Effect of Expectancies on Intrinsic Motivation

1981 ◽  
Vol 49 (2) ◽  
pp. 423-428 ◽  
Author(s):  
J. Curtis Russell ◽  
O. Lee Studstill ◽  
Rebecca M. Grant
Keyword(s):  
Intrinsic Motivation ◽  
Free Choice ◽  
Performance Task ◽  
Internal Feedback ◽  
Group Feedback ◽  
The Third ◽  
External Feedback ◽  
Choice Period

The present study investigated the hypothesis that expectancies for rewards inherent in a task (working a Soma puzzle) increase intrinsic motivation for the task. Stronger expectancies of task-inherent rewards were predicted when performance was maximally informative about correct responses. Informativeness of performance was varied by giving one group of subjects feedback directly from performance (task-internal feedback), another group feedback from a source outside the task (task-external feedback), and a third group feedback from both sources (mixed feedback). Intrinsic motivation was measured by the time spent working the puzzle during a 10-min. free-choice period. Questionnaire items measured (1) informativeness of performance and (2) expectancies that the performance would be rewarding. As predicted, task-internal feedback made performance more informative and resulted both in stronger expectancies of task-inherent rewards and greater intrinsic motivation for the puzzle than task-external feedback. The third group showed intermediate values on all measures.

scholarly journals Intrinsic motivation in virtual assistant interaction for fostering spontaneous interactions

PLoS ONE ◽  
2021 ◽  
Vol 16 (4) ◽  
pp. e0250326
Author(s):  
Chang Li ◽  
Hideyoshi Yanagisawa
Keyword(s):  
Artificial Intelligence ◽  
Intrinsic Motivation ◽  
Free Choice ◽  
High Expectation ◽  
Hypothetical Model ◽  
User Interactions ◽  
Two Factors ◽  
Choice Period ◽  
Motivation Model ◽  
User Motivation

With the growing utility of today’s conversational virtual assistants, the importance of user motivation in human–artificial intelligence interactions is becoming more obvious. However, previous studies in this and related fields, such as human–computer interaction, scarcely discussed intrinsic motivation (the motivation to interact with the assistants for fun). Previous studies either treated motivation as an inseparable concept or focused on non-intrinsic motivation (the motivation to interact with the assistant for utilitarian purposes). The current study aims to cover intrinsic motivation by taking an affective engineering approach. A novel motivation model is proposed, in which intrinsic motivation is affected by two factors that derive from user interactions with virtual assistants: expectation of capability and uncertainty. Experiments in which these two factors are manipulated by making participants believe they are interacting with the smart speaker “Amazon Echo” are conducted. Intrinsic motivation is measured both by using questionnaires and by covertly monitoring a five-minute free-choice period in the experimenter’s absence, during which the participants could decide for themselves whether to interact with the virtual assistants. Results of the first experiment showed that high expectation engenders more intrinsically motivated interaction compared with low expectation. However, the results did not support our hypothesis that expectation and uncertainty have an interaction effect on intrinsic motivation. We then revised our hypothetical model of action selection accordingly and conducted a verification experiment of the effects of uncertainty. Results of the verification experiment showed that reducing uncertainty encourages more interactions and causes the motivation behind these interactions to shift from non-intrinsic to intrinsic.

Kohabitacja we współczesnym społeczeństwie polskim – wybór czy konieczność? Analiza socjologiczna

2020 ◽  
Vol 8 ◽  
pp. 106-132
Author(s):  
Ewa Markowska Gos ◽  
Keyword(s):  
Market Economy ◽  
Free Choice ◽  
Free Market ◽  
Economic Conditions ◽  
Free Market Economy ◽  
Cultural Economic ◽  
Financial Situation ◽  
The Third ◽  
The Subject ◽  
Number Of Births

Intensification of cohabitation phenomenon in Poland is commonly discussed i.a. in sociology and media. The exponent of cohabitation is considered to be births outside of wedlock, and the specific indicator should be the percentage of civil unions in the total number of births (National Census). Therefore, the literature on the subject talks about various conditions of this phenomenon, e.g. socio-cultural, economic, individual (even personal). The main goal of this article is an attempt to answer the question: is living in cohabitation nowadays in the Third Polish Republic the result of free choice of an individual in an individualized, like never before society, or is it a necessity- the result of the economic conditions in which he/she lives, due to the fact that she may not always be the creator of her financial situation, and is determined in this area by the requirements of a free market economy, set by the state as an organization of global society?

Intrinsic Rewards in School Crime

1978 ◽  
Vol 24 (3) ◽  
pp. 322-335 ◽  
Author(s):  
Mihaly Csikszentmihalyi ◽  
Reed Larson
Keyword(s):  
Intrinsic Motivation ◽  
Antisocial Behavior ◽  
The State ◽  
School Behavior ◽  
School Crime ◽  
Intrinsic Rewards ◽  
Systemic Involvement ◽  
The Third

The systemic structure of a school provides opportunities for both prosocial and antisocial behavior. Actions in a school may be motivated by (1) the extrinsic mechanisms of discipline and grades, (2) the means-end rela tionship of school behavior to students' long-term goals, and (3) the immediate intrinsic satisfactions obtainable in different activities. This paper treats the third type, intrinsic motivation. Using previous research, the authors propose that the state of enjoyment occurs when a person is challenged at a level matched to his level of skills. According to the model, the experience of meetable challenges requires the perception of a constrained set of possible actions, clearly defined goals, and opportunities for unambiguous feedback. The system of rules in a formal game provides these prerequisites. The systemic structure of a school can also provide the conditions of enjoyable involvement. Ideally, learning should involve systemic involvement in sequences of challenges internalized by students. However, evidence indicates that such involvement is rare and is often subverted by the school itself. Without such opportunities, antisocial be havior provides an alternate framework of challenges for bored students. Disruption of classes, vandalism, and violence in schools are, in part, attempts by adolescents to obtain enjoyment in otherwise lifeless schools. Restructuring education in terms of intrinsic motivation would not only reduce school crime but would also accomplish the goal of teaching youths how to enjoy life constructively.

scholarly journals Freedom and responsibility levels: systems analysis

2006 ◽  
Vol 5 (5) ◽  
pp. 79-81
Author(s):  
V. N. Sagatovsky
Keyword(s):  
Systems Analysis ◽  
Free Choice ◽  
Human Freedom ◽  
Human Soul ◽  
Civil Responsibility ◽  
The Third ◽  
Human Choice ◽  
Good And Evil ◽  
Freedom And Responsibility

There are three essential freedom interpretations. They are represented as complementary levels of integral freedom compre- hension. The first level is represented with the outer trends of existence and civil responsibility perception. This level objectifies the art implementation of the free choice. Human freedom as the choice and responsibility for it is carried out at the second backbone level — the level of freedom and responsibility as an entire phenomenon. The third top level is forming with a presence of the Spirit in human choice tendency and creativity, who accepts the responsibility before the entity spiritual reasons. Human soul mission, sacring by the Spirit presence, is free and liable the man, the word, the objective and subjective actuality advancing. Though this fundamental choice between Good and evil only by man himself could be made.

scholarly journals Internal Feedback in a Plasma and Control of Instabilities by an External Feedback

1971 ◽  
Vol 26 (3) ◽  
pp. 142-152
Author(s):  
Takashige TSUKISHIMA ◽  
Atsushi MASE
Keyword(s):  
Internal Feedback ◽  
External Feedback ◽  
And Control

Intention, Choice and Identity in Thomas More’s The History of King Richard the Third/Historia Richardi Tertii

Moreana ◽  
2012 ◽  
Vol 49 (Number 189- (3-4) ◽  
pp. 213-238
Author(s):  
Samuel Gregg
Keyword(s):  
Free Choice ◽  
Moral Identity ◽  
Human Action ◽  
Philosophical Reflection ◽  
The Third ◽  
Human Choice ◽  
History Of ◽  
The Will ◽  
Key Characters

Questions of intentionality and identity have been central to moral and philosophical reflection since Plato. This paper examines the workings of intentionality and free choice in shaping the moral identity of key characters in Thomas More’s The History of King Richard the Third. This reveals More’s emphasis upon the intransitive dimension of human action which makes people as much the object of their own choices as those transitive ends they pursue. The History thus confirms More as someone opposed to deterministic accounts of human choice, a position sharpened in More’s critiques of Reformation conceptions of the will throughout the 1520s.

scholarly journals An analysis of internal and external feedback in self-regulated learning activities mediated by self-regulated learning tools and open learner models

2020 ◽  
Vol 17 (1) ◽  
Author(s):  
Chih-Yueh Chou ◽  
Nian-Bao Zou
Keyword(s):  
Strategy Implementation ◽  
Learning Performance ◽  
Internal Feedback ◽  
Self Regulated Learning ◽  
External Feedback ◽  
Outcome Monitoring ◽  
Regulated Learning ◽  
And Performance ◽  
The Impact

AbstractIn self-regulated learning (SRL), students organize, monitor, direct, and regulate their learning. In SRL, monitoring plays a critical role in generating internal feedback and thus adopting appropriate regulations. However, students may have poor SRL processes and performance due to their poor monitoring. Researchers have suggested providing external feedback to facilitate better student SRL. However, SRL involves many meta-cognitive internal processes that are hidden and difficult to observe and measure. This study proposed a SRL model to illustrate the relationship among external SRL tools, internal SRL processes, internal feedback, and external feedback. Based on the model, this study designed a system with SRL tools and open leaner models (OLMs) to assist students in conducting SRL, including self-assessing their initial learning performance (i.e. perceived initial performance and monitoring of learning performance) after listening to a teacher’s lecture, being assessed by and receiving external feedback from the OLM (i.e. actual performance) in the system, setting target goals (i.e. desired performance) of follow-up learning, conducting follow-up learning (i.e. strategy implementation), and evaluating their follow-up learning performance (i.e. perceived outcome performance and strategy outcome monitoring). These SRL tools also externalize students’ internal SRL processes and feedback, including perceived initial, desired, and perceived outcome performances, for investigation. In addition, this study explores the impact of external feedback from the OLM on students’ internal SRL processes and feedback. An evaluation was conducted to record and analyze students’ SRL processes and performance, and a questionnaire was administered to ask students about their SRL processes. There are three main findings. First, the results showed that students often have poor internal SRL processes and poor internal feedback, including poor self-assessment, inappropriate target goals, a failure to conduct follow-up learning, and a failure to achieve their goals. Second, the results revealed that the SRL tools and external feedback from the OLM assisted most students in SRL, including monitoring their learning performance, goal-setting, strategy implementation and monitoring, and strategy outcome monitoring. Third, some students still required further support for SRL.

Decision and Responsibility in the Tragedy of Aeschylus

1966 ◽  
Vol 86 ◽  
pp. 78-85 ◽  
Author(s):  
Albin Lesky
Keyword(s):  
Free Choice ◽  
Human Action ◽  
Literary Genre ◽  
Divine Intervention ◽  
The Third ◽  
Human Agent ◽  
Classical Studies ◽  
History Of ◽  
Frame Work ◽  
Personal Decision

In the paper that I read to the Third International Congress of Classical Studies in London in 1959 I tried to delimit the sphere of human reflexion and freedom of decision, as opposed to the sphere of divine intervention, in Homeric poetry. The conclusion I reached was that there was a mutual and often indissoluble fusion of these two spheres. In trying here to say something about the significance of personal decision in the dramas of Aeschylus, I am in fact continuing my inquiry in a different literary genre. But the problems are basically the same: in both cases the question is what significance the poet ascribes to the personal decisions of the human agent within the frame-work of a basically God-governed ‘Welt-bild’, how the limitations upon his freedom are defined, and what degree of responsibility is thus entailed.I began the previous paper with my thanks to Bruno Snell, who was the first to clarify these problems of free human action with which we are faced in epic poetry, and I must now begin by thanking him again. Professor Snell, in his book Aischjlos und das Handeln im Drama, which appeared in 1928, emphatically placed the personal decision of the human agent in the centre of his interpretation of Aeschylus; he even went so far as to regard a decision based on free choice as the most important element in the development of a genuinely tragic conflict. I cannot enter upon the history of these problems; however, I should like to emphasise the importance of the question and the interest it has recently aroused in scholarly discussion.

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