Intrinsic motivation, goal orientation, and performance: Testing self-determination theory

2010 ◽  
Author(s):  
Christopher P. Cerasoli ◽  
Michael T. Ford
Keyword(s):  
Intrinsic Motivation ◽  
Goal Orientation ◽  
Performance Testing ◽  
Self Determination Theory ◽  
Self Determination ◽  
And Performance

Intrinsic Motivation, Psychological Needs, and Competition

2021 ◽  
Author(s):  
Richard M. Ryan ◽  
Johnmarshall Reeve
Keyword(s):  
Intrinsic Motivation ◽  
Negative Feedback ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Self Determination ◽  
Negative Effects ◽  
Theory Analysis ◽  
Relevant Feedback ◽  
Competitive Outcomes ◽  
Ego Involvement

Competition is an apt place to experience intrinsic motivation, as competitive settings are often rich with optimal challenges and immediate, effectance-relevant feedback. Yet competition can also undermine intrinsic motivation and sustained engagement by introducing controlling pressures and negative feedback. To explain the contrasting effects of competitive settings on intrinsic motivation, this chapter presents a self-determination theory analysis. According to the theory, when elements of competitive settings are experienced as controlling or pressuring, they undermine competitors’ autonomy, decreasing intrinsic motivation. However, when these elements are perceived as both non-controlling and competence-informing, they can satisfy both autonomy and competence needs, enhancing intrinsic motivation. Unpacking these motivational crosscurrents, the authors identify the motivational implications of different elements of competition, including competitive set, pressure to win, feedback and competitive outcomes, challenge, leaders’ motivating styles, team interpersonal climate, and intrapersonal events such as ego-involvement. The authors also examine both positive and negative effects of competition on the need for relatedness. The chapter concludes by discussing how conditions that foster the need-satisfying aspects of competition not only enhance intrinsic motivation but also help prevent the emergence of competition’s darker sides, such as cheating, doping, objectifying opponents, aggression, and poor sportspersonship.

Self-determination theory and motivation for music

2017 ◽  
Vol 46 (5) ◽  
pp. 699-715 ◽  
Author(s):  
Peter D. MacIntyre ◽  
Ben Schnare ◽  
Jessica Ross
Keyword(s):  
Online Survey ◽  
Self Determination Theory ◽  
Perceived Competence ◽  
Self Determination ◽  
Music Learning ◽  
Motivational Constructs ◽  
Motivational Intensity ◽  
Proposed Model ◽  
And Performance ◽  
Virtuous Cycle

Learning the skills to be a musician requires an enormous amount of effort and dedication, a long-term process that requires sustained motivation. Motivation for music is complex, blending relatively intrinsic and extrinsic motives. The purpose of this study is to investigate the motivation of musicians by considering how different aspects of motivational features interact. An international sample of 188 musicians was obtained through the use of an online survey. Four scales drawn from Self-Determination Theory (intrinsic, identified, introjected, and extrinsic regulation) were utilized along with other motivational constructs, including motivational intensity, desire to learn, willingness to play, perceived competence, and musical self-esteem. To integrate the variables into a proposed model, a path analysis was conducted among the motivation variables. Results showed that the intrinsic motives are playing the major role in the maintenance of the motivational system, while extrinsic motives are less influential. Support was found for a feedback loop, whereby desire to learn feeds into increased effort at learning (i.e., motivational intensity), leading to the development of perceived competence, which is then reflected back into increasing desire to learn. Increases in these variables help to create a virtuous cycle of motivation for music learning and performance.

Does Public Service Motivation Always Lead to Organizational Commitment? Examining the Moderating Roles of Intrinsic Motivation and Ethical Leadership

2017 ◽  
Vol 46 (3) ◽  
pp. 211-238 ◽  
Author(s):  
Wisanupong Potipiroon ◽  
Michael T. Ford
Keyword(s):  
Organizational Commitment ◽  
Intrinsic Motivation ◽  
Public Service ◽  
Ethical Leadership ◽  
Public Management ◽  
Self Determination Theory ◽  
Public Service Motivation ◽  
Self Determination ◽  
Public Employees ◽  
Contingency Perspective

Much of the work in public management indicates that public service motivation (PSM) generally leads to higher levels of organizational commitment. We argue that this relationship is more complex than generally assumed. First, drawing from self-determination theory, we propose that intrinsic motivation is conceptually distinct from PSM and that the two variables could interact. Second, drawing from the fit perspective, we further propose that ethical leadership is a contextual variable that will enhance the effect of PSM. A field study of public employees in Thailand provides support for this contingency perspective. We found that intrinsic motivation moderated the effect of PSM, such that the effect was positive only for individuals with high-intrinsic motivation but negative for those with low-intrinsic motivation. Furthermore, our analysis revealed a three-way interaction, which indicated that PSM was most positively related to organizational commitment when accompanied by high-intrinsic motivation and ethical leadership.

scholarly journals Motivaciones para la práctica deportiva en escolares federados y no federados (Motivations for practicing sports in federate and non-federate students)

Retos ◽  
2015 ◽  
pp. 80-84
Author(s):  
Manuel Isorna Folgar ◽  
Antonio Rial Boubeta ◽  
Raquel Vaquero-Cristóbal
Keyword(s):  
Physical Exercise ◽  
Intrinsic Motivation ◽  
Self Determination Theory ◽  
Female Students ◽  
Self Determination ◽  
Men Students ◽  
External Regulation ◽  
Motivational Profile ◽  
Las Mujeres ◽  
Identified Regulation

En este artículo se analiza el perfil motivacional hacia la práctica de ejercicio físico entre los escolares de varios centros educativos a través de la Teoría de la Autodeterminación de Deci y Ryan, diferenciando los resultados en función del sexo, el modo de la práctica deportiva (federado vs. no federado) y el deporte practicado; así como conocer la influencia de la implantación de una unidad de iniciación en el ámbito escolar en la práctica de este deporte en horario extracurricular. Un total de 306 alumnos/as de 5º de primaria a 4º de la Educación Secundaria Obligatoria (ESO) con edades comprendidas entre los 9 y 16 años, los cuales pertenecían a centros educativos en los cuales se había dado una unidad didáctica de iniciación al piragüismo, completaron la versión en castellano del BREQ-2. Los resultados mostraron que sólo el 57.2% de los sujetos practicaban deporte federado, siendo la mayoría de ellos hombres. Se ha encontrado que los estudiantes tenían puntuaciones altas en motivación intrínseca, moderadas en regulación identificada y regulación introyectada, bajas en regulación externa y muy bajas en desmotivación, mostrando quienes practican deporte federado unos niveles más altos de motivación intrínseca y la regulación identificada que los que hacían deporte no federado. Los hombres mostraron una mayor motivación intrínseca que las mujeres. No se encontraron diferencias en función de la modalidad deportiva practicada. El fútbol fue el deporte más practicado, seguido del piragüismo y el baloncesto.Palabras clave: deporte, deporte federado, adolescentes, autodeterminación, ejercicio físico, piragüismo.Abstract: This paper analyzes the motivational profile in physical exercise among students from various schools with the Deci & Ryan’ self-determination theory. The results were divided according to sex, mode of sport (federated vs non-federated) and the sport modality, as well as know the influence of the implantation of an initiation unit in the school in the practice of this sport in extracurricular schedule. A total of 306 male / female students from Elementary 5th to 4º ESO, with ages between 9 and 16, who belonged to schools in which there had been teaching a didactical unit of initiation to canoeing, completed the Spanish version of the BREQ-2. The results showed only a 57.2% of the students did federate sport, most of them being men. Students had high scores in intrinsic motivation, moderate scores in identified regulation and introjected regulation, low scores in external regulation, and very low scores in demotivation. Federated sport practitioners showing higher levels of intrinsic motivation and identified regulation than those who did not federated sport. Men showed greater intrinsic motivation than women. No differences were found depending on the sport modality practiced. Football is the most popular sport, followed by canoeing and basketball.Key words: sport, federated sport, teenagers, self-determination, physical exercise, canoeing.

scholarly journals Mối liên hệ giữa sự thỏa mãn các nhu cầu tâm lý cơ bản, động lực học tập, và trì hoãn học tập ở sinh viên [The relationships between the satisfaction of basic psychological needs, academic motivation, and academic procrastination among students]

2020 ◽  
Author(s):  
Quang Ngoc Nguyen ◽  
Thuy-Tien Thi La ◽  
Mai Thi Phan ◽  
Thuy-Dung Ninh
Keyword(s):  
Intrinsic Motivation ◽  
Academic Motivation ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Academic Procrastination ◽  
Level Of Satisfaction ◽  
Academic Motivations

Nghiên cứu được tiến hành dựa trên lý thuyết tự quyết nhằm tìm hiểu về mối liên hệ giữa sự thỏa mãn các nhu cầu tâm lý cơ bản, động lực học tập, và trì hoãn trong học tập ở sinh viên. Mẫu nghiên cứu là mẫu thuận tiện với 341 sinh viên có độ tuổi trong khoảng từ 19 đến 26. Trong đó, nam chiếm 11.7% và nữ chiếm 88.3%. Mức độ thỏa mãn các nhu cầu tâm lý cơ bản, các loại động lực học tập, và mức độ trì hoãn trong học tập được đo lường bởi các thang đo. Kết quả phân tích tương quan cho thấy trì hoãn trong học tập có tương quan nghịch chiều với các loại động lực học tập tự chủ và mức độ thỏa mãn các nhu cầu tâm lý cơ bản. Phân tích đường dẫn cho thấy sự thỏa mãn nhu cầu gắn kết và nhu cầu tự chủ góp phần làm tăng sự thỏa mãn nhu cầu năng lực, qua đó làm giảm tình trạng thiếu động lực học tập đồng thời làm tăng động lực hướng đến thành tựu, và dẫn tới mức độ trì hoãn học tập thấp hơn. Các kết quả nghiên cứu ửng hộ giả thuyết của lý thuyết tự quyết về vai trò của việc đáp ứng các nhu cầu tâm lý cơ bản nhằm thúc đẩy động lực bên trong. [The study was conducted based on the self-determination theory to examine the relationships between the satisfaction of basic psychological needs, academic motivation, and academic procrastination among students. The sample was a convenient ?one with 341 students aged between 19 and 26. In particular, males accounted for 11.7% and females accounted for 88.3%. The level of satisfaction of basic psychological needs, the types of academic motivation, and the level of academic procrastination were measured by several scales. The results of correlation analysis showed that the academic procrastination was negatively correlated with autonomous academic motivations and the level of the satisfaction of basic psychological needs. Path analysis showed that the satisfaction of relatedness and autonomy needs contributed to the satisfaction of competence need, thereby reducing amotivation and increasing intrinsic motivation towards achievement which lead to lower levels of academic procrastination. The findings supported the hypothesis of self-determination theory about the role of meeting basic psychological needs in order to promote intrinsic motivation.]

"The Small Decisions Are What Makes it Interesting"

2021 ◽  
Vol 5 (CHI PLAY) ◽  
pp. 1-26
Author(s):  
April Tyack ◽  
Peta Wyeth
Keyword(s):  
Intrinsic Motivation ◽  
Daily Life ◽  
Psychological Theory ◽  
Self Determination Theory ◽  
Self Determination ◽  
Player Experience

Games and play research at CHI employs psychological theory to investigate the ways that varied qualities of people, videogames, and play contexts contribute to nuances in player experience (PX). Play is often characterised as self-endorsed and freely chosen behaviour, and self-determination theory (SDT) proposes that this autonomous quality contributes to wellbeing restoration. However, prior research has produced only inconsistent support for this claim. In this study, 148 participants experienced an autonomy-satisfying or -frustrating puzzle before playing Spore, a videogame likely to satisfy autonomy. Need-frustrated participants showed comparatively greater improvement in autonomy, vitality, and intrinsic motivation when playing Spore, and in-game autonomy satisfaction was shown to index post-play wellbeing outcomes. However, further results were mixed, and only competence frustration was found to predict ill-being outcomes. These findings are contextualised by post-study interviews that investigate the ways that autonomy, wellbeing, and motivation emerge in and through play in daily life.

Meaningful Individual Differences in Statistics Cognition

2017 ◽  
pp. 188-234
Keyword(s):  
Individual Differences ◽  
Cognitive Development ◽  
Goal Orientation ◽  
Individual Difference ◽  
Online Courses ◽  
Self Determination Theory ◽  
Self Determination ◽  
Scholarly Research ◽  
Motivational Profiles ◽  
The Continuum

This chapter focuses on the understanding and use of individual differences in statistics cognition. We argue that individual differences can be classified along a continuum ranging from within an individual (internally derived) to an outside source (externally prescribed), and that where an individual differences falls on the continuum may have important implications for how individual differences are used to describe, control for, predict, or explain findings in scholarly research. We argue that individual differences are more useful when they meaningfully pertain to cognitive development, and outline how motivation (using goal orientation and self-determination theory) can be used as an individual difference. We conclude with a discussion of aligning motivational goals and how online courses could adapt themselves to student motivational profiles.

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