Intrinsic Motivation Subscale Research Articles

Specific learning disabilities and associated emotional-motivational profiles: a study in Italian university students.

In this study, we analyzed the emotional and motivational aspects characterizing the profile of university students with Specific Learning Disorders (SLD). We assessed 61 university students, 32 with SLD (age = 23.6) and 29 in the control group (age = 23.00). The results highlighted that individuals with SLD exhibit higher levels of anxiety and depression and lower resilience compared to the control group. The Multidimensional Perfectionism Scale - Short Form, which explores perfectionism, did not reveal differences between the groups. Conversely, lower scores emerged in SLD students for the intrinsic motivation sub-scales of the Academic Motivation Scale. This indicates less engagement in studying out of personal cognitive curiosity. The Self-Regulated Knowledge Scale - University, which measures various cognitive strategies, showed significantly lower scores in the SLD group for knowledge linking, knowledge training, and knowledge critique. This suggests a lower frequency with which SLD students attempt to connect new knowledge with what they already possess, apply their knowledge, ask questions, and critically analyze what they have learned. Therefore, psychological and motivational consequences are evident in this population and can impact well-being and quality of life.

Coach–athlete relationship as a predictor of contextual motivation in weightlifters

Coach behaviour is an important predictor of athlete motivation (Jowett, 2017). The coach–athlete relationship can be defined as a dynamic interaction wherein the feelings, thoughts and behaviours of both athlete and coaches are mutually and causally interconnected (Jowett and Shanmugam, 2016, In Schinke, McGannon & Smith (Eds.), Routledge International Handbook of Sport Psychology, Relational Coaching in Sport: Its psychological underpinnings and practical effectiveness (pp. 471–484). Routledge). This present study explored the coach–athlete relationship through the lens of Self-Determination Theory. This multidimensional theory underscores various facets of motivation suggesting that coaches' behaviours influence athletes' motivation by directly influencing their three basic psychological needs (Deci & Ryan, 2008, Can Psych, 49, 182–185). The study builds on previous research highlighting the pivotal role of coaches in shaping positive sporting environments and the significance of closeness, commitment and compatibility in the coach–athlete relationship (Jowett & Nezlek, 2012, J Soc Pers Rel, 29, 287–301). The purpose of the present study was to further understanding of the association between the coach–athlete relationship and contextual motivation among weightlifters. Previous studies have expounded a motivational model of the coach–athlete relationship that outlined a sequence wherein coaches’ actions bear influence on athletes’ intrinsic and self-determined extrinsic motivation by shaping their perceptions of autonomy, competence, and relatedness (Mageau & Vallerand, 2003, J Sports Sci, 21, 883–904). It was hypothesised that a coach–athlete relationship scores would be a negative predictor of amotivation and external regulation (H1). It would, however, be a positive predictor of more intrinsic forms of motivation (H2). Specifically, those who perceive their coaches as supportive, understanding and competent will report higher levels of intrinsic motivation within the training environment. Following institutional ethical clearance (33249-A-Nov/2023-47988-1), a sample of male and female weightlifters (N = 20; females = 11) were asked to complete an 11-item version of Coach–Athlete Relationship Questionnaire (CART-Q; Jowett & Ntoumanis, 2003) and the 18-item Sports Motivation Scale (SMS-2; Pelletier et al., 2013). There was no time gap in the administration of the two questionnaires. A series of standard linear regression analyses was computed using CART-Q subscales as predictor variables and each SMS-2 subscale as the dependent variable. H1 was not supported, as the CART-Q subscales were not a significant negative predictor of amotivation and external forms of motivation. H2 was supported given that the CART-Q subscales were positive predictors of intrinsic motivation subscales.

Examining the psychometric properties of the Chinese Behavioral Regulation in Exercise Questionnaire-3: A bi-factor approach.

The Behavioral Regulation in Exercise Questionnaire (BREQ) was revised to its third iteration (BREQ-3) and has been widely used to measure different types of exercise motivation, including amotivation, external regulation, introjected regulation, identified regulation, integrated regulation, and intrinsic motivation. However, the Chinese version has not been similarly revised. The aim of this study was to develop and examine the psychometric properties of the Chinese BREQ-3 using alternative structural equation models. Specifically, this study aimed to translate the English BREQ-3 into Chinese to examine the best representation of the factor configuration of Chinese BREQ-3, measurement invariance for the best-fitted model, and the concurrent validity evidence and reliability for the Chinese BREQ-3. Undergraduate students (N = 825) from mainland China completed a battery of online questionnaires. After including two general motivation factors (controlled motivation and autonomous motivation), we discovered that the majority of items on the identified regulation, integrated regulation, and intrinsic motivation subscales no longer loaded on or had very low loadings on their specific factors, implying that these items essentially represent a unidimensional construct. Invariance testing supported the comparison between latent factor means across gender based on the bi-factor exploratory structural equation model (BESEM). Concurrent validity evidence was found for amotivation, controlled motivation, and autonomous motivation. The hierarchical omega, explained common variance (ECV), item explained common variance (I_ECV), and percentage of uncontaminated correlations (PUC) indicated that the external regulation and introjected regulation subscales had a multidimensional structure, while the identified regulation, integrated regulation, and intrinsic motivation subscales had a unidimensional structure (autonomous motivation). We advocate calculating amotivation, external regulation, introjected regulation, and a single autonomous motivation (excluding item 19) score when utilizing the Chinese BREQ-3.

THE TUCKMAN PROCRASTINATION SCALE: PSYCHOMETRIC FEATURES AMONG BUENOS AIRES UNDERGRADUATES

Procrastination is a deleterious and increasingly pervasive phenomenon within the higher-academic domain, and the progressive refinement of its measurement tools proves vital to shed light and undertake this behavior. Thus, the present study examines renewed psychometric quality features of the Tuckman Procrastination Scale within an Argentinian sample. The sample was composed of 923 undergraduates from Buenos Aires City and its environs (80.7% female; 18.7% male; 0.5% non-binary; Mage = 26.60; SDage = 8.25). The Cordoban-Argentinian adaptation of the Tuckman Procrastination Scale was employed. Content validity analysis of the scale’s items was carried out upon consideration of expert judgments. Face validity of the instrument was analyzed via a pilot study with a subsample of undergraduates. Subsequently, a confirmatory factor analysis of the Tuckman Procrastination Scale structure was conducted, and the internal consistency of the resulting factor was examined. Finally, correlations with the Academic Motivation Scale were analyzed to provide evidence of convergent validity. Results of the Confirmatory Factor Analysis supported an adequate fit of the Tuckman Procrastination Scale’s structure in its Cordoban-version 15 items, while internal consistency was acceptable-to-excellent. Finally, convergent validity evidence mostly exhibited positive associations between Procrastination and both Amotivation and less self-determined motivational subscales of the Academic Motivation Scale, while negative associations were observed with regards to Intrinsic Motivation subscales.

Hemşirelik Öğrencilerinin Araştırmaya, Gelişmelere Yönelik Farkındalık ve Tutumları ile Akademik Motivasyon Düzeyleri Arasındaki İlişki

This study was conducted to determine the relationship between nursing students’ awareness and attitudes towards research and developments and their academic motivation levels. This descriptive and cross-sectional study was carried out with students from nursing department of faculty of health sciences of a university in Turkey (n=460). Data were collected using the questionnaire form which included the socio-demographic characteristics of those students, “Nursing Students’ Attitudes to and Awareness of Research and Development within Nursing Scale” and “Academic Motivation Scale”. Data were analyzed using percentage, mean, Pearson’s correlation analysis, Student’s t, and One Way Anova tests. The mean age of the students was 20.56±1.52. 81.1% were female and 28.7% were in their first year. The average score of the Nursing Students’ Attitudes to and Awareness of Research and Development within Nursing Scale was 120.54±17.46. The students’ mean score on intrinsic motivation subscale was 57.20±13.45, on extrinsic motivation subscale was 61.96±11.50 and on amotivation subscale was 10.12±5.87 in Academic Motivation Scale. The level of the students’ awareness and attitudes towards research and developments has a positive correlation with the levels of their intrinsic and extrinsic motivation and a negative correlation with the level of their amotivation (p<0.05). The average score of the Nursing Students’ Attitudes to and Awareness of Research and Development within Nursing Scale were statistically significantly different in the gender, the status of their following scientific publications and the positions they wanted to work after graduation (p<0.05). It has been determined that the students have high level of awareness and attitudes towards research and development, and their academic motivation levels affect their awareness and attitudes towards research and development.

Leading a virtual exercise program: Student motivation and perception of participation benefits

Introduction: Work-integrated learning (WIL) is integral to exercise science degrees, but clinical educators report low motivation and limited professional competency in students. WIL may be enhanced by first building professional capabilities in a University-based setting. As such, this study investigated whether participation in a student-led virtual exercise clinic improved perceived professional self-efficacy, as well as intrinsic motivation. Methods: A prospective, repeated-measures cohort design. Exercise Science Practicum students (N= 20) delivered a six-week virtual exercise program. Outcomes of interest included changes in client-related skills confidence (e.g. interpersonal skills) and perceived participation benefits and motivation (p < 0.05). Results: Seventeen students (85%) completed the survey, reporting significant improvement (Z= -3.18) in confidence related to client communication skills. Additionally, students reported significantly higher perceived truthfulness of statements in the intrinsic motivation subscales: interest-enjoyment (Z= -2.77); perceived competency (Z= -2.80); and value-usefulness for the development of communication skills (Z= -2.33). Discussion: Participation in a virtual student-led exercise clinic enhanced confidence in client-related communication skills, as well as multiple intrinsic motivation domains. With an increased need for developing student competency and motivation for WIL, virtual student-led clinics may prove a novel enabler.

Implementation and evaluation of a standardized performance profile intervention with collegiate athletes: A comparison of the original and revised techniques

Performance profiling is a theory-driven technique commonly employed by sport psychology professionals to enhance various psychological outcomes within athletes and teams. Over time, empirical and anecdotal evidence have advocated the applied use of this technique and several adaptations of the original profiling procedure have emerged. The purpose of this study was to examine the impact of the original and revised performance profile (PP) techniques compared to a didactic active control condition on self-awareness, intrinsic motivation, basic psychological need satisfaction, and commitment. A standardized intervention protocol was developed for each performance profiling procedure and utilized to guide implementation of the interventions. Using a randomized design, 117 collegiate athletes from different sports were allocated to a(n) original PP (n = 41), revised PP (n = 42), or didactic PP (n = 34) condition to examine the pre-post impacts of a single session delivered in a team setting. Two-way mixed ANOVAs and MANOVAs were used to analyze the pre to post changes across intervention conditions for the outcome variables. Paired comparisons using two-way mixed ANOVAs were used to determine which intervention was most effective. Results revealed that self-awareness significantly increased for the original and revised condition, however, no differences in improvement were seen between the groups. Furthermore, those in the original group reported significantly higher scores on numerous intrinsic motivation subscales from pre to post intervention, while significantly elevated scores for commitment were reported in the revised condition.

The Relationship Between the Models of Sport Commitment and Self-Determination among Adolescent Athletes

Summary This study examined the relationship between the Sport Commitment Model and the Self-Determination Theory. The participants were 214 adolescent athletes who completed the Hungarian version of the Sport Commitment Questionnaire-2 and the Hungarian version of the Sport Motivation Scale. Several commitment sources predicted SMS scores as well. Amotivation was predicted by the obligatory reason for commitment such as Personal Investment-Loss and Other Priorities. External Regulation was predicted by Social factors of commitment. Introjected Regulation was determined by Desire to Excel-Mastery and Personal Investment-Loss. Identified Regulation was explained by Desire to Excel-Mastery, Valuable Opportunities, and Personal Investment-Loss. Integrated Regulation was explained with Valuable Opportunities, Desire to Excel-Mastery, Personal Investment-Loss and Social Support-Informal. The Intrinsic Motivation subscale was significantly predicted by Desire to Excel-Mastery, Personal Investment-Loss, Sport Enjoyment and Social Support-Informal. As we see the types of commitment showed a clear association with SMS, however the commitment sources showed a complex relationship with self-determination, thus it is hard to separate them on the Self-determination continuum.

Evaluating student motivation in organic chemistry courses: moving from a lecture-based to a flipped approach with peer-led team learning

Academic Motivation Scale-Chemistry (AMS-Chemistry), an instrument based on the self-determination theory, was used to evaluate students’ motivation in two organic chemistry courses, where one course was primarily lecture-based and the other implemented flipped classroom and peer-led team learning (Flip–PLTL) pedagogies. Descriptive statistics showed that students in both courses were more extrinsically motivated and their motivation moved in negative directions across the semester. Factorial multivariate analysis of covariance revealed a main effect of pedagogical approach. Students in the Flip–PLTL environment were significantly more motivated toward chemistry at the end of the semester while controlling for the motivation pre-test scores; however, there was no evidence for a sex main effect or an interaction effect between sex and pedagogical approach. Correlation results revealed variable relationships between motivation subscales and academic achievement at different time points. In general, intrinsic motivation subscales were significantly and positively correlated with student academic achievement;Amotivationwas negatively correlated with academic achievement. The findings in this study showed the importance of Flip–PLTL pedagogies in improving student motivation toward chemistry.

Development and evaluation of a chemistry-specific version of the academic motivation scale (AMS-Chemistry)

Fundamentally concerned with motivation, self-determination theory (SDT) represents a framework of several mini-theories to explore how social context interacts with people's motivational types categorized by degree of regulation internalization. This paper aims to modify an existing theory-based instrument (Academic Motivation Scale, or AMS) and provide validity evidence for the modified instrument (Academic Motivation Scale-Chemistry) as a measure of seven types of student motivation toward chemistry. The paper explores how motivation as measured by AMS-Chemistry is related to student academic achievement and attendance. In a pilot study, the unmodified AMS showed good reliability, reasonable data fit, and the ability to detect motivational differences by sex in college chemistry courses. Based on the pilot study results, expert panel discussions, and cognitive interviews with students, the Academic Motivation Scale – Chemistry (AMS-Chemistry) was developed. AMS-Chemistry was administered to university students in a first semester general chemistry course twice within a semester. An examination of validity evidence suggested that the AMS-Chemistry data could be used to investigate student motivation toward chemistry. Results showed students were extrinsically motivated toward chemistry on average, and there was an overall motivational difference favoring males with a medium effect size. Correlation studies showed motivation was not associated with academic achievement at the beginning of the term, but intrinsic motivation subscales (to know,to experience, andto accomplish) were positively associated with academic achievement at the end of the term. Results also showed that students who persisted in class attendance scored higher on intrinsic motivation subscales than those who did not persist. The 28-item AMS-Chemistry is easy to administer and can be used to better understand students’ motivation status and how it might change across the curriculum. Faculty interested in promoting student intrinsic motivation may also use the AMS-Chemistry to evaluate the impact of their efforts.

A study on postgraduate medical students academic motivation and attitudes to research

Background: Medical students do postgraduation in a specific branch for a particular motive and goal in life. Due to workload, they have less desire to do research or even pursue academics. This study was undertaken to study the differences among the clinical and nonclinical postgraduate students in the intrinsic and extrinsic motivation to learning and the attitudes to research. Methods: This study was conducted in 373 postgraduate students in a tertiary care hospital after written informed consent and ethics approval. A semi-structured questionnaire, academic motivation scale, and attitudes toward research scale collected the information about aims of the study. Results: Two groups were formed depending on the disciplines being pursued by the students, namely, clinical (n = 245) and nonclinical (n = 128). The nonclinical group showed significant differences on extrinsic motivation (t = 2.886, P = 0.0004), total motivation (t = 2.92, P = 0.0024), and attitudes to research students (t = 11.14, P = 0.0001) as compared to the clinical disciplines. However, on the intrinsic motivation subscale, no significant differences were seen. Discussion: The nonclinical postgraduate students were influenced by extrinsic factors to pursue learning and gain mastery as well as to do research. Students pursuing clinical disciplines had lower scores for academic motivation as well as attitudes to research. Time constraints, lack of infrastructure, and clinical workload add to the woes of clinical students. Conclusion: The results of this study will help us in determining the ways of improving motivation of postgraduate medical students toward academics and research.

The Moderating Effect of Trust on the Relationship between Autonomy and Knowledge Sharing: A National Multi-industry Survey of Knowledge Workers

Purpose This research explores the impact of motivation type, relative autonomy, and trust on knowledge sharing behavior among American research and development professionals sampled from a variety of industries. Design/Methodology/Approach Knowledge sharing (KS) was measured using a scale comprised of tacit and explicit KS subscales. Motivation type was measured with a self-determination theory-based scale comprised of three extrinsic motivation subscales (external, introjected, and identified) and an intrinsic motivation subscale. A relative autonomy index was calculated using motivation subscale scores. Three scales were employed to measure institution-based, benevolence-based, and competence-based trust. Correlation and hierarchical multiple regression were used to asses the relationship between predictor variables (trust, motivation type, and relative autonomy) and KS, as well as the moderating role of trust. Findings Institution-based trust, benevolence-based trust, and competence-based trust positively affect knowledge sharing, so do relative autonomy, introjected, identified, and intrinsic motivation. External extrinsic motivation has no effect. Benevolence-based and institution-based trust moderate the relationship between relative autonomy and KS. Practical implications The findings suggest that organizations can increase KS by encouraging worker autonomy. Where this is impractical, organizations can minimize the effects of low autonomy by fostering institutional and interpersonal (benevolence-based) trust. Originality/value This paper provides a novel, empirically grounded model of knowledge sharing behavior that allows researchers and practitioners to reinterpret the existing literature in a way that integrates seemingly contradictory findings on the roles of trust and intrinsic/extrinsic motivation. Limitations Because the study did not employ an intervention, further experimental research is needed to establish the causal relationships suggested in the findings. Copyright © 2015 John Wiley & Sons, Ltd.

The relationships between gender, physical self-perception, sport experience, motivation orientations and academic success

The purpose of this study was to explore the academic success differences of physical education and sport (PES) college students according to the gender, physical self perception, and sport experience and motivation orientations. For this purpose, 156 second grade students (female=72, male=84) from 3 different physical education and sport colleges, were applied Physical Self-Perception Profile (PSPP) and Academic Motivation Scale (AMS). Besides the students were asked to answer questions about their cumulative academic average (GPA) and sport experience level. The findings of the tests were evaluated in Statistical Package for the Social Sciences (SPSS) 19.0 programme through descriptive statistics, independent samples t test, and Pearson Product Moment Correlation. According to the findings of AMS, although significant differences were found between females and males in extrinsic motivation-external regulation and amotivation levels of the students, no significant difference was observed in GPAs. According to the findings of PSPP, male students recorded to have significantly higher averages in sport competence and physical strength sub-scales. When the correlation between gender, physical self-perception, sport experience and academic motivation orientations were tested, only positive correlation was found between intrinsic motivation sub-scales and academic success, and negative correlation was found between amotivation, sport experience level and academic success.

The Relationship Between Motivation Orientations and Competitive Anxiety in Bocce Players: Does Gender Make a Difference

This study investigated the relationship between motivation orientations and anxiety levels of Bocce players, and gender differences in this relationship. A total of 88 Bocce players (47 female, 41 male) participated to this study voluntarily. All the players completed “Sport Competitive Anxiety Test (SCAT)” and “Sport Motivation Scale (SMS)” test. The data was evaluated using SPSS 19.0, through arithmetic means ( ), standard deviation (SD), t-test, and correlation analyses. For the statistical significance, p value was taken as 0.05 (p<0.05). Results revealed that female players were more intrinsically motivated, while exhibiting less external regulation and less amotivation than male players. Female players were also observed to have slightly higher competitive anxiety level than males. According to the results of t-test, there were significant differences between female and male players in external regulation and amotivation levels, but none of the intrinsic motivation subscale was statistically significant. Besides, there was no significant difference in competitive anxiety levels of female and male Bocce players. Results also showed that there was no correlation between motivation orientations sub-scales and competitive anxiety. In conclusion, female players had higher score than male players in intrinsic motivation and competitive anxiety, but lower score in external regulation and amotivation.

Validation of the revised sport motivation scale (SMS-II)

ObjectivesAlthough the Sport Motivation Scale (SMS), published in 1995, has demonstrated validity and reliability in multiple studies, the scale has received some criticisms leading to revisions herein described. The objective of the present studies was to examine the construct validity and reliability of a revised scale sport motivation scale (SMS-II). DesignTwo studies were conducted using distinct samples of athletes. Study 1 examined adult athletes participating in a variety of sports and Study 2 examined youth basketball players and swimmers. MethodIn Study 1 the SMS-II was introduced and featured various item content changes, a reduced number of items per subscale, the addition of an integrated regulation subscale, and the introduction of a single intrinsic motivation subscale to replace the three intrinsic motivation subscales in the SMS. Relations of SMS-II subscales with each other and with expected outcomes supported the new scale's validity. In Study 2, the structure of the SMS-II and its relations with outcomes were further examined. ResultsResults of factor analyses, tests for internal consistency, and correlations among the different subscales and between the subscales and several outcomes of interest, supported the validity of the SMS-II. ConclusionsDiscussion focuses on the need for measurement improvement, and potential future directions for SMS-II research.

Are Men More Intuitive When It Comes to Eating and Physical Activity?

The purpose of this study was to determine where men fall on the motivation continuum based on intuitive eating status and if motivation for physical activity and intuitive eating are correlated. Results indicate that being an intuitive eater was associated with a lower body mass index. In terms of demographic variables, as age increased, intuitive eating status decreased and body mass index increased. Men scored high on the antidieting and self-care subscales of the Intuitive Eating Scale. Men who were classified as intuitive eaters scored higher on the external and introjected regulation of the Behavioral Regulation in Exercise Questionnaire but no significant differences were reported by eating status and the identified and intrinsic motivation subscales. Intuitive eating holds promise as a weight management and weight loss tool for men. Intuitive eating may also influence initial motivation for physical activity for men.

Prediction of Intrinsic Motivation and Sports Performance Using 2×2 Achievement Goal Framework

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.

The Adaptation Study of Academic Motivation Scale into Turkish

In this study, by translating the Academic Motivation Scale (AMS) developed by Leeper, Corpus and Ivengar (2004) into Turkish, it was aimed to investigate the validity and reliability of the concerning evidence. The scale is made up of two sub-scales called Extrinsic Motivation Subscale (EMS) and Intrinsic Motivation Subscale(IMS). Both two subscales have 3 sub-dimensions. The sub-dimensions of EMS are; easy work, pleasing teacher, dependence on teacher. The sub-dimensions of IMS are; challenge, curiosity, independent mastery. The scale was administered to 4 – 8th grade primary school students, to 190 students (93 female, 97 male) in Giresun. To test the validity and reliability of the scale confirmatory factor analysis (CFA), Cronbach's alpha, test-retest correlations were made. The findings concerning the validity of the scale are seemed to be supporting the 3 factor-structure in the original sub scales.

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

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