Temporal stability of the transcendent actualization inventory

This paper describes a study of the temporal stability of a new inventory, the Transcendent Actualization Inventory, which aims to estimate actualization of psychospiritual potential. For 200 subjects, the test-retest reliability was .84 for Time 1 vs Time 2. Cronbach coefficient alpha was .81 at Times 1 and 2, as previously reported (N=478).     

Temporal stability of a safety attitude inventory

The purpose of this study was to examine the temporal stability of a paper-and-pencil inventory on safety attitudes, the Employee Safety Inventory. 62 employees of a major publishing company completed the inventory twice with a 10-day interval between testings. A test-retest reliability coefficient of .88 was obtained for the over-all Safety Index. No significant differences in reliability coefficients were found between men and women or between those who had experienced major life events during the time between testings and those who had not experienced such events. This inventory provided a highly reliable measure of safety attitudes.     

Attentional involvement and intrinsic motivation

The current study used the Experience Sampling Method to examine attentional involvement??the degree to which one??s attention is devoted to moment-to-moment activity??as a potential mediator of two previously identified relationships within the field of intrinsic motivation: (1) the positive relationship between a balance of challenges and skills and enjoyment, and (2) the positive relationship between competence valuation and enjoyment. Multilevel, within-person analyses indicated attentional involvement fully mediated both relationships. Implications of the findings for intrinsic motivation processes are discussed.     

Toward a tripartite model of intrinsic motivation

Intrinsic motivation (IM) refers to engaging in an activity for the pleasure inherent in the activity. The present article presents a tripartite model of IM consisting of IM to know (i.e., engaging in an activity to experience pleasure while learning and trying to understand something new), IM toward accomplishment (i.e., engaging in an activity for the pleasure experienced when attempting task mastery), and IM to experience stimulation (i.e., engaging in an activity for feelings of sensory pleasure). The tripartite model of IM posits that each type of IM can result from task, situational, and personality determinants and can lead to specific types of cognitive, affective, and behavioral outcomes. The purpose of this research was to test some predictions derived from this model. Across 4 studies (Study 1: N = 331; Study 2: N = 113; Study 3: N = 58; Study 4: N = 135), the 3 types of IM as well as potential determinants and consequences were assessed. Results revealed that experiencing one type of IM over the others depends in part on people's personality styles. Also, each type of IM was found to predict specific outcomes (i.e., affective states and behavioral choices). The implications of the tripartite model of IM for motivation research are discussed.     

Towards a neo-configurational theory of intrinsic motivation

Motivation and Emotion - This research seeks to improve our understanding of how intrinsic motivation is instantiated. Three motivation theories, flow theory, self-determination theory, and...     

Self-perception of intrinsic and extrinsic motivation.

Self-perception theory predicts that intrinsic and extrinsic motivation do not combine additively but rather interact. To test this predicted interaction, intrinsic and extrinsic motivation were both manipulated as independent variables. The results revealed a significant interaction for task satisfaction and a trend for the interaction on a behavioral measure. These results are discussed in terms of a general approach to the self-perception of motivation.     

Overview of special issue on intrinsic motivation

This issue of Motivation and Emotion is devoted to research and theory on intrinsic motivation. Individuals who were instrumental in defining the initial issues in this area of research were invited to submit papers. Initially, intrinsic motivation and extrinsic motivation were conceived as a dichotomy, although now many researchers no longer hold to this notion. This point of view is summarized in the first article by Rigby, Deci, Patrick, and Ryan. Lepper and Cordova, on the other hand, pursue the question of what makes learning “fun.” Harter and Jackson also question the dichotomy of intrinsic and extrinsic motivation, suggesting instead that sometimes motivational orientation is a trait, and other times it is situation-specific. Heyman and Dweck take a “goals approach” to the question of motivation in the schools, contrasting learning goals with performance goals. Sansone and Morgan argue that the sources of motivation are not static but can change across individuals, activities, surrounding context, and time. Boggiano and her colleagues, in the final article, present a diathesis-stress model to account for students' divergent achievement patterns. In all, these articles address the question of whether an intrinsic motivational orientation can be implemented in the schools, and if so how and where will it be effective?     

Sex differences among five sources of motivation in the motivation sources inventory: preliminary findings

Paper reports sex differences among five sources of motivation for a sample of 208 undergraduate students who completed the Motivation Sources Inventory. t tests yielded few statistically significant sex differences for the five sources of motivation; however, Instrumental Motivation was higher among men than women, while the remaining four motives showed no sex difference. Implications and research opportunities are discussed.     

Effects of extrinsic rewards on intrinsic motivation in the classroom

This paper attempts to clarify the effects of extrinsic rewards on intrinsic reinforcement from academic activities. Specifically, it addresses three questions: (a) What is the distinction between extrinsic and intrinsic reinforcement? (b) Why use extrinsic rewards in the classroom? and (c) What have been the long-term effects of extrinsic rewards on intrinsic interest in classroom activities? It was generally concluded that extrinsic rewards play an essential role in the classroom and that such rewards have increased intrinsic interest in classroom activities.     

Identifying the neural substrates of intrinsic motivation during task performance

Intrinsic motivation is the inherent tendency to seek out novelty and challenge, to explore and investigate, and to stretch and extend one’s capacities. When people imagine performing intrinsically motivating tasks, they show heightened anterior insular cortex (AIC) activity. To fully explain the neural system of intrinsic motivation, however, requires assessing neural activity while people actually perform intrinsically motivating tasks (i.e., while answering curiosity-inducing questions or solving competence-enabling anagrams). Using event-related functional magnetic resonance imaging, we found that the neural system of intrinsic motivation involves not only AIC activity, but also striatum activity and, further, AIC–striatum functional interactions. These findings suggest that subjective feelings of intrinsic satisfaction (associated with AIC activations), reward processing (associated with striatum activations), and their interactions underlie the actual experience of intrinsic motivation. These neural findings are consistent with the conceptualization of intrinsic motivation as the pursuit and satisfaction of subjective feelings (interest and enjoyment) as intrinsic rewards.     

Mastery motivation in boys and girls: The role of intrinsic versus extrinsic motivation

This research tested the hypothesis that the importance of adult approval and feedback for females relative to males would render girls of elementary school age more likely to develop an extrinsic orientation in comparison to boys. Using S. Harter's Scale of Intrinsic versus Extrinsic Motivation [(1981), “A New Self-Report Scale of Intrinsic Versus Extrinsic Motivational Orientation in the Classroom: Motivational and Informational Components,” Developmental Psychology Vol. 17, pp. 300–312], the data supported this hypothesis. Because of the assumed differential importance of controlling feedback from adults for females relative to males, a second study examined girls' and boys' preference for challenge as a function of adult controlling feedback and children's motivational orientation. The pattern of data supported the hypothesis that girls relative to boys show differential preferences for challenge, depending on the presence of type of adult feedback and motivational orientation in girls.     

Passion and intrinsic motivation in digital gaming.

Digital gaming is fast becoming a favorite activity all over the world. Yet very few studies have examined the underlying motivational processes involved in digital gaming. One motivational force that receives little attention in psychology is passion, which could help us understand the motivation of gamers. The purpose of the present study was to identify subgroups of young people with distinctive passion profiles on self-determined regulations, flow dispositions, affect, and engagement time in gaming. One hundred fifty-five students from two secondary schools in Singapore participated in the survey. There were 134 males and 8 females (13 unspecified). The participants completed a questionnaire to measure harmonious passion (HP), obsessive passion (OP), perceived locus of causality, disposition flow, positive and negative affects, and engagement time in gaming. Cluster analysis found three clusters with distinct passion profiles. The first cluster had an average HP/OP profile, the second cluster had a low HP/OP profile, and the third cluster had a high HP/OP profile. The three clusters displayed different levels of cognitive, affective, and behavioral outcomes. Cluster analysis, as this study shows, is useful in identifying groups of gamers with different passion profiles. It has helped us gain a deeper understanding of motivation in digital gaming.     

Local dominance effects on self-evaluations and intrinsic motivation

Previous research indicates that local comparisons with one or a few people in the immediate environment have a stronger influence on self-evaluations than general comparisons with larger samples. Two studies examined whether this local dominance effect extends to intrinsic motivation. Study 1 suggests that local comparisons have a stronger effect on both self-evaluations and task enjoyment than general comparisons. Study 2 suggests that local comparisons have a stronger effect on intrinsic motivation than general comparisons and that local comparisons have a significant indirect effect on persistence via intrinsic motivation. Altogether, the present findings are among the first to demonstrate the contribution of local social comparisons to intrinsic motivation. We highlight the implications of these findings for social comparison theories.     

Causality orientations moderate the undermining effect of rewards on intrinsic motivation

The present study tested the hypothesis that individual differences in autonomy or control causality orientation would moderate the undermining effect of rewards on intrinsic motivation. Equal numbers of autonomy- and control-orientated participants provided solutions to an interesting puzzle under reward or no reward conditions. Participants were then required to provide further solutions to the puzzle in a free-choice period. The time spent in solving the puzzle during the free-choice period constituted the dependent measure of intrinsic motivation. Results revealed a significant interaction effect of causality orientations and reward condition on intrinsic motivation. Control-oriented participants assigned to the reward condition exhibited significantly lower levels of intrinsic motivation compared to those assigned to the no reward condition. In contrast, there was no significant difference in intrinsic motivation levels across the reward conditions for autonomy-oriented individuals. Findings indicate that an autonomy-oriented causality orientation offered a degree of ‘protection’ from the undermining effect of rewards on intrinsic motivation. This is in keeping with self-determination theory in terms of the interactive effects of environmental events and interpersonal factors on intrinsic motivation.     

The impact of task difficulty expectations on intrinsic motivation

Two studies investigated expectations of task difficulty induced prior to task involvement and their impact upon an individual's subsequent intrinsic interest. Expectations of task difficulty were manipulated through easy/hard instructions by the experimenters. Interest, but not performance, varied as function of expected task difficulty, with “easy” eliciting greater interest than “hard” instructions. The generality of this finding was supported by its demonstration in studies utilizing different experimenters (male, female), subject populations (children, college), and tasks (perceptual-motor, cognitive).     

Achievement goals and intrinsic motivation: Their relation and their role in adaptive motivation

In this article, the relation between research emerging from the goals approach to motivation and research emerging from the intrinsic motivation approach is examined. A review of relevant research suggests that factors promoting learning goals (emphasizing the development of competencies) are associated with enhanced intrinsic motivation, and that factors promoting performance goals (emphasizing the evaluation of competence) are associated with diminished intrinsic motivation. It is also suggested that important aspects of the goals approach are often incorporated into conceptions and measures of intrinsic motivation. Finally, a framework is presented in which adaptive motivation is described in terms of the coordination of achievement goals and intrinsic motivation.     

A process analysis of the effects of performance-contingent rewards on intrinsic motivation

In this study, the effects of performance-contingent rewards on intrinsic motivation were examined in comparison to no-reward controls receiving identical performance feedback. A path analytic process analysis was conducted to examine the mediation of reward effects on subsequent task interest. It was hypothesized that competence valuation, or the personal importance of doing well, would be an important mediator of interest in situations where performance feedback was available. Rewards were predicted to affect interest by influencing an individual's valuation of competence, and by altering the competence valuation mediation process. In addition, achievement orientation was hypothesized to interact with reward in affecting importance and the mediation process. Prior to performing an interesting puzzle, high school students were offered a performance-contingent reward, and then indicated how personally important it was to do well. After doing three puzzles, all subjects received positive feedback regarding their performance. Multiple regression analyses indicated that importance was affected by the experimental variables, and had a positive causal impact on subsequent intrinsic motivation. It was found that the promise of performance-contingent reward positively affected importance for low achievers relative to high achievers, and that the mediation of subsequent intrinsic interest by importance differed according to reward by achievement combinations. Additionally, a direct effect revealed that performance-contingent rewards significantly enhanced interest, relative to no-reward controls receiving identical performance feedback.     

Rethinking the value of choice: a cultural perspective on intrinsic motivation

Conventional wisdom and decades of psychological research have linked the provision of choice to increased levels of intrinsic motivation, greater persistence, better performance, and higher satisfaction. This investigation examined the relevance and limitations of these findings for cultures in which individuals possess more interdependent models of the self. In 2 studies, personal choice generally enhanced motivation more for American independent selves than for Asian interdependent selves. In addition, Anglo American children showed less intrinsic motivation when choices were made for them by others than when they made their own choices, whether the others were authority figures or peers. In contrast, Asian American children proved most intrinsically motivated when choices were made for them by trusted authority figures or peers. Theoretical and practical implications of these findings are discussed.