Higher Levels Of Intrinsic Motivation Research Articles

Motivaciones para la práctica deportiva en escolares federados y no federados (Motivations for practicing sports in federate and non-federate students)

En este artículo se analiza el perfil motivacional hacia la práctica de ejercicio físico entre los escolares de varios centros educativos a través de la Teoría de la Autodeterminación de Deci y Ryan, diferenciando los resultados en función del sexo, el modo de la práctica deportiva (federado vs. no federado) y el deporte practicado; así como conocer la influencia de la implantación de una unidad de iniciación en el ámbito escolar en la práctica de este deporte en horario extracurricular. Un total de 306 alumnos/as de 5º de primaria a 4º de la Educación Secundaria Obligatoria (ESO) con edades comprendidas entre los 9 y 16 años, los cuales pertenecían a centros educativos en los cuales se había dado una unidad didáctica de iniciación al piragüismo, completaron la versión en castellano del BREQ-2. Los resultados mostraron que sólo el 57.2% de los sujetos practicaban deporte federado, siendo la mayoría de ellos hombres. Se ha encontrado que los estudiantes tenían puntuaciones altas en motivación intrínseca, moderadas en regulación identificada y regulación introyectada, bajas en regulación externa y muy bajas en desmotivación, mostrando quienes practican deporte federado unos niveles más altos de motivación intrínseca y la regulación identificada que los que hacían deporte no federado. Los hombres mostraron una mayor motivación intrínseca que las mujeres. No se encontraron diferencias en función de la modalidad deportiva practicada. El fútbol fue el deporte más practicado, seguido del piragüismo y el baloncesto.Palabras clave: deporte, deporte federado, adolescentes, autodeterminación, ejercicio físico, piragüismo.Abstract: This paper analyzes the motivational profile in physical exercise among students from various schools with the Deci & Ryan’ self-determination theory. The results were divided according to sex, mode of sport (federated vs non-federated) and the sport modality, as well as know the influence of the implantation of an initiation unit in the school in the practice of this sport in extracurricular schedule. A total of 306 male / female students from Elementary 5th to 4º ESO, with ages between 9 and 16, who belonged to schools in which there had been teaching a didactical unit of initiation to canoeing, completed the Spanish version of the BREQ-2. The results showed only a 57.2% of the students did federate sport, most of them being men. Students had high scores in intrinsic motivation, moderate scores in identified regulation and introjected regulation, low scores in external regulation, and very low scores in demotivation. Federated sport practitioners showing higher levels of intrinsic motivation and identified regulation than those who did not federated sport. Men showed greater intrinsic motivation than women. No differences were found depending on the sport modality practiced. Football is the most popular sport, followed by canoeing and basketball.Key words: sport, federated sport, teenagers, self-determination, physical exercise, canoeing.

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.

GENDER VARIATIONS IN NORWEGIAN PRE-SERVICE TEACHERS' MOTIVATIONAL ORIENTATIONS

Pre-service teachers’ gender and its associations with motivational orientations are under-researched issues. This study, therefore, used a survey methodology to research gender variations in the motivational orientations of pre-service teachers in general. The research clearly shows that male pre-service teachers are less motivated than their female counterparts and have higher levels of disillusion motivation. Female pre-service teachers are more influenced by teacher role models and show higher levels of intrinsic motivation and self-efficacy in classroom management. Males seem to internalize external academic pressure to a lesser extent. Further research is needed to better understand these significant findings. The conclusion is that interactions between gender and pre-service teachers’ motivational orientations need to be further explored and explicitly addressed by teacher educators. Key words: pre-service teachers, gender; motivational orientations; self-efficacy.

Creating for Others: An Experimental Study of the Effects of Intrinsic Motivation and Prosocial Motivation on Creativity

Scholars of creativity research usually believe that intrinsic motivation is conducive to creativity. However,more and more results have challenged and questioned this conclusion. According to the latest motivated information processing model,prosocial motivation can help people think about not only novel but also useful aspects of ideas to improve the whole creativity. This study used 2×2 between-subjects design. Through the manipulation of intrinsic motivation and prosocial motivation,participants were randomly assigned to one of four conditions and completed a creative task. ANOVA indicated that there was a significant interaction effect of intrinsic motivation and prosocial motivation on creativity,and only when people had high levels of intrinsic motivation coupled with high levels of prosocial motivation,they would be most creative. This study proved the importance of prosocial motivation in creative process,and opened a new perspective of creativity research.

Student Media Production to Meet Challenges in Climate Change Science Education

ABSTRACT While the need for effective climate change education is growing, this area of geoscience also poses unique educational challenges. These challenges include the politicization of climate change, the psychological and affective responses it elicits, and common misconceptions, which can all create barriers to learning. Here, we present an instructional approach and curriculum materials that combine climate change education with media literacy through student production of public service announcements (PSAs). The purpose of this work was to use student media projects as a means to elicit active, affective, social, and analytic learning of climate change science content, with the goals of increasing engagement and intrinsic motivation and fostering deeper learning about climate change through students' efforts to educate others. These projects also improve video literacy and associated 21st century communication and information technology skills. We incorporated a PSA production project as a culminating assignment in an advanced university course on climate change and developed associated curriculum materials for preproduction (research, planning, script-writing, creating storyboards, etc.), production (filming, creating visual and audio assets), and postproduction (editing, distribution) phases as part of the Climate Education in an Age of Media, or CAM, Project. Student and audience learning outcomes were assessed by a team of external evaluators. Both student producers and viewers showed gains in climate literacy. Qualitative analysis of student experiences revealed high levels of intrinsic motivation and engagement with the project, critical thinking, social learning, an interest in climate change that reached beyond the course, and a sense of empowerment and agency. While our focus was on a university-level course targeted primarily to science majors, our work with other educators has indicated that this approach has the potential to be an effective climate change education tool in a variety of instructional settings, ranging from middle school to informal high school education and graduate school.

Personality moderates the links of social identity with work motivation and job searching.

Work motivation is critical for successful school-to-work transitions, but little is known about its determinants among labor market entrants. Applying a social identity framework, we examined whether work motivation and job searching are social-contextually determined. We expected that some job seekers are more sensitive to contextual influence, depending on their personality. Mediation analyses on 591 Dutch vocational training students indicate that the perception of more positive work norms in someone's social context was related to higher levels of intrinsic motivation, which in turn predicted higher preparatory job search behavior and job search intentions. Multi-group analysis shows that perceived work norms more strongly predict work motivation among overcontrollers compared to resilients and undercontrollers. In conclusion, work motivation and job searching appear contextually determined: especially among those sensitive to contextual influence, people seem to work when they believe that is what people like them do.

The motivational profile of professional male Fijian rugby players and their perceptions of coaches' and managers' cultural awareness

Approximately 500 Fijian men play rugby professionally overseas, and the aim of this study was to examine the motivational profile of these athletes. Given the ever-increasing number of athletes looking to follow in their footsteps, these players' perceptions of how coaches and club management affected their performance and welfare were deemed important. A total of 45 professional Fijian rugby union players working for clubs overseas completed the Sports Motivation Scale (SMS) and a 28-question Cultural Awareness Questionnaire that included three qualitative questions. The Fijian rugby players recorded significantly higher levels of external regulation (M = 4.38, SD = 1.33, p < .01) when compared with professional New Zealand rugby players (Creswell & Eklund, 2005b). They also displayed significantly higher levels of intrinsic motivation to experience stimulation (M = 5.59, SD = 1.18, p < .01) compared with amateur New Zealand rugby players (Creswell & Eklund, 2005a). Fijian rugby players also exhibited s...

Why do governments use pay for performance? Contrasting theories and interview evidence

AbstractIn Canada, pay‐for‐performance (PFP) systems to compensate senior public servants have been established in several jurisdictions despite arguments by academics who doubt their efficacy in public sector environments characterized by high levels of intrinsic motivation. This article traces the pattern of PFP in Canada and distinguishes among “aggressive,” “passive,” and “reluctant” regimes. It explores why PFP is growing in popularity despite its acknowledged limitations. We canvass three theoretical perspectives and review evidence from interviews with key officials in a number of jurisdictions. The article contributes to our knowledge of managerial innovations by revealing the variety of motivations behind PFP.

Análisis de la motivación en el atletismo: un estudio con veteranos

In the growing population of Spanish master athletes analyzes its motivation from the perspective of Self-Determination Theory. On the one hand trying to establish relations between itself with the perception of success, the intrinsic satisfaction and perception of the causes of success in sport. Furthermore, analyzing the differences in the intrinsic satisfaction, perception of success and beliefs about the causes of success in sport and the SDI based on several independent variables; sex, age, training habits and athletic history. We obtained high levels of intrinsic motivation (especially women), satisfaction, effort and skill, moderate levels of extrinsic motivation, and very low of amotivation, boredom and use of deception techniques. Also obtained positive and significant relationships between intrinsic motivation with extrinsic, task orientation and ego, fun and effort and significant positive relationships of extrinsic motivation to intrinsic motivation, task orientation and ego, fun, boredom, effort, skill and deception techniques, and amotivation, positive and significant relationships with extrinsic motivation, boredom and techniques of deception and negative fun. Finally, analysis of the independent variables, it is concluded to be female, under 50 years, specializing in speed, jump or shoot, directed by a coach, who trains in the company of other athletes for over two hours by session is the most advisable motivational profile.

Intervention completion rates among African Americans in a randomized effectiveness trial for diet and physical activity changes.

The intervention completion rate is an important metric in behavioral and intervention research; trials with limited intervention completion rates may have reduced internal validity. We examined intervention completion rates among 530 African Americans who had been randomized to an integrated (INT) or disease-specific (DSE) risk education protocol as part of a comparative effectiveness trial from September 2009 to August 2012. The interventions were developed by an academic-community partnership using community-based participatory research. Intervention completion rates were determined based on attendance at all four intervention sessions. Intervention completers were participants who completed all four sessions and noncompleters were those who did not complete any session or only completed one to three sessions following randomization. Seventy-three percent of participants were intervention completers and 27% were noncompleters. There were no differences in intervention completion based on randomization to INT (72%) or DSE (75%), sociodemographic factors, or body mass index (BMI) in the total sample. Different factors were associated significantly with intervention completion within study groups. Among participants randomized to INT, the odds of intervention completion were greater with higher levels of intrinsic motivation, less exposure to information about diet and cardiovascular disease, and greater BMI. Among participants randomized to DSE, the odds of completing the intervention were associated significantly with older age and greater dietary self-efficacy. Many African Americans are likely to complete risk education interventions. Psychologic characteristics should be considered when determining intervention completion rates following randomization in behavioral and intervention trials.

Correlations among Perceived Autonomy Support, Intrinsic Motivation, and Learning Outcomes in an Intensive Foreign Language Program

This study assesses how learners' perceptions of classroom autonomy correlate to intrinsic motivation and learning outcomes as measured by grade point average (GPA); analysis of the data shows a positive correlation among the variables and supports the argument that the psychosocial variable of perceived autonomy support can be used to maintain intrinsic motivation and enhance learning outcomes over time. Adult learners (n=77) enrolled in an eight-week, intensive academic language program completed two survey instruments during the first and seventh week of the program. Correlational analyses determined that greater perceptions of learners' autonomy support were strongly correlated to higher levels of intrinsic motivation and moderately correlated to GPA. Perceived autonomy support accounted for 9% of the variance in learners’ GPA.

Using experience sampling methodology to understand how educational leadership students solve problems on the fly

Purpose– The purpose of this paper is to report on a pilot study of the emotional states associated with educational leadership students’ attempts at problem solving “on the fly” in their schools and organizations.Design/methodology/approach– Experience sampling methodology (ESM) was used to study 375 “problem-perceiving moments” in leadership students using iPod touches, followed by individual cognitive interviews (CIs).Findings– Students reported higher levels of intrinsic motivation and cognitive engagement when solving new vs old problems. Students experienced both more positive and more negative emotions when attempting to problem solve than when reporting that they were not solving problems, yet lower levels of self-efficacy coupled with insufficient time to reflect on their leadership goals while at work. Consistent with previous research, students reported engaging in metacognitive and reflective activities more frequently while with supervisors and colleagues. In the CIs, students’ narrative descriptions generally supported the quantitative analysis. For example, students described “putting out fires,” and discussed multi-tasking as a deterrent to problem solving. They also talked about balancing the emotional “highs and lows” throughout their day as well as the role of social affirmation in the problem solving process.Research limitations/implications– While the limitations of this small pilot study include a small sample using self-report data, the implications for educational leadership faculty are to explicitly integrate psychological research into leadership courses to expand students’ knowledge of creative problem solving and focus on building their self-efficacy.Originality/value– Even though students might not perceive they are good at problem solving, faculty can help them learn how to regulate their emotions and create teamwork conditions for constructively vetting problems. In turn, this kind of instruction and research can enhance leadership students’ persistence as problem solvers, which may help prevent leadership burnout and turnover.

The intrinsic motivation of students to learn is related to their epistemological beliefs (531.25)

Understanding the factors that promote intrinsic motivation has the potential to improve student performance. We hypothesized that the epistemological beliefs of students‐their beliefs about the nature of knowledge and learning‐affect their level of intrinsic motivation. To test this hypothesis, we administered the Intrinsic Motivation Inventory (IMI), developed by Deci and Ryan (1991), to assess our exercise physiology students' intrinsic motivation. We also administered the Learning Context Questionnaire (LCQ), developed by Kelton and Griffith (1982), to measure epistemological beliefs and intellectual development. Finally, we assessed the relationship between intrinsic motivation and epistemological beliefs with class attendance and academic performance. Results document a significant, although inverse relationship, between the epistemological levels of students and their intrinsic motivation to learn exercise physiology. Based on the literature, we expected students with more sophisticated beliefs that knowledge is personally constructed, complex, and evolving, to have higher levels of intrinsic motivation. Our findings suggest that students’ intrinsic motivation in a particular learning context may depend on the alignment of classroom practices with levels of epistemological development which could have powerful implications for classroom teaching practices.

"Winners, Losers, and Non-Participants in Innovation Contests - Motivation, Creativity, and Skills (WITHDRAWN)"

Based on the componential model of creativity we investigate differences between participants and non-participants of crowd innovation contests and between successful and unsuccessful participants. Analyzing an innovation contest performed by a German car manufacturer via an open call to a crowd of 254 individuals, we find that successful participants show significantly higher levels of task skills and extrinsic motivation than non- successful participants and non-participants. However, they obtain no higher levels of intrinsic motivation and creativity-relevant processes relative to these groups. Interestingly, non-participants differ significantly from unsuccessful participants with respect to exactly these two dimensions. Hence, while intrinsic motivation and creativity-relevant processes act as preconditions of participation, it is task skills and extrinsic motivation, which characterize individuals with superior creative contributions. Our findings contradict the current understanding of contribution quality in crowd innovation contests by revealing extrinsic motivation and task skills as its drivers. Further, our results extend the current body of literature on participation by showing that not only intrinsic motivation, but also creativity-relevant processes act as determinants. Both findings challenge the widely assumed efficiency of participants’ self-selection, calling for fine-grained research and implying careful choice of crowds and management of innovation contests.

When Does Public Service Motivation Relate to Organizational Commitment? A Three-Way Interaction

Public management scholars have proposed that public service motivation plays an important role in shaping employees’ commitment to their organizations, but few studies have examined the conditions under which this relationship may be strengthened or weakened. Drawing on self-determination theory and the person-organization fit perspective, we propose that public service motivation will be most positively related to organizational commitment when accompanied by high levels of intrinsic motivation and ethical leadership. A field study of 196 employees nested within 44 work units in a large public organization in Thailand provided support for this contingency perspective. A significant three-way interaction revealed that the employees had the highest level of organizational commitment when their public service motivation, intrinsic motivation and ethical leadership were all high. Counterintuitively, the employees tended to have the lowest level of organizational commitment when their public service motivati...

The Efforts of Sport Psychology Professionals to Assist Sport Administrators in Evaluating Youth Sport Programs

This study highlights how sport psychology professionals can assist sport administrators in evaluating and strengthening youth sport programs. A sport psychology research team provided expertise to two sport administrators to develop a survey to examine their athletes’ experiences participating in the programs. The study examines the relationship between athletes’ perceptions of the climate (caring, task, and ego involving) to their intrinsic motivation, caring behaviors, and future intention to participate in the sport. Volleyball clinic (Sample 1: N = 71) and basketball summer camp (Sample 2: N = 138) participants completed the survey. Canonical correlation analyses for each sample revealed one significant function indicating that the athletes’ perceptions of a caring/task-involving climate, along with low perceptions of an ego-involving climate, were associated with higher levels of intrinsic motivation, caring behaviors, and future desire to participate. Sport administrators can use this information for coach training, parent education and overall program evaluation.

Effort-based decision making in narcolepsy-cataplexy

Introduction Narcolepsy-cataplexy (NC) is caused by the loss of hypothalamic neurons that produce hypocretins. By interacting with the mesolimbic dopamine structures (i.e. amygdala, prefrontal cortex, nucleus accumbens), hypocretins are involved in modulation of the reward system. Nucleus accumbens dopamine activity is crucially involved in valuing effort and probability costs. Thereby, NC represents an interesting model to study the implication of the hypocretin system in reward-based effort expenditure in humans. Materials and methods Eighty-nine adult participants were included, 7 drug-free patients with NC, 32 patients medicated with psychostimulant (including 17 with antidepressant), and 40 matched healthy controls (HC). All completed the Effort Expenditure for Rewards Task (EEfRT). In this task running approximately 20 min, participants are given an opportunity to choose between two different task difficulty levels: (1) easy trials (less motoric effort) for a small, stable reward; (2) hard trials (more motoric effort) for a variable but consistently larger reward. Trials (n = 40) had three levels of probability of receiving a monetary reward (i.e. 12%, 50%, and 88%). Intrinsic Motivation Inventory was administered in order to assess participants subjective experience of this task. The Karolinska Sleepiness Scale (KSS) was fulfilled by participants before and after the EEfRT completion. Results There was no difference in the percentage of trials successfully completed by patients with NC (99.1%) or controls (99.5%, p = 0.92). There were no group differences in average responses times for choosing between the easy and hard task (respectively, p = 0.24 and p = 0.19). No group effect was observed for reward magnitude (p = 0.98). However, we found that patients with NC were less willing to expend effort for rewards than HC when probability of winning was low (12%, p = 0.016) compared to medium (50%) and high (80%) probabilities. Patients with NC had higher level of intrinsic motivation (p = 0.019) with no association with the EEfRT performances. Finally, groups did not differ on the KSSs (p = 0.73 and p = 0.82). Conclusion This is the first demonstration in humans that patients with NC showed decrease willingness to incur effort costs when probability of reward receipt was low. This study provides a starting point for exploring contributions of hypocretin system to motivation in humans.

The Beneficial Effects of Non-received Choice: A Study on Intrinsic Motivation in Biology Education

&lt;p style="text-align:justify"&gt;Previous research has found conflicting evidence in studies where students participate in the selection of their course topics in educational settings. Katz and Assor, for example, have argued that the increase in student motivation is probably not due to the mere act of choosing, but to the value of the options with respect to personal interest. The aim of our study was to investigate the impact of choice on aspects of motivation during biology lessons. Our sample consisted of five classes with 118 children of whom 63% were female. Their average age was 10.4 years (SD=0.6). One group of students was asked to select one topic out of four in a majority vote during a biology class, while a control group was simply assigned the same topic. Results: Students who chose their topic reported a higher level of intrinsic motivation than students who were not given the option. A surprising result was that the students in the voting group who did not receive their preferred choice reported the same level of motivation as those who did.&lt;/p&gt;

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

Our students are naturally curious, with powerful intrinsic motives to understand their world. Accordingly, we, as teachers, must capitalize on this inherently active and curious nature so that learning becomes a lifelong activity where students take initiative for learning, are skilled in learning, and want to learn new things. Achieving this goal requires an understanding of student attitudes, beliefs, characteristics, and motivations. To achieve this goal, we administered the intrinsic motivation inventory (IMI) to assess our students' interest and enjoyment, perceived choice, and perceived competence while taking our undergraduate exercise physiology class (46 students; 20 female students and 26 male students). The interest and enjoyment subscale is considered the self-reported measure of intrinsic motivation. The perceived choice and perceived competence concepts are theorized to be positive predictors of both self-reported and behavioral measures of intrinsic motivation. Our results documented a significant increase in course grade with an increase in survey score for the interest and enjoyment subscale of the IMI when female and male students were combined. Specifically, each increase in survey score for the interest and enjoyment subscale of the IMI was associated with a significant (P < 0.05) increase of 3.9% in course grade. However, the increase in survey score was associated with a significantly greater (P < 0.05) increase in course grade for male (6.1%) compared with female (0.3%) students. These results have implications for both classroom practice and educational reform policies.

The Relationship between Motivations and Self-Learning and the English Language Achievement in Secondary High School Students

This study aims to determine the level of motivation and relationship of intrinsic and extrinsic motivations and self-learning concerning students’ achievement in the English language, in relevance with their determination and the use of English to derive knowledge and as a medium of communication. A total of 120 secondary high school students in Pekanbaru Riau, Indonesia were randomly chosen as sample to evaluate and determine the influence of internal and external factors, as well as self-learning in mastering the English Language. A set of questionnaire was used in this study to assess the level of students’ motivation and self-learning and its relationship with their achievement. A test was used to measure the level of English proficiency. Pearson correlation and descriptive analysis were used to analyze the findings by using SPSS version 19.0. The findings showed a medium high level of intrinsic motivation, extrinsic motivation and self-learning, whereas students’ achievement was simply at the medium low level. The findings show that there is a less significant relationship between extrinsic motivation and the English Language achievement among students, however there is no significant relationship between intrinsic motivation and self-learning with the achievement. The study also stressed on the importance of providing a supportive learning environment to inspire and encourage students’ interest to form a culture of learning English Language rather than independent learning and intrinsic motivation.