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.     

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.     

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.     

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.     

Promoting career preparedness and intrinsic work-goal motivation: RCT intervention

We examined the role of an in-company training program aimed at enhancing employees' intrinsic work-goal motivation by increasing their career preparedness in a randomized field experimental study. The program activities were implemented using an organization-level two-trainer model with trainers from the human resources management and occupational health services. Within-organizations randomly assigned field experimental study (RCT) investigated the impact of the intervention on immediate career preparedness and both immediate and follow-up intrinsic work-goal motivation. A total of 718 eligible individuals filled in and returned the questionnaire in 17 organizations and became voluntary participants. The respondents were randomly assigned to either intervention (N = 369) or control groups (N = 349). Those in the intervention group were invited to group intervention workshops, whereas the control group received printed material covering the information content of the intervention. The participants filled in the work-goal questionnaires before intervention, after the week-long intervention and seven months later. In addition they filled in a career preparedness scale before and after the intervention. The results showed that intervention increased career preparedness which in turn was related to intrinsic work-goal motivation and increased intrinsic work-goal motivation at the follow-up.     

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.     

Daily motivation of volunteers in healthcare organizations: relating team inclusion and intrinsic motivation using self-determination theory

The work of volunteers is indispensable for the well functioning of healthcare organizations, and for maintaining the quality of care in times of austerity. As feelings of intrinsic motivation stimulate volunteer well-being and their long-term engagement, we study how team inclusion relates to volunteers’ intrinsic motivation during their activities. We hypothesize that volunteers’ perceptions of inclusion are positively related to intrinsic motivation, via the satisfaction of their basic needs for autonomy, competence, and relatedness. To test our hypothesis, we conducted a daily-diary study, obtaining a final sample of 43 volunteers and 204 completed diaries. Multilevel path analyses showed that team inclusion was positively related to volunteers’ intrinsic motivation during their activities. Subsequent mediation analyses revealed that competence and relatedness need satisfaction mediated this relationship. Thus, when volunteers feel part of the team with which they complete their activities, they experience intrinsic motivation because feeling included stimulates their feelings of being competent and being related to others.     

Psychiatric rehabilitation of schizophrenia: Unresolved issues, current trends, and future directions

Psychiatric rehabilitation refers to a treatment philosophy and to a set of assessment and treatment techniques designed to reduce disability and maximize environmental adaptation. The field of psychiatric rehabilitation of schizophrenia is now well developed, and successful interventions exist for teaching many essential community-living skills and for promoting maintenance and generalization of these gains. Recent developments include the creation of new skills-training interventions and cognitive rehabilitation techniques and improvements in the delivery of vocational and substance abuse treatments. As a field, psychiatric rehabilitation is continuing to develop in a manner that is responsive to perceived treatment needs, shortcomings of existing interventions, and developments in related fields (e.g., social psychology, neuroscience of schizophrenia). Some of these developments in theory and research point to areas of conceptual/theoretical weaknesses in existing treatments and assessment measures and suggest directions for further development. This article reviews the current status of a number of areas within the psychiatric rehabilitation of schizophrenia, highlighting future needs.     

Self-esteem and responses to success and failure: Subsequent performance and intrinsic motivation

A model is proposed in which the goal of people with high self-esteem is to cultivate personal strengths in order to excel, whereas the goal of people with low self-esteem is to remedy personal deficiencies in order to become adequate In two experiments, subjects received initial outcome feedback of either success, humiliating failure (internal attribution), or failure that allowed face-saving (external attribution) Experiment 1 then measured subjects intrinsic motivation to pursue the task during free-choice time Subjects with high self-esteem had the highest intrinsic motivation after success Subjects with low self-esteem had the highest intrinsic motivation after the humiliating failure Experiment 2 required a second performance on a similar task Performance results were consistent with the intrinsic motivation results of Experiment 1, with one exception High self-esteem subjects were sensitive to the different failure treatments, performing well after humiliation but poorly after face-saving Subjects with low self-esteem performed the same in both failure conditions The relation of the present model and results to previous work is discussed     

Achievement goals and intrinsic motivation: Coherence, concordance, and achievement orientation

Two studies examined the effects on intrinsic motivation of pursuing lower-order target goals in an achievement context emphasizing a performance purpose goal. The purpose goal was theorized to be concordant with intrinsic needs for individuals high in achievement motivation (HAMs), but not for individuals low in achievement motivation (LAMs). Target goals that were coherent with the overall purpose goal were hypothesized to help LAMs enjoy the task even though the purpose goal was not concordant. HAMs evidenced high enjoyment in all conditions. LAMs enjoyed the tasks most when pursuing coherent target goals. Study 2 replicated the results of Study 1 and tested process variables theorized to mediate goal effects on intrinsic motivation.     

A desire to be taught: Instructional consequences of intrinsic motivation

This paper summarizes the results from a series of studies designed to test the hypothesis that making learning more fun will produce corresponding increases both in learning and retention and in subsequent interest in the subject matter itself. Each study examined the effects of two or more versions of an educational activity, each designed to involve identical instructional content, but to differ in motivational appeal. The data from the studies presented provide good general support for the hypothesized cognitive and motivational benefits of appropriately designed motivational embellishments of educational activities. Exceptions to this rule, however, and a more general theoretical analysis of the conditions under which such positive effects are (and are not) expected to occur, are also discussed.This research was supported, in part, by research grant HD-17371 from the National Institute of Child Health and Human Development to Mark R. Lepper.     

The effects of praise on children's intrinsic motivation: a review and synthesis

The authors argue against a purely behavioral definition of praise as verbal reinforcement in favor of the view that praise may serve to undermine, enhance, or have no effect on children's intrinsic motivation, depending on a set of conceptual variables. Provided that praise is perceived as sincere, it is particularly beneficial to motivation when it encourages performance attributions to controllable causes, promotes autonomy, enhances competence without an overreliance on social comparisons, and conveys attainable standards and expectations. The motivational consequences of praise also can be moderated by characteristics of the recipient, such as age, gender, and culture. Methodological considerations, such as including appropriate control groups and measuring postfailure outcomes, are stressed, and directions for future research are highlighted.