and growth then of the career frustration (Fessler, 1995. Our results are in favor of the teacher education system, where the candidates apply and prepare for the teacher profession from the beginning of the initial education.

  3. Work Engagement, Intrinsic Motivation and Job Satisfaction among Employees of A Coal Mining Company in South Borneo

    Directory of Open Access Journals (Sweden)

    Hasan Sartono

    2016-07-01

    Full Text Available This paper seeks to establish the relationships between three job characteristics constructs, namely work engagement, intrinsic motivation and job satisfaction in a workplace notorious for discord and conflict between workers and employers. A quantitative methodology was adopted using a cross-sectional survey. Respondents were selected from the workers at a mining company, with a final sample of 156 employees participating in the study. The Utrecht Work Engagement Scale, Intrinsic Motivation Inventory and the Minnesota JobSatisfaction Questionnaire were used to collect data. The results of the study indicate positive relationships between job satisfaction, work engagement and intrinsic motivation among the workers. Age and marital status were found to be significant contributors to workers’ job satisfaction, intrinsic motivation and work engagement. Implications of these results are that human resource interventions are required in order to deal with enhancing work engagement, intrinsic motivation and job satisfaction. Furthermore, the results indicate that intrinsic motivation and work engagement can enhance job satisfaction. The current study adds to the research pointing at job satisfaction as a promising underlying mechanism for employees’ to be internally motivated and engaged at work. Keywords: Work engagement, Intrinsic motivation, Job satisfaction

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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…

  7. Effects of intrinsic and extrinsic motivation on attention and memory.

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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.

  9. Perceived Instructor Argumentativeness, Verbal Aggressiveness, and Classroom Communication Climate in Relation to Student State Motivation and Math Anxiety

    Science.gov (United States)

    Lin, Yang; Durbin, James M.; Rancer, Andrew S.

    2017-01-01

    This study examined how student perceptions of math/statistics instructors' argumentativeness and verbal aggressiveness are related to student perceptions of classroom communication climate, student state motivation, and student math anxiety. A total of 216 completed questionnaires were returned by the student participants (96 males and 120…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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…

  16. Authentic Leadership Style and Academia’s Creativity in Higher Education Institutions: Intrinsic Motivation and Mood as Mediators

    Directory of Open Access Journals (Sweden)

    Ifzal AHMAD

    2015-10-01

    Full Text Available Using multisource data of 302 paired responses (supervisor-employee dyads, this study examined the effect of Authentic Leadership Style (ALS on academia’s creativity with mediating role of their intrinsic motivation and mood in higher education institutions (HEIs of Pakistan. Heads of departments (HoDs in HEIs were asked to report their leadership style and creativity of their academic staff, whereas academia rated their intrinsic motivation and mood at work. ALS was regressed with creativity, intrinsic motivation and mood of academia to measure the direct relationships, whereas mediations were tested using bootstrapping technique. A strong infl uence of ALS on academic staff’s creativity, their intrinsic motivation and mood were found. Additionally, a partial mediating role of intrinsic motivation and mood was found between ALS and creativity of academic staff.

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

    Science.gov (United States)

    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.

  18. Work Engagement, Intrinsic Motivation and Job Satisfaction among Employees of A Coal Mining Company in South Borneo

    Directory of Open Access Journals (Sweden)

    Hasan Sartono

    2015-08-01

    Full Text Available This paper seeks to establish the relationships between three job characteristics constructs, namely work engagement, intrinsic motivation and job satisfaction in a workplace notorious for discord and conflict between workers and employers. A quantitative methodology was adopted using a cross-sectional survey. Respondents were selected from the workers at a mining company, with a final sample of 156 employees participating in the study. The Utrecht Work Engagement Scale, Intrinsic Motivation Inventory and the Minnesota Job Satisfaction Questionnaire were used to collect data. The results of the study indicate positive relationships between job satisfaction, work engagement and intrinsic motivation among the workers. Age and marital status were found to be significant contributors to workers’ job satisfaction, intrinsic motivation and work engagement. Implications of these results are that human resource interventions are required in order to deal with enhancing work engagement, intrinsic motivation and job satisfaction. Furthermore, the results indicate that intrinsic motivation and work engagement can enhance job satisfaction. The current study adds to the research pointing at job satisfaction as a promising underlying mechanism for employees’ to be internally motivated and engaged at work.

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

    Science.gov (United States)

    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.

  20. Extrinsic and Intrinsic Factors Influencing Employee Motivation: Lessons from AMREF Health Africa in Kenya

    Directory of Open Access Journals (Sweden)

    Stephen Morangi Nyambegera

    2016-10-01

    Full Text Available The purpose of the study was to determine the factors that influence employee motivation in Kenyan Organizations. The study was guided by the following research questions: (i what are the extrinsic factors that influence employee motivation in AMREF Health Africa in Kenya? (ii what intrinsic factors influence employee motivation in AMREF Health Africa in Kenya? A descriptive research design was adopted. Stratified random sampling technique was used to draw a sample size of 96 respondents. The data collection instrument was a structured questionnaire developed by the researchers.  A set of descriptive and correlation statistics were adopted for analysis. The study identified several intrinsic factors that influence employee motivation. These included employee achievements, recognition, work itself, responsibility and advancement, salary structure, the level to which the employees feel appreciated, and the employee perception of their jobs among other factors. The study further, established that the intrinsic factors that influence employee motivation include empowerment and autonomy, employees’ view of their work, organization trust, skill variety requirements among others. The study recommends that the organization should acknowledge and make use of a proper mix of extrinsic and intrinsic factors in their human resource management practices to ensure that employees are well motivated to perform their tasks.

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

    Science.gov (United States)

    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).

  2. A Christian educational perspective on the process oriented approach to intrinsic motivation

    Directory of Open Access Journals (Sweden)

    Mechaéla Scott

    1992-03-01

    Full Text Available Within the classroom context, albeit school or university, intrinsic motivation can effectively be described and changed if a process-oriented approach is employed. The question is posed whether a process-oriented approach to motivation is acceptable to Christian education. To answer this question, intrinsic motivation and the process-oriented approach to motivation are described. A Christian view of self-knowledge and control, which are the main components of a process-oricnted approach to motivation, is subsequently given and the process-oriented approach to motivation is subjected to a Christian evaluation. The conclusions are drawn that this approach can fruitfully be used in Christian education, given that self-knowledge and control arc interpreted within the context of the concept of the student as God’s representative on earth and the fact that God equipped him adequately with cognitive, affective and conative abilities to respond to His call to discover, develop and rule the earth actively.

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

    Science.gov (United States)

    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…

  4. The Role of Teacher Behavior in Adolescents' Intrinsic Reading Motivation

    Science.gov (United States)

    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…

  5. The Emerging Neuroscience of Intrinsic Motivation: A New Frontier in Self-Determination Research

    OpenAIRE

    Di Domenico, Stefano I.; Ryan, Richard M.

    2017-01-01

    Intrinsic motivation refers to people?s spontaneous tendencies to be curious and interested, to seek out challenges and to exercise and develop their skills and knowledge, even in the absence of operationally separable rewards. Over the past four decades, experimental and field research guided by self-determination theory (SDT; Ryan and Deci, 2017) has found intrinsic motivation to predict enhanced learning, performance, creativity, optimal development and psychological wellness. Only recentl...

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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 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.

  8. The Development of Intrinsic Motivation for Physical Activity

    Science.gov (United States)

    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

  9. The Relationship between Psychological Safety and Employee Voice: The Mediation Role of Affective Commitment and Intrinsic Motivation

    Directory of Open Access Journals (Sweden)

    Özlem YAŞAR UĞURLU

    2016-03-01

    Full Text Available In this quantitative research, we enhance understanding of psychological safety on employee voice behavior by examining mediating role of affective commitment and intrinsic motivation. We examined these relationships among 151 research assistants working full-time for universities. The results suggest that psychological safety is significantly associated with affective commitment whereas it does not significantly influence intrinsic motivation. Furthermore, employee voice behavior is affected by intrinsic motivation but not by affective commitment. Lastly, while affective commitment plays an important role as mediator in the relationship between psychological safety and employee voice although intrinsic motivation does not have a mediating effect. We discuss the implications of these findings for both theory and practice.

  10. The detrimental effects of extrinsic reinforcement on "Intrinsic motivation".

    Science.gov (United States)

    Dickinson, A M

    1989-01-01

    Extrinsic consequences have been criticized on the grounds that they decrease intrinsic motivation or internally initiated behavior. Two popular rationales for this criticism, Lepper's overjustification hypothesis (1981) and Deci's motivational theory (Deci & Ryan, 1985), are reviewed and the criticism is then redefined behaviorally. "Intrinsically controlled" behavior is defined as behavior maintained by response-produced reinforcers, and the question concerning extrinsic consequences is thus restated as follows: When behavior is maintained by response-produced stimuli, does extrinsic reinforcement decrease the reinforcing value of those stimuli? The empirical support for this detrimental effect is summarized briefly, and several possible explanations for the phenomenon are offered. Research results that reflect on the effect's generality and social significance are discussed next, with the conclusion that the effect is transient and not likely to occur at all if extrinsic rewards are reinforcing, noncompetitive, based on reasonable performance standards, and delivered repetitively.

  11. Is the intrinsic motivation of career choice important for the later professional development of teachers?

    OpenAIRE

    Marušić, Milica

    2014-01-01

    The nature of teachers’ professional choice motivation has been proved important for the later professional development. The goal of the present research was to determine the role of the intrinsic motivation in the participants’ decision to become teachers, as well as to establish the importance of intrinsic motivation for their later professional development. We have conducted a quantitative research, within a sample consisted of 118 secondary school teach...

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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,…

  14. Does intrinsic motivation enhance motor cortex excitability?

    Science.gov (United States)

    Radel, Rémi; Pjevac, Dusan; Davranche, Karen; d'Arripe-Longueville, Fabienne; Colson, Serge S; Lapole, Thomas; Gruet, Mathieu

    2016-11-01

    Intrinsic motivation (IM) is often viewed as a spontaneous tendency for action. Recent behavioral and neuroimaging evidence indicate that IM, in comparison to extrinsic motivation (EM), solicits the motor system. Accordingly, we tested whether IM leads to greater excitability of the motor cortex than EM. To test this hypothesis, we used two different tasks to induce the motivational orientation using either words representing each motivational orientation or pictures previously linked to each motivational orientation through associative learning. Single-pulse transcranial magnetic stimulation over the motor cortex was applied when viewing the stimuli. Electromyographic activity was recorded on the contracted first dorsal interosseous muscle. Two indexes of corticospinal excitability (the amplitude of motor-evoked potential and the length of cortical silent period) were obtained through unbiased automatic detection and analyzed using a mixed model that provided both statistical power and a high level of control over all important individual, task, and stimuli characteristics. Across the two tasks and the two indices of corticospinal excitability, the exposure to IM-related stimuli did not lead to a greater corticospinal excitability than EM-related stimuli or than stimuli with no motivational valence (ps > .20). While these results tend to dismiss the advantage of IM at activating the motor cortex, we suggest alternative hypotheses to explain this lack of effect, which deserves further research. © 2016 Society for Psychophysiological Research.

  15. School Culture, Basic Psychological Needs, Intrinsic Motivation and Academic Achievement: Testing a Casual Model

    Directory of Open Access Journals (Sweden)

    Rahim Badri

    2014-07-01

    Full Text Available Culture is s common system of believes, values and artifacts that the members of a society use it in their relations, and it transfers from one generation to another. The school culture is a system of norms, meanings and values between school members. One of STD (self-determination theory components is basic psychological needs that emphasizes on Relatedness, Competence and Autonomy to accomplish the motivation. Motivation involves the processes that energize, direct, and sustain behavior. It seems that school culture, basic psychological needs and motivation has immense effect on academic achievement. The purpose of the present research was to examine the relation between students' perceived school culture, basic psychological needs, intrinsic motivation and academic achievement in a causal model. 296 high school students (159 females and 137 males in Tabriz, north - west of Iran, participated in this research and completed the students' perceived school culture questionnaire based on Hofstede's cultural dimensions (femininity, uncertainty avoidance, collectivism and power distance, basic psychological needs and intrinsic motivation. The results of the path analysis showed that fulfillment of basic psychological needs and intrinsic motivation has positive effect on academic achievement. Uncertainty avoidance and power distance have also negative effect on fulfillment of psychological needs, but the influence of femininity on this variable was positive. Also, collectivism has no significant effect on it. In general, the findings showed that if school culture supports students' autonomy, they will experience fulfillment of their basic psychological needs, and attain higher intrinsic motivation and academic achievement.

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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.…

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

    Science.gov (United States)

    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.

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

    Directory of Open Access Journals (Sweden)

    Pawan Kumar

    2016-01-01

    Full Text Available 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.

  20. Math achievement is important, but task values are critical, too: examining the intellectual and motivational factors leading to gender disparities in STEM careers

    Science.gov (United States)

    Wang, Ming-Te; Degol, Jessica; Ye, Feifei

    2015-01-01

    Although young women now obtain higher course grades in math than boys and are just as likely to be enrolled in advanced math courses in high school, females continue to be underrepresented in some Science, Technology, Engineering, and Mathematics (STEM) occupations. This study drew on expectancy-value theory to assess (1) which intellectual and motivational factors in high school predict gender differences in career choices and (2) whether students’ motivational beliefs mediated the pathway of gender on STEM career via math achievement by using a national longitudinal sample in the United States. We found that math achievement in 12th grade mediated the association between gender and attainment of a STEM career by the early to mid-thirties. However, math achievement was not the only factor distinguishing gender differences in STEM occupations. Even though math achievement explained career differences between men and women, math task value partially explained the gender differences in STEM career attainment that were attributed to math achievement. The identification of potential factors of women’s underrepresentation in STEM will enhance our ability to design intervention programs that are optimally tailored to female needs to impact STEM achievement and occupational choices. PMID:25741292

  1. Math Achievement is Important, but Task Values are Critical, Too: Examining the Intellectual and Motivational Factors Leading to Gender Disparities in STEM Careers

    Directory of Open Access Journals (Sweden)

    Mingte eWang

    2015-02-01

    Full Text Available Although young women now obtain higher course grades in math than boys and are just as likely to be enrolled in advanced math courses in high school, females continue to be underrepresented in some STEM occupations. This study drew on expectancy-value theory to assess (1 which intellectual and motivational factors in high school predict gender differences in career choices and (2 whether students’ motivational beliefs mediated the pathway of gender on STEM career via math achievement by using a national longitudinal sample in the United States. We found that math achievement in twelfth grade mediated the association between gender and attainment of a STEM career by the early to mid-thirties. However, math achievement was not the only factor distinguishing gender differences in STEM occupations. Even though math achievement explained career differences between men and women, math task value partially explained the gender differences in STEM career attainment that were attributed to math achievement. The identification of potential factors of women’s underrepresentation in STEM will enhance our ability to design intervention programs that are optimally tailored to female needs to impact STEM achievement and occupational choices.

  2. Math achievement is important, but task values are critical, too: examining the intellectual and motivational factors leading to gender disparities in STEM careers.

    Science.gov (United States)

    Wang, Ming-Te; Degol, Jessica; Ye, Feifei

    2015-01-01

    Although young women now obtain higher course grades in math than boys and are just as likely to be enrolled in advanced math courses in high school, females continue to be underrepresented in some Science, Technology, Engineering, and Mathematics (STEM) occupations. This study drew on expectancy-value theory to assess (1) which intellectual and motivational factors in high school predict gender differences in career choices and (2) whether students' motivational beliefs mediated the pathway of gender on STEM career via math achievement by using a national longitudinal sample in the United States. We found that math achievement in 12th grade mediated the association between gender and attainment of a STEM career by the early to mid-thirties. However, math achievement was not the only factor distinguishing gender differences in STEM occupations. Even though math achievement explained career differences between men and women, math task value partially explained the gender differences in STEM career attainment that were attributed to math achievement. The identification of potential factors of women's underrepresentation in STEM will enhance our ability to design intervention programs that are optimally tailored to female needs to impact STEM achievement and occupational choices.

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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…

  5. Profiles of school motivation and emotional well-being among adolescents : Associations with math and reading performance

    OpenAIRE

    Parhiala, Pauliina; Torppa, Minna; Vasalampi, Kati; Eklund, Kenneth; Poikkeus, Anna-Maija; Aro, Tuija

    2018-01-01

    This study examines profiles of school motivation and emotional well-being and their links to academic skills (reading and math) among adolescents (N = 1629) at the end of comprehensive school (age 15–16). Using a person-centered approach (latent profile analysis), five distinct profile groups were identified. Three of the identified groups had a flat profile in motivation and well-being but at different levels. The first group manifested high motivation and well-being (n = 178, 11%); the sec...

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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…

  10. Youth fitness testing: the effect of percentile-based evaluative feedback on intrinsic motivation.

    Science.gov (United States)

    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.

  11. Extrinsic vs Intrinsic Motivations for Tax Compliance. Evidence from a Randomized Field Experiment in Germany

    OpenAIRE

    Dwenger, Nadja; Kleven, Henrik; Rasul, Imran; Rincke, Johannes

    2014-01-01

    Is tax compliance driven only by extrinsic motivations such as deterrence and tax policy or is there also a role for intrinsic motivations such as morals, norms and psychology? Agents may comply based on moral sentiments, social norms, guilt and shame (Andreoni et al. 1998), all of which are non-deterrence driven reasons for compliance. The importance of such intrinsically motivated compliance is hard to study empirically and therefore the least understood. This study uses a unique setting fo...

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

    Science.gov (United States)

    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

  13. The motivational safety helmet : Redesign suggestions improving the intrinsic motivation of construction site workers

    NARCIS (Netherlands)

    Beldman, T. (Teunis); Boer, de J. (Johannes); Lemmens, P. (Pim); Stilma, M. (Margot)

    2014-01-01

    In reaction to the lack of intrinsic motivation of construction site workers, to wear their safety helmets at all times, a series of research projects studied causes and possible solutions. Goal is to gain an inspirational discussion to get the design onto the next level. This paper describes a

  14. Factors Affecting Intrinsic Motivation among University Students in Taiwan.

    Science.gov (United States)

    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)

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

    Science.gov (United States)

    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.

  16. Effects of intrinsic motivation on feedback processing during learning.

    Science.gov (United States)

    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.

  17. Effects of Intrinsic Motivation on Feedback Processing During Learning

    Science.gov (United States)

    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

  18. Which is the best intrinsic motivation signal for learning multiple skills?

    Directory of Open Access Journals (Sweden)

    Vieri Giuliano Santucci

    2013-11-01

    Full Text Available Humans and other biological agents are able to autonomously learn and cache different skills in the absence of any biological pressure or any assigned task. In this respect, Intrinsic Motivations (i.e. motivations not connected to reward-related stimuli play a cardinal role in animal learning, and can be considered as a fundamental tool for developing more autonomous and more adaptive artificial agents. In this work, we provide an exhaustive analysis of a scarcely investigated problem: which kind of IM reinforcement signal is the most suitable for driving the acquisition of multiple skills in the shortest time? To this purpose we implemented an artificial agent with a hierarchical architecture that allows to learn and cache different skills. We tested the system in a setup with continuous states and actions, in particular, with a cinematic robotic arm that has to learn different reaching tasks. We compare the results of different versions of the system driven by several different intrinsic motivation signals. The results show a that intrinsic reinforcements purely based on the knowledge of the system are not appropriate to guide the acquisition of multiple skills, and b that the stronger the link between the IM signal and the competence of the system, the better the performance.

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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.

  1. Mathematical learning instruction and teacher motivation factors affecting science technology engineering and math (STEM) major choices in 4-year colleges and universities: Multilevel structural equation modeling

    Science.gov (United States)

    Lee, Ahlam

    2011-12-01

    Using the Educational Longitudinal Study of 2002/06, this study examined the effects of the selected mathematical learning and teacher motivation factors on graduates' science, technology, engineering, and math (STEM) related major choices in 4-year colleges and universities, as mediated by math performance and math self-efficacy. Using multilevel structural equation modeling, I analyzed: (1) the association between mathematical learning instruction factors (i.e., computer, individual, and lecture-based learning activities in mathematics) and students' STEM major choices in 4-year colleges and universities as mediated by math performance and math self-efficacy and (2) the association between school factor, teacher motivation and students' STEM major choices in 4-year colleges and universities via mediators of math performance and math self-efficacy. The results revealed that among the selected learning experience factors, computer-based learning activities in math classrooms yielded the most positive effects on math self-efficacy, which significantly predicted the increase in the proportion of students' STEM major choice as mediated by math self-efficacy. Further, when controlling for base-year math Item Response Theory (IRT) scores, a positive relationship between individual-based learning activities in math classrooms and the first follow-up math IRT scores emerged, which related to the high proportion of students' STEM major choices. The results also indicated that individual and lecture-based learning activities in math yielded positive effects on math self-efficacy, which related to STEM major choice. Concerning between-school levels, teacher motivation yielded positive effects on the first follow up math IRT score, when controlling for base year IRT score. The results from this study inform educators, parents, and policy makers on how mathematics instruction can improve student math performance and encourage more students to prepare for STEM careers. Students

  2. Teacher and Student Intrinsic Motivation in Project-Based Learning

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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.

  4. THE BRAIN CORRELATES OF THE EFFECTS OF MONETARY AND VERBAL REWARDS ON INTRINSIC MOTIVATION

    Directory of Open Access Journals (Sweden)

    Konstanze eAlbrecht

    2014-09-01

    Full Text Available 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.

  5. Dosage Effects of Motivational Interviewing on Middle-School Students' Academic Performance: Randomized Evaluation of One versus Two Sessions

    Science.gov (United States)

    Terry, John; Strait, Gill; McQuillin, Sam; Smith, Bradley H.

    2014-01-01

    Motivational interviewing (MI) is a brief client-centred intervention that increases intrinsic motivation for change. Little research has been conducted on MI to promote academic behaviours, but two studies found that one session of MI did improve middle-school students' math grades [Strait, G., Smith, B., McQuillin, S., Terry, J., Swan, S., &…

  6. Self-handicapping and intrinsic motivation: buffering intrinsic motivation from the threat of failure.

    Science.gov (United States)

    Deppe, R K; Harackiewicz, J M

    1996-04-01

    High and low self-handicappers (as measured by E. E. Jones & F. Rhodewalt's [1982] Self-Handicapping Scale) were asked to play a game of pinball (in a competitive or noncompetitive setting) after they had practices as much as they wanted on a related task (thus, not practicing could have served as a self-handicap). High self-handicappers who did not practice much became more involved in the game and subsequently reported enjoying the game more than high self-handicappers who practiced a lot. Furthermore, the effects on enjoyment were mediated by task involvement, suggesting that the protection afforded by self-handicapping affects intrinsic motivation by allowing the individual to become absorbed in the activity instead of focusing on performance concerns. Individuals who self-handicap may be providing themselves with the "breathing room" they need to become absorbed in an activity and to experience the activity as enjoyable.

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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

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

    Directory of Open Access Journals (Sweden)

    Leen Vandercammen

    Full Text Available 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.

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

    Science.gov (United States)

    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.)…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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.

  16. Perceptions of intrinsically and extrinsically motivated distance education students of the barriers to persistence

    Directory of Open Access Journals (Sweden)

    G. P. Fourie

    1998-06-01

    Full Text Available The aim of the study was to investigate the influence of intrinsic and extrinsic motivation on the perceptions held by distance education students of the barriers to persistence. A review of the literature on attrition in traditional and distance education and motivation to learn in adults - with specific reference to intrinsic and extrinsic motivation, as well as barriers to persistence - is presented. The "Barriers to Persistence Questionnaire" (BPQ, consisting of 97 items, was developed. It was administered, in combination with Maritz's (1980 86 item "Motivation to Learn Questionnaire" (MLQ to 212 adults enrolled for management development programmes via distance education. Statistically significant differences were found between predominantly intrinsically motivated students and those students who were predominantly extrinsically motivated. The implications of the findings/ as well as the implications for distance education institutions and organisations involved in distance education, are discussed. Opsomming Die doel van die studie was om die invloed van intrinsieke en ekstrinsieke motivering op die persepsies van afstandsonderrigstudente van die hindemisse tot volharding te ondersoek. 'n Literatuuroorsig ten opsigte van slytasie in tradisionele onderrig en afstandsonderrig, asook die rol van motivering in volwasse onderrig - met spesifieke verwysing na intrinsieke en ekstrinsieke motivering, asook die hindemisse tot volharding - is gedoen. Die "Barriers to Persistence Questionnaire" (BPQ is ontwikkel, bestaande uit 97 items. Dit is saam met Maritz (1980 se 86- item "Motivation to Learn Questionnaire" toegepas op 212 volwassenes wat geregistreer is vir bestuursontwikkelingsprogramme via afstandsonderrig. Statisries beduidende verskille is gevind in die persepsies van oorwegend intrinsieke en oorwegend ekstrinsieke studente. Die implikasies van die bevindinge word bespreek, asook implikasies vir afstandsonderrigmstellings en organisasies

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

    Science.gov (United States)

    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

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

    Directory of Open Access Journals (Sweden)

    Rachel B. Sheehan

    2018-05-01

    Full Text Available 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.

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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…

  1. Affective and Motivational Factors Mediate the Relation between Math Skills and Use of Math in Everyday Life

    Science.gov (United States)

    Jansen, Brenda R. J.; Schmitz, Eva A.; van der Maas, Han L. J.

    2016-01-01

    This study focused on the use of math in everyday life (the propensity to recognize and solve quantitative issues in real life situations). Data from a Dutch nation-wide research on math among adults (N = 521) were used to investigate the question whether math anxiety and perceived math competence mediated the relationship between math skills and use of math in everyday life, taken gender differences into account. Results showed that women reported higher math anxiety, lower perceived math competence, and lower use of math in everyday life, compared to men. Women's skills were estimated at a lower level than men's. For both women and men, higher skills were associated with higher perceived math competence, which in turn was associated with more use of math in everyday life. Only for women, math anxiety also mediated the relation between math skills and use of math in everyday life. PMID:27148122

  2. Affective and motivational factors mediate the relation between math skills and use of math in everyday life

    Directory of Open Access Journals (Sweden)

    Brenda RJ Jansen

    2016-04-01

    Full Text Available This study focused on the use of math in everyday life (the propensity to recognize and solve quantitative issues in real life situations. Data from a Dutch nation-wide research on math among adults (N = 521 were used to investigate the question whether math anxiety and perceived math competence mediated the relationship between math skills and use of math in everyday life, taken gender differences into account. Results showed that women reported higher math anxiety, lower perceived math competence, and lower use of math in everyday life, compared to men. Women's skills were estimated at a lower level than men's. For both women and men, higher skills were associated with higher perceived math competence, which in turn was associated with more use of math in everyday life. Only for women, math anxiety also mediated the relation between math skills and use of math in everyday life.

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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.

  5. Are managerial pressure, technological control and intrinsic motivation effective in improving data quality?

    International Nuclear Information System (INIS)

    Molina, Roger; Unsworth, Kerrie; Hodkiewicz, Melinda; Adriasola, Elisa

    2013-01-01

    Can data collectors be “pushed” into collecting high quality data or would being “pulled” be more effective? This paper finds that managers should be careful of the degree to which “push” factors, such as managerial pressure and technological input control, are relied upon. While they may be helpful for motivating those data collectors who are not intrinsically motivated, they are either not helpful or may discourage those data collectors who are intrinsically motivated. Instead, self-concordance may act as a longer-term, more stable approach to increasing the motivation of data collectors and thus increasing the quality of data that enter reliability systems. This study uses a sequential mixed-method approach involving interviews with 20 data collectors and a quantitative survey of 109 data collectors in a water utility. It examines the interactive effect of managerial pressure, technological input control and self-concordance on data collection performance

  6. Promoting Students' Self-Determined Motivation in Maths: Results of a 1-Year Classroom Intervention

    Science.gov (United States)

    Brandenberger, Claudia C.; Hagenauer, Gerda; Hascher, Tina

    2018-01-01

    Especially for students in lower achievement levels, there is a significant negative trend in academic self-determined motivation across childhood through adolescence and more so in maths than in any other school subject. To counteract this negative development, a multicomponent intervention study based on the main ideas of self-determination…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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.

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

    OpenAIRE

    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 ar...

  10. THE BRAIN CORRELATES OF THE EFFECTS OF MONETARY AND VERBAL REWARDS ON INTRINSIC MOTIVATION

    OpenAIRE

    Konstanze eAlbrecht; Johannes eAbeler; Bernd eWeber; Bernd eWeber; Armin eFalk; Armin eFalk

    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 ar...

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

    Science.gov (United States)

    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.…

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

    Science.gov (United States)

    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…

  13. Extrinsic Rewards and Intrinsic Motivation in Education: Reconsidered Once Again.

    Science.gov (United States)

    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)

  14. Nurturing gerontology students' intrinsic motivation to cocreate: The design of a powerful learning environment.

    Science.gov (United States)

    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.

  15. Are intrinsic motivational factors of work associated with functional incapacity similarly regardless of the country?

    Science.gov (United States)

    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.

  16. Future engineers: the intrinsic technology motivation of secondary school pupils

    Science.gov (United States)

    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.

  17. The Longitudinal Analysis of Elementary School Pupils’ Science Competition Experience, Intrinsic Motivation and Creativity Growth

    Directory of Open Access Journals (Sweden)

    Chia-Chun Hsiao

    2014-12-01

    Full Text Available Comparing students who have participated in Taiwan International Science Fair and those who have not, this study aims to understand the creativity development between the ones with creativity trainings for participating in the Fair and the ones who did not participate in science fair and did not receive any related trainings. Furthermore, this study intends to investigate the effects of intrinsic motivation on the development of creativity between the two groups. From National Taiwan Science Education Center, 208 student participants of the 41st-50th Fair and 871 non-participants were sampled through their teachers who voluntarily participated in this study. With growth model analysis in Hierarchical Linear Modeling, individual differences in scientific creativity between science fair participants and non-participants were found and its growth was developed distinctively. Students who participated in Taiwan International Science Fair presented downward development in scientific creativity and then upward, while the non-participants revealed upward then downward development. In regard to intrinsic motivation, science fair participants showed positive effects of Self-efficacy and Internal value on creativity, while their intrinsic motivation presents moderating effects on the rapid growth of creativity. Contrarily, intrinsic motivation did not appear to have any effects on non-participants. Based on the research outcomes, relevant suggestions are further proposed.

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

    Science.gov (United States)

    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 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.

  19. Promoting Career Preparedness and Intrinsic Work-Goal Motivation: RCT Intervention

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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.

  4. Intrinsic and extrinsic motivation as predictors of work effort: The moderating role of achievement goals

    OpenAIRE

    Dysvik, Anders; Kuvaas, Bård

    2013-01-01

    This is the accepted, refereed and final manuscript to the article This research explored the roles of intrinsic and extrinsic motivation and the 2 x 2 model of achievement goals as predictors of increased work effort. A cross-lagged field study was conducted among 1,441 employees from three large Norwegian service organizations across a 10-month time span. The results showed that the relationship between intrinsic motivation and increased work effort was more positive for employees with h...

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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…

  7. Calculator: A Hardware Design, Math and Software Programming Project Base Learning

    Directory of Open Access Journals (Sweden)

    F. Criado

    2015-03-01

    Full Text Available This paper presents the implementation by the students of a complex calculator in hardware. This project meets hardware design goals, and also highly motivates them to use competences learned in others subjects. The learning process, associated to System Design, is hard enough because the students have to deal with parallel execution, signal delay, synchronization … Then, to strengthen the knowledge of hardware design a methodology as project based learning (PBL is proposed. Moreover, it is also used to reinforce cross subjects like math and software programming. This methodology creates a course dynamics that is closer to a professional environment where they will work with software and mathematics to resolve the hardware design problems. The students design from zero the functionality of the calculator. They are who make the decisions about the math operations that it is able to resolve it, and also the operands format or how to introduce a complex equation into the calculator. This will increase the student intrinsic motivation. In addition, since the choices may have consequences on the reliability of the calculator, students are encouraged to program in software the decisions about how implement the selected mathematical algorithm. Although math and hardware design are two tough subjects for students, the perception that they get at the end of the course is quite positive.

  8. Intrinsic Motivation, Perceived Competence, and Gender in a Controlling Situation.

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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.

  10. Self-controlled learning benefits: exploring contributions of self-efficacy and intrinsic motivation via path analysis.

    Science.gov (United States)

    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.

  11. Mathematics anxiety: separating the math from the anxiety.

    Science.gov (United States)

    Lyons, Ian M; Beilock, Sian L

    2012-09-01

    Anxiety about math is tied to low math grades and standardized test scores, yet not all math-anxious individuals perform equally poorly in math. We used functional magnetic resonance imaging to separate neural activity during the anticipation of doing math from activity during math performance itself. For higher (but not lower) math-anxious individuals, increased activity in frontoparietal regions when simply anticipating doing math mitigated math-specific performance deficits. This network included bilateral inferior frontal junction, a region involved in cognitive control and reappraisal of negative emotional responses. Furthermore, the relation between frontoparietal anticipatory activity and highly math-anxious individuals' math deficits was fully mediated (or accounted for) by activity in caudate, nucleus accumbens, and hippocampus during math performance. These subcortical regions are important for coordinating task demands and motivational factors during skill execution. Individual differences in how math-anxious individuals recruit cognitive control resources prior to doing math and motivational resources during math performance predict the extent of their math deficits. This work suggests that educational interventions emphasizing control of negative emotional responses to math stimuli (rather than merely additional math training) will be most effective in revealing a population of mathematically competent individuals, who might otherwise go undiscovered.

  12. Do points, levels and leaderboards harm intrinsic motivation? An empirical analysis of common gamification elements

    DEFF Research Database (Denmark)

    Mekler, Elisa D.; Brühlmann, Florian; Opwis, Klaus

    2013-01-01

    It is heavily debated within the gamification community whether specific game elements may actually undermine users' intrinsic motivation. This online experiment examined the effects of three commonly employed game design elements - points, leaderboard, levels - on users' performance, intrinsic...

  13. Using Photostory, MovieMaker and Voki to motivate Danish Upper Secondary Students to learn German language and culture – An empirical qualitative study of students’ perceived intrinsic motivation

    Directory of Open Access Journals (Sweden)

    Lisbet Pals Svendsen

    2014-11-01

    Full Text Available Foreign language and culture learning suffers from a bad image in Danish Upper Secondary schools and German is not an exception. It means that the majority of Danish Upper Secondary school students are not particularly interested in learning the language. Therefore, intrinsic motivation plays a pivotal role in German language and culture learning in Denmark. One didactic initiative proposed to remedy the lack of intrinsic motivation is the introduction of various ICT (Information and Communication Technology tools. This is the background for the research described in this article. Our study which was conducted on the basis of semi-structured focus group interviews with n=50 high school students and n=2 high school teachers shows that the ICT tools Photostory, MovieMaker and Voki indeed have an influence on students’ perceived intrinsic motivation in connection with German language and culture learning. Depending on the nature of the tool, our thematic analysis indicates that such tools facilitate different aspects of perceived intrinsic motivation. Still, our study shows that the tools have a limited effect on perceived intrinsic motivation, unless they are addressed and used strategically in the proper pedagogical context.

  14. Using Photostory, MovieMaker and Voki to motivate Danish Upper Secondary Students to learn German language and culture – An empirical qualitative study of students’ perceived intrinsic motivation

    Directory of Open Access Journals (Sweden)

    Lisbet Pals Svendsen

    2014-10-01

    Full Text Available Foreign language and culture learning suffers from a bad image in Danish Upper Secondary schools and German is not an exception. It means that the majority of Danish Upper Secondary school students are not particularly interested in learning the language. Therefore, intrinsic motivation plays a pivotal role in German language and culture learning in Denmark. One didactic initiative proposed to remedy the lack of intrinsic motivation is the introduction of various ICT (Information and Communication Technology tools. This is the background for the research described in this article. Our study which was conducted on the basis of semi-structured focus group interviews with n=50 high school students and n=2 high school teachers shows that the ICT tools Photostory, MovieMaker and Voki indeed have an influence on students’ perceived intrinsic motivation in connection with German language and culture learning. Depending on the nature of the tool, our thematic analysis indicates that such tools facilitate different aspects of perceived intrinsic motivation. Still, our study shows that the tools have a limited effect on perceived intrinsic motivation, unless they are addressed and used strategically in the proper pedagogical context.

  15. The Influence of Extrinsic and Intrinsic Motivation on Employee Perfomance at Bank Sulut Manado

    OpenAIRE

    Mundung, Shintya Ervina Donna; Pangemanan, Sifrid Pangemanan

    2015-01-01

    Motivation is the basic desire why people do job and performance of employee have a strong related with employee's motivation and the purpose of this study was to investigate how two variable of motivation (extrinsic and intrinsic motivation) based on Herzberg (1966) that affect employee performance, A conceptual framework based on Human Resources Management, was utilized to form 2 hypotheses predicting the causality between the different variables. After validating the scale to data gathered...

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

    Science.gov (United States)

    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…

  17. Imitation Learning Based on an Intrinsic Motivation Mechanism for Efficient Coding

    Directory of Open Access Journals (Sweden)

    Jochen eTriesch

    2013-11-01

    Full Text Available A hypothesis regarding the development of imitation learning is presented that is rooted in intrinsic motivations. It is derived from a recently proposed form of intrinsically motivated learning (IML for efficient coding in active perception, wherein an agent learns to perform actions with its sense organs to facilitate efficient encoding of the sensory data. To this end, actions of the sense organs that improve the encoding of the sensory data trigger an internally generated reinforcement signal. Here it is argued that the same IML mechanism might also support the development of imitation when general actions beyond those of the sense organs are considered: The learner first observes a tutor performing a behavior and learns a model of the the behavior's sensory consequences. The learner then acts itself and receives an internally generated reinforcement signal reflecting how well the sensory consequences of its own behavior are encoded by the sensory model. Actions that are more similar to those of the tutor will lead to sensory signals that are easier to encode and produce a higher reinforcement signal. Through this, the learner's behavior is progressively tuned to make the sensory consequences of its actions match the learned sensory model. I discuss this mechanism in the context of human language acquisition and bird song learning where similar ideas have been proposed. The suggested mechanism also offers an account for the development of mirror neurons and makes a number of predictions. Overall, it establishes a connection between principles of efficient coding, intrinsic motivations and imitation.

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

    Science.gov (United States)

    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…

  19. Intrinsically motivated reinforcement learning for human-robot interaction in the real-world.

    Science.gov (United States)

    Qureshi, Ahmed Hussain; Nakamura, Yutaka; Yoshikawa, Yuichiro; Ishiguro, Hiroshi

    2018-03-26

    For a natural social human-robot interaction, it is essential for a robot to learn the human-like social skills. However, learning such skills is notoriously hard due to the limited availability of direct instructions from people to teach a robot. In this paper, we propose an intrinsically motivated reinforcement learning framework in which an agent gets the intrinsic motivation-based rewards through the action-conditional predictive model. By using the proposed method, the robot learned the social skills from the human-robot interaction experiences gathered in the real uncontrolled environments. The results indicate that the robot not only acquired human-like social skills but also took more human-like decisions, on a test dataset, than a robot which received direct rewards for the task achievement. Copyright © 2018 Elsevier Ltd. All rights reserved.

  20. Pilgrimage: Intrinsic Motivation and Active Behavior in the Eldery

    Directory of Open Access Journals (Sweden)

    Eichberg Henning

    2017-10-01

    Full Text Available Can intrinsic religious motivation have relevant effects on the motor activity of older people? How are processions and pilgrimages related to the dominant imagination of old age as a period of fatigue and gray hair, suffering and loneliness, retirement and rest – and of waiting: waiting for a call from a loved one, waiting for the visit of a good companion, or, finally, expecting the end of life?

  1. Adolescent Girls' Experiences and Gender-Related Beliefs in Relation to Their Motivation in Math/Science and English

    Science.gov (United States)

    Leaper, Campbell; Farkas, Timea; Brown, Christia Spears

    2012-01-01

    Although the gender gap has dramatically narrowed in recent decades, women remain underrepresented in many science, technology, engineering, and mathematics (STEM) fields. This study examined social and personal factors in relation to adolescent girls' motivation in STEM (math/science) versus non-STEM (English) subjects. An ethnically diverse…

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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…

  5. Intrinsic motivation factors based on the self-determinant theory for regular breast cancer screening.

    Science.gov (United States)

    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.

  6. Supporting Intrinsic Motivation for Special Education Students to Meet Graduation Requirements

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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.

  9. An investigation into the impact of reflective teaching on EFL learners autonomy and intrinsic motivation

    Directory of Open Access Journals (Sweden)

    Elahe Fallah

    2015-12-01

    Full Text Available This study has sought to explore the effect of reflective teaching on learner autonomy and the intrinsic motivation of Iranian upper-intermediate female learners. The subjects included 60 adult upper-intermediate EFL learners chosen out of ninety, based on the scores obtained through administration of the TOEFL exam. They were randomly assigned to two groups: a the experimental group - taught by a reflective teacher - and b the control group instructed by an unreflective teacher. The motivation questionnaire and the autonomy questionnaire were administered to both groups to make sure that the two groups were not significantly different in terms of the level of motivation and autonomy. The experimental group was then taught by the reflective teacher and the control group was taught by the unreflective teacher who adopted no tangible reflective actions. Finally, both groups sat for motivation and autonomy questionnaires. The results indicate that reflective teaching leads to the enhancement of both learners’ autonomy and the intrinsic motivation level.

  10. Changing the Environment Based on Empowerment as Intrinsic Motivation

    Directory of Open Access Journals (Sweden)

    Christoph Salge

    2014-05-01

    Full Text Available One aspect of intelligence is the ability to restructure your own environment so that the world you live in becomes more beneficial to you. In this paper we investigate how the information-theoretic measure of agent empowerment can provide a task-independent, intrinsic motivation to restructure the world. We show how changes in embodiment and in the environment change the resulting behaviour of the agent and the artefacts left in the world. For this purpose, we introduce an approximation of the established empowerment formalism based on sparse sampling, which is simpler and significantly faster to compute for deterministic dynamics. Sparse sampling also introduces a degree of randomness into the decision making process, which turns out to beneficial for some cases. We then utilize the measure to generate agent behaviour for different agent embodiments in a Minecraft-inspired three dimensional block world. The paradigmatic results demonstrate that empowerment can be used as a suitable generic intrinsic motivation to not only generate actions in given static environments, as shown in the past, but also to modify existing environmental conditions. In doing so, the emerging strategies to modify an agent’s environment turn out to be meaningful to the specific agent capabilities, i.e., de facto to its embodiment.

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

    Directory of Open Access Journals (Sweden)

    Derek J Hoare

    Full Text Available 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.

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

    Science.gov (United States)

    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

  13. Association of Intrinsic Motivating Factors and Markers of Physician Well-Being: A National Physician Survey.

    Science.gov (United States)

    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

  14. Strategies on Enhancing Learners Intrinsic Motivation in Foreign Language Learning in the Context of China’s University

    Institute of Scientific and Technical Information of China (English)

    何啟滨

    2010-01-01

    <正>The paper aims to discuss the English learning situation of Chinese university students in the domain of motivation theory.With specific focus on enhancing learners’ intrinsic motivation, the paper analyzes the motivation orientation of Chinese university students and suggests four motivating strategies to promote students to become self - motivated learners.

  15. Intrinsic motivation and organizational identification among on-demand workers.

    Science.gov (United States)

    Rockmann, Kevin W; Ballinger, Gary A

    2017-09-01

    On-demand firms provide services for clients through a network of on-demand workers ready to complete specific tasks for a set contractual price. Given such on-demand work is defined by payment on short-term contracts with no obligation for continued employment, there is little reason to believe on-demand workers experience more than extrinsic motivation and a transactional relationship with the on-demand firm. However, using self-determination theory, we argue that to the degree that on-demand work fulfills innate psychological needs individual on-demand workers will develop intrinsic motivation, which further leads to organizational identification with the on-demand firm. Across 2 survey-based studies we find support for this path to organizational identification. This adds to the literature on motivation and identification by strengthening the link between individual needs and the individual-organizational relationship. Implications for theory and for the management of on-demand workers are discussed. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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…

  18. Intrinsic and Extrinsic Motivation Among Adolescent Ten-Pin Bowlers in Kuala Lumpur, Malaysia

    OpenAIRE

    Teo Eng-Wah; Khoo Selina; Wong Rebecca; Wee Eng-Hoe; Lim Boon-Hooi; Rengasamy Shabesan Sit

    2015-01-01

    Motivation has long been associated with sports engagement. However, to date no research has been performed to understand the domain of motivation among ten-pin bowlers. The purpose of this study was to investigate different types of motivation (i.e., intrinsic vs. extrinsic) based on self-determination theory from the perspective of gender and the bowler type (competitive vs. casual). A total of 240 bowlers (104 male, 136 female; 152 competitive, 88 casual) with a mean age of 16.61 ? 0.78 ye...

  19. Affective and motivational factors mediate the relation between math skills and use of math in everyday life

    NARCIS (Netherlands)

    Jansen, B.R.J.; Schmitz, E.A.; van der Maas, H.L.J.

    2016-01-01

    This study focused on the use of math in everyday life (the propensity to recognize and solve quantitative issues in real life situations). Data from a Dutch nation-wide research on math among adults (N = 521) were used to investigate the question whether math anxiety and perceived math competence

  20. Encouraging intrinsic motivation in the clinical setting: teachers' perspectives from the self-determination theory.

    Science.gov (United States)

    Orsini, C; Evans, P; Binnie, V; Ledezma, P; Fuentes, F

    2016-05-01

    Self-determination theory postulates that the three basic psychological needs of autonomy, competence and relatedness have to be satisfied for students to achieve intrinsic motivation and internalisation of autonomous self-regulation towards academic activities. Consequently, the influence of the clinical teaching environment becomes crucial when satisfying these needs, particularly when promoting or diminishing students' intrinsic motivation. The aim of this study was to describe and understand how clinical teachers encourage intrinsic motivation in undergraduate dental students based on the three basic psychological needs described by the self-determination theory. A qualitative case study approach was adopted, and data were collected through semistructured interviews with nine experienced undergraduate clinical teachers of one dental school in Santiago, Chile. Interview transcripts were analysed by two independent reviewers using a general inductive approach. Several themes emerged outlining teaching strategies and behaviours. These themes included the control of external motivators; gradual transference of responsibility; identification and encouragement of personal interests; timely and constructive feedback; delivery of a vicarious learning experience; teamwork, team discussion, and presence of a safe environment, amongst others. Overall, teachers stressed the relevance of empowering, supporting and building a horizontal relationship with students. Our findings regarding dental education expand on the research outcomes from other health professions about how teachers may support students to internalise behaviours. An autonomy-supportive environment may lead students to value and engage in academic activities and eventually foster the use of an autonomy-supportive style to motivate their patients. © 2015 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

  1. Explaining Teacher Turnover: School Cohesion and Intrinsic Motivation in Los Angeles

    Science.gov (United States)

    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…

  2. Trajectories of Self-Perceived Math Ability, Utility Value and Interest across Middle School as Predictors of High School Math Performance

    Science.gov (United States)

    Petersen, Jennifer Lee; Hyde, Janet Shibley

    2017-01-01

    Although many studies have documented developmental change in mathematics motivation, little is known about how these trends predict math performance. A sample of 288 participants from the United States reported their perceived math ability, math utility value and math interest in 5th, 7th and 9th grades. Latent growth curve models estimated…

  3. The relationship between core self-evaluations, views of god, and intrinsic/extrinsic religious motivation.

    Science.gov (United States)

    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.

  4. Chimpanzees and bonobos differ in intrinsic motivation for tool use.

    Science.gov (United States)

    Koops, Kathelijne; Furuichi, Takeshi; Hashimoto, Chie

    2015-06-16

    Tool use in nonhuman apes can help identify the conditions that drove the extraordinary expansion of hominin technology. Chimpanzees and bonobos are our closest living relatives. Whereas chimpanzees are renowned for their tool use, bonobos use few tools and none in foraging. We investigated whether extrinsic (ecological and social opportunities) or intrinsic (predispositions) differences explain this contrast by comparing chimpanzees at Kalinzu (Uganda) and bonobos at Wamba (DRC). We assessed ecological opportunities based on availability of resources requiring tool use. We examined potential opportunities for social learning in immature apes. Lastly, we investigated predispositions by measuring object manipulation and object play. Extrinsic opportunities did not explain the tool use difference, whereas intrinsic predispositions did. Chimpanzees manipulated and played more with objects than bonobos, despite similar levels of solitary and social play. Selection for increased intrinsic motivation to manipulate objects likely also played an important role in the evolution of hominin tool use.

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

    Science.gov (United States)

    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)

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

    Science.gov (United States)

    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.…

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

    Science.gov (United States)

    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…

  8. Extrinsic Reward and Intrinsic Motivation: A Review with Implications for the Classroom.

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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.

  10. Achievement-Based Rewards and Intrinsic Motivation: A Test of Cognitive Mediators

    Science.gov (United States)

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

    2005-01-01

    This study assessed how rewards impacted intrinsic motivation when students were rewarded for achievement while learning an activity, for performing at a specific level on a test, or for both. Undergraduate university students engaged in a problem-solving activity. The design was a 2 * 2 factorial with 2 levels of reward in a learning phase…

  11. Intrinsic Motivation Inventory: Psychometric Properties in the Context of First Language and Mathematics Learning

    Directory of Open Access Journals (Sweden)

    Vera Monteiro

    2015-09-01

    Full Text Available Intrinsic Motivation Inventory (IMI is a multidimensional measurement grounded on the Self-Determination Theory (SDT used in assessing the subjective experiences of participants when developing an activity. The aim of this study is to analyze the characteristics of IMI among Portuguese students, testing four organizational models (unidimensional, multidimensional, hierarchical and bi-factor. A total of 3685 students from the 5th to the 12th grades (50.4% boys participated in the study (M = 13.67, SD = 2.26. Two versions of IMI were used (First Language and Mathematics with twenty-one items distributed over five subscales: Enjoyment, Perceived Competence, Pressure/Tension, Perceived Choice and Value/Utility. The confirmatory factor analysis corroborated the multidimensionality of intrinsic motivation, and that the bi-factor model presented the best fit indexes. This model showed the existence of one general factor, resulting from the contribution of all individual dimensions and the particularities of most of them. Furthermore, results also highlighted satisfactory reliability scores both through Cronbach's alpha scores and Composite reliability scores. These results indicate that this scale is appropriate to evaluate the underlying constructs of the theoretical model of SDT and allows for the calculation of a global measure of intrinsic motivation, as well as specific measures for their predictors.

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

  14. Relatedness Need Satisfaction, Intrinsic Motivation, and Engagement in Secondary School Physical Education

    Science.gov (United States)

    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…

  15. Promoting Intrinsic and Extrinsic Motivation among Chemistry Students Using Computer-Assisted Instruction

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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.

  17. Intrinsic Motivation and Self-esteem in Traditional and Mature Students at a Post-1992 University in the North-east of England.

    Science.gov (United States)

    Murphy, Helen; Roopchand, Naomi

    2003-01-01

    Presents a study that focuses on the relationship between intrinsic motivation towards learning and self-esteem in traditional and mature students. Examines the students' learning approaches. Uses the Intrinsic Motivation towards Learning Questionnaire and the Rosenberg Global Self-Esteem Questionnaire. (CMK)

  18. Higher levels of intrinsic motivation are related to higher levels of class performance for male but not female students.

    Science.gov (United States)

    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 students. These results have implications for both classroom practice and educational reform policies.

  19. Intrinsic Motivation, Learning Goals, Engagement, and Achievement in a Diverse High School

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

  1. Differential influences of achievement approach goals and intrinsic/extrinsic motivation on help-seeking in e-learning

    Directory of Open Access Journals (Sweden)

    Yan Yang

    2013-06-01

    Full Text Available Considering the importance yet paucity of help-seeking in e-learning, the present study investigated the motivational antecedents of help-seeking among online college students. We explored and compared the influences of achievement approach goals from the old and new achievement motivation models (Elliot & McGregor, 2001; Elliot, Murayama, & Pekrun, 2011 on online students’ help-seeking through intrinsic/extrinsic motivation. Path analyses were used to test two models of help-seeking among college students from four online educational psychology classes (N = 93 based on the two models of achievement goals. Our results showed that the new 3 × 2 model was a better fit than the old 2 × 2 model, suggesting that the achievement approach goals of the new model differ from those of the old model conceptually as Elliot, Murayama, and Pekrun (2011 posited. Second, our results revealed both unexpected direct and indirect positive influence of performance- and other-approach goals on online students’ help-seeking behaviour through extrinsic motivation. Third, while mastery-approach goals indirectly predicted help-seeking through intrinsic motivation, self- and task-approach predicted help-seeking in a dramatically different manner. Self-approach goals displayed indirect influence on help-seeking through intrinsic motivation similar to mastery-approach, yet task-approach displayed a negative direct influence on help-seeking. These results suggested the potential positive impact of self-approach and the detrimental influence of task-approach goals on help-seeking in e-learning environment. Conceptual issues and pedagogical implications for online instructions are discussed.

  2. Reciprocal Relations between Work-Related Authenticity and Intrinsic Motivation, Work Ability and Depressivity: A Two-Wave Study.

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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.

  4. School motivation and high school dropout: the mediating role of educational expectation.

    Science.gov (United States)

    Fan, Weihua; Wolters, Christopher A

    2014-03-01

    A good deal of evidence indicates that students' motivational beliefs and attitudes play a critical role in their academic success. Research studies on how motivational factors may help determine whether students remain in high school or drop out, however, are relatively few. More specifically, there is a lack of research examining the dynamics of whether students' motivational beliefs from earlier in high school might be used to predict their status as a dropout in their final year. The aim of the present study was to examine the mediating role of students' educational expectations in linking students' school motivation to their dropout status by utilizing a nationally representative dataset. The present study used data from the Educational Longitudinal Study of 2002 (ELS: 2002). The final sample consisted of 16,194 students, with approximately 54% White, 13% Black, 16% Hispanic, and 10% Asian students, and the rest were Native American, Hawaiian, multiracial, or of other races. Structural equation modelling was employed to conduct the mediational analysis. The results of the present study demonstrated that the relationships between student ability beliefs in math and English and student behaviour of dropping out were fully mediated by students' educational expectations. The results also revealed that student intrinsic value in math and English had significant indirect relations with student behaviour of leaving school through students' educational expectations. The results of this study suggest that explanations for student dropout status that rely solely on students' social background and school behaviours without considering their motivation are incomplete. The study expands the extant research by showing possible pathways that motivate students to persist in high school. These pathways are specifically rooted in students' ability beliefs and intrinsic interest in learning through their relationships with students' expectations for their education. © 2012 The

  5. The Pervasive Negative Effects of Rewards on Intrinsic Motivation: Response to Cameron (2001).

    Science.gov (United States)

    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)

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

    Science.gov (United States)

    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…

  7. When health care workers perceive high-commitment HRM will they be motivated to continue working in health care? It may depend on their supervisor and intrinsic motivation

    NARCIS (Netherlands)

    drs Limke Schopman; dr Corine Boon; dr Karianne Kalshoven

    2015-01-01

    In this health care field study, we examined the link between human resource management (HRM), transformational leadership, intrinsic motivation and motivation to continue to work. Based on the social exchange theory, we proposed a mediation model linking HRM to motivation to continue to work in

  8. When health care workers perceive high-commitment HRM will they be motivated to continue working in health care? It may depend on their supervisor and intrinsic motivation.

    NARCIS (Netherlands)

    Schopman, L.M.; Kalshoven, K.; Boon, C.

    2017-01-01

    In this health care field study, we examined the link between human resource management (HRM), transformational leadership, intrinsic motivation and motivation to continue to work. Based on the social exchange theory, we proposed a mediation model linking HRM to motivation to continue to work in

  9. Teacher's motivational style and students' intrinsic motivation: the self-determination perspective / O estilo motivacional do professor e a motivação intrínseca dos estudantes: uma perspectiva da Teoria da Autodeterminação

    Directory of Open Access Journals (Sweden)

    Sueli Édi Rufini Guimarães

    2004-01-01

    Full Text Available The Self-determination Theory has the purpose of understanding the intrinsic and extrinsic components of motivation, and the factors that contribute for its promotion. In this perspective personality and human motivation are considered in terms of developmental tendencies, innate psychological needs and contextual variables which favour motivation, social functioning and personal well-being. In the context of educational research, intrinsic motivation has been characterized by students' involvement in learning tasks due to their preference for challenges, persistence, effort, as well as by their use of learning strategies. In line with that, the objectives of this paper are not only present and analyze the concepts related to intrinsic motivation according to the Self-determination Theory, but also reflect upon the teacher's role and style in the promotion of students' intrinsic motivation. Educational implications are also discussed.

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

    Science.gov (United States)

    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).

  11. Personality, Motivation, and Math Achievement Among Turkish Students.

    Science.gov (United States)

    Akben-Selcuk, Elif

    2017-04-01

    Using the Turkish portion of the Programme for International Student Assessment dataset ( N = 4,848; 51% boys, 49% girls; age, M = 15.81 years, SD = 0.28), this study investigated factors associated with mathematics achievement among Turkish students. Three different models were estimated using the method of balanced repeated replication with Fay's method and taking into account the presence of five plausible values of the dependent variable. Results showed that male students and older students had better mathematics proficiency. Socio-economic status and school resources also played a significant role in explaining student achievement in mathematics. Finally, students who were more open to problem solving, who attributed their failure to external factors, and who were intrinsically motivated to learn mathematics achieved higher scores. Policy implications are provided.

  12. Cognitive Evaluation Theory: The Effects of External Rewards on Intrinsic Motivation of Gifted Students.

    Science.gov (United States)

    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)

  13. Factorial, Convergent, and Discriminant Validity of TIMSS Math and Science Motivation Measures: A Comparison of Arab and Anglo-Saxon Countries

    Science.gov (United States)

    Marsh, Herbert W.; Abduljabbar, Adel Salah; Abu-Hilal, Maher M.; Morin, Alexandre J. S.; Abdelfattah, Faisal; Leung, Kim Chau; Xu, Man K.; Nagengast, Benjamin; Parker, Philip

    2013-01-01

    For the international Trends in International Mathematics and Science Study (TIMSS2007) math and science motivation scales (self-concept, positive affect, and value), we evaluated the psychometric properties (factor structure, method effects, gender differences, and convergent and discriminant validity) in 4 Arab-speaking countries (Saudi Arabia,…

  14. Intrinsic or Extrinsic? Using Videogames to Motivate Stroke Survivors: A Systematic Review.

    Science.gov (United States)

    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.

  15. When Do Financial Incentives Reduce Intrinsic Motivation? Comparing Behaviors Studied in Psychological and Economic Literatures

    Science.gov (United States)

    2013-01-01

    Objective: To review existing evidence on the potential of incentives to undermine or “crowd out” intrinsic motivation, in order to establish whether and when it predicts financial incentives to crowd out motivation for health-related behaviors. Method: We conducted a conceptual analysis to compare definitions and operationalizations of the effect, and reviewed existing evidence to identify potential moderators of the effect. Results: In the psychological literature, we find strong evidence for an undermining effect of tangible rewards on intrinsic motivation for simple tasks when motivation manifest in behavior is initially high. In the economic literature, evidence for undermining effects exists for a broader variety of behaviors, in settings that involve a conflict of interest between parties. By contrast, for health related behaviors, baseline levels of incentivized behaviors are usually low, and only a subset involve an interpersonal conflict of interest. Correspondingly, we find no evidence for crowding out of incentivized health behaviors. Conclusion: The existing evidence does not warrant a priori predictions that an undermining effect would be found for health-related behaviors. Health-related behaviors and incentives schemes differ greatly in moderating characteristics, which should be the focus of future research. PMID:24001245

  16. When do financial incentives reduce intrinsic motivation? comparing behaviors studied in psychological and economic literatures.

    Science.gov (United States)

    Promberger, Marianne; Marteau, Theresa M

    2013-09-01

    To review existing evidence on the potential of incentives to undermine or "crowd out" intrinsic motivation, in order to establish whether and when it predicts financial incentives to crowd out motivation for health-related behaviors. We conducted a conceptual analysis to compare definitions and operationalizations of the effect, and reviewed existing evidence to identify potential moderators of the effect. In the psychological literature, we find strong evidence for an undermining effect of tangible rewards on intrinsic motivation for simple tasks when motivation manifest in behavior is initially high. In the economic literature, evidence for undermining effects exists for a broader variety of behaviors, in settings that involve a conflict of interest between parties. By contrast, for health related behaviors, baseline levels of incentivized behaviors are usually low, and only a subset involve an interpersonal conflict of interest. Correspondingly, we find no evidence for crowding out of incentivized health behaviors. The existing evidence does not warrant a priori predictions that an undermining effect would be found for health-related behaviors. Health-related behaviors and incentives schemes differ greatly in moderating characteristics, which should be the focus of future research. PsycINFO Database Record (c) 2013 APA, all rights reserved.

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

    Science.gov (United States)

    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…

  18. Gender, Previous Knowledge, Personality Traits and Subject-Specific Motivation as Predictors of Students' Math Grade in Upper-Secondary School

    Science.gov (United States)

    Peklaj, Cirila; Podlesek, Anja; Pecjak, Sonja

    2015-01-01

    The aim of the study was to examine the relationships between gender, previous knowledge, different personality traits, subject-specific motivational dimensions and students' math grade in secondary school. A total of 386 first-year students (142 boys and 244 girls) from secondary schools in Slovenia (mean age was 15.7 years) participated in the…

  19. A behavioral economics perspective on the overjustification effect: Crowding-in and crowding-out of intrinsic motivation.

    OpenAIRE

    Weibel, Antoinette; Wiemann, Meike; Osterloh, Margit

    2014-01-01

    In the last two decades, economic motivation research has undergone a paradigm shift when it comes to the effect of incentive schemes on individual performance and motivation. Inspired by self-determination theory, a new branch in economics evolved called behavioral economics. Especially by evidencing the negative effect of “pay-for-performance” on intrinsic motivation, called the “crowding-out” or “overjustification” effect, it challenges the economic paradigm of the relative price-effect an...

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

    Science.gov (United States)

    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…

  1. Math Game(s) - an alternative (approach) to teaching math?

    NARCIS (Netherlands)

    Ruttkay, Z.M.; Eliens, A.P.W.; Breitlauch, L.

    2009-01-01

    Getting students to read, digest and practice material is difficult in any discipline, but even more so for math, since many students have to cope with motivational problems and feelings of inadequacy, often due to prior unsuccesful training and teaching methods. In this paper we look at the

  2. See you at the match: Motivation for sport consumption and intrinsic psychological reward of premier football league spectators in South Africa

    Directory of Open Access Journals (Sweden)

    Frederick W. Stander

    2016-04-01

    Full Text Available Orientation: Local football contributes significantly to the social- and economic welfare of South Africa through its spectators. Understanding the motives and experiences of football spectators could provide opportunities for capitalising on football as revenue stream feeding the South African economy. Research purpose: To investigate how motives for sport consumption predict intrinsic psychological reward of South African premier league football spectators. Motivation for the study: Sport - particularly football - is an untapped resource for stimulating economic development and growth through its consumers. Spectators, who often experience their investment in the sport as deeply rewarding and meaningful, should participate more frequently in purchasing products or services associated with the sport. Through understanding the motives for sport consumption of South African premier league football spectators and the impact of these motives on intrinsic psychological reward experiences, football clubs are able to provide a targeted experience or service to spectators in order to further stimulate economic growth. Research design, approach and method: A census sample of 806 football spectators attending various matches at a football stadium in Soweto was drawn. A cross-sectional research design was implemented. This research was exploratory and descriptive. Structural equation modelling was implemented to assess the factor structures of the constructs, to confirm composite reliability of the measures and to assess the structural paths between the variables. Main findings: A predictive model for intrinsic psychological rewards (life satisfaction and meaning through the motivation for sport consumption (individual – and game related factors was confirmed. It was further established that motivation for sport consumption is significantly positively a related to and b associated with the experience of intrinsic psychological reward by South African

  3. Toward a tripartite model of intrinsic motivation.

    Science.gov (United States)

    Carbonneau, Noémie; Vallerand, Robert J; Lafrenière, Marc-André K

    2012-10-01

    Intrinsic motivation (IM) refers to engaging in an activity for the pleasure inherent in the activity. The present article presents a tripartite model of IM consisting of IM to know (i.e., engaging in an activity to experience pleasure while learning and trying to understand something new), IM toward accomplishment (i.e., engaging in an activity for the pleasure experienced when attempting task mastery), and IM to experience stimulation (i.e., engaging in an activity for feelings of sensory pleasure). The tripartite model of IM posits that each type of IM can result from task, situational, and personality determinants and can lead to specific types of cognitive, affective, and behavioral outcomes. The purpose of this research was to test some predictions derived from this model. Across 4 studies (Study 1: N = 331; Study 2: N = 113; Study 3: N = 58; Study 4: N = 135), the 3 types of IM as well as potential determinants and consequences were assessed. Results revealed that experiencing one type of IM over the others depends in part on people's personality styles. Also, each type of IM was found to predict specific outcomes (i.e., affective states and behavioral choices). The implications of the tripartite model of IM for motivation research are discussed. © 2011 The Authors. Journal of Personality © 2011, Wiley Periodicals, Inc.

  4. Methylphenidate-Related Improvements in Math Performance Cannot Be Explained by Better Cognitive Functioning or Higher Academic Motivation : Evidence From a Randomized Controlled Trial

    NARCIS (Netherlands)

    Kortekaas-Rijlaarsdam, Anne Fleur; Luman, Marjolein; Sonuga-Barke, Edmund; Bet, Pierre; Oosterlaan, Jaap

    2017-01-01

    OBJECTIVE: This study investigated whether improvements in working memory, reaction time, lapses of attention, interference control, academic motivation, and perceived competence mediated effects of methylphenidate on math performance. METHOD: Sixty-three children (ADHD diagnosis; methylphenidate

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

    Science.gov (United States)

    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…

  6. Students' Extrinsic and Intrinsic Motivation Level and Its Relationship with Their Mathematics Achievement

    Science.gov (United States)

    Acar Güvendir, Meltem

    2016-01-01

    This study focused on the extrinsic and intrinsic motivation levels of eighth grade students and its relationship with their mathematical achievement. The participants of the study included 6,829 students who took TIMSS in 2011 and 239 mathematics teachers. The data obtained from the student and teacher questionnaires that are included in the…

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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.

  9. Employees facing high job demands: How to keep them fit, satisfied, and intrinsically motivated?

    NARCIS (Netherlands)

    Van Yperen, N.W.; Nagao, DH

    2002-01-01

    The purpose of the present research was to determine why some employees faced with high job demands feel fatigued, dissatisfied, and unmotivated, whereas others feel fatigued but satisfied and intrinsically motivated. It is argued and demonstrated that two job conditions, namely job control and job

  10. Motivated Forgetting in Early Mathematics: A Proof-of-Concept Study

    Directory of Open Access Journals (Sweden)

    Gerardo Ramirez

    2017-12-01

    Full Text Available Educators assume that students are motivated to retain what they are taught. Yet, students commonly report that they forget most of what they learn, especially in mathematics. In the current study I ask whether students may be motivated to forget mathematics because of academic experiences threaten the self-perceptions they are committed to maintaining. Using a large dataset of 1st and 2nd grade children (N = 812, I hypothesize that math anxiety creates negative experiences in the classroom that threaten children’s positive math self-perceptions, which in turn spurs a motivation to forget mathematics. I argue that this motivation to forget is activated during the winter break, which in turn reduces the extent to which children grow in achievement across the school year. Children were assessed for math self-perceptions, math anxiety and math achievement in the fall before going into winter break. During the spring, children’s math achievement was measured once again. A math achievement growth score was devised from a regression model of fall math achievement predicting spring achievement. Results show that children with higher math self-perceptions showed reduced growth in math achievement across the school year as a function of math anxiety. Children with lower math interest self-perceptions did not show this relationship. Results serve as a proof-of-concept for a scientific account of motivated forgetting within the context of education.

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

    OpenAIRE

    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 e...

  12. The Effects of Motivation on Student Performance on Science Assessments

    Science.gov (United States)

    Glenn, Tina Heard

    Academic achievement of public school students in the United States has significantly fallen behind other countries. Students' lack of knowledge of, or interest in, basic science and math has led to fewer graduates of science, technology, engineering, and math-related fields (STEM), a factor that may affect their career success and will certainly affect the numbers in the workforce who are prepared for some STEM jobs. Drawing from self-determination theory and achievement theory, the purpose of this correlational study was to determine whether there were significant relationships between high school academic performance in science classes, motivations (self-efficacy, self-regulation, and intrinsic and extrinsic goal orientation), and academic performance in an introductory online college biology class. Data were obtained at 2 points in time from a convenience multiethnic sample of adult male ( n =16) and female (n = 49) community college students in the southeast United States. Correlational analyses indicated no statistically significant relationships for intrinsic or extrinsic goal orientation, self-efficacy, or self-regulation with high school science mean-GPA nor college biology final course grade. However, high school academic performance in science classes significantly predicted college performance in an entry-level online biology class. The implications of positive social change include knowledge useful for educational institutions to explore additional factors that may motivate students to enroll in science courses, potentially leading to an increase in scientific knowledge and STEM careers.

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

    Science.gov (United States)

    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…

  14. Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being.

    Science.gov (United States)

    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.

  15. Penguin Math

    Science.gov (United States)

    Green, Daniel; Kearney, Thomas

    2015-01-01

    Emperor penguins, the largest of all the penguin species, attain heights of nearly four feet and weigh up to 99 pounds. Many students are not motivated to learn mathematics when textbook examples contain largely nonexistent contexts or when the math is not used to solve significant problems found in real life. This article's project explores how…

  16. Motivating learning, performance, and persistence: the synergistic effects of intrinsic goal contents and autonomy-supportive contexts.

    Science.gov (United States)

    Vansteenkiste, Maarten; Simons, Joke; Lens, Willy; Sheldon, Kennon M; Deci, Edward L

    2004-08-01

    Three field experiments with high school and college students tested the self-determination theory hypotheses that intrinsic (vs. extrinsic) goals and autonomy-supportive (vs. controlling) learning climates would improve students' learning, performance, and persistence. The learning of text material or physical exercises was framed in terms of intrinsic (community, personal growth, health) versus extrinsic (money, image) goals, which were presented in an autonomy-supportive versus controlling manner. Analyses of variance confirmed that both experimentally manipulated variables yielded main effects on depth of processing, test performance, and persistence (all ps intrinsic goals and autonomy support were present. Effects were significantly mediated by autonomous motivation.

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

    Directory of Open Access Journals (Sweden)

    Ronnie H. Shroff

    2017-04-01

    Full Text Available 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:\tAlthough the Technology Acceptance Model is a significant model, it largely remains incomplete as it does not take into consideration the motivation factors and/or outside influences in the adoption of new technology. Methodology: A Mobile Application Motivation Instrument (MAMI was developed from a comprehensive review of literature on intrinsic motivation and verified using a formalized card sorting procedure. Four intrinsic motivation scales were developed: perceived competence (COM, perceived challenge (CHA, perceived choice (CHO, and perceived interest (INT. Consequently, a scale to assess students’ behavioral intention (BIU to use mobile applications was developed using existing scales from prior TAM instruments. Contribution: Incorporating the motivational factors into TAM may provide better explanation and prediction of student acceptance and usage of mobile applications. A potential contribution of this study is the development of a reliable and valid instrument that could be further used by a growing community of researchers, instructional designers, and instructors. Findings: Data were collected from 193 participants to test the causal relationship of perceived competence (COM, perceived challenge (CHA, perceived choice (CHO, and perceived interest (INT on students’ behavioral intention to use (BIU a mobile application, using a structural equation modeling approach. The structural path model indicated that perceived competence (COM, perceived challenge (CHA, perceived choice (CHO, and perceived interest (INT had a significant influence on students’ behavioral intention to use (BIU a mobile application for learning. Implications of this study

  18. Intrinsic and extrinsic motivations in primary care: an explanatory study among French general practitioners.

    Science.gov (United States)

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

    2012-12-01

    Like many other OECD nations, France has implemented a pay-for-performance (P4P) model in primary care. However, the benefits have been debated, particularly regarding the possibly undesirable effects of extrinsic motivation (EM) on intrinsic motivation (IM). To examine the relationship between French GPs' IM and EM based on an intrinsic motivation composite score (IMCS) developed for this purpose. If a negative relationship is found, P4P schemes could have side effects on GPs' IM that is a key determinant of quality of care. From data on 423 GPs practicing in a region of France, IM indicators are selected using a multiple correspondence analysis and aggregated from a multilevel model. Several doctors' characteristics have significant impacts on IMCS variability, especially group practice and salaried practice. Qualitative EM variables are negatively correlated with the IMCS: GPs who report not being satisfied with their income or feeling "often" constrained by patients' requests in terms of consultations length and office appointments obtain a lower mean IMCS than other GPs. Our results provide a cautionary message to regulators who should take into account the potential side effects of increasing EM through policies such as P4P. Copyright © 2012 Elsevier Ireland Ltd. All rights reserved.

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

    Science.gov (United States)

    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.

  20. Threats and Supports to Female Students' Math Beliefs and Achievement.

    Science.gov (United States)

    McKellar, Sarah E; Marchand, Aixa D; Diemer, Matthew A; Malanchuk, Oksana; Eccles, Jacquelynne S

    2018-03-23

    This study examines how student perceptions of teacher practices contribute to female high school students' math beliefs and achievement. Guided by the expectancy-value framework, we hypothesized that students' motivation beliefs and achievement outcomes in mathematics are fostered by teachers' emphasis on the relevance of mathematics and constrained by gender-based differential treatment. To examine these questions, structural equation modeling was applied to a longitudinal panel of 518 female students from the Maryland Adolescent Development in Context Study. While controlling for prior achievement and race, gendered differential treatment was negatively associated with math beliefs and achievement, whereas relevant math instruction was positively associated with these outcomes. These findings suggest inroads that may foster positive math motivational beliefs and achievement among young women. © 2018 Society for Research on Adolescence.

  1. A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation.

    Science.gov (United States)

    Deci, E L; Koestner, R; Ryan, R M

    1999-11-01

    A meta-analysis of 128 studies examined the effects of extrinsic rewards on intrinsic motivation. As predicted, engagement-contingent, completion-contingent, and performance-contingent rewards significantly undermined free-choice intrinsic motivation (d = -0.40, -0.36, and -0.28, respectively), as did all rewards, all tangible rewards, and all expected rewards. Engagement-contingent and completion-contingent rewards also significantly undermined self-reported interest (d = -0.15, and -0.17), as did all tangible rewards and all expected rewards. Positive feedback enhanced both free-choice behavior (d = 0.33) and self-reported interest (d = 0.31). Tangible rewards tended to be more detrimental for children than college students, and verbal rewards tended to be less enhancing for children than college students. The authors review 4 previous meta-analyses of this literature and detail how this study's methods, analyses, and results differed from the previous ones.

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

    OpenAIRE

    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 mo...

  3. 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.

    Science.gov (United States)

    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.

  4. How to encourage intrinsic motivation in the clinical teaching environment?: a systematic review from the self-determination theory.

    Science.gov (United States)

    Orsini, Cesar; Evans, Phillip; Jerez, Oscar

    2015-01-01

    Internalization of students' motivation towards an intrinsic form is associated with increased interest, commitment, learning, and satisfaction with education. Self-Determination theory postulates that intrinsic motivation and autonomous forms of self-regulation are the desired type of motivation; as they have been associated with deep learning, better performance and well-being. It claims three basic psychological needs have to be satisfied in order to achieve intrinsic motivation. These are the needs for autonomy, competence and relatedness. This study aims to provide a review on how these basic psychological needs are encouraged in undergraduate students so they can be transferred to the clinical teaching environment. Electronic searches were performed across four databases (Medline, Embase, PsycINFO, and ERIC), relevant journals, and retrieved bibliography of selected articles. In total, searches produced 4,869 references, from which 16 studies met the inclusion criteria. Main themes were coded in three categories: The support of autonomy, competence and relatedness. The research-based evidence appears to be of reasonable quality, and indicates that teachers should work to satisfy students' basic psychological needs to foster internalization of self-regulation. Our findings suggest that teachers should interact with students in a more 'human centred' teaching style, as these actions predict motivational internalization. Several themes emerged from different contexts and further investigation should expand them. This review identified actions that clinical teachers could implement in their daily work to support students' self-determination. Autonomy supportive teaching in health professions educations would benefit students and may actually result in more effective health care delivery.

  5. How to encourage intrinsic motivation in the clinical teaching environment?: a systematic review from the self-determination theory

    Science.gov (United States)

    2015-01-01

    Purpose: Internalization of students’ motivation towards an intrinsic form is associated with increased interest, commitment, learning, and satisfaction with education. Self-Determination theory postulates that intrinsic motivation and autonomous forms of self-regulation are the desired type of motivation; as they have been associated with deep learning, better performance and well-being. It claims three basic psychological needs have to be satisfied in order to achieve intrinsic motivation. These are the needs for autonomy, competence and relatedness. This study aims to provide a review on how these basic psychological needs are encouraged in undergraduate students so they can be transferred to the clinical teaching environment. Methods: Electronic searches were performed across four databases (Medline, Embase, PsycINFO, and ERIC), relevant journals, and retrieved bibliography of selected articles. In total, searches produced 4,869 references, from which 16 studies met the inclusion criteria. Results: Main themes were coded in three categories: The support of autonomy, competence and relatedness. The research-based evidence appears to be of reasonable quality, and indicates that teachers should work to satisfy students’ basic psychological needs to foster internalization of self-regulation. Our findings suggest that teachers should interact with students in a more ‘human centred’ teaching style, as these actions predict motivational internalization. Several themes emerged from different contexts and further investigation should expand them. Conclusion: This review identified actions that clinical teachers could implement in their daily work to support students’ self-determination. Autonomy supportive teaching in health professions educations would benefit students and may actually result in more effective health care delivery. PMID:25855386

  6. How to encourage intrinsic motivation in the clinical teaching environment?: a systematic review from the self-determination theory

    Directory of Open Access Journals (Sweden)

    Cesar Orsini

    2015-04-01

    Full Text Available Purpose: Internalization of students’ motivation towards an intrinsic form is associated with increased interest, commitment, learning, and satisfaction with education. Self-Determination theory postulates that intrinsic motivation and autonomous forms of self-regulation are the desired type of motivation; as they have been associated with deep learning, better performance and well-being. It claims three basic psychological needs have to be satisfied in order to achieve intrinsic motivation. These are the needs for autonomy, competence and relatedness. This study aims to provide a review on how these basic psychological needs are encouraged in undergraduate students so they can be transferred to the clinical teaching environment. Methods: Electronic searches were performed across four databases (Medline, Embase, PsycINFO, and ERIC, relevant journals, and retrieved bibliography of selected articles. In total, searches produced 4,869 references, from which 16 studies met the inclusion criteria. Results: Main themes were coded in three categories: The support of autonomy, competence and relatedness. The research-based evidence appears to be of reasonable quality, and indicates that teachers should work to satisfy students’ basic psychological needs to foster internalization of self-regulation. Our findings suggest that teachers should interact with students in a more ‘human centred’ teaching style, as these actions predict motivational internalization. Several themes emerged from different contexts and further investigation should expand them. Conclusion: This review identified actions that clinical teachers could implement in their daily work to support students’ self-determination. Autonomy supportive teaching in health professions educations would benefit students and may actually result in more effective health care delivery.

  7. The Relation between Mastery Goals and Intrinsic Motivation among University Students: A Longitudinal Study

    Science.gov (United States)

    Bieg, Sonja; Reindl, Marion; Dresel, Markus

    2017-01-01

    The present work broadens previous research on students' mastery goals and intrinsic motivation by exploring their reciprocal effects using a longitudinal approach. To this end, a study using four measurement points was conducted during 10 weeks of one semester. The sample comprised 1156 students enrolled in psychology courses at a medium-sized…

  8. Attachment, Career-Choice Pessimism, and Intrinsic Motivation as Predictors of College Students' Career Adaptability

    Science.gov (United States)

    Shin, Yun-Jeong; Lee, Ji-Yeon

    2017-01-01

    The purpose of this study was to examine the cross-cultural validity of the effects of attachment, career-choice pessimism, and intrinsic motivation on career adaptability (CA) in American (n = 198) and Korean (n = 294) college students. We hypothesized that the association between attachment and CA is sequentially mediated by career-choice…

  9. The Relationship between Intrinsic Motivation and Academic Achievement for First Generation Latino College Students

    Science.gov (United States)

    Trevino, Naomi Noel; DeFreitas, Stacie Craft

    2014-01-01

    Hispanic students are pursuing higher education more than in previous years and they often represent their family as the first member to attend college (Strage in "Coll Stud J" 33:198-205, 1999). Past educational research has studied the influence of intrinsic motivation on academic achievement in various ethnically diverse elementary,…

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

    Science.gov (United States)

    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…

  11. HeartMath and Ubuntu integral healing approaches for social ...

    African Journals Online (AJOL)

    HeartMath and Ubuntu integral healing approaches for social coherence and physical activity. Stephen D. Edwards. Abstract. This research was motivated by many social health problems confronting planet earth. Its aim is to introduce HeartMath and Ubuntu as complimentary, integral healing approaches for promoting ...

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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

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

    Directory of Open Access Journals (Sweden)

    Dzodzomenyo Mawuli

    2011-08-01

    Full Text Available Abstract 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.

  15. Students as Math Level Designers

    DEFF Research Database (Denmark)

    Jensen, Erik Ottar; Hanghøj, Thorkild; Schoenau-Fog, Henrik

    The short paper presents preliminary findings from a pilot study on how students become motivated through design of learning games in math. The research is carried out in a Danish public school with two classes of 5th graders (N = 42 students). Over the course of two weeks, the students work...... with a design template for a runner game in the Unity 3D game design engine. The students are introduced to the concept of “flow” (Csikszentmihalyi, 1991) as a game design principle and are asked to design levels for a math runner game, which are both engaging as well as a meaningful way of learning math....... In this way, the students are positioned as “math level designers”, which means that they both have to redesign the difficulty of the runner game as well as the difficulty of the mathematical questions and possible answers....

  16. Stimulating Students' Intrinsic Motivation for Learning Chemistry through the Use of Context-Based Learning Modules

    Science.gov (United States)

    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…

  17. EFFECT OF MUSIC THERAPY ON INTRINSIC MOTIVATION, PHYSICAL SELF EFFICACY AND PERFORMANCE OF FEMALE FOOTBALL PLAYERS

    OpenAIRE

    Mamta Sharma; Gagandeep Kaur

    2015-01-01

    Music therapy is increasingly used in sports for enhancing sport performance. It provides a mean of improving mental strength among sportspersons. The purpose of this study is to enhance intrinsic motivation, physical self-efficacy and performance of female football players through music therapy. For this purpose, twenty two female football players, in the age group of 21-26 were screened on the basis of their scores on Sport Motivation Scale and Physical Self-Efficacy Scale. Then, they were ...

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

    Science.gov (United States)

    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.

  19. [Medical professionals on the subject of their core values: the importance of practice-based stories and intrinsic motivation].

    Science.gov (United States)

    Witman, Yolande; van den Kerkhof, Peter C M; Braat, Didi D M

    2013-01-01

    In the current system for guaranteeing quality of care, emphasis is placed firmly on external control of professionals. We looked for a way to appeal to the intrinsic motivation of medical professionals and to discover what they mean by 'good work'. This was achieved with the aid of reflective sessions using the toolkit 'Good Work': in four sessions three different groups of medical professionals (medical department chairs, residents and interns) from a Dutch university hospital reflected on the topics 'excellence', 'moral responsibility' and 'personal engagement'. The participants exchanged practice-based stories during the sessions. The most important theme was moral responsibility, with its accompanying dilemmas. The sessions gave rise to feelings of mutual acknowledgement, recognition, inspiration and motivation. Sharing meaningful practice-based stories can be considered as a 'moment of learning', strengthening professional identity and stimulating intrinsic motivation. More space for this form of reflection might restore the balance with external control systems.

  20. The Benefits of Mouse Keeping—an Empirical Study on Students' Flow and Intrinsic Motivation in Biology Lessons

    Science.gov (United States)

    Meyer, Annika; Klingenberg, Konstantin; Wilde, Matthias

    2016-02-01

    Contact with living animals is an exceptional possibility within biology education to facilitate an intense immersion into the study topic and even allow for a flow experience (Csikszentmihalyi 2000). Further, it might affect the perceptions of the students' basic needs for autonomy and competence and thereby their quality of motivation (Deci and Ryan 1985, 2002). Still, there is little empirical evidence about the duration of the exposure with living animals that is required. We investigated the students' flow experience, and the students' motivation, reported retrospectively in three different treatments: lessons involving short-term or long-term contact with living harvest mice and a control group without living animals. Our sample consisted of 156 fifth graders (10.76 years, SD = 0.513). The test instruments were adapted versions of the Flow Short Scale (FSS, Rheinberg et al. 2003) and of the Intrinsic Motivation Inventory (IMI, Ryan 1982). As expected, the control group produced significantly lower scores for both FSS and IMI. In addition, we found a significant difference between students with short-term versus long-term contact. Whereas the flow experience was indistinguishable for all pupils who had contact with living animals, those with long-term experience reported significantly higher intrinsic motivation.

  1. The space-math link in preschool boys and girls: Importance of mental transformation, targeting accuracy, and spatial anxiety.

    Science.gov (United States)

    Wong, Wang I

    2017-06-01

    Spatial abilities are pertinent to mathematical competence, but evidence of the space-math link has largely been confined to older samples and intrinsic spatial abilities (e.g., mental transformation). The roles of gender and affective factors are also unclear. This study examined the correlations between counting ability, mental transformation, and targeting accuracy in 182 Hong Kong preschoolers, and whether these relationships were weaker at higher spatial anxiety levels. Both spatial abilities related with counting similarly for boys and girls. Targeting accuracy also mediated the male advantage in counting. Interestingly, spatial anxiety moderated the space-math links, but differently for boys and girls. For boys, spatial abilities were irrelevant to counting at high anxiety levels; for girls, the role of anxiety on the space-math link is less clear. Results extend the evidence base of the space-math link to include an extrinsic spatial ability (targeting accuracy) and have implications for intervention programmes. Statement of contribution What is already known on this subject? Much evidence of a space-math link in adolescent and adult samples and for intrinsic spatial abilities. What does this study add? Extended the space-math link to include both intrinsic and extrinsic spatial abilities in a preschool sample. Showed how spatial anxiety moderated the space-math link differently for boys and girls. © 2016 The British Psychological Society.

  2. Addressing the Math-Practice Gap in Elementary School: Are Tablets a Feasible Tool for Informal Math Practice?

    Science.gov (United States)

    Stacy, Sara T; Cartwright, Macey; Arwood, Zjanya; Canfield, James P; Kloos, Heidi

    2017-01-01

    Students rarely practice math outside of school requirements, which we refer to as the "math-practice gap". This gap might be the reason why students struggle with math, making it urgent to develop means by which to address it. In the current paper, we propose that math apps offer a viable solution to the math-practice gap: Online apps can provide access to a large number of problems, tied to immediate feedback, and delivered in an engaging way. To substantiate this conversation, we looked at whether tablets are sufficiently engaging to motivate children's informal math practice. Our approach was to partner with education agencies via a community-based participatory research design. The three participating education agencies serve elementary-school students from low-SES communities, allowing us to look at tablet use by children who are unlikely to have extensive access to online math enrichment programs. At the same time, the agencies differed in several structural details, including whether our intervention took place during school time, after school, or during the summer. This allowed us to shed light on tablet feasibility under different organizational constraints. Our findings show that tablet-based math practice is engaging for young children, independent of the setting, the student's age, or the math concept that was tackled. At the same time, we found that student engagement was a function of the presence of caring adults to facilitate their online math practice.

  3. Gendered motivational processes affecting high school mathematics participation, educational aspirations, and career plans: a comparison of samples from Australia, Canada, and the United States.

    Science.gov (United States)

    Watt, Helen M G; Shapka, Jennifer D; Morris, Zoe A; Durik, Amanda M; Keating, Daniel P; Eccles, Jacquelynne S

    2012-11-01

    In this international, longitudinal study, we explored gender differences in, and gendered relationships among, math-related motivations emphasized in the Eccles (Parsons) et al. (1983) expectancy-value framework, high school math participation, educational aspirations, and career plans. Participants were from Australia, Canada, and the United States (Ns = 358, 471, 418, respectively) in Grades 9/10 at Time 1 and Grades 11/12 at Time 2. The 3 samples came from suburban middle to upper-middle socioeconomic backgrounds, primarily of Anglo-European descent. Multivariate analyses of variance revealed stereotypic gender differences in educational and occupational outcomes only among the Australian sample. Multigroup structural equation models identified latent mean differences where male adolescents held higher intrinsic value for math in the Australian sample and higher ability/success expectancy in both North American samples. Ability/success expectancy was a key predictor in the North American samples, in contrast to intrinsic value in the Australian sample. Attainment/utility ("importance") values were more important for female adolescents' career choices, except in the Australian sample. Findings are interpreted in relation to gender socialization practices, degree and type of early choice, and specialization across settings. Implications are discussed for long-term math engagement and career selection for female and male adolescents. (PsycINFO Database Record (c) 2012 APA, all rights reserved).

  4. Intrinsic motivation, curiosity, and learning: Theory and applications in educational technologies.

    Science.gov (United States)

    Oudeyer, P-Y; Gottlieb, J; Lopes, M

    2016-01-01

    This chapter studies the bidirectional causal interactions between curiosity and learning and discusses how understanding these interactions can be leveraged in educational technology applications. First, we review recent results showing how state curiosity, and more generally the experience of novelty and surprise, can enhance learning and memory retention. Then, we discuss how psychology and neuroscience have conceptualized curiosity and intrinsic motivation, studying how the brain can be intrinsically rewarded by novelty, complexity, or other measures of information. We explain how the framework of computational reinforcement learning can be used to model such mechanisms of curiosity. Then, we discuss the learning progress (LP) hypothesis, which posits a positive feedback loop between curiosity and learning. We outline experiments with robots that show how LP-driven attention and exploration can self-organize a developmental learning curriculum scaffolding efficient acquisition of multiple skills/tasks. Finally, we discuss recent work exploiting these conceptual and computational models in educational technologies, showing in particular how intelligent tutoring systems can be designed to foster curiosity and learning. © 2016 Elsevier B.V. All rights reserved.

  5. New English Cultures and Learner Autonomy for Intrinsic Motivation and Democratic Empowerment in the Chilean Context

    Science.gov (United States)

    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…

  6. Intrinsic and extrinsic motivation as predictors of work effort: the moderating role of achievement goals.

    Science.gov (United States)

    Dysvik, Anders; Kuvaas, Bård

    2013-09-01

    This research explored the roles of intrinsic motivation (IM) and extrinsic motivation (EM) and the 2 × 2 model of achievement goals as predictors of increased work effort (WE). A cross-lagged field study was conducted among 1,441 employees from three large Norwegian service organizations across a 10-month time span. The results showed that the relationship between IM and increased WE was more positive for employees with high levels of mastery-approach goals. This observation suggests that having congruent goals may accentuate the positive relationship between IM and WE. © 2012 The British Psychological Society.

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

    Science.gov (United States)

    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…

  8. Supervisory Styles and Graduate Student Creativity: The Mediating Roles of Creative Self-Efficacy and Intrinsic Motivation

    Science.gov (United States)

    Gu, Jibao; He, Changqing; Liu, Hefu

    2017-01-01

    Based on social cognitive theory and leadership theory, the current study tests a theoretical model linking supervisory styles (i.e. supportive and directive) with graduate student creativity via psychological cognitive factors (specifically, creative self-efficacy and intrinsic motivation). Results from a sample of 216 graduate students of 1…

  9. Cross-Cultural Comparison of the Effects of Optimism, Intrinsic Motivation, and Family Relations on Vocational Identity

    Science.gov (United States)

    Shin, Yun-Jeong; Kelly, Kevin R.

    2013-01-01

    This study explored the effects of optimism, intrinsic motivation, and family relations on vocational identity in college students in the United States and South Korea. The results yielded support for the hypothesized multivariate model. Across both cultures, optimism was an important contributing factor to vocational identity, and intrinsic…

  10. The Impact of Personal Characteristics and Intrinsic Motivation on Creative Behavior among Indonesian Radio Station Managers

    Directory of Open Access Journals (Sweden)

    Nugroho J. Setiadi

    2013-07-01

    Full Text Available The main purpose of the article is to increase understanding in some personal characteristics affecting creative performance among Indonesian radio station managers’ leadership context. Using creativity-relevant personal characteristics and motivation as input model, the authors identified that both of these two variables are positively related to creative performance. The study hypothesized that Leader-member exchange (LMX moderate the relationship between personal characteristics and creative performance. Among a sample of 283 Indonesian radio station managers, results found that creativity-relevant personal characteristics and intrinsic motivation were positively related to creative performance when managers’ perception of followers’ work contribution toward them (as the second dimension of LMX was high.Keywords: Creativity; Personal characteristics; Motivation; Leader-member exchange.

  11. Effects of Math Anxiety on Student Success in Higher Education

    Science.gov (United States)

    Nunez-Pena, M. I.; Suarez-Pellicioni, M.; Bono, R.

    2013-01-01

    This study examines whether math anxiety and negative attitudes toward mathematics have an effect on university students' academic achievement in a methodological course forming part of their degree. A total of 193 students were presented with a math anxiety test and some questions about their enjoyment, self-confidence and motivation regarding…

  12. Exploring the Intrinsic Motivation of Hedonic Information Systems Acceptance: Integrating Hedonic Theory and Flow with TAM

    Science.gov (United States)

    Wang, Zhihuan

    Research on Information Systems (IS) acceptance is substantially focused on extrinsic motivation in workplaces, little is known about the underlying intrinsic motivations of Hedonic IS (HIS) acceptance. This paper proposes a hybrid HIS acceptance model which takes the unique characteristics of HIS and multiple identities of a HIS user into consideration by interacting Hedonic theory, Flow theory with Technology Acceptance Model (TAM). The model was empirically tested by a field survey. The result indicates that emotional responses, imaginal responses, and flow experience are three main contributions of HIS acceptance.

  13. Intrinsic and Extrinsic Motivation in Early Adolescents' Friendship Development: Friendship Selection, Influence, and Prospective Friendship Quality

    Science.gov (United States)

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

    2010-01-01

    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…

  14. Bridging the gap between extrinsic and intrinsic motivation in the cognitive remediation of schizophrenia.

    Science.gov (United States)

    Silverstein, Steven M

    2010-09-01

    An important development in cognitive remediation of schizophrenia is a focus on motivation. However, following a distinction between the concepts of intrinsic motivation (IM) and extrinsic motivation, discussions of IM-based methods have downplayed or misrepresented the role that extrinsic rewards can, and actually do, serve to promote positive treatment outcomes in cognitive remediation. Therefore, the purpose of this article is to explore the rationale for using techniques incorporating extrinsic rewards into cognitive treatment of people with schizophrenia. To do this, evidence is presented on each of the following points: (1) there is a long history of research demonstrating that delivery of extrinsic reward is associated with positive outcomes in both behavioral and cognitive rehabilitation; (2) basic human brain systems respond strongly to tangible rewards, and this can directly enhance attention, working memory, and other cognitive functions; (3) nearly all data on the negative effects of extrinsic reward on IM have come from studies of healthy children and adults in school or work settings who have adequate IM for target tasks; these findings do not generalize well to cognitive remediation settings for people with schizophrenia, who often have abnormally low levels of IM and low base rates of attentive behaviors; and (4) in real-world situations, cognitive remediation interventions already utilize a combination of intrinsic and extrinsic reinforcers. Future studies are needed to clarify state and trait factors responsible for individual differences in the extent to which extrinsic rewards are necessary to set the conditions under which IM can develop.

  15. Associations among teacher-student interpersonal relationships and students’ intrinsic and extrinsic motivation and academic achievement: A cross cultural study

    OpenAIRE

    Chan, Dawn

    2016-01-01

    This cross-cultural study explored associations among teacher-student relationship, students’ intrinsic and extrinsic motivation, and students’ academic achievement in grade 5 and 6 students from Vancouver, Canada (n = 102) and Hong Kong, China (n = 207). Hong Kong students perceived their teachers to be more dissatisfied, strict, admonishing, and uncertain, while Vancouver students perceived their teachers to be more helpful and friendly. Students’ levels of intrinsic and extrinsic motivatio...

  16. When Paradigms Clash: Comments on Cameron and Pierce's Claim That Rewards Do Not Undermine Intrinsic Motivation.

    Science.gov (United States)

    Ryan, Richard M.; Deci, Edward L.

    1996-01-01

    The conclusion of J. Cameron and W. D. Pierce that rewards do not pose a threat to intrinsic motivation (1994) is a misrepresentation of the literature based on a flawed meta-analysis. Their analysis is more an attempt to defend behaviorist turf rather than meaningful consideration of relevant data and issues. (Author/SLD)

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

    Science.gov (United States)

    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…

  18. The impact of feedback valence and communication style on intrinsic motivation in middle childhood: Experimental evidence and generalization across individual differences.

    Science.gov (United States)

    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.

  19. Causal relationships of sport and exercise involvement with goal orientations, perceived competence and intrinsic motivation in physical education: a longitudinal study.

    Science.gov (United States)

    Papaioannou, Athanasios; Bebetsos, Evaggelos; Theodorakis, Yannis; Christodoulidis, Triantafyllos; Kouli, Olga

    2006-04-01

    Little information exists about the causal relationships of sport and exercise participation with goal orientations, perceived athletic competence and intrinsic motivation in physical education. A longitudinal study was conducted involving 882 Greek students who completed questionnaires on three occasions: 3 - 5 weeks into the academic year, 3 - 6 weeks before the end of the academic year, and 7 months later. The data were analysed using structural equation models, controlling for age. Task orientation and intrinsic motivation in physical education at the beginning of the academic year predicted sport and exercise participation 7 and 14 months later. Perceived athletic competence both at the beginning and end of the academic year predicted sport and exercise participation 7 and 14 months later, while ego orientation did not predict sport and exercise involvement at either time. Previous sport and exercise participation had positive effects on task orientation and perceived athletic competence 3 - 6 weeks before the end of the academic year and predicted all cognitive-affective constructs 7 months later. These results imply that the cultivation of task orientation, intrinsic motivation in physical education and perceived athletic competence will help to promote sport and exercise participation in adolescence.

  20. Intellectual Development Is Positively Related to Intrinsic Motivation and Course Grades for Female but Not Male Students

    Science.gov (United States)

    Cortright, Ronald N.; Lujan, Heidi L.; Cox, Julie H.; Cortright, Maria A.; Langworthy, Brandon M.; Petta, Lorene M.; Tanner, Charles J.; DiCarlo, Stephen E.

    2015-01-01

    We hypothesized that the intellectual development of students, i.e., their beliefs about the nature of knowledge and learning, affects their intrinsic motivation and class performance. Specifically, we hypothesized that students with low intellectual development (i.e., the naive beliefs that knowledge is simple, absolute, and certain) have low…

  1. Math Game(s) - an alternative (approach) to teaching math?

    OpenAIRE

    Ruttkay, Z.M.; Eliens, A.P.W.; Breitlauch, L.

    2009-01-01

    Getting students to read, digest and practice material is difficult in any discipline, but even more so for math, since many students have to cope with motivational problems and feelings of inadequacy, often due to prior unsuccesful training and teaching methods. In this paper we look at the opportunities offered by computer graphics, visual programming and game design as an alternative for traditional methods of teaching mathemathics. In particular, games may be deployed both as intruments to d...

  2. Intrinsically motivated action-outcome learning and goal-based action recall: a system-level bio-constrained computational model.

    Science.gov (United States)

    Baldassarre, Gianluca; Mannella, Francesco; Fiore, Vincenzo G; Redgrave, Peter; Gurney, Kevin; Mirolli, Marco

    2013-05-01

    Reinforcement (trial-and-error) learning in animals is driven by a multitude of processes. Most animals have evolved several sophisticated systems of 'extrinsic motivations' (EMs) that guide them to acquire behaviours allowing them to maintain their bodies, defend against threat, and reproduce. Animals have also evolved various systems of 'intrinsic motivations' (IMs) that allow them to acquire actions in the absence of extrinsic rewards. These actions are used later to pursue such rewards when they become available. Intrinsic motivations have been studied in Psychology for many decades and their biological substrates are now being elucidated by neuroscientists. In the last two decades, investigators in computational modelling, robotics and machine learning have proposed various mechanisms that capture certain aspects of IMs. However, we still lack models of IMs that attempt to integrate all key aspects of intrinsically motivated learning and behaviour while taking into account the relevant neurobiological constraints. This paper proposes a bio-constrained system-level model that contributes a major step towards this integration. The model focusses on three processes related to IMs and on the neural mechanisms underlying them: (a) the acquisition of action-outcome associations (internal models of the agent-environment interaction) driven by phasic dopamine signals caused by sudden, unexpected changes in the environment; (b) the transient focussing of visual gaze and actions on salient portions of the environment; (c) the subsequent recall of actions to pursue extrinsic rewards based on goal-directed reactivation of the representations of their outcomes. The tests of the model, including a series of selective lesions, show how the focussing processes lead to a faster learning of action-outcome associations, and how these associations can be recruited for accomplishing goal-directed behaviours. The model, together with the background knowledge reviewed in the paper

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

    OpenAIRE

    Ronnie H. Shroff; Christopher J Keyes

    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 model, it largely remains incomplete as it does not take into consideration the motivation factors and/or outside influences in the adoption of ...

  4. Negative Effects of Reward on Intrinsic Motivation--A Limited Phenomenon: Comment on Deci, Koestner, and Ryan (2001).

    Science.gov (United States)

    Cameron, Judy

    2001-01-01

    Prior meta analyses by J. Cameron and other researchers suggested that the negative effects of extrinsic reward on intrinsic motivation were limited and avoidable. E. Deci and others (2001) suggested that the analyses were flawed. This commentary makes the case that there is no inherent negative property of reward. (SLD)

  5. Advent of The New Media: The influence of intrinsic and extrinsic motivation in online photo sharing behaviours on Facebook among young Malaysian adults

    Directory of Open Access Journals (Sweden)

    Ching Lee Wan

    2017-01-01

    Full Text Available Social networking sites have become an important channel of communication in people’s daily lives. Online photo sharing, a type of artefact sharing on Facebook has also grown in popularity. Thus, the purpose of this research is to study the relationship of intrinsic and extrinsic motivations in online photo sharing behaviours on Facebook. The study will also examine privacy concerns regarding online photo sharing. A non-random purposive sampling approach gathered a total of 422 Malaysian young adults aged between 18 and 34. Data was collected via a web based questionnaire distributed on Facebook. The results show that intrinsic and extrinsic motivations have positive correlations with online photo sharing behaviours on Facebook. Intrinsic motivations showed a stronger connection to online photo sharing behaviours. There was no significance found between privacy concerns and online photo sharing behaviours on Facebook. There was also no difference between genders in their online photo sharing behaviours. However, males showed higher privacy concerns in regards to online photo sharing on Facebook.

  6. Sport ability beliefs, 2 x 2 achievement goals, and intrinsic motivation: the moderating role of perceived competence in sport and exercise.

    Science.gov (United States)

    Wang, C K John; Liu, Woon Chia; Lochbaum, Marc R; Stevenson, Sarah J

    2009-06-01

    We examined whether perceived competence moderated the relationships between implicit theories, 2 x 2 achievement goals, and intrinsic motivation for sports and physical activity. We placed 309 university students into high and moderate perceived competence groups. When perceived competence was high, entity beliefs did not predict the performance-avoidance goal; yet when perceived competence was moderately low, entity beliefs did predict this goal. The mastery-avoidance goal had no relationship with intrinsic motivation when perceived competence was high, but had a significant negative relationship when perceived competence was moderately low. Our findings highlight the importance of reexamining the role of perceived competence when studying implicit beliefs and the 2 x 2 achievement goals.

  7. Parent-child math anxiety and math-gender stereotypes predict adolescents' math education outcomes.

    Science.gov (United States)

    Casad, Bettina J; Hale, Patricia; Wachs, Faye L

    2015-01-01

    Two studies examined social determinants of adolescents' math anxiety including parents' own math anxiety and children's endorsement of math-gender stereotypes. In Study 1, parent-child dyads were surveyed and the interaction between parent and child math anxiety was examined, with an eye to same- and other-gender dyads. Results indicate that parent's math anxiety interacts with daughters' and sons' anxiety to predict math self-efficacy, GPA, behavioral intentions, math attitudes, and math devaluing. Parents with lower math anxiety showed a positive relationship to children's math outcomes when children also had lower anxiety. The strongest relationships were found with same-gender dyads, particularly Mother-Daughter dyads. Study 2 showed that endorsement of math-gender stereotypes predicts math anxiety (and not vice versa) for performance beliefs and outcomes (self-efficacy and GPA). Further, math anxiety fully mediated the relationship between gender stereotypes and math self-efficacy for girls and boys, and for boys with GPA. These findings address gaps in the literature on the role of parents' math anxiety in the effects of children's math anxiety and math anxiety as a mechanism affecting performance. Results have implications for interventions on parents' math anxiety and dispelling gender stereotypes in math classrooms.

  8. Minimum-complexity helicopter simulation math model

    Science.gov (United States)

    Heffley, Robert K.; Mnich, Marc A.

    1988-01-01

    An example of a minimal complexity simulation helicopter math model is presented. Motivating factors are the computational delays, cost, and inflexibility of the very sophisticated math models now in common use. A helicopter model form is given which addresses each of these factors and provides better engineering understanding of the specific handling qualities features which are apparent to the simulator pilot. The technical approach begins with specification of features which are to be modeled, followed by a build up of individual vehicle components and definition of equations. Model matching and estimation procedures are given which enable the modeling of specific helicopters from basic data sources such as flight manuals. Checkout procedures are given which provide for total model validation. A number of possible model extensions and refinement are discussed. Math model computer programs are defined and listed.

  9. Illegitimate Tasks as an Impediment to Job Satisfaction and Intrinsic Motivation: Moderated Mediation Effects of Gender and Effort-Reward Imbalance.

    Science.gov (United States)

    Omansky, Rachel; Eatough, Erin M; Fila, Marcus J

    2016-01-01

    The current work examines a contemporary workplace stressor that has only recently been introduced into the literature: illegitimate tasks. Illegitimate tasks are work tasks that violate identity role norms about what can reasonably be expected from an employee in a given position. Although illegitimate tasks have been linked to employee well-being in past work, we know little about the potential explanatory mechanisms linking illegitimate tasks to work-relevant negative psychological states. Using a sample of 213 US-based employees of mixed occupations and a cross-sectional design, the present study examines job satisfaction and intrinsic motivation as outcomes of illegitimate tasks. Additionally, we examine perception of effort-reward imbalance (ERI) as a potential mediating mechanism through which illegitimate tasks relate to job satisfaction and intrinsic motivation, highlighting a possible pathway by which these relationships are functioning. Finally, we explore gender as a socially constructed variable that could contribute to variation in responses to illegitimate tasks and moderate the mediated link between illegitimate tasks and outcomes. Results indicated that illegitimate tasks were significantly related to job satisfaction and intrinsic motivation both directly and indirectly through perceptions of ERI in the predicted directions. Moreover, a moderated-mediation effect was found such that male workers reacted more than female workers to illegitimate tasks through the mechanism of perceived ERI.

  10. Illegitimate Tasks as an Impediment to Job Satisfaction and Intrinsic Motivation: Moderated Mediation Effects of Gender and Effort-Reward Imbalance.

    Directory of Open Access Journals (Sweden)

    Rachel Omansky

    2016-11-01

    Full Text Available The current work examines a contemporary workplace stressor that has only recently been introduced into the literature: illegitimate tasks. Illegitimate tasks are work tasks that violate identity role norms about what can reasonably be expected from an employee in a given position. Although illegitimate tasks have been linked to employee well-being in past work, we know little about the potential explanatory mechanisms linking illegitimate tasks to work-relevant negative psychological states. Using a sample of 213 US-based employees of mixed occupations and a cross-sectional design, the present study examines job satisfaction and intrinsic motivation as outcomes of illegitimate tasks. Additionally, we examine perception of effort-reward imbalance as a potential mediating mechanism through which illegitimate tasks relate to job satisfaction and intrinsic motivation, highlighting a possible pathway by which these relationships are functioning. Finally, we explore gender as a socially constructed variable that could contribute to variation in responses to illegitimate tasks and moderate the mediated link between illegitimate tasks and outcomes. Results indicated that illegitimate tasks were significantly related to job satisfaction and intrinsic motivation both directly and indirectly through perceptions of effort-reward imbalance in the predicted directions. Moreover, a moderated-mediation effect was found such that male workers reacted more than female workers to illegitimate tasks through the mechanism of perceived effort-reward imbalance.

  11. Illegitimate Tasks as an Impediment to Job Satisfaction and Intrinsic Motivation: Moderated Mediation Effects of Gender and Effort-Reward Imbalance

    Science.gov (United States)

    Omansky, Rachel; Eatough, Erin M.; Fila, Marcus J.

    2016-01-01

    The current work examines a contemporary workplace stressor that has only recently been introduced into the literature: illegitimate tasks. Illegitimate tasks are work tasks that violate identity role norms about what can reasonably be expected from an employee in a given position. Although illegitimate tasks have been linked to employee well-being in past work, we know little about the potential explanatory mechanisms linking illegitimate tasks to work-relevant negative psychological states. Using a sample of 213 US-based employees of mixed occupations and a cross-sectional design, the present study examines job satisfaction and intrinsic motivation as outcomes of illegitimate tasks. Additionally, we examine perception of effort-reward imbalance (ERI) as a potential mediating mechanism through which illegitimate tasks relate to job satisfaction and intrinsic motivation, highlighting a possible pathway by which these relationships are functioning. Finally, we explore gender as a socially constructed variable that could contribute to variation in responses to illegitimate tasks and moderate the mediated link between illegitimate tasks and outcomes. Results indicated that illegitimate tasks were significantly related to job satisfaction and intrinsic motivation both directly and indirectly through perceptions of ERI in the predicted directions. Moreover, a moderated-mediation effect was found such that male workers reacted more than female workers to illegitimate tasks through the mechanism of perceived ERI. PMID:27917145

  12. The Role of Intrinsic Motivation in the Pursuit of Health Science-Related Careers among Youth from Underrepresented Low Socioeconomic Populations.

    Science.gov (United States)

    Boekeloo, Bradley O; Jones, Chandria; Bhagat, Krishna; Siddiqui, Junaed; Wang, Min Qi

    2015-10-01

    A more diverse health science-related workforce including more underrepresented race/ethnic minorities, especially from low socioeconomic backgrounds, is needed to address health disparities in the USA. To increase such diversity, programs must facilitate youth interest in pursuing a health science-related career (HSRC). Minority youth from low socioeconomic families may focus on the secondary gains of careers, such as high income and status, given their low socioeconomic backgrounds. On the other hand, self-determination theory suggests that it is the intrinsic characteristics of careers which are most likely to sustain pursuit of an HSRC and lead to job satisfaction. Intrinsic and extrinsic motivation for pursuing an HSRC (defined in this study as health professional, health scientist, and medical doctor) was examined in a cohort of youth from the 10th to 12th grade from 2011 to 2013. The sample was from low-income area high schools, had a B- or above grade point average at baseline, and was predominantly: African American (65.7 %) or Hispanic (22.9 %), female (70.1 %), and children of foreign-born parents (64.7 %). In longitudinal general estimating equations, intrinsic motivation (but not extrinsic motivation) consistently predicted intention to pursue an HSRC. This finding provides guidance as to which youth and which qualities of HSRCs might deserve particular attention in efforts to increase diversity in the health science-related workforce.

  13. Parent-child math anxiety and math-gender stereotypes predict adolescents' math education outcomes

    Science.gov (United States)

    Casad, Bettina J.; Hale, Patricia; Wachs, Faye L.

    2015-01-01

    Two studies examined social determinants of adolescents' math anxiety including parents' own math anxiety and children's endorsement of math-gender stereotypes. In Study 1, parent-child dyads were surveyed and the interaction between parent and child math anxiety was examined, with an eye to same- and other-gender dyads. Results indicate that parent's math anxiety interacts with daughters' and sons' anxiety to predict math self-efficacy, GPA, behavioral intentions, math attitudes, and math devaluing. Parents with lower math anxiety showed a positive relationship to children's math outcomes when children also had lower anxiety. The strongest relationships were found with same-gender dyads, particularly Mother-Daughter dyads. Study 2 showed that endorsement of math-gender stereotypes predicts math anxiety (and not vice versa) for performance beliefs and outcomes (self-efficacy and GPA). Further, math anxiety fully mediated the relationship between gender stereotypes and math self-efficacy for girls and boys, and for boys with GPA. These findings address gaps in the literature on the role of parents' math anxiety in the effects of children's math anxiety and math anxiety as a mechanism affecting performance. Results have implications for interventions on parents' math anxiety and dispelling gender stereotypes in math classrooms. PMID:26579000

  14. Parent-Child Math Anxiety and Math-Gender Stereotypes Predict Adolescents’ Math Education Outcomes

    Directory of Open Access Journals (Sweden)

    Bettina J Casad

    2015-11-01

    Full Text Available Two studies examined social determinants of adolescents’ math anxiety including parents’ own math anxiety and children’s endorsement of math-gender stereotypes. In study 1, parent-child dyads were surveyed and the interaction between parent and child math anxiety was examined, with an eye to same- and other-gender dyads. Results indicate that parent’s math anxiety interacts with daughters’ and sons’ anxiety to predict math self-efficacy, GPA, behavioral intentions, math attitudes, and math devaluing. Parents with lower math anxiety showed a positive relationship to children’s math outcomes when children also had lower anxiety. The strongest relationships were found with same-gender dyads, particularly Mother-Daughter dyads. Study 2 showed that endorsement of math-gender stereotypes predicts math anxiety (and not vice versa for performance beliefs and outcomes (self-efficacy and GPA. Further, math anxiety fully mediated the relationship between gender stereotypes and math self-efficacy for girls and for boys, and for boys with GPA. These findings address gaps in the literature on the role of parents’ math anxiety in the effects of children’s math anxiety and math anxiety as a mechanism affecting performance. Results have implications for interventions on parents’ math anxiety and dispelling gender stereotypes in math classrooms.

  15. Working memory, math performance, and math anxiety.

    Science.gov (United States)

    Ashcraft, Mark H; Krause, Jeremy A

    2007-04-01

    The cognitive literature now shows how critically math performance depends on working memory, for any form of arithmetic and math that involves processes beyond simple memory retrieval. The psychometric literature is also very clear on the global consequences of mathematics anxiety. People who are highly math anxious avoid math: They avoid elective coursework in math, both in high school and college, they avoid college majors that emphasize math, and they avoid career paths that involve math. We go beyond these psychometric relationships to examine the cognitive consequences of math anxiety. We show how performance on a standardized math achievement test varies as a function of math anxiety, and that math anxiety compromises the functioning of working memory. High math anxiety works much like a dual task setting: Preoccupation with one's math fears and anxieties functions like a resource-demanding secondary task. We comment on developmental and educational factors related to math and working memory, and on factors that may contribute to the development of math anxiety.

  16. Effects of Dispositional Ability Conceptions, Manipulated Learning Environments, and Intrinsic Motivation on Persistence and Performance: An Interaction Approach

    Science.gov (United States)

    Li, Weidong; Lee, Amelia M.; Solmon, Melinda

    2008-01-01

    The present study used an interaction approach to investigate how individuals' dispositions about ability as incremental or fixed (entity), manipulated learning environments, and intrinsic motivation affect persistence and performance on a challenging, novel motor skill. Seventy-two female college students who were assigned to either an…

  17. Explorations in achievement motivation

    Science.gov (United States)

    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.

  18. The effects of task difficulty, novelty and the size of the search space on intrinsically motivated exploration.

    Science.gov (United States)

    Baranes, Adrien F; Oudeyer, Pierre-Yves; Gottlieb, Jacqueline

    2014-01-01

    Devising efficient strategies for exploration in large open-ended spaces is one of the most difficult computational problems of intelligent organisms. Because the available rewards are ambiguous or unknown during the exploratory phase, subjects must act in intrinsically motivated fashion. However, a vast majority of behavioral and neural studies to date have focused on decision making in reward-based tasks, and the rules guiding intrinsically motivated exploration remain largely unknown. To examine this question we developed a paradigm for systematically testing the choices of human observers in a free play context. Adult subjects played a series of short computer games of variable difficulty, and freely choose which game they wished to sample without external guidance or physical rewards. Subjects performed the task in three distinct conditions where they sampled from a small or a large choice set (7 vs. 64 possible levels of difficulty), and where they did or did not have the possibility to sample new games at a constant level of difficulty. We show that despite the absence of external constraints, the subjects spontaneously adopted a structured exploration strategy whereby they (1) started with easier games and progressed to more difficult games, (2) sampled the entire choice set including extremely difficult games that could not be learnt, (3) repeated moderately and high difficulty games much more frequently than was predicted by chance, and (4) had higher repetition rates and chose higher speeds if they could generate new sequences at a constant level of difficulty. The results suggest that intrinsically motivated exploration is shaped by several factors including task difficulty, novelty and the size of the choice set, and these come into play to serve two internal goals-maximize the subjects' knowledge of the available tasks (exploring the limits of the task set), and maximize their competence (performance and skills) across the task set.

  19. The effects of task difficulty, novelty and the size of the search space on intrinsically motivated exploration

    Directory of Open Access Journals (Sweden)

    Adrien Fredj Baranes

    2014-10-01

    Full Text Available Devising efficient strategies for exploration in large open-ended spaces is one of the most difficult computational problems of intelligent organisms. Because the available rewards are ambiguous or unknown during the exploratory phase, subjects must act in intrinsically motivated fashion. However, a vast majority of behavioral and neural studies to date have focused on decision making in reward-based tasks, and the rules guiding intrinsically motivated exploration remain largely unknown. To examine this question we developed a paradigm for systematically testing the choices of human observers in a free play context. Adult subjects played a series of short computer games of variable difficulty, and freely choose which game they wished to sample without external guidance or physical rewards. Subjects performed the task in three distinct conditions where they sampled from a small or a large choice set (7 vs 64 possible levels of difficulty, and where they did or did not have the possibility to sample new games at a constant level of difficulty. We show that despite the absence of external constraints, the subjects spontaneously adopted a structured exploration strategy whereby they (1 started with easier games and progressed to more difficult games, (2 sampled the entire choice set including extremely difficult games that could not be learnt, (3 repeated moderately and high difficulty games much more frequently than was predicted by chance, and (4 had higher repetition rates and chose higher speeds if they could generate new sequences at a constant level of difficulty. The results suggest that intrinsically motivated exploration is shaped by several factors including task difficulty, novelty and the size of the choice set, and these come into play to serve two internal goals - maximize the subjects’ knowledge of the available tasks (exploring the limits of the task set, and maximize their competence (performance and skills across the task set.

  20. Investigating the Influences of Core Self-Evaluations, Job Autonomy, and Intrinsic Motivation on In-Role Job Performance

    Science.gov (United States)

    Joo, Baek-Kyoo; Jeung, Chang-Wook; Yoon, Hea Jun

    2010-01-01

    This study investigates the effects of core self-evaluations, job autonomy, and intrinsic motivation on employees' perceptions of their in-role job performance, based on a cross-sectional survey of 283 employees in a Fortune Global 100 company in Korea. The results suggest that employees perceived higher in-role job performance when they had…

  1. Effects of Job Design and Sales Managers' Behavior on Intrinsic Motivation, Customer Orientation and Performance of Salespeople : - A quantitative study in the Swedish electricity market.

    OpenAIRE

    Hedelius, Elina; Nilsson, Sara

    2014-01-01

    The main purpose of this study is to examine the effects of job design and sales managers’ behavior on intrinsic motivation and customer orientation of salespeople. Furthermore, we aim to examine if any of the factors included in our model have an effect on performance of Company X’s salespeople. Thus, our research questions are:  What impacts do job design and sales managers’ behaviors have on intrinsic motivation and customer orientation of salespeople? What kind of differences exist betwee...

  2. An Investigation of the Relationship between Work Motivation (Intrinsic & Extrinsic) and Employee Engagement : A Study on Allied Bank of Pakistan

    OpenAIRE

    Khan, Waseem; Iqbal, Yawar

    2013-01-01

    Introduction: Work motivation (intrinsic & extrinsic) and employee engagement is the hot issues for today’s management. Employee’s motivation has been in discussion for years, different compensation plans and strategies were adopted over years to make employees more productive. Recently, the introduction of employee engagement as a new construct to business, management, and human resource management fields make it an imperative to adopt in organizational settings. Many studies made indire...

  3. Emotions, motivation and self-regulation in boys' and girls' learning mathematics

    Directory of Open Access Journals (Sweden)

    Cirila Peklaj

    2011-12-01

    Full Text Available The purpose of our study was to investigate the relationship of affective and motivational processes and self-regulation in mathematics in secondary school students. We were interested in finding out if these relationships differ between boys and girls. Second, we predicted the use of cognitive and metacognitive strategies from emotional and motivational variables. A total of 397 students (145 boys and 252 girls attending the first year of grammar schools in Slovenia participated in the study. Emotions were measured with the three scales assessing students' positive and negative emotions during math classes, during learning math at home and during math tests. Students' goal orientations were measured by Achievement Goal Questionnaire Revised (AGQ-revised; Elliot & Murayama, 2008, self-efficacy by Patterns of Adaptive Learning Scales (PALS; Midgley et al., 2000 and cognitive and metacognititve strategies by Motivated Strategies for Learning Questionnaire (MSLQ; Pintrich et al., 1991. More significant correlations between emotional and motivational dimensions were found for girls than for boys. The opposite was true for the relationship between emotional dimensions and strategies. Further hierarchical regression analyses showed that emotions explained a greater amount of variance in using cognitive and metacognitive strategies in boys than in girls. In both genders, positive emotions during learning math at home and math test are the best predictors of (metacognitive strategy use. Among motivational variables, only performance goal orientation explained significant amount of variance in all strategies in girls over and above emotional variables. Implications of emotional and motivational dimensions for the use of cognitive and metacognitive strategies in learning math are discussed, as well as implications for further research.

  4. Successful language learning in a corporate setting: The role of attribution theory and its relation to intrinsic and extrinsic motivation

    Directory of Open Access Journals (Sweden)

    Csaba Kálmán

    2015-12-01

    Full Text Available Attribution theory (Weiner, 1985 and self-determination theory (Deci & Ryan, 1985 have been explored as contributors to L2 motivation (cf. Dörnyei, 2001 but have never been studied quantitatively in concert. In addition, students’ attributions for success in learning a foreign language have never been measured through the use of a questionnaire. The aim of this paper is therefore (a to develop a questionnaire with reliable constructs that allows to measure adult learners’ attributions for their success in learning English in a corporate setting, (b to investigate these learners’ attributions, and (c to investigate the relationship between students’ attributions and the constructs of Intrinsic and Extrinsic motivation central to self-determination theory. Our main results show that among the attributions measured, interest, effort and corporate culture seemed to be the main causes that students recognised as directly involved in their success in learning English. Of all the attributional scales, interest and ability appeared to importantly contribute to intrinsic motivation, while corporate culture, encounters with foreign professionals and ability contributed to a lower extent to extrinsic motivation. It must be noted, however, that attributions for success to teacher and task were so consistently high that they could not be reliably measured with the questionnaire.

  5. Measuring Students' Perceptions of Personal and Social Responsibility and the Relationship to Intrinsic Motivation in Urban Physical Education

    Science.gov (United States)

    Li, Weidong; Wright, Paul M.; Rukavina, Paul Bernard; Pickering, Molly

    2008-01-01

    The purpose of the current study was to test the validity and reliability of a two-factor model of the Personal and Social Responsibility Questionnaire (PSRQ) and examine the relationships between perceptions of personal and social responsibility and intrinsic motivation in physical education. Participants were 253 middle school students who…

  6. Reciprocal Relations between Intrinsic Reading Motivation and Reading Competence: A Comparison between Native and Immigrant Students in Germany

    Science.gov (United States)

    Miyamoto, Ai; Pfost, Maximilian; Artelt, Cordula

    2018-01-01

    The present study compares native and immigrant students regarding the direction and the strength of the relation between intrinsic reading motivation and reading competence. Within the framework of the German National Educational Panel Study, 4,619 secondary school students were included in the analyses. The present study confirmed the reciprocal…

  7. Parent-child math anxiety and math-gender stereotypes predict adolescents' math education outcomes

    OpenAIRE

    Casad, Bettina J.; Hale, Patricia; Wachs, Faye L.

    2015-01-01

    Two studies examined social determinants of adolescents’ math anxiety including parents’ own math anxiety and children’s endorsement of math-gender stereotypes. In study 1, parent-child dyads were surveyed and the interaction between parent and child math anxiety was examined, with an eye to same- and other-gender dyads. Results indicate that parent’s math anxiety interacts with daughters’ and sons’ anxiety to predict math self-efficacy, GPA, behavioral intentions, math attitudes, and math de...

  8. Is it promoted or endorsed achievement goals and underlying reasons that predict students’ intrinsic motivation?

    OpenAIRE

    Karakaş, Özge N.

    2016-01-01

    Cataloged from PDF version of article. Thesis (M.S.): Bilkent University, The Program of Curriculum and Instruction, İhsan Doğramacı Bilkent University, 2016. Includes bibliographical references (leaves 55-60). The aim of this research was to investigate (a) the effects of mastery-approach (MAp) and performance-approach (PAp) goals induced in an autonomous or a controlling condition to students’ intrinsic motivation through an experiment (Study 1), and (b) the relation of an endorsed...

  9. "Want to" Versus "Have to": Intrinsic and Extrinsic Motivators as Predictors of Compliance Behavior Intention

    OpenAIRE

    Hofeditz, Marcel; Nienaber, Ann-Marie; Dysvik, Anders; Schewe, Gerhard

    2017-01-01

    “Worthless,” “money burning,” or “black holes” is how media and professionals describe compliance practices today. Practitioners are unenthusiastic ab out con-trol systems, codes of conducts, and systems for compliance management that are increasing in volume but not in effectiveness. In order to help practitioners clarify what actually makes employees comply with their compliance program, this study examines intrinsic and extrinsic motivators of 119 employees from procurement and sales. We c...

  10. Talking Math, Blogging Math

    OpenAIRE

    Mathews, Linda Marie

    2009-01-01

    Talking Math, Blogging Math is a curriculum designed to aid middle school Pre- Algebra students' mathematical problem-solving through the use of academic language instruction, explanatory proofs, and online technology (blogging). Talking Math, Blogging Math was implemented over a period of ten weeks during the 2008 - 2009 school year. The school where the curriculum was implemented is a non-traditional classroom-based charter school. The 7th, 8th and 9th grade students attended class twice a ...

  11. The Mediation Role of Intrinsic and Extrinsic Motivation in the Relationship between Creative Educational Environment and Metacognitive Self-Regulation

    Science.gov (United States)

    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,…

  12. It is a moral issue : The relationship between environmental self-identity, obligation-based intrinsic motivation and pro-environmental behaviour

    NARCIS (Netherlands)

    van der Werff, Ellen; Steg, Linda; Keizer, Kees

    2013-01-01

    In order to effectively mitigate climate change, people need to adopt environmentally-friendly actions. We argue that some people act in an environmentally-friendly manner without external incentives to do so, but rather because they are intrinsically motivated to do so. There is some initial

  13. Autonomous and Controlling Reasons Underlying Achievement Goals during Task Engagement: Their Relation to Intrinsic Motivation and Cheating

    Science.gov (United States)

    Ozdemir Oz, Ayse; Lane, Jennie F.; Michou, Aikaterini

    2016-01-01

    The aim of this study was to investigate the relation of autonomous and controlling reasons underlying an endorsed achievement goal to intrinsic motivation and cheating. The endorsement of the achievement goal was ensured by involving 212 (M(subscript age) = 19.24, SD = 0.97) freshman students in a spatial task and asking them to report their most…

  14. Creating employees' motivational paths in the retail trade

    OpenAIRE

    Kantanen Teuvo; Julkunen Saara; Hiltunen Esa; Nickell David

    2017-01-01

    This study examines the manifestation of intrinsic motivation by exploring the sources of intrinsic and extrinsic motivation among employees of a retail hypermarket. The research uses narrative and ethnographical analysis from 24 interviews. Two unique dimensions were created for motivational power—source and growth process—for a new typology of work motivation. The typology consists of four processes: intrinsic regulation, intrinsic valuation, extrinsic valuation, and extrinsic regulation. T...

  15. The effects of autonomy-supportive and controlling teaching behaviour in biology lessons with primary and secondary experiences on students' intrinsic motivation and flow-experience

    Science.gov (United States)

    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.

  16. Intrinsic motivation and attentional capture from gamelike features in a visual search task.

    Science.gov (United States)

    Miranda, Andrew T; Palmer, Evan M

    2014-03-01

    In psychology research studies, the goals of the experimenter and the goals of the participants often do not align. Researchers are interested in having participants who take the experimental task seriously, whereas participants are interested in earning their incentive (e.g., money or course credit) as quickly as possible. Creating experimental methods that are pleasant for participants and that reward them for effortful and accurate data generation, while not compromising the scientific integrity of the experiment, would benefit both experimenters and participants alike. Here, we explored a gamelike system of points and sound effects that rewarded participants for fast and accurate responses. We measured participant engagement at both cognitive and perceptual levels and found that the point system (which invoked subtle, anonymous social competition between participants) led to positive intrinsic motivation, while the sound effects (which were pleasant and arousing) led to attentional capture for rewarded colors. In a visual search task, points were awarded after each trial for fast and accurate responses, accompanied by short, pleasant sound effects. We adapted a paradigm from Anderson, Laurent, and Yantis (Proceedings of the National Academy of Sciences 108(25):10367-10371, 2011b), in which participants completed a training phase during which red and green targets were probabilistically associated with reward (a point bonus multiplier). During a test phase, no points or sounds were delivered, color was irrelevant to the task, and previously rewarded targets were sometimes presented as distractors. Significantly longer response times on trials in which previously rewarded colors were present demonstrated attentional capture, and positive responses to a five-question intrinsic-motivation scale demonstrated participant engagement.

  17. Command and motivation

    DEFF Research Database (Denmark)

    Jacobsen, Christian Bøtcher; Hvidtved, Johan; Andersen, Lotte Bøgh

    2014-01-01

    Motivated employees are crucial to organizations, but external interventions such as command systems and financial incentives may decrease motivation. If these external interventions are perceived to be controlling, they are expected to crowd out intrinsic motivation, and this may also apply...... to other types of autonomous motivation such as public service motivation. The perception of external interventions is thus expected to be vital. This article investigates how the perception of a specific command system (obligatory student plans) is associated with intrinsic motivation and public service...... motivation. Using a dataset with 3,230 school teachers in Denmark, a structural equation model shows that the perception of obligatory student plans as controlling is negatively associated with all of the investigated types of employee motivation, supporting that motivation crowding can occur....

  18. Female teachers' math anxiety affects girls' math achievement.

    Science.gov (United States)

    Beilock, Sian L; Gunderson, Elizabeth A; Ramirez, Gerardo; Levine, Susan C

    2010-02-02

    People's fear and anxiety about doing math--over and above actual math ability--can be an impediment to their math achievement. We show that when the math-anxious individuals are female elementary school teachers, their math anxiety carries negative consequences for the math achievement of their female students. Early elementary school teachers in the United States are almost exclusively female (>90%), and we provide evidence that these female teachers' anxieties relate to girls' math achievement via girls' beliefs about who is good at math. First- and second-grade female teachers completed measures of math anxiety. The math achievement of the students in these teachers' classrooms was also assessed. There was no relation between a teacher's math anxiety and her students' math achievement at the beginning of the school year. By the school year's end, however, the more anxious teachers were about math, the more likely girls (but not boys) were to endorse the commonly held stereotype that "boys are good at math, and girls are good at reading" and the lower these girls' math achievement. Indeed, by the end of the school year, girls who endorsed this stereotype had significantly worse math achievement than girls who did not and than boys overall. In early elementary school, where the teachers are almost all female, teachers' math anxiety carries consequences for girls' math achievement by influencing girls' beliefs about who is good at math.

  19. The Dispositions of Elementary School Children of Individualistic and Collectivist Cultures Who Are Intrinsically Motivated to Seek Information

    Science.gov (United States)

    Crow, Sherry R.; Kastello, Lisa

    2016-01-01

    This paper is based on two studies conducted in Colorado Springs, Colorado, in 2008 and in Kampala, Uganda, in 2014. The basic research question addressed in both studies was: "What are the experiences in the lives of upper elementary-aged children that foster an intrinsic motivation to seek information?" The secondary question was:…

  20. Hospital nurses' work motivation.

    Science.gov (United States)

    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 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.

  1. O estilo motivacional do professor e a motivação intrínseca dos estudantes: uma perspectiva da Teoria da Autodeterminação Teacher's motivational style and students' intrinsic motivation: the self-determination perspective

    Directory of Open Access Journals (Sweden)

    Sueli Édi Rufini Guimarães

    2004-01-01

    Full Text Available A Teoria da Autodeterminação foi proposta com o objetivo de compreender os componentes da motivação intrínseca e extrínseca e os fatores relacionados com a sua promoção. Nessa perspectiva, são abordadas a personalidade e a motivação humana, concentrando-se nas tendências evolutivas, nas necessidades psicológicas inatas e nas condições contextuais favoráveis à motivação, ao funcionamento social e ao bem estar pessoal. No contexto da pesquisa educacional, a motivação intrínseca tem sido relacionada ao envolvimento dos alunos com as tarefas de aprendizagem, pela preferência por desafios, persistência, esforço, uso de estratégias de aprendizagem, entre outros resultados positivos. Partindo da Teoria da Autodeterminação, este artigo tem como objetivos analisar os conceitos relativos à motivação intrínseca, postulados nessa teoria, refletir sobre o papel do professor, mas especificamente sobre seu estilo na promoção desse padrão motivacional no aluno, bem como discutir as implicações educacionais deste tema.The Self-determination Theory has the purpose of understanding the intrinsic and extrinsic components of motivation, and the factors that contribute for its promotion. In this perspective personality and human motivation are considered in terms of developmental tendencies, innate psychological needs and contextual variables which favour motivation, social functioning and personal well-being. In the context of educational research, intrinsic motivation has been characterized by students' involvement in learning tasks due to their preference for challenges, persistence, effort, as well as by their use of learning strategies. In line with that, the objectives of this paper are not only present and analyze the concepts related to intrinsic motivation according to the Self-determination Theory, but also reflect upon the teacher's role and style in the promotion of students' intrinsic motivation. Educational

  2. Rewards, Intrinsic Motivation, and Achievement in Intact Classrooms

    Science.gov (United States)

    Luis, Melissa Ann

    2011-01-01

    The purpose of this study was to examine the effects of performance-contingent rewards in a real-world setting, namely the sixth grade math classroom. This study is significant in that it represents a field study on the effects of rewards in the classroom. The purpose of this study was to investigate what effect, if any, the choice of a reward had…

  3. Who wants to work in a rural health post? The role of intrinsic motivation, rural background and faith-based institutions in Ethiopia and Rwanda.

    Science.gov (United States)

    Serneels, Pieter; Montalvo, Jose G; Pettersson, Gunilla; Lievens, Tomas; Butera, Jean Damascene; Kidanu, Aklilu

    2010-05-01

    To understand the factors influencing health workers' choice to work in rural areas as a basis for designing policies to redress geographic imbalances in health worker distribution. A cohort survey of 412 nursing and medical students in Rwanda provided unique contingent valuation data. Using these data, we performed a regression analysis to examine the determinants of future health workers' willingness to work in rural areas as measured by rural reservation wages. These data were also combined with those from an identical survey in Ethiopia to enable a two-country analysis. Health workers with higher intrinsic motivation - measured as the importance attached to helping the poor - as well as those who had grown up in a rural area and Adventists who had participated in a local bonding scheme were all significantly more willing to work in a rural area. The main result for intrinsic motivation in Rwanda was strikingly similar to the result obtained for Ethiopia and Rwanda combined. Intrinsic motivation and rural origin play an important role in health workers' decisions to work in a rural area, in addition to economic incentives, while faith-based institutions can also influence the decision.

  4. Motivation: Kept Alive Through Unschooling

    Directory of Open Access Journals (Sweden)

    Magda LEVIN-GUTIERREZ

    2015-07-01

    Full Text Available Motivation is a process, which can be fostered or killed in the name of education. In this paper, the author explores two theories of motivation-Expectancy-Value and Three Elements of Intrinsic Motivation-within the context of unschooling and within a school system. Based on the concepts presented through these theories, the author concludes that unschoolers hold on to their intrinsic motivation while schooled childrens motivation may be killed by attending school.

  5. Doctorate Motivation: An (Auto)ethnography

    Science.gov (United States)

    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…

  6. The Effects of a School-Wide Positive Behavior Intervention Support Program on the Intrinsic Motivation of Third Grade Students

    Science.gov (United States)

    Amis, Sarah Anne

    2013-01-01

    This research project sought to determine the effects of a School-Wide Positive Behavior Intervention Support program (SWPBIS) on the intrinsic motivation of third grade students in regard to student achievement, student behavior, and teacher perception. Students of two intermediate schools served as the treatment group and control group, and were…

  7. When Math Hurts: Math Anxiety Predicts Pain Network Activation in Anticipation of Doing Math

    Science.gov (United States)

    Lyons, Ian M.; Beilock, Sian L.

    2012-01-01

    Math can be difficult, and for those with high levels of mathematics-anxiety (HMAs), math is associated with tension, apprehension, and fear. But what underlies the feelings of dread effected by math anxiety? Are HMAs’ feelings about math merely psychological epiphenomena, or is their anxiety grounded in simulation of a concrete, visceral sensation – such as pain – about which they have every right to feel anxious? We show that, when anticipating an upcoming math-task, the higher one’s math anxiety, the more one increases activity in regions associated with visceral threat detection, and often the experience of pain itself (bilateral dorso-posterior insula). Interestingly, this relation was not seen during math performance, suggesting that it is not that math itself hurts; rather, the anticipation of math is painful. Our data suggest that pain network activation underlies the intuition that simply anticipating a dreaded event can feel painful. These results may also provide a potential neural mechanism to explain why HMAs tend to avoid math and math-related situations, which in turn can bias HMAs away from taking math classes or even entire math-related career paths. PMID:23118929

  8. When math hurts: math anxiety predicts pain network activation in anticipation of doing math.

    Directory of Open Access Journals (Sweden)

    Ian M Lyons

    Full Text Available Math can be difficult, and for those with high levels of mathematics-anxiety (HMAs, math is associated with tension, apprehension, and fear. But what underlies the feelings of dread effected by math anxiety? Are HMAs' feelings about math merely psychological epiphenomena, or is their anxiety grounded in simulation of a concrete, visceral sensation - such as pain - about which they have every right to feel anxious? We show that, when anticipating an upcoming math-task, the higher one's math anxiety, the more one increases activity in regions associated with visceral threat detection, and often the experience of pain itself (bilateral dorso-posterior insula. Interestingly, this relation was not seen during math performance, suggesting that it is not that math itself hurts; rather, the anticipation of math is painful. Our data suggest that pain network activation underlies the intuition that simply anticipating a dreaded event can feel painful. These results may also provide a potential neural mechanism to explain why HMAs tend to avoid math and math-related situations, which in turn can bias HMAs away from taking math classes or even entire math-related career paths.

  9. When math hurts: math anxiety predicts pain network activation in anticipation of doing math.

    Science.gov (United States)

    Lyons, Ian M; Beilock, Sian L

    2012-01-01

    Math can be difficult, and for those with high levels of mathematics-anxiety (HMAs), math is associated with tension, apprehension, and fear. But what underlies the feelings of dread effected by math anxiety? Are HMAs' feelings about math merely psychological epiphenomena, or is their anxiety grounded in simulation of a concrete, visceral sensation - such as pain - about which they have every right to feel anxious? We show that, when anticipating an upcoming math-task, the higher one's math anxiety, the more one increases activity in regions associated with visceral threat detection, and often the experience of pain itself (bilateral dorso-posterior insula). Interestingly, this relation was not seen during math performance, suggesting that it is not that math itself hurts; rather, the anticipation of math is painful. Our data suggest that pain network activation underlies the intuition that simply anticipating a dreaded event can feel painful. These results may also provide a potential neural mechanism to explain why HMAs tend to avoid math and math-related situations, which in turn can bias HMAs away from taking math classes or even entire math-related career paths.

  10. Lost in translation : congruency of teacher and student perceptions of assessment as a predictor of intrinsic motivation in ethnodiverse classrooms

    NARCIS (Netherlands)

    Pat El, Ron Jonathan

    2012-01-01

    Students' and teachers' perceptions of the level to which Assesment for Learning (AfL) is practiced in classrooms are largely incongruent. Teachers perceived more practice of AfL than students. Congruency in perceptions of AfL predicted higher student intrinsic motivation. In accordance with

  11. Do high job demands increase intrinsic motivation or fatigue or both? The role of job control and job social support

    NARCIS (Netherlands)

    Van Yperen, N.W.; Hagedoorn, M.

    2003-01-01

    Examined whether job control and job social support reduce signs of fatigue and enhance intrinsic motivation among employees facing high job demands. 555 nurses (mean age 35.5 yrs) working at specialized units for patients with different levels of mental deficiency completed surveys regarding: (1)

  12. Abusive Supervision by Academic Supervisors and Postgraduate Research Students' Creativity: The Mediating Role of Leader-Member Exchange and Intrinsic Motivation

    Science.gov (United States)

    Meng, Yi; Tan, Jing; Li, Jing

    2017-01-01

    Drawing upon the componential theory of creativity, cognitive evaluation theory and social exchange theory, the study reported in this paper tested a mediating model based on the hypothesis that abusive supervision negatively influences creativity sequentially through leader-member exchange (LMX) and intrinsic motivation. The study employed…

  13. Gesture Recognition for Educational Games: Magic Touch Math

    Science.gov (United States)

    Kye, Neo Wen; Mustapha, Aida; Azah Samsudin, Noor

    2017-08-01

    Children nowadays are having problem learning and understanding basic mathematical operations because they are not interested in studying or learning mathematics. This project proposes an educational game called Magic Touch Math that focuses on basic mathematical operations targeted to children between the age of three to five years old using gesture recognition to interact with the game. Magic Touch Math was developed in accordance to the Game Development Life Cycle (GDLC) methodology. The prototype developed has helped children to learn basic mathematical operations via intuitive gestures. It is hoped that the application is able to get the children motivated and interested in mathematics.

  14. Intrinsic Motivation as a Mediator of Relationships Between Symptoms and Functioning Among Individuals With Schizophrenia Spectrum Disorders in a Diverse Urban Community

    OpenAIRE

    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 ...

  15. The motivations of adolescents who are addicted to online games: a cognitive perspective.

    Science.gov (United States)

    Wan, Chin-Sheng; Chiou, Wen-Bin

    2007-01-01

    This research explored, from the perspective of cognitive theory, the psychological motivations of Taiwanese adolescents who are addicted to online games. Study 1 focused on the differential motivations between the addicts and nonaddicts. The findings revealed that the addicts exhibited higher intrinsic than extrinsic motivation, whereas the nonaddicts showed an opposite relationship. The intrinsic motivation of the addicts was also higher than the nonaddicts. The results imply that intrinsic motivation plays a crucial role in gaming addiction. Study 2 was conducted to examine whether four factors that moderate the detrimental effect of extrinsic motivators on intrinsic motivation would function as predicted. Results indicated that extrinsic rewards would undermine intrinsic motivation when they were high expectancy, high relevance, tangible, and noncontingent. Thus, players' intrinsic motivation would be higher when extrinsic rewards were low expectancy, low relevance, intangible, and contingent. This article provides insights into the differential motivations of the addicted players and how to employ intrinsic motivators to affect their intrinsic motivation.

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

    Science.gov (United States)

    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…

  17. The changing motivation of massage therapy students.

    Science.gov (United States)

    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.

  18. The role of self-math overlap in understanding math anxiety and the relation between math anxiety and performance.

    Science.gov (United States)

    Necka, Elizabeth A; Sokolowski, H Moriah; Lyons, Ian M

    2015-01-01

    Recent work has demonstrated that math anxiety is more than just the product of poor math skills. Psychosocial factors may play a key role in understanding what it means to be math anxious, and hence may aid in attempts to sever the link between math anxiety and poor math performance. One such factor may be the extent to which individuals integrate math into their sense of self. We adapted a well-established measure of this degree of integration (i.e., self-other overlap) to assess individuals' self-math overlap. This non-verbal single-item measure showed that identifying oneself with math (having higher self-math overlap) was strongly associated with lower math anxiety (r = -0.610). We also expected that having higher self-math overlap would leave one especially susceptible to the threat of poor math performance to the self. We identified two competing hypotheses regarding how this plays out in terms of math anxiety. Those higher in self-math overlap might be more likely to worry about poor math performance, exacerbating the negative relation between math anxiety and math ability. Alternatively, those higher in self-math overlap might exhibit self-serving biases regarding their math ability, which would instead predict a decoupling of the relation between their perceived and actual math ability, and in turn the relation between their math ability and math anxiety. Results clearly favored the latter hypothesis: those higher in self-math overlap exhibited almost no relation between math anxiety and math ability, whereas those lower in self-math overlap showed a strong negative relation between math anxiety and math ability. This was partially explained by greater self-serving biases among those higher in self-math overlap. In sum, these results reveal that the degree to which one integrates math into one's self - self-math overlap - may provide insight into how the pernicious negative relation between math anxiety and math ability may be ameliorated.

  19. The role of self-math overlap in understanding math anxiety and the relation between math anxiety and performance

    Science.gov (United States)

    Necka, Elizabeth A.; Sokolowski, H. Moriah; Lyons, Ian M.

    2015-01-01

    Recent work has demonstrated that math anxiety is more than just the product of poor math skills. Psychosocial factors may play a key role in understanding what it means to be math anxious, and hence may aid in attempts to sever the link between math anxiety and poor math performance. One such factor may be the extent to which individuals integrate math into their sense of self. We adapted a well-established measure of this degree of integration (i.e., self-other overlap) to assess individuals’ self-math overlap. This non-verbal single-item measure showed that identifying oneself with math (having higher self-math overlap) was strongly associated with lower math anxiety (r = -0.610). We also expected that having higher self-math overlap would leave one especially susceptible to the threat of poor math performance to the self. We identified two competing hypotheses regarding how this plays out in terms of math anxiety. Those higher in self-math overlap might be more likely to worry about poor math performance, exacerbating the negative relation between math anxiety and math ability. Alternatively, those higher in self-math overlap might exhibit self-serving biases regarding their math ability, which would instead predict a decoupling of the relation between their perceived and actual math ability, and in turn the relation between their math ability and math anxiety. Results clearly favored the latter hypothesis: those higher in self-math overlap exhibited almost no relation between math anxiety and math ability, whereas those lower in self-math overlap showed a strong negative relation between math anxiety and math ability. This was partially explained by greater self-serving biases among those higher in self-math overlap. In sum, these results reveal that the degree to which one integrates math into one’s self – self-math overlap – may provide insight into how the pernicious negative relation between math anxiety and math ability may be ameliorated. PMID

  20. The role of self-math overlap in understanding math anxiety and the relation between math anxiety and performance

    Directory of Open Access Journals (Sweden)

    Elizabeth A Necka

    2015-10-01

    Full Text Available Recent work has demonstrated that math anxiety is more than just the product of poor math skills. Psychosocial factors may play a key role in understanding what it means to be math anxious, and hence may aid in attempts to sever the link between math anxiety and poor math performance. One such factor may be the extent to which individuals integrate math into their sense of self. We adapted a well-established measure of this degree of integration (i.e., self-other overlap to assess individuals’ self-math overlap. This nonverbal single-item measure showed that identifying oneself with math (having higher self-math overlap was strongly associated with lower math anxiety (r=-.610. We also expected that having higher self-math overlap would leave one especially susceptible to the threat of poor math performance to the self. We identified two competing hypotheses regarding how this plays out in terms of math anxiety. Those higher in self-math overlap might be more likely to worry about poor math performance, exacerbating the negative relation between math anxiety and math ability. Alternatively, those higher in self-math overlap might exhibit self-serving biases regarding their math ability, which would instead predict a decoupling of the relation between their perceived and actual math ability, and in turn the relation between their math ability and math anxiety. Results clearly favored the latter hypothesis: those higher in self-math overlap exhibited almost no relation between math anxiety and math ability, whereas those lower in self-math overlap showed a strong negative relation between math anxiety and math ability. This was partially explained by greater self-serving biases among those higher in self-math overlap. In sum, these results reveal that the degree to which one integrates math into one’s self – self-math overlap – may provide insight into how the pernicious negative relation between math anxiety and math ability may be

  1. Documentation Requirements, Intrinsic Motivation, and Worker Absence

    DEFF Research Database (Denmark)

    Andersen, Lotte Bøgh; Kristensen, Nicolai; Holm Pedersen, Lene

    2015-01-01

    Command systems are widely used to monitor public service provision, but little is known about unintended effects on individual workers’ motivation and work effort. Using insights from motivation crowding theory, we estimate a SEM model that captures how Danish childcare assistants and social/hea......—and by drawing attention to possible downsides of command-and-control. Even though command systems can also have positive disciplining effects, knowledge about potential drawbacks is important for public managers.......Command systems are widely used to monitor public service provision, but little is known about unintended effects on individual workers’ motivation and work effort. Using insights from motivation crowding theory, we estimate a SEM model that captures how Danish childcare assistants and social...

  2. Retraining Attitudes and Stereotypes to Affect Motivation and Cognitive Capacity under Stereotype Threat

    Science.gov (United States)

    Forbes, Chad E.; Schmader, Toni

    2010-01-01

    A series of experiments used a retraining paradigm to test the effects of attitudes and stereotypes on individuals’ motivation and processing capacity in stereotype threatening contexts. Women trained to have a more positive math attitude exhibited increased math motivation (Study 1). This effect was not observed for men but was magnified among women when negative stereotypes were either primed subtly (Study 2) or indirectly reinforced (Study 3). Although attitudes had no effect on working memory capacity, women retrained to associate their gender with being good at math exhibited increased working memory capacity (Studies 3 and 4) that in turn mediated increased math performance (Study 4) in a stereotype threatening context. Results suggest that although positive attitudes can motivate stigmatized individuals to engage with threatening domains, stereotypes need to be retrained to give them the cognitive capacity critical for success. Implications for interventions to reduce stereotype threat are discussed. PMID:20822288

  3. Retraining attitudes and stereotypes to affect motivation and cognitive capacity under stereotype threat.

    Science.gov (United States)

    Forbes, Chad E; Schmader, Toni

    2010-11-01

    In a series of experiments, a retraining paradigm was used to test the effects of attitudes and stereotypes on individuals' motivation and cognitive capacity in stereotype-threatening contexts. Women trained to have a more positive math attitude exhibited increased math motivation (Study 1). This effect was not observed for men but was magnified among women when negative stereotypes were either primed subtly (Study 2) or indirectly reinforced (Study 3). Although attitudes had no effect on working memory capacity, women retrained to associate their gender with being good at math exhibited increased working memory capacity (Studies 3 and 4), which in turn mediated increased math performance (Study 4) in a stereotype-threatening context. Results suggest that although positive attitudes can motivate stigmatized individuals to engage with threatening domains, stereotypes need to be retrained to give them the cognitive capacity critical for success. Implications for interventions to reduce stereotype threat are discussed.

  4. Student School-Level Math Knowledge Influence on Applied Mathematics Study Courses

    Directory of Open Access Journals (Sweden)

    Rima Kriauzienė

    2013-08-01

    Full Text Available Purpose—to find out the influence of student school-level math knowledge on courses of applied mathematics studies: what is the importance of having a math maturity exam for students, an estimate of social science students’ motivation to learn math, and attendance of seminars. Students who did take the state exam attended more seminars than the students who did not take math exam, and vice versa. Design/methodology/approach—this work describes research which involved persistent MRU Public Administration degree program second-year students. Doing statistical analysis of the data will be a link between school-level mathematics knowledge and attendance activity in seminars and motivation to learn mathematics. Findings—the research is expected to establish a connection between school-level mathematics knowledge and student motivation to learn mathematics. It was found that there is no correlation between student opinions about school mathematics courses and result of their first test. Determine relationship between attendance of exercises and public examinations. Between the stored type of exam and test results are dependent. Determine relationship between exercise attendance and test results, as shown by the calculated correlation coefficient Based on the results, it’s recommended to increase the number of exercises. A more refined analysis of the data is subject to further investigation. Research limitations/implications—this method is just one of the possible ways of application. Practical implications—that kind of research and its methodology can be applied not only to the subject of applied mathematics studies, but also to other natural or social sciences. Originality/Value—empirical experiment data can be used in other studies of Educology nature analysis.

  5. Student School-Level Math Knowledge Influence on Applied Mathematics Study Courses

    Directory of Open Access Journals (Sweden)

    Tadas Laukevičius

    2011-12-01

    Full Text Available Purpose—to find out the influence of student school-level math knowledge on courses of applied mathematics studies: what is the importance of having a math maturity exam for students, an estimate of social science students’ motivation to learn math, and attendance of seminars. Students who did take the state exam attended more seminars than the students who did not take math exam, and vice versa.Design/methodology/approach—this work describes research which involved persistent MRU Public Administration degree program second-year students. Doing statistical analysis of the data will be a link between school-level mathematics knowledge and attendance activity in seminars and motivation to learn mathematics.Findings—the research is expected to establish a connection between school-level mathematics knowledge and student motivation to learn mathematics.It was found that there is no correlation between student opinions about school mathematics courses and result of their first test.Determine relationship between attendance of exercises and public examinations.Between the stored type of exam and test results are dependent.Determine relationship between exercise attendance and test results, as shown by the calculated correlation coefficientBased on the results, it’s recommended to increase the number of exercises. A more refined analysis of the data is subject to further investigation.Research limitations/implications—this method is just one of the possible ways of application.Practical implications—that kind of research and its methodology can be applied not only to the subject of applied mathematics studies, but also to other natural or social sciences.Originality/Value—empirical experiment data can be used in other studies of Educology nature analysis.

  6. Clima motivacional percibido, necesidades psicológicas y motivación intrínseca como predictores del compromiso deportivo en adolescentes. (Perceived motivational climate, psychological needs and intrinsic motivation as predictors of sport commitment in adolescent athletes.

    Directory of Open Access Journals (Sweden)

    Bartolomé J. Almagro

    2011-07-01

    Full Text Available ResumenEl estudio analizó la predicción del clima motivacional percibido, la satisfacción de las necesidades psicológicas básicas y la motivación intrínseca sobre la adherencia a la práctica deportiva. Se utilizó una muestra de 580 deportistas con una edad media de 14.46 años. Se emplearon el Cuestionario del Clima Motivacional Percibido en el Deporte-2, la Escala de las Necesidades Psicológicas Básicas en el Ejercicio, el factor motivación intrínseca de la Escala de Motivación Deportiva y la Medida de la Intencionalidad para ser Físicamente Activo. Los resultados del modelo de ecuaciones estructurales mostraron que el clima motivacional que implica a la tarea predecía las tres necesidades psicológicas básicas y la intención de seguir siendo físicamente activo. Por otro lado, el clima motivacional que implica al ego predecía la necesidades de autonomía y de competencia, aunque con un peso de regresión en ambos casos mucho menor que como lo hacía el clima tarea. La satisfacción de las tres necesidades psicológicas básicas predijo positivamente la motivación intrínseca. Por su parte, la motivación intrínseca predijo la intención de ser físicamente activo en el futuro. Se discuten los resultados en relación a la importancia de fomentar un clima motivacional tarea en los practicantes para incrementar la adherencia a la práctica deportiva.AbstractThe study analyzed the prediction of perceived motivational climate, basic psychological needs satisfaction and intrinsic motivation on adherence to sports. A sample of 580 athletes with a mean age of 14.46 years, participated in the study. The Perceived Motivational Climate in Sport Questionnaire-2, the Basic Psychological Needs in Exercise Scale, the intrinsic motivation factor of the Sport Motivation Scale and Intention of Being Physically Active were used. Structural equation modeling results showed that the task-involving motivational climate positively predicted the

  7. Impact of Students' and their Schoolmates' Achievement Motivation on the Status and Growth in Math and Language Achievement of Boys and Girls across Grades 7 through 8

    Directory of Open Access Journals (Sweden)

    Eva Van de gaer

    2007-05-01

    Full Text Available The present study focuses not only on the impact of students' achievement motivation, but also on the influence of achievement motivation of fellow students on status and growth in language and math achievement across Grades 7 and 8. The achievement motivation of schoolmates may create a learning environment that facilitates or impedes learning above and beyond what would be expected on the basis of the individual student's achievement motivation, intelligence and background characteristics. Data from the LOSO-project, a longitudinal study in secondary education, have been analysed using multilevel linear growth curve modeling. It turns out that the effect of achievement motivation, both of individuals and in groups, should not be neglected in explanations of individual progress in achievement, even when ability and background characteristics such as the socio-economic status, age, sex and home language have been controlled for. In addition, the data suggest that especially boys with poor achievement motivation at the start of secondary education are at risk of falling behind with regard to language achievement in the subsequent years.

  8. Understanding the effects of extrinsic rewards on intrinsic motivation--uses and abuses of meta-analysis: comment on Deci, Koestner, and Ryan (1999)

    Science.gov (United States)

    Lepper, M R; Henderlong, J; Gingras, I

    1999-11-01

    Recently, 3 different meta-analytic reviews of the literature concerning the effects of extrinsic rewards on intrinsic motivation have appeared, including that by Deci, Koestner, and Ryan (1999) in this issue. Interestingly, despite their common focus, these reviews have offered dramatically opposed bottom-line conclusions about the meaning and implications of this literature. In this comment, the authors examine differences among these 3 reviews and conclude that the findings of this literature have been more accurately captured by the reviews of Deci et al. and Tang and Hall (1995) than by that of Cameron and Pierce (1994). More broadly, the authors also suggest that there may be significant short- and long-term costs to the unthinking or automatic use of meta-analysis with theoretically derived, procedurally diverse, and empirically complex literatures like that concerning extrinsic rewards and intrinsic motivation.

  9. Track Placement and the Motivational Predictors of Math Course Enrollment

    Science.gov (United States)

    Reyes, Marcela; Domina, Thurston

    2017-01-01

    Background: Virtually all high schools offer a range of courses to allow students to enroll in four years of high school mathematics. However, only two thirds of U.S. high school graduates took mathematics courses each school year. Purpose/Research Question: This study addresses three research questions: First, how do students' math course…

  10. Gameplay as a Source of Intrinsic Motivation for Individuals in Need of Ankle Training or Rehabilitation

    DEFF Research Database (Denmark)

    Nilsson, Niels Christian; Serafin, Stefania; Nordahl, Rolf

    2012-01-01

    Injuries to the ankle may be a source of great discomfort and the long-term effects can negatively influence the future health of the individual who has suffered the injury. Wobble boards represent a relatively inexpensive type of equipment that may be used to train one’s ankles preventively...... or as part of the rehabilitation process once the damage has been done. However, individuals in need of such training frequently lack the motivation necessary in order to successfully complete the training or rehabilitation process. This paper details the design and implementation of a prototype intended...... to alleviate this problem by leveraging games’ potential as a source of intrinsic motivation. More specifically, the prototype enables users to control a game by means of a wobble board, thus allowing them to perform the necessary exercises while playing. An expert on ankle rehabilitation assessed the efficacy...

  11. Hands-On Math and Art Exhibition Promoting Science Attitudes and Educational Plans

    Directory of Open Access Journals (Sweden)

    Helena Thuneberg

    2017-01-01

    Full Text Available The current science, technology, engineering, art, math education (STEAM approach emphasizes integration of abstract science and mathematical ideas for concrete solutions by art. The main aim was to find out how experience of learning mathematics differed between the contexts of school and an informal Math and Art Exhibition. The study participants (N=256 were 12-13 years old from Finland. Several valid questionnaires and tests were applied (e.g., SRQ-A, RAVEN in pre- and postdesign showing a good reliability. The results based on General Linear Modeling and Structural Equation Path Modeling underline the motivational effects. The experience of the effectiveness of hands-on learning at school and at the exhibition was not consistent across the subgroups. The lowest achieving group appreciated the exhibition alternative for math learning compared to learning math at school. The boys considered the exhibition to be more useful than the girls as it fostered their science and technology attitudes. However, for the girls, the attractiveness of the exhibition, the experienced situation motivation, was much more strongly connected to the attitudes on science and technology and the worthiness of mathematics. Interestingly, the pupils experienced that even this short informal learning intervention affected their science and technology attitudes and educational plans.

  12. How motivation influences breastfeeding duration among low-income women.

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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

  14. Motivational Profiles of Medical Students of Nepalese Army Institute of Health Sciences.

    Science.gov (United States)

    Shrestha, Lochana; Pant, Shambhu Nath

    2018-01-01

    Students enter the medical study with different types of motives. Given the importance of academic motivation for good academic achievement of the students, the present study was designed to reveal the possible relationship between academic motivation and achievement in medical students. In this cross-sectional study medical students (N=364) of Nepalese Army institute of Health Sciences were participated and classified to different subgroups using intrinsic and controlled motivation scores. Cluster membership was used as an independent variable to assess differences in study strategies and academic performance. Four clusters were obtained: High Intrinsic High Controlled, Low Intrinsic High Controlled, High Intrinsic Low Controlled, and Low Intrinsic Low Controlled. High Intrinsic High Controlled and High Intrinsic Low Controlled profile students constituted 36.1%, 22.6% of the population, respectively. No significant differences were observed as regards to deep strategy and surface strategy between high interest status motivated and high interest-motivated students. However, both of the clusters had significantly deeper, surface strategy and better academic performance than status-motivated and low-motivation clusters (p motivated and interest-motivated medical students were associated with good deep and surface study strategy and good academic performance. Low-motivation and status-motivated students were associated with the least academic performance with less interest learning behaviors. This reflected that motivation is important required component for good learning outcomes for medical students Keywords: Academic performance; controlled motivation; clusters; intrinsic motivation; motivation.

  15. Math anxiety and math performance in children: The mediating roles of working memory and math self-concept.

    Science.gov (United States)

    Justicia-Galiano, M José; Martín-Puga, M Eva; Linares, Rocío; Pelegrina, Santiago

    2017-12-01

    Numerous studies, most of them involving adolescents and adults, have evidenced a moderate negative relationship between math anxiety and math performance. There are, however, a limited number of studies that have addressed the mechanisms underlying this relation. This study aimed to investigate the role of two possible mediational mechanisms between math anxiety and math performance. Specifically, we sought to test the simultaneous mediating role of working memory and math self-concept. A total of 167 children aged 8-12 years participated in this study. Children completed a set of questionnaires used to assess math and trait anxiety, math self-concept as well as measures of math fluency and math problem-solving. Teachers were asked to rate each student's math achievement. As measures of working memory, two backward span tasks were administered to the children. A series of multiple mediation analyses were conducted. Results indicated that both mediators (working memory and math self-concept) contributed to explaining the relationship between math anxiety and math achievement. Results suggest that working memory and self-concept could be worth considering when designing interventions aimed at helping students with math anxiety. Longitudinal designs could also be used to better understand the mediational mechanisms that may explain the relationship between math anxiety and math performance. © 2017 The British Psychological Society.

  16. Music: Highly Engaged Students Connect Music to Math

    Science.gov (United States)

    Jones, Shelly M.; Pearson, Dunn, Jr.

    2013-01-01

    A musician and a mathematics educator create and implement a set of elementary school lessons integrating music and math. Students learn the basics of music theory including identifying notes and learning their fractional values. They learn about time signatures and how to determine correct note values per measure. Students are motivated by…

  17. Reciprocal Effects between Intrinsic Reading Motivation and Reading Competence? A Cross-Lagged Panel Model for Academic Track and Nonacademic Track Students

    Science.gov (United States)

    Schaffner, Ellen; Philipp, Maik; Schiefele, Ulrich

    2016-01-01

    Previous research has demonstrated positive relations between intrinsic reading motivation and reading competence. However, the causal direction of these relations and the moderating role of relevant background variables (e.g., students' achievement level) are not well understood. In the present study, a cross-lagged panel model was applied to…

  18. Intrinsic - external sport motivation as regards sex gender

    Directory of Open Access Journals (Sweden)

    H Mroczkowska

    2003-03-01

    Full Text Available The aim of this work was the analysis of the two dependencies. First of all, examining if the self-evaluation of athlete’s sport predisposition has some connection with an internal or external motivation. Secondly, checking if so called “male” motives oscillate around needs of winning and gaining some social position and “female” around an affiliation and personal development. The research was conducted on a group of fencers (W-29; M-41; aged from ~6 to ~18 years old using the self-evaluation scale (estimation of sport predisposition, effort and abilities and the 7 factors SRM scale (Sport Rivalry Motives. Generally, the research showed that interior motives of the sport practice are more important for athletes, regardless of the sex. However, this regularity characterized more girls who turned to be significantly stronger motivated by internal enforcements than boys. Motives of affiliation and self-development are valued equally high and motive of the financial gratification equally low by both sexes. The crucial differentiation of boys and girls was seen as considering the valuation of the possibility of the stress release and joy of motion (appreciated more by girls and the possibility of winning and gaining social appreciation (regarded higher by boys. Thus the expectation that higher self-esteem is connected with the exterior motivation did not confirm. Girls, despite of their significantly lower self-evaluation of the sport predisposition are more strongly motivated by the internal enforcements than boys are.

  19. Emotional Creativity as predictor of intrinsic motivation and academic engagement in university students: The mediating role of positive emotions

    Directory of Open Access Journals (Sweden)

    ALBERTO AMUTIO

    2016-08-01

    Full Text Available Objective: Emotional creativity implies experiencing a complex emotional life, which is becoming increasingly necessary in societies that demand innovation and constant changes. This research studies the relation of emotional creativity as a dispositional trait with intrinsic motivation and academic engagement.Methods: A sample of 428 university Chilean students, 36.5% men and 63.5% women, with ages from 18 to 45 years old (M = 20,37 DT = 2,71. Additionally, the mediating function of class-related positive emotions in this relation is explored.Results: The obtained data indicate that developing high levels of dispositional emotional creativity enhances the activation of positive emotions, such as gratitude, love and hope, in the classroom. Furthermore, emotional creativity predicts intrinsic motivation and academic engagement of university students by the experience of positive emotions. Conclusion: These results compel us to be aware of the importance that university students in their early years can understand the complexity of the emotional processes they undergo. A greater control of these emotions would allow students to maintain higher levels of interest in their studies at the different educational stages and to avoid the risk of school failure.

  20. (Mis)managing employee motivation?

    DEFF Research Database (Denmark)

    Jacobsen, Christian Bøtcher; Hvidtved, Johan; Andersen, Lotte Bøgh

    Motivated employees are crucial to all organizations, but some management initiatives may actually decrease motivation. Motivation crowding theory thus expects that command and incentives – if they are perceived as controlling - crowd out intrinsic motivation. The perception is thus expected...

  1. Experiences of Visually Impaired Students in Community College Math Courses

    Science.gov (United States)

    Swan, S. Tomeka

    Blind and visually impaired students who attend community colleges face challenges in learning mathematics (Forrest, 2010). Scoy, McLaughlin, Walls, and Zuppuhaur (2006) claim these students are at a disadvantage in studying mathematics due to the visual and interactive nature of the subject, and by the way mathematics is taught. In this qualitative study six blind and visually impaired students attended three community colleges in one Mid-Atlantic state. They shared their experiences inside the mathematics classroom. Five of the students were enrolled in developmental level math, and one student was enrolled in college level math. The conceptual framework used to explore how blind and visually impaired students persist and succeed in math courses was Piaget's theory on constructivism. The data from this qualitative study was obtained through personal interviews. Based on the findings of this study, blind and visually impaired students need the following accommodations in order to succeed in community college math courses: Accommodating instructors who help to keep blind and visually impaired students motivated and facilitate their academic progress towards math completion, tutorial support, assistive technology, and a positive and inclusive learning environment.

  2. More Value through Greater Differentiation: Gender Differences in Value Beliefs about Math

    Science.gov (United States)

    Gaspard, Hanna; Dicke, Anna-Lena; Flunger, Barbara; Schreier, Brigitte; Häfner, Isabelle; Trautwein, Ulrich; Nagengast, Benjamin

    2015-01-01

    Expectancy-value theory (Eccles et al., 1983) is a prominent approach to explaining gender differences in math-related academic choices, with value beliefs acting as an important explanatory factor. Expectancy-value theory defines 4 value components: intrinsic value, attainment value, utility value, and cost. The present study followed up on…

  3. Do people differentiate between intrinsic and extrinsic goals for physical activity?

    Science.gov (United States)

    McLachlan, Sarah; Hagger, Martin S

    2011-04-01

    The distinction between intrinsic and extrinsic goals, and between goal pursuit for intrinsically and extrinsically motivated reasons, is a central premise of self-determination theory. Proponents of the theory have proposed that the pursuit of intrinsic goals and intrinsically motivated goal striving each predict adaptive psychological and behavioral outcomes relative to the pursuit of extrinsic goals and extrinsically motivated goal striving. Despite evidence to support these predictions, research has not explored whether individuals naturally differentiate between intrinsic and extrinsic goals. Two studies tested whether people make this differentiation when recalling goals for leisure-time physical activity. Using memory-recall methods, participants in Study 1 were asked to freely generate physical activity goals. A subsample (N = 43) was asked to code their freely generated goals as intrinsic or extrinsic. In Study 2, participants were asked to recall intrinsic and extrinsic goals after making a decision regarding their future physical activity. Results of these studies revealed that individuals' goal generation and recall exhibited significant clustering by goal type. Participants encountered some difficulties when explicitly coding goals. Findings support self-determination theory and indicate that individuals discriminate between intrinsic and extrinsic goals.

  4. Intergenerational Effects of Parents' Math Anxiety on Children's Math Achievement and Anxiety.

    Science.gov (United States)

    Maloney, Erin A; Ramirez, Gerardo; Gunderson, Elizabeth A; Levine, Susan C; Beilock, Sian L

    2015-09-01

    A large field study of children in first and second grade explored how parents' anxiety about math relates to their children's math achievement. The goal of the study was to better understand why some students perform worse in math than others. We tested whether parents' math anxiety predicts their children's math achievement across the school year. We found that when parents are more math anxious, their children learn significantly less math over the school year and have more math anxiety by the school year's end-but only if math-anxious parents report providing frequent help with math homework. Notably, when parents reported helping with math homework less often, children's math achievement and attitudes were not related to parents' math anxiety. Parents' math anxiety did not predict children's reading achievement, which suggests that the effects of parents' math anxiety are specific to children's math achievement. These findings provide evidence of a mechanism for intergenerational transmission of low math achievement and high math anxiety. © The Author(s) 2015.

  5. Pupils' reasons for learning and behaving and for not learning and behaving in English and maths lessons in a secondary school.

    Science.gov (United States)

    Norwich, B

    1999-12-01

    There is renewed interest in motivation and school learning, though there has been relatively little theory-linked research in English schools. In the first stage, to explore pupils' reasons for learning and behaving and for not learning and behaving in English, maths and other subjects. In the second stage, to examine differences in reasons across subjects, for learning and behaving and for not learning and behaving for boys and girls in two year groups in one secondary school. Stage 1, 16 pupils in years 7, 8 and 9 in two London secondary schools; Stage 2, 267 pupils in years 7 and 9 in one of these schools. Stage 1--semi-structured interviews were conducted to elicit different kinds of reasons conceptualised in terms of the Deci & Ryan's (1985) framework of self-determination. From these elicited reasons, an inventory 'Why I Learn' was designed. Stage 2--the inventory was administered to identify reasons for learning and behaving and for not learning and behaving in English and maths. Parent introjected reasons were the highest for learning and behaving while teacher introjected and intrinsic reasons were the lowest. Intrinsic reasons were highest for not learning and behaving. Year group differences in reason levels were more significant than gender or subject differences. Reasons for learning and behaving were more differentiated from each other than reasons for not learning and behaving. The results are discussed in terms of their significance for self-determination theory, research into the conditions promoting greater self-determination in school learning and further development of the inventory for programme evaluation.

  6. Intrinsic motivation as a mediator of relationships between symptoms and functioning among individuals with schizophrenia spectrum disorders in a diverse urban community.

    Science.gov (United States)

    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 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.

  7. Trajectories of Change in Students' Self-Concepts of Ability and Values in Math and College Major Choice

    Science.gov (United States)

    Musu-Gillette, Lauren E.; Wigfield, Allan; Harring, Jeffrey R.; Eccles, Jacquelynne S.

    2015-01-01

    This study extends previous research on the long-term connections between motivation constructs in expectancy-value theory and achievement outcomes. Using growth mixture modelling, we examined trajectories of change for 421 students from 4th grade through college in their self-concept of ability (SCA) in math, interest in math, and perceived…

  8. The coach-athlete relationship: a motivational model.

    Science.gov (United States)

    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.

  9. A motivational model for environmentally responsible behavior.

    Science.gov (United States)

    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.

  10. Research note on an experimental approach to the intrinsic motivations of corruption

    Directory of Open Access Journals (Sweden)

    Valeria Burdea

    2013-11-01

    Full Text Available Even though most of the causes of corruption are easily identifiable at the macro level, there is considerable disagreement when it comes to the intrinsic motivations leading people to engage in this activity. The present paper tries to shed light on the aspect concerning the correlation between corruption and individual performance. This is useful for understanding the dynamics of common events like medical students attempting to bribe their way towards becoming a doctor, or companies bribing public officials to obtain licenses to build public highways, buildings, or provide electricity and water. However, corruption’s secretive nature makes it difficult to obtain trustworthy qualitative data on this subject. Hence, the study addresses the issue in the lab, through an experiment based on a bribery game. The results show that there is a significant correlation between performance and propensity to engage in a corrupt activity, opening the way for an improvement in the allocation of resources to reduce this negative phenomenon.

  11. Problem-Based Learning (PBL and Student Interest in STEM Careers: The Roles of Motivation and Ability Beliefs

    Directory of Open Access Journals (Sweden)

    Melanie LaForce

    2017-12-01

    Full Text Available Amid growing concerns about the future of the U.S. economy and workforce, educators and policymakers alike have increasingly emphasized the need to expand the number of students interested in, qualified for and actually pursuing careers in science, technology, engineering and mathematics (STEM. The current study draws on survey responses from a sample of 3852 high school students at inclusive STEM schools across the U.S. to investigate how project- and problem-based learning (PBL may work to address this need. Multivariate regression results indicate that student ratings of PBL are associated with interest in pursuing a career in STEM, as well as with intrinsic motivation for science and students’ ability beliefs for both science and math. Further, mediation analysis using Hayes’ (2014 MEDIATE macro suggests that science intrinsic motivation and ability beliefs mediate the relationship between perceived PBL experiences and student interest in a future STEM career (IFSC. Our results highlight the important potential of PBL for increasing student STEM attitudes and interest in future STEM careers. As one of the only large-scale quantitative analyses of its kind, this study provides critical information for educators, school administrators and policymakers as they continue to seek effective ways of encouraging students to pursue STEM careers.

  12. Universals and Specifics of Math Self-Concept, Math Self-Efficacy, and Math Anxiety across 41 PISA 2003 Participating Countries

    Science.gov (United States)

    Lee, Jihyun

    2009-01-01

    The overarching goal of the present study is to investigate the factorial structure of three closely related constructs: math self-concept, math self-efficacy, and math anxiety. The factorial structure consisting of three factors, each representing math self-concept, math self-efficacy, and math anxiety, is supported in all 41 countries employed…

  13. College Math Assessment: SAT Scores vs. College Math Placement Scores

    Science.gov (United States)

    Foley-Peres, Kathleen; Poirier, Dawn

    2008-01-01

    Many colleges and university's use SAT math scores or math placement tests to place students in the appropriate math course. This study compares the use of math placement scores and SAT scores for 188 freshman students. The student's grades and faculty observations were analyzed to determine if the SAT scores and/or college math assessment scores…

  14. Longitudinal Study of Career Cluster Persistence from 8th Grade to 12th Grade with a Focus on the Science, Technology, Engineering, & Math Career Cluster

    Science.gov (United States)

    Wagner, Judson

    Today's technology driven global economy has put pressure on the American education system to produce more students who are prepared for careers in Science, Technology, Engineering, and Math (STEM). Adding to this pressure is the demand for a more diverse workforce that can stimulate the development of new ideas and innovation. This in turn requires more female and under represented minority groups to pursue future careers in STEM. Though STEM careers include many of the highest paid professionals, school systems are dealing with exceptionally high numbers of students, especially female and under represented minorities, who begin but do not persist to STEM degree completion. Using the Expectancy-Value Theory (EVT) framework that attributes student motivation to a combination of intrinsic, utility, and attainment values, this study analyzed readily available survey data to gauge students' career related values. These values were indirectly investigated through a longitudinal approach, spanning five years, on the predictive nature of 8 th grade survey-derived recommendations for students to pursue a future in a particular career cluster. Using logistic regression analysis, it was determined that this 8 th grade data, particularly in STEM, provides significantly high probabilities of a 12th grader's average grade, SAT-Math score, the math and science elective courses they take, and most importantly, interest in the same career cluster.

  15. Taking Math Anxiety out of Math Instruction

    Science.gov (United States)

    Shields, Darla J.

    2007-01-01

    To take math anxiety out of math instruction, teachers need to first know how to easily diagnose it in their students and second, how to analyze causes. Results of a recent study revealed that while students believed that their math anxiety was largely related to a lack of mathematical understanding, they often blamed their teachers for causing…

  16. Math Games 180 Reproducible Activities to Motivate, Excite, and Challenge Students, Grades 6-12

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    Muschla, Judith A

    2011-01-01

    Math Games offers a dynamic collection of 180 reproducible activity sheets to stimulate and challenge your students in all areas of math - from whole numbers to data analysis - while emphasizing problem solving, critical thinking, and the use of technology for today's curriculum! Each of the book's activities can help you teach students in grades 6 through 12 how to think with numbers, recognize relationships, and make connections between mathematical concepts. You pick the activity appropriate for their needs . . . encourage the use of a calculator . . . or provide further challenges with act

  17. Examining Relationships between Academic Motivation and Personality among College Students

    Science.gov (United States)

    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…

  18. Motivational profiles of medical students: association with study effort, academic performance and exhaustion.

    Science.gov (United States)

    Kusurkar, Rashmi A; Croiset, Gerda; Galindo-Garré, Francisca; Ten Cate, Olle

    2013-06-19

    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. 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. 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 motivated (LIHC) and low-motivation (LILC) students. The interest-motivated profile of medical students (HILC) is associated with good study hours, deep

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

    Science.gov (United States)

    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.

  20. A Study of Perceptions of Math Mindset, Math Anxiety, and View of Math by Young Adults

    Science.gov (United States)

    Hocker, Tami

    2017-01-01

    This study's purpose was to determine whether instruction in growth math mindset led to change in perceptions of 18-22-year-old at-risk students in math mindset, math anxiety, and view of math. The experimental curriculum was created by the researcher with the guidance of experts in mathematics and education and focused on the impact of brain…