Using the Feedback Band Device to Control Rocking Behavior

1988 ◽  
Vol 82 (7) ◽  
pp. 287-289
Author(s):  
R.E. Transon
Keyword(s):  
Visually Impaired ◽  
Extrinsic Motivation ◽  
Cognitive Theory ◽  
Theoretical Orientation ◽  
Self Determination ◽  
Motivation To Change ◽  
Impaired Child ◽  
Intrinsic And Extrinsic Motivation ◽  
Change Behavior

This case study describes a treatment instrument methodology to control the rocking and/or head movement of a ten-year-old visually impaired child. The theoretical orientation for the treatment is based upon cognitive theory. This theory employs self-determination, self-analysis, and intrinsic and extrinsic motivation to change behavior.

Intrinsic and Extrinsic Motivation and Participation in Budgeting: Antecedents and Consequences

2010 ◽  
Vol 22 (2) ◽  
pp. 133-153 ◽  
Author(s):  
Bernard Wong-On-Wing ◽  
Lan Guo ◽  
Gladie Lui
Keyword(s):  
Intrinsic Motivation ◽  
Extrinsic Motivation ◽  
Self Determination Theory ◽  
Self Determination ◽  
Negatively Associated ◽  
Participative Budgeting ◽  
International Bank ◽  
Intrinsic And Extrinsic Motivation ◽  
Proposed Model ◽  
Antecedents And Consequences

ABSTRACT: Based on Self-Determination Theory (SDT; Ryan and Deci 2000b; Gagne´ and Deci 2005), the present research proposes and tests a motivation-based model of participation in budgeting that distinguishes among intrinsic motivation, autonomous extrinsic motivation, and controlled extrinsic motivation for participative budgeting. The proposed model was tested using a survey conducted among managers of an international bank. The results suggest that while intrinsic motivation and autonomous extrinsic motivation for participation in budgeting are positively related to performance, controlled extrinsic motivation is negatively associated with performance. These findings highlight the importance of distinguishing among various forms of motivation in participative budgeting research and suggest that the mechanism by which the information benefits of participation in budgeting are obtained may be more complex than assumed. The results also provide evidence of the viability of using the proposed model to study commonly assumed reasons for participative budgeting within a general theoretically based framework of motivation.

scholarly journals Successful language learning in a corporate setting: The role of attribution theory and its relation to intrinsic and extrinsic motivation

2015 ◽  
Vol 5 (4) ◽  
pp. 583-608
Author(s):  
Csaba Kálmán ◽  
Esther Gutierrez Eugenio
Keyword(s):  
Language Learning ◽  
Corporate Culture ◽  
Attribution Theory ◽  
Extrinsic Motivation ◽  
Self Determination Theory ◽  
Self Determination ◽  
L2 Motivation ◽  
Intrinsic And Extrinsic Motivation ◽  
Learning English

Attribution theory (Weiner, 1985) and self-determination theory (Deci & Ryan, 1985) have been explored as contributors to L2 motivation (cf. Dörnyei, 2001) but have never been studied quantitatively in concert. In addition, students’ attributions for success in learning a foreign language have never been measured through the use of a questionnaire. The aim of this paper is therefore (a) to develop a questionnaire with reliable constructs that allows to measure adult learners’ attributions for their success in learning English in a corporate setting, (b) to investigate these learners’ attributions, and (c) to investigate the relationship between students’ attributions and the constructs of Intrinsic and Extrinsic motivation central to self-determination theory. Our main results show that among the attributions measured, interest, effort and corporate culture seemed to be the main causes that students recognised as directly involved in their success in learning English. Of all the attributional scales, interest and ability appeared to importantly contribute to intrinsic motivation, while corporate culture, encounters with foreign professionals and ability contributed to a lower extent to extrinsic motivation. It must be noted, however, that attributions for success to teacher and task were so consistently high that they could not be reliably measured with the questionnaire.

How to Play with Your Partially Sighted Preschool Child: Suggestions for Early Sensory and Educational Activities

1973 ◽  
Vol 67 (10) ◽  
pp. 457-471
Author(s):  
M. Adelaide Barry
Keyword(s):  
Visually Impaired ◽  
Visual Stimulation ◽  
School Curriculum ◽  
Handicapped Child ◽  
Self Determination ◽  
Critical Periods ◽  
Television Programs ◽  
Impaired Child ◽  
Visually Handicapped ◽  
Partially Sighted

The purpose of endorsing a systematic and logical program of visual stimulation is to bring the visually impaired child into a world of functional reality. Specifically, an infant can be perceptually reinforced and “rerouted” to seeing by making optimum use of available equipment such as an infant seat, walker, backpack, jumper, records, and special television programs. Familiarizing the infant with colors, shapes, and written symbols and initiating him to basic reading at the same time that he is proceeding through critical periods and entering certain stages strengthens his self-determination and prepares him for the mandatory school curriculum. Success in responding to challenges is important to an infant's unfolding personality and produces psychological confidence. Visual stimulation encourages the visually handicapped child and such encouragement, in turn, facilitates his search for personal achievement in adult years.

Self-Determination Moderates the Effects of Perceived Competence on Intrinsic Motivation in an Exercise Setting

1999 ◽  
Vol 21 (4) ◽  
pp. 351-361 ◽  
Author(s):  
David Markland
Keyword(s):  
Intrinsic Motivation ◽  
Extrinsic Motivation ◽  
Interactive Effect ◽  
Self Determination Theory ◽  
Perceived Competence ◽  
Self Determination ◽  
Hierarchical Regression ◽  
Intrinsic And Extrinsic Motivation ◽  
Competing Models ◽  
Independent Effects

According to Deci and Ryan’s (1985) self-determination theory, perceptions of self-determination moderate the effects of perceived competence on intrinsic motivation, with perceived competence only positively influencing intrinsic motivation under conditions of some self-determination. Vallerand’s (1997) hierarchical model of intrinsic and extrinsic motivation suggests that self-determination and competence have only independent effects on intrinsic motivation. The aim of this study was to test these competing models. Women aerobics participants (n = 146) completed measures of self-determination, perceived competence, and intrinsic motivation for exercise. Moderated hierarchical regression revealed a significant interactive effect of self-determination and perceived competence. A plot of the regression of intrinsic motivation on perceived competence under conditions of high and low self-determination, however, showed that the interaction did not take the expected form. Variations in perceived competence positively influenced intrinsic motivation only under conditions of low self-determination. This suggests that it is particularly important to foster perceptions of competence among individuals low in self-determination.

Modification of Head Droop during Conversation in a 3-Year-Old Visually Impaired Child: A Case Study

1984 ◽  
Vol 78 (7) ◽  
pp. 307-310 ◽  
Author(s):  
Sharon Raver
Keyword(s):  
Early Intervention ◽  
Visually Impaired ◽  
Head Orientation ◽  
Social Reinforcement ◽  
Impaired Child ◽  
Teaching Procedure ◽  
Game Format ◽  
High Level ◽  
High Degree

This study demonstrates a systematic teaching procedure for eliminating head droop in a 3-year-old congenitally visually impaired child. Training consisted of physical prompting and the use of physical and social reinforcement within a game format designed to increase proper head orientation. Results indicated successful amelioration of head droop in training and a high degree of generalization to untrained settings. A high level of maintenance was recorded two weeks following completion of the study. Implications of early intervention in all aspects of social training for the visually impaired are discussed.

scholarly journals Intrinsic and Extrinsic Motivation Among Adolescent Ten-Pin Bowlers in Kuala Lumpur, Malaysia

2015 ◽  
Vol 45 (1) ◽  
pp. 241-251 ◽  
Author(s):  
Eng-Wah Teo ◽  
Selina Khoo ◽  
Rebecca Wong ◽  
Eng-Hoe Wee ◽  
Boon-Hooi Lim ◽  
...  
Keyword(s):  
Intrinsic Motivation ◽  
Extrinsic Motivation ◽  
Self Determination Theory ◽  
Gender Effects ◽  
Self Determination ◽  
Self Report ◽  
Kuala Lumpur ◽  
Intrinsic And Extrinsic Motivation ◽  
Different Types ◽  
Sport Motivation Scale

Abstract Motivation has long been associated with sports engagement. However, to date no research has been performed to understand the domain of motivation among ten-pin bowlers. The purpose of this study was to investigate different types of motivation (i.e., intrinsic vs. extrinsic) based on self-determination theory from the perspective of gender and the bowler type (competitive vs. casual). A total of 240 bowlers (104 male, 136 female; 152 competitive, 88 casual) with a mean age of 16.61 ± 0.78 years were recruited in Kuala Lumpur. The Sport Motivation Scale, a 28-item self-report questionnaire measuring seven subscales (i.e., intrinsic motivation to know, intrinsic motivation to accomplish, intrinsic motivation to experience stimulation, extrinsic motivation to identify regulation, extrinsic motivation for introjection regulation, extrinsic motivation to external regulation, and amotivation) was administered. Results showed significant differences (t=10.43, df=239, p=0.01) between total scores of intrinsic and extrinsic motivation among tenpin bowlers. There were significant gender differences with respect to intrinsic motivation to know, intrinsic motivation to accomplish, intrinsic motivation to experience stimulation, and extrinsic motivation to identify regulation. However, no significant bowler type differences were found for either the intrinsic (t=-1.15, df=238, p=0.25) or extrinsic (t=-0.51, df=238, p=0.61) motivation dimensions. In conclusion, our study demonstrated substantial intrinsic motivation for gender effects, but no bowler type effects among adolescent ten-pin bowlers.

scholarly journals MODEL FOR BUILDING STABLE MOTIVATION FOR STUDING THE MUSICAL INSTRUMENT

2019 ◽  
Vol 31 (6) ◽  
pp. 1823-1826
Author(s):  
Anastas Mihaylov
Keyword(s):  
Extrinsic Motivation ◽  
Self Determination Theory ◽  
Musical Instrument ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Musical Instruments ◽  
The Self ◽  
Self Determination ◽  
Future Research ◽  
Intrinsic And Extrinsic Motivation

Studying the musical instrument is a longtime process aiming building technical and performing skills, cultivation of pupil’s musical taste and interest. But in the context of motivation it has a different aim- to influence on student’s motivation for achieving the above goals. There is a lack of the model which can help teachers to be aware of the process and have an influence on student’s motivation. This study strives to fill that gap presenting the model based on the Self Determination Theory for human’s motivation. The fundamental concepts of the theory are presented- basic psychological needs of autonomy, competence and relatedness, intrinsic and extrinsic motivation and their relation. On this basis the model for building stable motivation is suggested as an attempt to adapt the Self Determination Theory to the needs of studying the musical instrument. Some practical aspects of the model are presented. The model is applied among 7-14 years old pupils attending guitar course, but taking into account the age characteristics it might be successfully used with students and adults. We hope that this study can be useful for professionals teaching different musical instruments as well as to provoke the future research in that specific field.

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