Types Of Extrinsic Motivation Research Articles

Designing for Autonomy: A Process-Oriented Approach Based on Organismic Integration Theory

Abstract In human–computer interaction, self-determination theory (SDT) is best known for its concepts of intrinsic motivation and need fulfillment. In the field of behavior change technologies (BCTs), the need for autonomy, i.e. to act according to one’s own goals and values, has become increasingly important due to its strong positive impact on maintaining behavior change. Still, designers struggle with taking autonomy into account. We believe that organismic integration theory (OIT), an underutilized sub-theory of SDT, is a valuable addition as it allows for a process-oriented view on autonomy. OIT introduces different types of extrinsic motivation (external, introjected, identified and integrated) along a continuum of autonomy. It offers new ways to talk about people's experiences of using BCTs and calls for individualized design strategies. We propose a design approach based on OIT, which understands BCTs as active facilitators to progressively move people along the continuum from external to integrated motivation.

Why is Chemistry Education? Exploring the Motivation of Student Choices

Learning motivation is critical to educational success, influencing students' engagement, persistence, and overall performance. Despite its importance, motivation determines students' choices for future careers and struggles in participating in learning activities. The aim was to characterize students' chemistry learning motivation in detail using the Academic Motivation Scale - Chemistry (AMS-Chemistry). This study employs a descriptive qualitative research design. The qualitative approach allows an in-depth exploration of personal experiences and perceptions of learning motivation in chemistry education. The AMS-Chemistry instrument consists of 28 statement items that measure aspects of amotivation, three types of extrinsic motivation, and three types of intrinsic motivation. The results show that the motivation profile to learn Chemistry in Chemistry Education students using the AMS-Chemistry instrument on the amotivation subscale tends to disagree (55,46%). On intrinsic motivation, the to know subscale tends to agree (65,80%) strongly, the to accomplish subscale has a high score on strongly agree (48,85%) responses, and the to experience subscale tends to respond strongly agree (35,34%). Extrinsic motivation includes the external regulation subscale tending to strongly agree (55,17%) and the introjected regulation subscale having a high score on strongly agree (62,36%) responses. The identified regulation subscale has a strongly agree (68,97%) response tendency.

The role of basic psychological needs satisfaction (BPNS) during the initial use of online teaching platforms on faculty members’ continuance intention

PurposeBased on self-determination theory (SDT), this study aims to investigate the motivational antecedents of faculty members’ continuance intention of using online teaching platforms. For this purpose, we introduced a model incorporating basic psychological needs satisfaction (BPNS) and different motivational mechanisms.Design/methodology/approachUsing a survey study of 312 faculty members, we examined the model by structural equation modeling (SEM).FindingsThe SEM results revealed a positive correlation between BPNS and continuance intention. Additionally, we illustrate the importance of different types of extrinsic motivation. By presenting an alternative model, we demonstrate that the initial-use-identified regulation (one type of extrinsic motivation) has an association with continuance intention (CI). However, this association loses significance if BPNS is present within the model. Moreover, we determined that there is no significant relationship between initial-use external regulation (another type of extrinsic motivation) and faculty members' CI for online teaching. Lastly, the results revealed that pre-use amotivation and intrinsic motivation impact CI through initial-use BPNS.Research limitations/implicationsThe results suggest that decision-makers at educational institutions should consider that extrinsic motivation has different types with different impacts and that BPNS has a vital role in faculty members’ intention to continue using online teaching platforms.Originality/valueThis study is novel because it reveals some details of extrinsic motivation effects by offering a model that combines BPNS and different types of motivation in two stages. It is important and rare that we concentrate on the almost neglected issue of faculty members’ motivational perspectives in online teaching, while the literature mainly focuses on students’ perspectives.

Comparison of the Influences of Different Types of Extrinsic Motivation on Different Age Groups of Learners’ Math Anxiety Level

Motivations, including intrinsic and extrinsic motivations, are impactful factors that contribute to the development of math anxiety or increasing math anxiety level of learners at different ages. Considering the importance of mathematics for the population in the society today and the fact that math learning is not enjoyable for everyone, reviewing and comparing the effects of different types of extrinsic motivation on varied age groups of learners’ math anxiety level is necessary. Specifically, the present paper compared the influences of external regulation, introjected regulation, and identification on elementary age learners’ math anxiety level and adolescent learners’ math anxiety level, and found three major differences among the influences of the three types of extrinsic motivations between the two age groups: first, external regulation from authority figures has more negative effects in math anxiety of elementary age learners; second, external regulation from peers and society are more influential factors causing the alteration of the adolescent learners’ math anxiety level; third, identification-led math anxiety aggravates as pressure of math learning increases. It aims to provide assistance to the teachers and caregivers of the learners on promoting the learners to make use of their full potential in math learning, and also, aims to provide reference for future studies in relevant fields. It is expected that future studies would conduct relevant researches more creatively and look into specific areas in the field (for example, identification in different levels of learners and introjected regulation in learners) in order to dig deeper into the field.

The Effect of Serious Games on Medical Students’ Motivation, Flow and Learning

Background and aim Serious games are interactive games with a purpose for education, developed generally under software technology, serious games also include tabletop games (board games and card games), and many of them are used in medical settings like hospital training. Previous work indicates that serious games can enhance students' motivation, interaction, and engagement. This study aimed to evaluate the effectiveness of a serious game on medical students' learning outcomes and determine its effect on students' flow and motivation and examine the relationship between the flow and motivation. Methods This was a prospective study performed for two years (2018-2019 and 2019-2020 academic years). A total of 108 third-year medical students participated in this study. Students were asked to play a serious game on a computer for twenty minutes. A set of questionnaires containing evaluation grids to measure the flow and the motivation were given to students. The effectiveness of the game was assessed using pre-and post-tests. Results Complete datasets were available for 97 students. Flow and motivation dimensions experienced by the students were generally high (mean = 54,5). Significant and positive relationships between the sub-scale of flow experience and intrinsic motivation to know, intrinsic motivation to experience simulation, and the three types of extrinsic motivation were found. There was a negative correlation between the flow dimension and intrinsic motivation toward accomplishments and amotivation. There was a significant difference between the mean scores of pre-tests and post-tests ( p < .01). Conclusion The serious game is regarded as a particularly active and problem-solving form of learning that promote medical students' motivation, flow and learning achievements.

Dark side of skin‐lightening products: Social responsibility of advertisers

AbstractThe obsession with fair skin in India has prompted the Ministry of Health and Welfare to propose an amendment in the Drugs and Magic Remedies (Objectionable Advertisements) Act of 1954. This amendment proposes to impose a ban on advertisements promoting skin‐fairness products. However, with the proposed amendment, companies have adopted innovative strategies to rebrand their products and shift the spotlight from fair skin to glowing skin. Yet, the underlying message remains the same. The burgeoning growth of skin‐whitening creams in India calls for urgent attention to study the Indian consumers' motivations to purchase these products. The research study utilises self‐determination theory (SDT) to develop a grounded framework. The study results highlighted that intrinsic motivation and the two types of extrinsic motivation, namely, introjected regulation and external regulation, were positively associated with consumer buying behaviour. Surprisingly, attitude has no association with consumer buying behaviour. The results of the first moderator gender suggested that females are under social pressure to look fair for better jobs and marital prospects. The second moderator country of origin revealed that Indian consumers prefer foreign brands compared to Indian brands.

The Investigation of Integrative, Instrumental, Intrinsic and Extrinsic Motivation of Language learners in the foreign settings (Research Article)

Research has not investigated the motivation of students toward learning Persian as a foreign/second language. This study examines the integrative, instrumental, intrinsic, and extrinsic types of motivation among language learners learning Persian as a second language. A questionnaire consisting of 40 questions, adapted from Gardner (2001), Ryan and Deci (2000), and Noels et al. (2001), was used to collect the required data. Statistical procedures were followed to analyze the data from 135 (59 females and 73 males) language learners. Results showed that integrative and extrinsic were respectively the most and the least significant forms of motivation among these participants. They reasoned that they mainly learn Persian language to understand Persian art, literature and history, increase their knowledge, and communicate with Iranians. Variables such as gender, education, and age showed significant differences among the males and females concerning instrumental and intrinsic types of motivation. Furthermore, whereas the results indicated significant variation between the participants’ education levels and their integrative motivation, there was not any significant relationship between the age and motivation.

Joint trajectories of extrinsic motivation and competence beliefs: A parallel-process growth mixture modeling approach

While adolescents’ academic motivation usually declines, not all adolescents struggle. This study tested the heterogeneity of motivation trajectories, focusing particularly on three types of extrinsic motivation (external, introjected, and identified regulations) accompanied by competence beliefs. Parallel-process growth mixture modeling was utilized to identify classes of joint trajectories from grades 8 to 11, drawing on nationally representative data from South Korea (n = 6908). Three distinct classes emerged based on external regulation and competence beliefs, but there were no significant differences in academic achievement (scholastic aptitude test scores) in grade 12 across the classes. Four distinct classes emerged for introjected and identified regulation, respectively, covarying with competence beliefs. The classes demonstrating high and/or increasing competence beliefs showed the highest achievement for both introjected and identified regulation models. The results highlight the importance of fostering competence beliefs and provide a more nuanced explanation of the development of multidimensional motivation from a standpoint of self-determination theory.

Academic Motivation Among Traditional and Online University Students

In this paper, the differences in academic motivation between university students of traditional (in-classroom) and online (distance) education were investigated. It has been hypothesized that online (distance) students possess stronger intrinsic motivation than traditional (in-classroom) students. The random sample consisted of 386 students. Participants comprised 189 male and 197 female students; 194 of them were traditional students, and 192 of them were online students. The cross-sectional research design was used in this study. A 21 item Academic Motivation Scale (SAMS-21) was used to measure three types of extrinsic motivation (intrinsic motivation to know, to accomplish things, and to experience stimulation), three types of extrinsic motivation (external, introjected, and identified regulation) and amotivation in university students. The findings indicated that students' intrinsic motivation scores were higher in online students than in students who attend traditional face-to-face classes. The results did not reveal significant differences between male and female students in terms of academic motivation. This study made a novel contribution to the literature, because the present study has compared academic motivation between university students of traditional and online education in a new context. i.e. before COVID-19 pandemic and during it. Recommendations are provided for further research into areas not covered by this study.

Prisoners\u2019 academic motivation, viewed from the perspective of self-determination theory: Evidence from a population of Norwegian prisoners

The study presented in this article explores prisoners’ academic motivation structure from the theoretical perspective of self-determination theory, using the Academic Motivation Scale (AMS). Analysing survey responses from 529 (29 female, 500 male) prisoners with Norwegian citizenship who participated in education while being incarcerated, the authors investigate how prison students’ motivation might be “reduced” or summarised using a smaller set of factors or components than extant studies. A confirmatory factor analysis suggested that a five-factor model, including intrinsic motivation, three types of extrinsic motivation (namely identified regulation, introjected regulation, and external regulation) and amotivation, yielded the best fit with the data provided by the prisoners. An alternative three-factor model created by collapsing the three extrinsic dimensions into a single dimension was found to fit the data poorly. The structural model revealed that younger prisoners displayed more controlled academic motivations than older ones, who displayed more autonomous motivations. Contrary to the authors’ expectations, prisoners with a higher level of education did not display more autonomous academic motivations than those with a lower level.

Creativity of Participants in Crowdsourcing Communities

Organizations can tap the wisdom of the crowd through digital platforms of crowdsourcing for ideation. However, we have limited understanding of factors affecting the innovativeness of ideas and solutions submitted by individual participants. Drawing upon self-determination theory and regulatory focus theory, we investigate how participants' regulatory focus and extrinsic motivation aroused by incentivizing mechanisms affect their creativity in crowdsourcing communities. Based on the data collected from 164 participants in a crowdsourcing platform, we find that promotion focus positively influences participants' creativity, and different types of extrinsic motivation have differential effects. Although external, identified, and integrated motivation positively affect participants' creativity, introjected motivation is not significantly related to participants' creativity. In addition, external and identified motivation strengthen the relationship between promotion focus and creativity. The theoretical contributions and managerial implications of this study are discussed.

Financial Returns in Reward-Based Crowdfunding

We quantify financial returns to backers in reward-based crowdfunding projects on Kickstarter and show that such investments provide profitable opportunities in addition to non-monetary benefits. The average unconditional annualized return is 11.5% and the average return on successful projects is 30%. Hence, backing money near the end of a campaign is a profitable strategy. The most attractive is the Design category, where successful projects yield 73%, on average. Short-term projects are more profitable than long-term ones. Financial return is an important type of extrinsic motivation in reward-based crowdfunding, which has generally been neglected in academic literature.

Validation of a Portuguese Version of the Aspiration Index for Adolescents (AI).

Intrinsic and extrinsic types of motivation have been widely studied, and their importance on both developmental and educational practices has led to the development of assessment tools. The Aspiration Index scale (AI; Grouzet et al., 2005), which was developed to measure people`s life aspirations, was translated and validated into Portuguese. A sample of 1,359 adolescents, age ranged from 12 to 18 years-old, participated in the present study. Results showed that a factor structure with the eleven subscales of the AI does not fit the data. However we gathered support for a three-factor structure that organized the items in terms of whether aspirations are intrinsically, extrinsically or self-transcendent oriented. Internal consistency and temporal stability yielded good results. The predictive and criterion validities were demonstrated by significant associations with theoretically supported measures of satisfaction with life and father and mother attachment. The multi-group confirmatory factor analysis showed that this structure was invariant across gender. These results suggest that the AI is a reliable measure to assess different types of life aspirations and can be used in future research with adolescents in Portugal.

Driven To Be a Non-Traditional Student: Measurement of the Academic Motivation Scale with Adult Learners After Their Transition to University

Non-traditional students represent an important group of university students, and that is why their motivation to study is an important factor that affects current university education. This study investigates the academic motivation of Czech students who are considered non-traditional because of their age (they are older than 26) and at the same time have experienced a break of at least one year in their formal educational trajectory. The Czech version of the Academic Motivation Scale (AMS) has been used to measure academic motivation. The purpose of this study is to examine the factor structure of the Czech version of the AMS on a sample of 1,885 first-year students at Masaryk University and determine if this tool is functional even on a specific group of non-traditional students and to identify differences in particular types of academic motivation between traditional and non-traditional students. The results of confirmatory factor analysis showed that the Czech version of the AMS is a valid scale with a factor structure corresponding to the original model, and based on measurement invariance analysis we can state that the Czech version of the AMS can be used to compare traditional and non-traditional students. The results of regression analyses suggest that non-traditional students had significantly higher values for all types of intrinsic motivation and lower values for most types of extrinsic motivation. In the case of amotivation, it was again the non-traditional students with significantly lower values, which suggests that the absence of a motivation to study tends to be more common in younger students who are continuously receiving formal education.

Effects of Perceived Autonomy, Perceived Competence, and Peer Influence on High School Students’ English Vocabulary Learning Motivation and Vocabulary Knowledge

본 연구는 자기결정성 동기 이론을 바탕으로 지각된 자율성, 지각된 유능감, 지각된 관계성(또래 영향)이 영어 어휘 학습 동기 및 어휘 지식에 미치는 영향을 고찰하였다. 서울시 소재 여자고등학교 재학생(N = 160)을 대상으로 수용적ㆍ산출적 영어 어휘 지식을 평가하고 영어 어휘 학습 동기 및 동기의 선행요인에 대한 설문조사를 실시하 였다. 중다회귀 분석 결과, 첫째, 어휘 학습 동기는 수용적 어휘 지식과 산출적 어휘 지식을 유의미하게 예측하는 것으로 나타났다. 수용적 지식에 대해서는 외부적 조절이 정적으로, 부과된 조절과 무동기가 부적으로 영향을 미치는 반면, 산출적 어휘 지식에 대해서는 유일하게 내재적 동기가 정적인 영향을 미쳤다. 둘째, 지각된 자율성, 지각된 유능감, 또래 영향은 한국 고등학생들의 영어 어휘 학습 동기를 유의미하게 예측하는 선행요인들로 나타났다. 지각된 자율성은 외부적 조절에 부적인 영향을 미쳤 고, 지각된 유능감은 내재적 동기와 확인된 조절에 정적으로, 부과된 조절과 무동기에는 부적으로 영향을 미쳤다. 또래 영향은 외재적 동기 유형들과 무동기를 유의미하게 예측하였다. 마지막으로 다변량 분산 분석 결과, 지각된 자율성과 지각된 유능감이 모두 높은 집단은 자율성과 유능감이 모두 낮거나 어느 한 요인이 낮은 집단에 비해 자기 결정적 동기화 수준이 높고 무동기 수준이 낮았다. 또한, 지각된 자율성과 지각된 유능감이 모두 높은 집단은 두 요인이 모두 낮은 집단에 비해 수용적 및 산출적 어휘 지식이 유의미하게 높게 나타났다. 본 연구를 바탕으로, 한국 고등학생들의 영어 어휘 학습에 대한 자기 결정적 동기를 촉진하고 산출적 어휘 지식을 확장하는 데 있어, 특히 지각된 유능감을 고양해야 할 필요성이 시사되었다.The present study examines the effects of perceived autonomy, perceived competence, and peer influence on English vocabulary knowledge and learning motivation. Participants were 160 female high school students. The results of multiple regression analyses indicate that the participants’ motivation for English vocabulary learning significantly predicts their receptive and productive vocabulary knowledge. Both external regulation and introjected regulation significantly predict the receptive vocabulary knowledge, but in opposite directions. Only intrinsic motivation significantly predicts the productive vocabulary knowledge. Furthermore, perceived autonomy, perceived competence, and peer influence prove to be significant predictors of Korean high school students’ motivation for learning English vocabulary. While perceived autonomy negatively influences external regulation, perceived competence positively influences both intrinsic motivation and identified regulation. Peer influence has a significant impact on all three types of extrinsic motivation and amotivation. In addition, the results of multivariate analyses of variance showed that students with balanced high levels of perceived autonomy and perceived competence showed significantly higher levels in intrinsic motivation than their low-level counterparts. The former also outperformed the latter in both receptive and productive vocabulary knowledge. Overall, the study results suggest the need of enhancing Korean students’ perceived competence to promote their self-determining motivation for learning English vocabulary and productive vocabulary knowledge.

Linking motivational regulation to brand passion in a moderated model of customer gender and age: an organismic integration theory perspective

Prior marketing investigations broadly capture brand passion by linking it to either intrinsic or extrinsic motivation. However, the effects of specific extrinsic motives (i.e., identified, introjected, and external) on the formation of brand passion have been neglected in the marketing literature. Furthermore, whether gender and age can differentiate the effects of different types of motivation on brand passion is entirely unknown. To address these gaps, the present study seeks to deepen our understanding of consumer brand passion by utilizing concepts from Organismic Integration Theory. When intrinsic motivation and the three types of extrinsic motivation (identified, introjected, and external) were assessed, external motivation was found to have the greatest effect on consumer brand passion. The moderation results suggest that intrinsic motivation better captures the brand passion of women than that of men, while external motivation appears to be more salient for men than for women. The moderation of age reveals that external motivation is more capable of capturing the brand passion of older customers, while introjected motivation is more promising for increasing brand passion among young customers. Finally, the authors provide an in-depth discussion of future research opportunities and this study’s limitations and implications for theory and practice.

The Effects of Extrinsic Motivation on Scientific and Artistic Creativity among Middle School Students

AbstractThe present study tested the effects of extrinsic motivation on scientific and artistic creativity among Chinese middle school students. In Study 1, a between‐groups design was applied to examine the effects of expected rewards on scientific and artistic creativity among 123 students, and in Study 2 the same design was applied to examine the effects of expected evaluation from different raters on scientific and artistic creativity among 120 students. We also considered the effects of grade and gender in both studies. The results of Study 1 indicated that expected material reward had significant negative effects on scientific creativity for 7th graders, while expected social reward had significant positive effects on scientific creativity for 8th graders, and both expected material and social rewards had significant positive effects on artistic creativity. The results of Study 2 indicated that expected evaluation from teachers and classmates had significant negative effects on scientific creativity and significant positive effects on artistic creativity. These results suggest that there is no one‐size‐fits‐all answer to the effects of extrinsic motivation and creativity, Factors such as culture, type of extrinsic motivation, grade, and domains of creativity must be fully considered when cultivating adolescents’ creativity.

Povezanost tipova samoregulacije i dominantnog oblika radne motivacije nastavnika srednjih škola

The central focus of self-determination theory is the concept of the need for growth, which is used in interpreting the occurrence and maintenance of autonomous regulation of work behaviour. The aim of the research is to determine the relationship between the type of self-regulation and the dominant type of work motivation in secondary school teachers in the context of self-determination theory. Research participants were 194 teachers of both genders, aged between 24 and 64. The relationships between the type of self-regulation and the dominant type of work motivation were explored using the SRM-2 and EFQ questionnaires. The obtained results indicate that a lower level of self-integration is accompanied by the less autonomous types of work motivation, whereby the highest correlations occur between the ego-investing self-type and various forms of extrinsic motivation, while the integrated self-type correlates mostly with the intrinsic and the identified types of work motivation. It has been shown that different types of extrinsic motivation best discriminate the respondents with the integrated and the ego-investing self-type. It has also been shown that the identified and intrinsic types of work motivation best discriminate the group with an impersonal self and other two groups of respondents. When it comes to socio-demographic variables, the differences in the structure of motivation have been obtained only with respect to gender.

SMALL REWARDS OR SOME ENCOURAGEMENT? USING AN EXPERIMENT IN CHINA TO TEST EXTRINSIC MOTIVATION ON ACADEMIC PERFORMANCE

Extrinsic motivation can play a healthy role in influencing student performance, however, in the developing world without outside intervention, the provider of such extrinsic motivation is usually one with limited means, such as the village school teacher, or a parent struggling to make ends meet. Hence, this paper asks the question: Can limited extrinsic motivation affect academic performance? In particular, we look at two types of extrinsic motivation: small rewards and some encouragement and examine which does a better job to motivate students. We find in this study that the promise of a reward leads to improvement in scores during the treatment period, however, encouragement improves student performance in the post-treatment period (during the national primary school leaving examination).

Studentų akademinės motyvacijos skalės (SAMS-21) struktūra

Straipsnyje pristatoma Studentų akademinės motyvacijos skalė (SAMS-21), rengta remiantis svarbiausiomis hierarchinio savideterminacijos teorijos modelio prielaidomis ir siekiant išlaikyti jos siūlomą motyvacijos tipų struktūrą. Tyrimo tikslas – sukurti trumpą akademinės motyvacijos vertinimo skalę ir ištirti jos struktūrą bei psichometrines charakteristikas studentų imtyje. Tyrimas vyko dviem etapais, iš viso jame dalyvavo 621 dviejų universitetų įvairias studijų programas studijuojantis studentas. Akademinė motyvacija tirta SAMS-21 skale, siekiant įvertinti konvergentinį ir divergentinį skalės validumą, naudota Bendrosios motyvacijos skalė (GMS-28; Guay, Mageau, & Vallerand, 2003; Urbanaviciute, Kairys, Juodkune, & Liniauskaite, 2013), taip pat studentų klausta apie jų semestro pažymių vidurkį ir pasitenkinimą studijų programa. Gauti rezultatai leidžia išskirti septynis motyvacijos tipus, minimus hierarchiniame motyvacijos modelyje. Atlikta analizė rodo, kad skalė patikima, taip pat surinkta jos validumo įrodymų.