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Extrinsic Motivation (extrinsic + motivation)
Selected AbstractsRegulatory mode and the joys of doing: effects of ,locomotion' and ,assessment' on intrinsic and extrinsic task-motivationEUROPEAN JOURNAL OF PERSONALITY, Issue 5 2006Antonio Pierro Abstract This research investigates the relation between regulatory-mode (Higgins, Kruglanski, & Pierro, 2003; Kruglanski et al., 2000) and task motivation. Four studies conducted in diverse field and laboratory settings support the notions that ,locomotion', i.e. a self-regulatory emphasis on movement from state to state, is positively related to intrinsic task motivation, whereas ,assessment', i.e. a self-regulatory tendency to emphasize comparative appraisal of entities and states (such as goals and means) is positively related to extrinsic motivation. It is further found that ,locomotion', but not ,assessment', is positively related to effort investment, which, in turn, is positively related to goal attainment. Attainment is, additionally, predicted by an interaction of locomotion and assessment, such that individuals are most likely to reach their goals if they are high on both these dimensions. Taken as a body, these findings highlight the relevance of regulatory-mode concepts to the study of task motivation and activity experience. Copyright © 2006 John Wiley & Sons, Ltd. [source] Personality, cognition, and university students' examination performanceEUROPEAN JOURNAL OF PERSONALITY, Issue 6 2003Pru Phillips A prospective study explored the relationship between personality traits (as defined by the five factor model), type of motivation (as defined by self-determination theory), and goal-specific cognitions (including those specified by the theory of planned behaviour) as antecedents of degree performance amongst undergraduate students. A sample of 125 students completed a questionnaire two to three months before their final examinations. Structural equation modelling was used to explore relationships. Intention and perceived behavioural control explained 32% of the variance in final degree marks, with intention being the strongest predictor. Controlling for theory of planned behaviour variables, anticipated regret, good-student identity, controlled extrinsic motivation, Conscientiousness, and Openness had direct significant effects on intention. In total, 65% of the variance in intention was explained. The resultant model illustrates how personality traits may affect examination performance by means of mediators such as intention, anticipated regret, student identity, and autonomous intrinsic motivation. Copyright © 2003 John Wiley & Sons, Ltd. [source] The nature and influence of motivation within the MOA framework: implications for social marketingINTERNATIONAL JOURNAL OF NONPROFIT & VOLUNTARY SECTOR MARKETING, Issue 4 2006Wayne Binney Social marketers acknowledge that to achieve optimum programme outcomes, identification and targeting of the non-conforming cohort is paramount. This article discusses the application of the social marketing framework, motivation, opportunity and ability (MOA) with a particular focus on the motivation aspect of the model. Motivation is considered from the perspectives of intrinsic and extrinsic motivation. Previously, the degree or level of motivation has been used in the operationalisation of the motivation construct, while in this paper the type of motivation is used as the basis for the construct. The construct is then applied to an environmental land management study, namely a rabbit control programme. Specifically, the aims of this paper were to further develop the MOA constructs, with a particular focus on motivation, including intrinsic and extrinsic motivation, to develop an understanding of the factors that are associated with ineffective behaviour and to develop a model to predict effective/ineffective control behaviour. Scales were developed to enable a study of the relationship between the MOA constructs, including intrinsic and extrinsic motivation, and the respondents control behaviour. Data were collected from a random sample of 566 respondents who were involved in the control programme. Using ANOVA and MANOVA techniques, significant differences were found between those landholders that exhibited effective control and ineffective control with regard to all MOA constructs. A multinomial logit (MNL) regression model was then developed to predict behaviour. This model showed that ability and intrinsic motivation were significant predictors of behaviour. The estimated model was able to predict recalcitrant landholders with 98% accuracy. The results of this study therefore provide a significant contribution to social marketing as it is the recalcitrant cohort that social marketers wish to understand and whose behaviour they frequently attempt to rectify in order to achieve stated social and/or environmental objectives. The implications for related social market theory, policy development and environmental management programmes are discussed. Copyright © 2006 John Wiley & Sons, Ltd. [source] Reading motivation, perceptions of reading instruction and reading amount: a comparison of junior and senior secondary students in Hong KongJOURNAL OF RESEARCH IN READING, Issue 4 2009Kit-Ling Lau This study examined the relations between students' reading motivation, perceptions of reading instruction and reading amount, together with grade differences, in a Chinese educational context. A total of 1,146 students from 19 secondary schools in Hong Kong voluntarily responded to a questionnaire that measured these three sets of variables. The study's findings indicated that students' intrinsic motivation was most strongly related to their reading amount. Students' perceptions of the reading instruction they received in their Chinese language class were significantly related to their reading motivation, but were only indirectly related to their reading amount, being mediated through reading motivation. Consistent with previous studies, significant grade differences were found in all types of reading motivation, students' perceptions of reading instruction and students' reading amount. The findings indicated that junior secondary students had better self-efficacy, intrinsic motivation, extrinsic motivation and social motivation than senior secondary students. The largest grade difference was in students' self-efficacy. Junior secondary students also perceived the reading instruction in their Chinese language class as more mastery-oriented and read more frequently than senior secondary students. The implications of these findings for understanding Chinese students' reading motivation and for planning effective reading instruction to enhance their motivation are discussed. [source] The effect of extrinsic motivation on user behavior in a collaborative information finding systemJOURNAL OF THE AMERICAN SOCIETY FOR INFORMATION SCIENCE AND TECHNOLOGY, Issue 11 2001Bracha Shapira In collaborative information finding systems, evaluations provided by users assist other users with similar needs. This article examines the problem of getting users to provide evaluations, thus overcoming the so-called "free-riding" behavior of users. Free riders are those who use the information provided by others without contributing evaluations of their own. This article reports on an experiment conducted using the "AntWorld," system, a collaborative information finding system for the Internet, to explore the effect of added motivation on users' behavior. The findings suggest that for the system to be effective, users must be motivated either by the environment, or by incentives within the system. The findings suggest that relatively inexpensive extrinsic motivators can produce modest but significant increases in cooperative behavior. [source] Why Are You Learning a Second Language?LANGUAGE LEARNING, Issue S1 2003Motivational Orientations, Self-Determination Theory The data for this study were collected in my first year of graduate school for a term paper for a course I was taking from Luc Pelletier. When I began graduate school, Luc also started at the University of Ottawa as a new faculty member, and he taught a course in motivation. I had worked with Richard Clément for a couple of years already as an honors student and as a research assistant and had conducted research on orientations and motivation under his supervision as part of my honors thesis project. Luc was very interested in self-determination theory (SDT) and had worked with Bob Vallerand on an instrument to assess academic motivation from this perspective. Luc and I decided to carry out a study on language learning orientations using SDT and enlisted Richard's and Bob's involvement in the project. As a bilingual institution where all students were required to demonstrate competence in their second language (L2), whether French or English, the University of Ottawa was an ideal setting for this type of research. The project was a first examination of SDT in the language learning context, and to the best of my knowledge it was the only, or at least one of the very few, empirical investigations of intrinsic and extrinsic motivation in the area. It involved the development of a valid and reliable instrument to assess the different subtypes of intrinsic and extrinsic motivation. It also explored the link between these motivational subtypes and various orientations to language learning that had been identified by Clément and Kruidenier (1983), including the travel, friendship, knowledge, and instrumental orientations. The results showed that the instrumental orientation and the SDT external regulation orientation were strongly correlated, and that the travel, friendship, and knowledge orientations were quite highly intercorrelated with identified regulation and intrinsic motivation. Moreover, the instrumental and external regulation orientation scales correlated in similar ways with the hypothesized antecedents of perceived autonomy and competence and the hypothesized consequences of intention to pursue L2 study and anxiety. In addition, the travel, friendship, and knowledge orientations were correlated with the hypothesized antecedents and consequences in a manner similar to intrinsic motivation and identified regulation. These results suggested that Clément and Kruidenier's 4 orientations may be tapping a similar construct as the SDT orientations. My only regret with this study is that I did not include a scale to measure the integrative orientation (Gardner, 1985) to determine its relation with the SDT subtypes. This issue would have to wait until a later study to be addressed. The results of this initial investigation encouraged me to pursue research integrating SDT with other theoretical frameworks of language learning motivation. I believe that the SDT framework has several advantages over some other formulations of learner orientations. SDT offers a parsimonious, internally consistent framework for systematically describing many different orientations in a comprehensive manner. It also offers considerable explanatory power for understanding why certain orientations are better predictors of relevant language learning variables (e.g., effort, persistence, attitudes) than others. Also, by invoking the psychological mechanisms of perceived autonomy, competence, and relatedness, it can account for why certain orientations are evident in some learners and not in others. Moreover, the framework is empirically testable and indeed has stood up well under empirical scrutiny in our studies. Its clear predictions may also be particularly valuable in applying the theory in language teaching and program development. [The present article first appeared in Language Learning, 50 (1), 2000, 57,85] [source] Why Are You Learning a Second Language?LANGUAGE LEARNING, Issue 1 2000Motivational Orientations, Self-Determination Theory As an initial step in extending Deci and Ryan' (1985) self-determination theory to the investigation of motivation in second language (L2) learning, the first goal of our study was to assess the validity and reliability of a scale of intrinsic and extrinsic motivation for L2 learning. The second purpose was to examine the relations between these types of motivationand the four orientations discussed by Clément and Kruidenier (1983). The results generally supported the psychometric integrity of the scale. Moreover, the 7 correlated motivational subscales corresponded with different orientations. The results are discussed with reference to how intrinsic and extrinsic motivation are relevant to theorizing on the role of orientations in L2 motivation. [source] Employee creativity in U.S. and Lithuanian nonprofit organizationsNONPROFIT MANAGEMENT & LEADERSHIP, Issue 4 2008Kristina Jaskyte This article reports findings from a study designed to test a model of creativity in the United States and Lithuania. Five independent variables were derived from the creativity literature: perceived leadership behaviors, organizational norms for creativity, group climate, job characteristics, and motivational orientation. They were used to predict creativity in a sample of 201 employees of nonprofit organizations. The results differed for the two countries. Interestingly, while in the United States organizational norms for creativity, extrinsic motivation, and hierarchical level were related to employee creativity, in Lithuania intrinsic motivation and education constituted major predictors of creativity. Based on the study results, I suggest practical implications for nonprofit managers on how to capitalize on their employees' creativity. [source] From concepts of motivation to its application in instructional design: Reconsidering motivation from an instructional design perspectiveBRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 4 2009Yi-Chia Cheng This paper explores the concepts of motivation, including extrinsic motivation and intrinsic motivation. It describes how motivation becomes a major concern in the field of instructional design (ID). Furthermore, a motivation model,the ARCS model,is identified and discussed. Finally, it provides an example of how to apply the motivational design process in ID. The aim of this paper is to facilitate a deeper understanding of motivation and to inform professionals about its importance in learning [source] | |||||||||||||