促进工作动机的有效路径:自我决定理论的观点

自我决定理论是关于人类行为的动机理论。本文通过分析阐述了自我决定理论的哲学基础,从有机辩证的视角梳理了自我决定理论的基本思想,并对组织背景中以自我决定理论为指导框架的工作动机研究进行了综述,结论认为满足胜任、关系和自主三种心理需要的组织环境因素是增加内部动机并促进外部动机的内化,进而促进员工的工作绩效与心理健康的有效路径。     

内部动机与外部动机的关系

内部动机与外部动机的关系问题在20世纪90年代重新成为动机研究的热点。该文综述了内部动机与外部动机关系的实验研究与理论研究状况。认为实验研究经历了外部动机削弱内部动机、外部动机与内部动机共存、外部动机能够对内部动机产生促进作用三个阶段,研究者的心理学立场是造成分歧结果出现的重要原因;不同的理论模式各有所长,尤其是自我决定理论的新进展“有机辨证元理论”中关于需要的阐述是近期动机研究的亮点,在更高层次上实现了对内部动机与外部动机关系的整合。并提出探讨内部动机与外部动机具体成分之间的关系,检验特质状态与情境状态中二者的相互作用,及心理需要对情境与动机的中介机制应当成为未来研究的方向     

小学教师教学动机的结构特征研究

作者认为:教师的教学动机可以分为内部动机、外部动机和外部内化动机,三种成分彼此之间形成一种密切相关的结构。通过对北京和瑞安等地的436名小学教师的问卷调查数据的验证性因素分析表明:本研究所提出的教师教学动机的结构特征的理论假设是成立的。在以该结构为基础的相关性研究表明:教师的年龄、教龄和学历与教学动机相关水平不显着,说明这些变量不是研究教学动机的敏感变量。     

企业员工工作动机的结构研究

本研究利用问卷调查的方法 ,探讨了我国企业员工工作动机的结构及其特征 ,结果发现我国企业员工的工作动机可以概括为追求胜任取向、外在报酬取向、他人评价取向、自我决定取向与良好关系取向五个因素。所得到的五因素模型较内部动机、外部动机两维模型更加具体、全面地反映了工作动机的内容。企业员工工作动机的取向与性别、受教育水平等因素有关。研究得到了《企业员工工作动机取向量表》 ,该量表共 38个项目 ,具有较好的信度与效度。     

内部动机、外部动机与创造力的关系研究

本研究以277名文科三、四年级的大学生为被试,综合考察在故事、连线和命名任务下,内部动机,外部动机对创造力表现的影响。多变量方差分析发现,对于三个测验的共同部分,内部动机和外部动机的主效应均显著,但交互作用不显著。分别对每个任务进行方差分析发现,对于连线任务而言,内部动机和外部动机的主效应均显著;对于命名任务而言,外部动机的主效应显著,内部动机的主效应不显著;对于故事任务而言,内部动机和外部动机的主效应不显著。内部动机与外部动机之间在三个任务中均不存在显著的交互作用。多重回归分析发现,对于不同的任务,内部动机与外部动机的贡献显著不同。     

动机的结构与效应：基于动机连续体的视角

动机是影响学生学业成绩重要的非认知因素。通常认为动机对学习是有利的,但研究发现并非所有动机都是有益的,这提醒研究人员有必要区分出各种不同的动机类型。现有研究一致表明内部动机对学业成就具有积极且长期稳定的效应,而外部动机的效应尚存在争议。具体而言,有研究者认为外部动机对学业成就是有害的,但部分研究发现外部动机在某些特定情况下能够发挥着不可或缺的积极作用。 针对上述存在的争议,本研究梳理了“动机连续体”这一概念,从两个方面的研究来进行阐释。首先,从大理论的角度整合了动机的相关理论,以自我决定理论的动机连续体为基础,引出相关理论,如兴趣理论、目标理论、期望价值理论、自我价值理论、强化理论、社会认知理论等。这些理论可以解释动机连续体中一种或几种类型的动机。 其次,从动机的结构及其如何影响结果变量这一角度对上述理论及其应用进行总结,主要存在四个观点。传统的争论集中在单维结构和多维结构之间。单维结构认为内部动机和外部动机是相互对立的,即内部动机会促进绩效,而外部动机会降低绩效。多维结构认为内部动机和外部动机能够相互累加,都能促进绩效。近年来,研究人员提出了更复杂的结构来整合上述观点。譬如半辐射结构使用全局因子来表示动机的整体水平,同时允许特定因子表示具体动机类型。这种半辐射结构借用了双因子模型,提取了一个“自我决定因子”,同时允许每种特定动机类型具有自身独特的影响。此外,乘积模型表明这两种动机之间存在交互作用,即外部动机的对结果的影响会因个体内部动机水平的变化而变化,反之亦然。 综上所述,本研究总结了关于动机连续体的不同理论之间的优缺点,回顾了动机结构的不同假设及其应用。在不同学科中对动机的测量方式、动机对不同结果变量的不同影响以及动机的跨文化研究等问题仍然是目前研究的热点。对动机结构和效应的深入探讨可以更好地帮助研究人员将不同的理论应用于适当的情境中。     

初中生外在学习动机内化的心理机制研究

本研究假设在从事无趣活动时以自主支持方式提供的外部理由动机策略,能够增加参与者对所从事无趣活动任务价值的认同经验,认同经验的程度将会预测后来努力的程度.因此我们测试了努力理由→认同经验→努力的动机中介模型.另外,我们意识到也可能还存在其他动机中介模型,因此我们进一步验证了两个选择模型:努力理由→重要性→自我决定感→努力;努力理由→努力.     

教师自主支持与学生学业成就关系的元分析:心理需要满足、动机及投入的中介作用

在教育实践中,教师作为教学活动的主要引导者,他们的教学风格对学生的学业成就具有重要影响。根据自我决定理论,自主支持型教师能够满足学生的基本心理需要,促进学习动机内化,进而提高学业投入及学业成就。本研究通过对37篇教师自主支持与学生学业成就的实证研究(53个独立样本,18278名学生)进行元分析,结果发现:(1)教师自主支持显著正向预测需要满足、动机、投入及学业成就;同时自主支持对需要满足、动机及投入的效应量高于对学业成就的效应量;(2)学生的需要满足及动机在教师自主支持对学业成就影响中起中介作用,但学业投入的中介作用不显著;(3)教师自主支持对学业成就的影响在不同年龄、经济与文化背景下没有显著差异。综上,在未来的教育活动中,教师应给予学生更多的自主支持,以满足学生基本心理需要,激发学生的学习动机,促进学业投入,提升学业成就。     

动机对高一学生创造性的科学问题提出能力的影响

选取了360名高一学生,采用直接和间接激发内外动机的方式,通过两个研究考察了内外动机和不同水平的外部动机对中学生创造性的科学问题提出能力的影响,结果发现:(1)直接激发条件下,内部动机能够促进创造性的科学问题提出能力,尤其表现在流畅性以及独创性维度上;(2)直接激发条件下,外部动机能够抑制创造性的科学问题提出能力,尤其表现在独创性维度上;(3)评价情境不同引起的不同的动机水平对于创造性的科学问题提出能力的影响是不同的,期待正性评价不影响创造性的科学问题提出能力,但避免负性评价对创造性的科学问题提出能力有着显著的抑制作用.     

金融危机背景下家庭社会地位对大三学生择业动机的影响：社会支配倾向的中介作用

以504名来自5所高校三年级大学本科生为被试,采用问卷法收集数据,探讨了家庭社会地位对大学生择业动机的影响。结果表明：（1）家庭社会地位对大学生内部择业动机具有显著的预测作用,家庭社会地位越高,内部择业动机越强;（2）社会支配倾向对家庭社会地位与内部择业动机之间的关系起中介作用,家庭社会地位通过社会支配倾向对内部择业动机产生间接影响;（3）未发现家庭社会地位、社会支配倾向与外部择业动机之间的显著相关。     

Between Intrinsic and Extrinsic Motivation: Examination of Reasons for Academic Study based on the Theory of Internalization

In contrast with the view that intrinsic and extrinsic motivation are antagonistic, the view proposed in this article is that they are anchors of a continuous variable. According to the theory set out here, intrinsic motivation develops by means of internalization. This gives rise to four types of motivation: external, introjected, identified, and intrinsic. The main purpose of this study was to construct a scale to measure these four types of motivation for academic achievement and then to examine its validity. The Stepping Motivation Scale, created by the author, was administered to 483 junior high school students. Intercorrelations among the four subscales conformed to a simplex structure, and documented a continuum from extrinsic to intrinsic motivation. To clarify the distinction among the four types of motivation, relevant variables such as causal attributions and coping behaviors in failing situations, beliefs in links between extrinsic and intrinsic motivation, and teachers' evaluation of students' motivation were related to motivation types. A difference in motivational types was exhibited in the differential patterns of correlations.     

自我决定理论:一个积极的人格视角

自我决定理论是有关人格和动机的理论。自我决定理论认为人的动机是一个在自主性或自我决定维度上的连续体,三种基本需要和个人的因果定向影响外在动机的内化和自主性动机的形成,人格整合和成长的过程,就是自我决定的过程。自我决定理论在教育、医疗、体育和组织等领域得到了广泛的应用。最后,文章回顾了自我决定理论在中国的研究情况,并对该领域需要进一步研究的问题做了讨论。     

Need fulfillment and motivation in physical education predict trajectories of change in leisure-time physical activity in early adolescence

ObjectivesWe examined (1) how psychological need fulfillment and motivation in physical education and leisure-time physical activity change during early adolescence, and (2) the degree to which need fulfillment and motivation predict trajectories of change in physical activity.DesignLongitudinal survey.MethodsStudents (N = 134, ages 10–13 years) completed surveys assessing perceived competence, autonomy, relatedness, intrinsic motivation, and identified, introjected, and external regulations in physical education, and leisure time physical activity each semester in school for 3 years.ResultsUnconditional growth models showed an average increase in physical activity. Competence also increased, while autonomy and relatedness, and identified and introjected regulation decreased. Conditional models showed that students with higher levels of autonomy, relatedness, intrinsic motivation, and identified regulation had higher levels of physical activity at baseline and throughout the study. Students with lower levels of autonomy, relatedness, intrinsic motivation, and identified regulation experienced significantly greater increases in physical activity, but these effects were very small.ConclusionsNeed fulfillment and motivation variables positively predict physical activity. While youth with lower levels of need fulfillment and motivation have lower levels of physical activity, they also tend to increase physical activity levels more across early adolescence. These associations highlight how physical education experiences in early adolescence may influence change in physical activity, and suggest efforts to foster need fulfillment and autonomous regulation in physical education may promote physical activity.     

Self-esteem,motivation and school attendance among sub-Saharan African girls: A self-determination theory perspective

Sub-Saharan samples are severely under-represented in the psychological literature. Taking an ecological approach, the current study examines key propositions derived from self-determination theory in a sample of adolescent girls in Mozambique. As a framework theory, self-determination theory consists of six sub-theories. We test the main premises of two of these theories: organismic integration theory and basic psychological need theory. In line with organismic integration theory, we assess the role of intrinsic, extrinsic, introjected and identified motivation for school attendance. We also test the possible moderating role of the ecological variable resource scarcity. The second part of the study focuses on the main premise of the basic psychological need sub-theory, which states that satisfaction of the needs for relatedness, competence and autonomy underlies intrinsic motivation, goal-directed behaviour (school attendance) and well-being (self-esteem). The study also assesses the moderation of resource scarcity in these relationships. Results provide support for both sub-theories of self-determination theory. Resource scarcity is not found to moderate the relationships between motivation and attendance or between need satisfaction and well-being, motivation and attendance. Implications for the universality claim of self-determination theory, as well as for the field of international development aid, are discussed.     

Associations Among Perceived Autonomy Support,Forms of Self-Regulation,and Persistence: A Prospective Study

According to self-determination theory, when the social context is autonomy supportive, people are motivated to internalize the regulation of important activities, and whereas when the context is controlling, self-determined motivation is undermined. A model that incorporates perceptions of coaches' interpersonal behaviors (autonomy support vs. control), 5 forms of regulation (intrinsic motivation, identified, introjected and external regulation, and amotivation), and persistence was tested with competitive swimmers (N = 369) using a prospective 3-wave design. Analyses using structural equation modeling revealed that experiencing relationships as controlling fostered non–self-determined forms of regulation (external regulation and amotivation). Greater levels of self-determined motivation occurred when relationships were experienced as autonomy supportive. Individuals who exhibited self-determined types of regulation at Time 1 showed more persistence at both Time 2 (10 months later) and Time 3 (22 months later). Individuals who were amotivated at Time 1 had the highest rate of attrition at both Time 2 and Time 3. Introjected regulation was a significant predictor of persistence at Time 2 but became nonsignificant at Time 3. External regulation was not a significant predictor of behavior at Time 2, but became negatively associated with persistence at Time 3. The findings are discussed in light of the determinants of the internalization process and the consequences of different forms of self-regulation for psychological functioning.     

The importance of autonomy support and the mediating role of work motivation for well‐being: Testing self‐determination theory in a Chinese work organisation

We examine relations between perceived organisational autonomy support and different types of work motivation and well‐being outcomes in 266 teachers from two government schools in China. We hypothesised that greater autonomy support would be associated with more autonomous forms of employee motivation, and that teacher motivation would in turn mediate the effects of autonomy support on indicators of work well‐being (i.e., job satisfaction, work stress and physical ill symptoms). Results generally supported the hypothesised relations between perceived autonomy support and SDT's five types of motivations. Findings also showed that perceived autonomy support predicted job satisfaction directly and indirectly through the mediating roles of intrinsic motivation, identified regulation, introjected regulation and external regulation. Perceived autonomy support predicted work stress directly and indirectly through the mediating roles of external regulation and amotivation. Autonomy support also predicted illness symptoms via the mediating roles of intrinsic motivation, introjected regulation and amotivation. The current findings highlight how perceived organisational support for autonomy relates to motivational differences in a Chinese work context, and the potential relevance of autonomy support for employee well‐being.     

动机的激发与小学生创造思维的关系：自主性动机的中介作用

基于自我决定论的理论框架, 采用动机激发类型问卷、学业自主调节问卷和托兰斯创造性思维测验(图画)对305名小学五、六年级学生进行问卷调查, 考察小学高年级学生的动机激发类型、动机调节方式与创造思维的关系。研究发现：(1)中度控制/中度自主/高度自主的动机激发类型均能显著正向预测创造思维; 而高度控制的动机激发类型对创造思维的预测作用不显著。(2)自主性动机显著正向预测创造思维; 控制性动机对创造思维的预测作用不显著。(3)自主性动机在中度控制和创造思维间起完全中介作用、在中度自主/高度自主和创造思维之间起部分中介作用。在创造思维各个维度上, 自主性动机在中度控制和流畅性间、在中度自主/高度自主和独创性间起完全中介作用; 在中度自主/高度自主和流畅性之间起部分中介作用。研究结果基本支持自我决定论的有关理论预期, 但在中度控制的动机激发类型上得出了与理论预期不一致的结论, 作者对此从文化的角度进行了讨论。     

Antecedents and consequences of adolescents' motivations to join the family business

This study investigates the career development of adolescents with a family business background through a motivational lens. Drawing on self-determination theory, antecedents and consequences of three succession motivations (autonomous, e.g., career interest; introjected, e.g., family obligation; external, e.g., job opportunities) were analyzed in a sample of 152 adolescents in family firms. Structural equation modeling revealed that parental relational support and adolescent's perceived entrepreneurial competence predicted autonomous motivation, whereas parental control related to introjected motivation. Moreover, autonomous motivation related positively to offspring's succession likelihood. Findings point to the relevance of parental career-specific behaviors in the early process of career and succession planning in family firms.     

Beyond the intrinsic-extrinsic dichotomy: Self-determination in motivation and learning

Researchers have typically portrayed intrinsic and extrinsic motivation as dichotomous. Although this dichotomy has explanatory utility, we present a differentiated view of extrinsic motivation, arguing that the relative autonomy of one's motivated actions is more useful for characterizing the motivational basis of learning than is the undifferentiated intrinsic-extrinsic dichotomy. Our concept of autonomous extrinsic motivation is based on a developmental analysis of the processes of internalization and integration. In this article we review extensive research indicating that intrinsic motivation and integrated internalization are facilitated by autonomy supportive social contexts, and that these autonomous forms of motivation, in turn, promote high-quality learning.Preparation of this article was facilitated in part by research grant HD-19914 from the National Institute of Child Health and Human Development to the Human Motivation Program in the Department of Psychology at the University of Rochester.