Differences In Intrinsic Motivation Research Articles

Combining anchoring with financial incentives to increase physical activity: a randomized controlled trial among college students.

The purpose of this study was to: (1) compare the relative efficacy of different combinations of three behavioral intervention strategies (i.e., personalized reminders, financial incentives, and anchoring) for establishing physical activity habits using an mHealth app and (2) to examine the effects of these different combined interventions on intrinsic motivation for physical activity and daily walking habit strength. A four-arm randomized controlled trial was conducted in a sample of college students (N = 161) who had a self-reported personal wellness goal of increasing their physical activity. Receiving cue-contingent financial incentives (i.e., incentives conditional on performing physical activity within ± one hour of a prespecified physical activity cue) combined with anchoring resulted in the highest daily step counts and greatest odds of temporally consistent walking during both the four-week intervention and the full eight-week study period. Cue-contingent financial incentives were also more successful at increasing physical activity and maintaining these effects post-intervention than traditional non-cue-contingent incentives. There were no differences in intrinsic motivation or habit strength between study groups at any time point. Financial incentives, particularly cue-contingent incentives, can be effectively used to support the anchoring intervention strategy for establishing physical activity habits. Moreover, mHealth apps are a feasible method for delivering the combined intervention technique of financial incentives with anchoring.

The roles of intrinsic motivation and capability-related factors in cognitive effort-based decision-making.

Individual differences in cognitive effort-based decision-making can be used to reveal human motivations to invest effort into a given task. Preferences among options that differ by dimensions related to demand levels (i.e., the interaction of task characteristics and performance measures) are also heavily influenced by how likely a person can succeed at a given option. However, most existing cognitive effort-based research has focused primarily on demand-related factors, leading to confounding inferences about the motivation behind these choices. This study used an adaptive algorithm to adjust relative demand levels for three cognitive tasks to investigate general and individual differences in demand preferences. The results highlight an overall pattern of individual differences in intrinsic motivation to perform challenging tasks, supporting research that found cognitive effort aversive to some but attractive to others. These results suggest that relative demand levels and intrinsic task factors drive the motivation to select an action.

The Impact of Chinese Language Learning Motivation on Intercultural Identity Among International Students at a Private University in Henan Province

Purpose: Chinese language learning motivation and the Chinese cultural identity of international students in China, as important influencing factors of second language learning, is a research topic of great practical value and actual significance. International students' Chinese language learning motivation affects intercultural identity to some extent. This study aims to explore the impact of Chinese language learning motivation on intercultural identity among international students and to provide experiences and reflections for the teaching and daily management of international students in the later stage. Research Methodology: Based on a questionnaire survey of 85 international students from an independent university in Henan Province, this paper uses SPSS26. software to analyze the overall degree of international students' Chinese language learning motivation and intercultural identity, the influence of different factors on motivation to learn Chinese and intercultural identity, and the impact of different Chinese language learning motivations on intercultural identity. Findings: There were significant differences in intrinsic motivation, extrinsic motivation, and intercultural identity by nationality, length of Chinese language study, and length of time in China for international students, and no significant differences by gender. International students' intrinsic and extrinsic motivations substantially positively affect intercultural identity. Students' overall Chinese language learning motivation and intercultural identity were high.

The Effectiveness of Using Mobile Learning Application on Undergraduates’ Intrinsic Motivation and Their General Nutrition Knowledge

This research aims to investigate the effectiveness of using a mobile learning application on undergraduates’ intrinsic motivation and their general nutrition knowledge. This quasi-experimental study involved the participation of 125 students who were divided into two groups: a control group consisting of 62 students and an experimental group comprising 63 students. Pre- and post-intrinsic motivation questionnaires and a nutritional knowledge test were administered. The results showed significant differences between the control group and the experimental group. The experimental group exhibited a higher level of knowledge, and there were no statistically significant differences in intrinsic motivation between the control group and the experimental group. The application was found to be effective in improving nutrition knowledge but did not enhance intrinsic motivation. Further research may be needed to understand the factors that influence intrinsic motivation and how to effectively increase it.

Intrinsic drive of medical staff: a survey of employee representatives from 22 hospitals in China.

While several initiatives, including monetary rewards and performance system reform, are used to inspire medical staff, none are fully effective. We sought to describe the intrinsic drive of medical staff and identify elements that improve work enthusiasm by increasing internal motivation. A cross-sectional study was conducted in which 2,975 employee representatives from 22 municipal hospitals in Beijing, China were interviewed using a self-made intrinsic motivation scale for medical staff which includes the achievement motivation, self-efficacy, conscientiousness, gratitude level and perceived organizational support. The Kruskal-Wallis analysis of variance and multiple linear regression methods were used to investigate the level of intrinsic motivation and identify any influencing factors. The correlation between employee drive and turnover intention was determined using Spearman rank correlation analysis and Kendall's tau b rank correlation coefficient. A total of 2,293 valid answers were obtained, with a valid recovery rate of 77.1%. There were statistically significant differences in intrinsic motivation and its five dimensions by marital status, political status, profession, service year, monthly income, number of working hours per week, and turnover intention (p < 0.05). Being divorced, a CPC member, in the nursing profession, and having a higher monthly income had a positive impact on intrinsic motivation while working a high hours per week had a negative effect. Higher work drive was associated with lower turnover intention. The correlation coefficients of intrinsic drive and its five dimensions with turnover intention ranged from 0.265 to 0.522 (p < 0.001). Sociodemographic factors and work environment influenced the intrinsic motivation of medical staff. There was a correlation between work drive and turnover intention which indicated that stimulating the intrinsic drive of employees may help to increase staff retention.

Chinese chemistry motivation questionnaire II: adaptation and validation of the science motivation questionnaire II in high school students

This study aimed to adapt a new version of the Science Motivation Questionnaire II, the Chinese Chemistry Motivation Questionnaire II, for high school students in China, focusing specifically on chemistry. The sample consisted of 1635 students from four high schools, by stratified random sampling. Data was collected online. Exploratory and confirmatory factor analysis confirmed the original five-component motivation (intrinsic motivation, career motivation, self-determination, self-efficacy and grade motivation) structure after dropping four problematical items, and the factorial invariance was also confirmed across gender, region of residence, and choice of chemistry. Five components were strongly correlated in the Chinese context. Among the five components, students scored the highest in grade motivation. Generally, students who would continue chemistry scored much higher in all five components than those who would discontinue, with boys scoring slightly higher than girls and urban students scoring slightly higher than rural students. Specifically, for students who would continue chemistry, there were medium gender differences in self-efficacy, small gender differences in intrinsic motivation, career motivation, and self-determination, no significant gender differences in grade motivation, and small regional differences in all five components. For students who would discontinue chemistry, there were no significant differences in all five components across gender and region of residence. The internal structure of the questionnaire, correlations among the five components, and group differences in motivation were discussed. Some implications for researchers and practitioners were presented.

The size and behavior of virtual objects have influence on functional exercise and motivation of persons with multiple sclerosis: a randomized study

The consequences of multiple sclerosis are problems with limb movement, coordination, and vision. Heretofore a combination of therapy and additional medications can alter the course of the disease and reduce upper extremity disability. We developed a virtual environment for pick-and-place tasks as a supportive tool to address the problem of challenging task in occupational therapy. The primary objective of the study was to investigate the influence of size and bounce on proximal and fine motor performance and intrinsic motivation. The secondary objective was to examine how the absence of challenge may decrease intrinsic motivation and heart rate. The randomized trial involved 84/107 eligible inpatients with multiple sclerosis. They were divided into 4 groups by computer randomization: Group 1 small and bouncing, Group 2 small and non-bouncing, Group 3 large and bouncing, and Group 4 large and non-bouncing virtual cubes. Each participant completed 50 sessions of up to 2 min each in approximately 14 days. Before commencement of the study the participants completed visuospatial and cognitive tests. Participants' subjective experiences were assessed daily using the intrinsic motivation inventory. Before and after the study, the box and block test and the 9-hole peg test were administered. Kinematic analysis showed significant differences between groups (average manipulation time p = 0.008, inserted cubes p = 0.004). Group 4 was the most successful (inserted cubes > 9) and the fastest (63.4 SD 25.8 s), but had low pressure/tension and heart rate. Group 1 was the slowest (88.9 SD 28.2 s) but had increased interest/enjoyment in the task under higher pressure/tension. There were substantial differences in intrinsic motivation between the 1st and last sessions within groups (Cohen's U3 < 0.3 or > 0.8). The size and behavior of virtual objects may be important for training proximal movements and fine motor skills in people with multiple sclerosis. Furthermore, the demonstrated approach proved to be effective and may reduce upper extremity disability in the long term if intrinsic motivation can be sustained longer with a challenging task.Trial registration The small scale randomized pilot trial has been registered at ClinicalTrials.gov Identifier: NCT04266444, 12/02/2020, https://clinicaltrials.gov/ct2/show/NCT04266444.

Status of intrinsic motivation of the white-collar employees: Is everyone equally motivated?

As white-collar employees are more concerned and value the job's intrinsic aspects, this study concentrated on the intrinsic motivation of white-collar employees. This study was dedicated to measuring the general status of the intrinsic motivation of different groups of gender, age, education, experience, and designation. Moreover, this study was dedicated to measuring whether there are differences in intrinsic motivation between and among various groups of employees in terms of their demography (i.e., gender, age, education, experience, and designation). Data were collected among the white-collar employees working in the Nepalese insurance industry. Cross-sectional and perceptual data was analyzed using SPSS. Three hundred fifty-eight responses were analyzed quantitatively. This study measured that white-collar employees working in the insurance industry were intrinsically motivated. Male employees were more intrinsically motivated than female coworkers. Old-aged employees' intrinsic motivation was higher than younger employees. Likewise, this study revealed that employees' intrinsic motivation within the education, experience, and designation groups was similar. Different practical and theoretical implications and directions for future research are suggested.

English

The goal of this study is to determine the level of job satisfaction, and intrinsic motivation of physical education teachers, and other branch teachers. It also aims to assess whether the teachers’ participation in an event during their free time varies based on gender, age, marital status, having children, year of study, and type of school attended. After obtaining research permits, teachers were informed about the research in the schools located in Kocaeli Central District. The Minnesota job satisfaction scale and intrinsic motivation scale were applied to 362 teachers who wished to participate voluntarily. Since the data showed normal distribution when analyzed in the SPSS 21.00 packet program, T test was used for independent groups for binary cluster comparisons, and variance analysis for more than two groups (one-way ANOVA). The direction of the inter-scale relationship was tested by Pearson correlation analysis. Margin of error is 0.05. As a result, when examined according to the branch, significant differences in intrinsic motivation, and job satisfaction scores were determined in favor of physical education teachers. In terms of the type of school, intrinsic motivation scores were found to be significant in favor of teachers working in secondary school. Key words: Free time activity, job satisfaction, intrinsic motivation, branch teacher, physical education teacher.

MOTIVASI INTRINSIK DALAM KALANGAN MURID TINGKATAN EMPAT YANG MENGAMBIL MATA PELAJARAN SEJARAH

This survey study is aimed to identify the level of intrinsic motivation and its and to determine whether there is a significant mean difference of intrinsic motivation-based gender, school location, achievement level, and subject stream. This study involved a total of 521 Form Four students as samples using simple random sampling techniques. The questionnaire Intrinsic Motivation Inventory which has been adapted is the instrument of this study. The data of this study were analyzed descriptively and inferred. The findings of this study showed that intrinsic motivation and its construct at a moderate level. In addition, the findings also showed that there are significant mean differences in intrinsic motivation based gender and achievement level. Therefore, the findings also indicated that there are no significant mean differences in intrinsic motivation based school location and subject streams. The implication of this study suggests that history teachers need to play an important role in raising the level of intrinsic motivation through the implementation of interesting teaching strategies, methods, techniques, and activities in the classroom.

Observed Gender Differences in Intrinsic Motivation but Not Perceived Competence to Prepare Healthy Foods in Adolescents (P04-019-19)

ObjectivesTo explore gender differences in the intrinsic motivation and perceived competence to prepare healthy foods among high-school students. MethodsThis cross-sectional study included male and female students in grades 9 through 12 from 2 high schools and 2 community centers in southeast Louisiana. The Adolescent Motivation to Cook Questionnaire was utilized to measure these participants’ intrinsic motivation and perceived competence to prepare healthy foods. A two-way ANOVA was used to analyze least-squared mean differences in intrinsic motivation and perceived competence between genders while controlling for age, ethnicity, and location. ResultsOne hundred twenty-four students completed the questionnaire (52.5% female). Baseline intrinsic motivation and perceived competence scores for the total sample were 17.5 + 3.4 and 17.1 + 4.0, respectively. Males reported significantly greater intrinsic motivation to cook compared to females (19.1 vs 17.7; P < 0.05) despite no differences in mean perceived competence between males and females (17.5 vs 16.0). There were no significant differences in intrinsic motivation to cook among grade levels or ethnicities. ConclusionsFindings from this study indicate that intrinsic motivation to prepare healthy foods is greater in high-school males compared with high-school females despite no discernible differences in perceived competence. Future studies can explore possible explanations for this difference in order to identify strategies that can increase intrinsic motivation to prepare healthy foods in female high-school students. Funding SourcesFunded in part by Hatch Act Funds # LAB 93,846 and the Louisiana 4-H program.

Understanding Motivations and Player Experiences of Older Adults in Virtual Reality Training.

We studied which games and underlying game mechanics are considered motivating by older adults, so that designers and therapists make informed choices when designing or selecting virtual reality (VR)-training interventions. We conducted a repeated measures design with 30 older participants, who played eight different VR-training games and afterward filled out the intrinsic motivation inventory (IMI). Differences in intrinsic motivation between games were analyzed using Friedman's tests. In addition, in-depth interviews were conducted according to the laddering technique, to unveil the underlying game mechanics that lead to the players preferences. IMI scores were relatively high for all games, indicating that these VR games seem effective for inducing a high intrinsic motivation. Wii yoga and Kinect Adventures were the highest scoring games on all but the negative subscale tension. Both games provided regular positive feedback. An important game mechanic was Variation, which showed a strong link to important values such as: to Stay Focused, Improve Fitness, and Health and Independency. Furthermore, the game mechanics Visual Feedback and Positive Feedback, which lead to an increased Drive to Perform, were perceived valuable. Seemingly contradicting, but both important attributes such as Speed versus Slow Movements emphasize the importance of designing VR training that adapts to the skill level of the player. We have shown that games with different game mechanics can induce high intrinsic motivation. When designing or selecting VR balance training games for older adults, these game mechanics should be incorporated to optimize a positive user experience and increase intrinsic motivation.

Nudging intrinsic motivation in environmental risk and social policy

Public and private institutions implement behavioral insights into policies to manage risks associated with environmental and social challenges. However, many such policies rely on providing external incentives, which inhibits sustained behavior change. We propose that message framing can be used to leverage intrinsic motivation toward pro-environmental and pro-social behaviors. Designing messages to raise feelings of autonomous choice has been shown to catalyze intrinsic engagement in promoted activities. We carried out a six-week randomized controlled trial (N = 128) to compare effects between autonomy-supportive messages and messages that contained social norms. Outcomes focused on engagement in sustainable behaviors, such as limiting electricity consumption and opting for locally produced goods. There were no significant differences in intrinsic motivation, participation in sustainable behaviors, or well-being for those frames, yet we observed moderate-to-strong relationships between these variables. While this indicates the specific intervention was not effective at inducing change, it is clear that effective risk policies should leverage intrinsic motivation to act sustainably. Harnessing the power of intrinsic motives will have a great chance at inducing lasting social change as well as improving well-being.

Motives for physical activity in the adoption and maintenance of physical activity in men with alcohol use disorders

Within the self-determination theory and the trans-theoretical model (stages of change) frameworks, we investigated motives for physical activity adoption and maintenance in men with alcohol use disorder (AUD). Fifty Ugandan patients completed the Behavioral Regulation in Exercise Questionnaire-3 (BREQ-3) to assess exercise motives, the Patient-centred Assessment and Counselling for Exercise (PACE) to determine stage of change and the Alcohol Use Disorders Identification Test. The relationship between motives for physical activity and stage of change was investigated using ANOVA with post-hoc Scheffe tests. Multivariate analyses found significantly higher levels of introjected, identified and integrated motivation in the action and maintenance stage versus the pre-action stage. There were no differences in intrinsic motivation between the stages of change. Our results suggest that in order to adopt and maintain an active lifestyle the most important source of motivation comes from the benefits that may be obtained rather than from the inherent pleasure or challenge associated with it. The study provides a platform for future research to investigate the importance of autonomous motivation within physical activity interventions for people with AUD.

Students’ motivation in a disc golf-lesson and a soccer-lesson: An experimental study in the Physical Education setting

The purpose of physical education (PE) in both Norway and Denmark is that PE should inspire to a lifelong active lifestyle. Based on the self-determination theory, the aim of the present study was to compare students’ intrinsic motivation, extrinsic motivation, and perceived competence in a lifestyle sport inspired PE-lesson (disc golf) to a traditional PE-lesson (soccer) and general PE. In addition, we aimed to investigate whether differences in motivation and perceived competence was conditional of the students´ relative attitude toward PE. The result of the study revealed that perceived competence was higher in the disc golf-lesson compared to the soccer-lesson and general PE. No overall differences in intrinsic motivation were found. However, when investigating differences in intrinsic motivation according to the students´ relative attitude toward PE, the results indicated that the students with a negative attitude toward PE was significantly more intrinsically motivated in disc golf-lesson compared to soccer-lesson and general PE. The findings may be seen as preliminary recommendations to physical educators to vary the activity choices in physical education classes. (Published: 26 September, 2017) Citation: K. Vernegaard. “Students’ motivation in a disc golf-lesson and a soccer-lesson: An experimental study in the Physical Education setting”. Journal for Research in Arts and Sports Education, Vol. 1, 2017, pp. 32–46. http://dx.doi.org/10.23865/jased.v1.629

Creativity in ADHD: Goal-Directed Motivation and Domain Specificity

Objective: This research aimed to provide explanations for the inconsistent findings regarding creativity in ADHD. Method: In Study 1, we assessed real-world creative achievements and intrinsic motivation during idea generation in adults with ADHD and compared these with controls. In Study 2, we manipulated competition during idea generation to investigate effects on idea originality in adults with ADHD versus controls, and assessed creativity in specific domains. Results: Adults with ADHD reported more real-world creative achievements. We did not observe differences in intrinsic motivation during idea generation between groups, but adults with ADHD generated more original ideas when competing for a bonus. Moreover, adults with ADHD rated themselves as more creative in specific creative domains. Conclusion: Our findings suggest that goal-directed motivation may drive the enhanced real-world creative achievements of people with ADHD. Moreover, people with ADHD may selectively engage and excel in creative domains that fit their skills and preferences.

Distractibility is a function of engagement, not task difficulty: Evidence from a new oculomotor capture paradigm.

It has been shown that when humans require a brief moment of concentration or mental effort, they tend to avert their gaze away from the attended location (or even blink). Similarly, participants tend to miss unexpected events when they are highly focused on a task. We present an engagement theory of distractibility that is meant to capture the relationship between participants' engagement in a task and reduction in sensitivity to new sensory events in a broad range of situations. In a series of experiments, we asked participants to perform different cognitive tasks of varying degrees of difficulty while we measured spontaneous oculomotor capture by new images that were completely unrelated to the participants' task. The images appeared while participants were cognitively engaged in the task. Our results showed that increased cognitive engagement produced decreased sensitivity to visual events. We propose that individual differences in intrinsic motivation play a large role in determining sensitivity to task unrelated events. In addition, our results also indicate that changes in task difficulty on a trial-to-trial basis do not generate trial-by-trial differences in oculomotor capture. Importantly, we believe our framework provides us with a promising way of extending laboratory findings to many real world situations. (PsycINFO Database Record

Comparing the Effectiveness of Two Nutrition Intervention Programs on Adolescents’ Intrinsic Motivation and Perceived Competence to Cook Using the Adolescent Motivation to Cook Questionnaire

Cooking skills and increased motivation to prepare healthy foods are associated with better diet quality. Self‐prepared meals tend to be lower in salt, added sugars, and saturated fats compared to convenience foods. School‐ and community‐based interventions can improve nutrition‐related behaviors such as intrinsic motivation (IM) and perceived competence (PC) to cook; but the effectiveness of different program delivery methods has not been well studied. The purpose of this investigation was to compare changes in high school students’ IM and PC to cook healthy foods between two intervention delivery methods. Intrinsic motivation and PC to cook were measured using questions from the Adolescent Motivation to Cook Questionnaire. Both interventions were delivered by the same instructors, and taught hands‐on cooking skills, food safety, and nutrition information. Study one was a six‐week program, delivered once per week for 50 minutes during class time in a Baton Rouge, LA high school family and consumer sciences kitchen. Seventeen students participated in study one, 15 of whom completed pre‐ and post‐ program questionnaires. Study two was a one and one‐half day (8‐hour) cooking program taught to high school 4‐H students in a Louisiana State University food preparation classroom. Seventeen students participated in study two, 14 of whom completed pre‐ and post‐program questionnaires. Participants in study one were predominantly African American (93%) and female (53%) while the majority of participants in study two were Caucasian (64%) and female (71%). Mean age of the adolescents was 14.8 ± 0.2 y in study one and 14.9 ± 0.38 y in study two. At baseline, the Mann Whitney U test indicated no differences in IM and PC to cook healthy foods between the two groups. The Wilcoxon Signed Ranks test, used for the within group analyses, indicated that adolescents in study one reported an increase in IM (p=0.035) and PC (p=0.018) to cook healthy foods, while those in study two indicated no change in these variables. Although the within group change for adolescents in study one was significant, the change between groups was not. Due to the small sample size, the between group results are inconclusive. Additional research with larger sample sizes is needed to determine if the delivery method influences IM and PC to prepare healthy foods.Support or Funding InformationFunded in part by Hatch Act Funds Lab #93846, the Expanded Food and Nutrition Education Program, and the Louisiana 4‐H program

Who Chooses Best? Explaining the Interactive Effect of Culture and Decision Maker on Children’s Intrinsic Motivation

In previous research, Asian Americans had higher levels of intrinsic motivation than European Americans when their mothers made choices for them. However, European Americans had higher levels of intrinsic motivation than Asian Americans when they made choices for themselves. We attempted to explain this effect by examining cultural differences in social perceptions of the choice situation in two studies. Study 1 found that feelings of closeness with parents and beliefs about who has better long-term foresight mediated the predicted group differences in intrinsic motivation in a parent-choice condition when comparing Indian and Chinese undergraduates with European American undergraduates. However, perceptions of how acceptable it is for the decision maker to make the choice mediated group differences in intrinsic motivation in a personal-choice condition. Although there were some exceptions, Study 2 generally replicated these findings in a comparison of Indian and European American undergraduates, and showed that cultural differences in beliefs about how accurately the decision maker knows and takes into account the participants’ immediate preferences played an additional mediating role in the personal-choice condition, as did personal foresight. These studies suggest that cultural differences in how children construe decision making affect the relationship of such decision making to resultant intrinsic motivation.

The School Age Gender Gap in Reading Achievement: Examining the Influences of Item Format and Intrinsic Reading Motivation

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