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Nikos Ntoumanis - One of the best experts on this subject based on the ideXlab platform.
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a model of contextual motivation in physical education using constructs from self determination and achievement goal theories to predict physical activity intentions
Journal of Educational Psychology, 2003Co-Authors: Martyn Standage, Joan L. Duda, Nikos NtoumanisAbstract:Assessing the motivational responses of 328 secondary school students, this study examined a model of student motivation in physical education that incorporated constructs from achievement goal and self-determination theories. The focus was on the prediction of students' intention to partake in physical activity outside of physical education. Structural equation modeling analysis supported a model in which an autonomy-supportive climate, and to a lesser extent perceptions of a mastery climate, positively impacted hypothesized mediating variables (i.e., autonomy, competence, relatedness) to foster self-determined motivation. Self-determined motivation was found to positively predict, whereas amotivation was a negative predictor of leisure-time physical activity intentions.
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Motivational clusters in a sample of British physical education classes
Psychology of Sport and Exercise, 2002Co-Authors: Nikos NtoumanisAbstract:Objectives: Based on recommendations from a recent review of self-determination theory (Vallerand, R. J. (1997). In: M. Zanna (Ed.), Advances in experimental social psychology (pp. 271–360). New York: Academic Press) the present study aimed to uncover the different motivational profiles in physical education. It was expected that at least two motivational profiles would emerge: a self-determined profile and a controlling motivation/amotivation profile. Design: Cross-sectional survey. Method: Questionnaires were administered to 428 British students, aged between 14 and 16 years, from two schools in the Northwest of England. Results: A cluster analysis produced three motivational profiles in the first school, which were replicated in the second school. The first was named the ‘self-determined profile’ because the students displayed high self-determined motivation, effort, enjoyment, and cooperative learning, and low controlling motivation, amotivation, boredom, and unequal recognition. The second profile was the ‘moderate motivation profile’ with moderate scores on all variables measured. The third was named the ‘controlling motivation/amotivation’ profile because the students demonstrated high controlling motivation, amotivation, boredom, and unequal recognition, and low self-determined motivation, effort, and enjoyment. Conclusions: The results demonstrate the importance of developing self-determination in physical education, as it is associated with desirable behavioural and affective outcomes.
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a self determination approach to the understanding of motivation in physical education
British Journal of Educational Psychology, 2001Co-Authors: Nikos NtoumanisAbstract:Background. It is widely acknowledged that Physical Education (PE) can play a potentially important role in enhancing public health by creating positive attitudes toward exercise and by promoting health-related fitness programmes. However, these initiatives will have limited success if students are not motivated to participate actively in their PE lessons. Aim. A sequence of motivational processes, proposed by Vallerand (1997), was tested in this study. The sequence has the formsocial factors !psycho- logical mediators !types of motivation !consequences'. Sample. Participants were 424 British students aged 14± 16 years from Northwest England. Method. Questionnaires were used to measure cooperative learning, self- referenced improvement, and choice of tasks (social factors), perceived competence, autonomy, and relatedness (psychological mediators), intrinsic motivation, identification, introjection, external regulation, and amotivation (types of motivation), and boredom, effort, and future intention to exercise (consequences). Results. A SEM analysis showed that perceived competence was the major psychological mediator. Intrinsic motivation was related to positive con- sequences, whereas external regulation and amotivation were predictors of negative consequences. A multisample analysis indicated that the model was largely invariant across gender. Conclusions. The findings underline the importance of perceived competence and intrinsic motivation in compulsory PE.
Gary Burnett - One of the best experts on this subject based on the ideXlab platform.
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motivations for self archiving on an academic social networking site a study on researchgate
Journal of the Association for Information Science and Technology, 2019Co-Authors: Sanghee Oh, Hang Dong, Fang Wang, Gary BurnettAbstract:This study investigates motivations for self‐archiving research items on academic social networking sites (ASNSs). A model of these motivations was developed based on two existing motivation models: motivation for self‐archiving in academia and motivations for information sharing in social media. The proposed model is composed of 18 factors drawn from personal, social, professional, and external contexts, including enjoyment, personal/professional gain, reputation, learning, self‐efficacy, altruism, reciprocity, trust, community interest, social engagement, publicity, accessibility, self‐archiving culture, influence of external actors, credibility, system stability, copyright concerns, additional time, and effort. Two hundred and twenty‐six ResearchGate users participated in the survey. Accessibility was the most highly rated factor, followed by altruism, reciprocity, trust, self‐efficacy, reputation, publicity, and others. Personal, social, and professional factors were also highly rated, while external factors were rated relatively low. Motivations were correlated with one another, demonstrating that RG motivations for self‐archiving could increase or decrease based on several factors in combination with motivations from the personal, social, professional, and external contexts. We believe the findings from this study can increase our understanding of users' motivations in sharing their research and provide useful implications for the development and improvement of ASNS services, thereby attracting more active users.
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Motivations for self‐archiving on an academic social networking site: A study on researchgate
Journal of the Association for Information Science and Technology, 2019Co-Authors: Jongwook Lee, Hang Dong, Fang Wang, Gary BurnettAbstract:This study investigates motivations for self‐archiving research items on academic social networking sites (ASNSs). A model of these motivations was developed based on two existing motivation models: motivation for self‐archiving in academia and motivations for information sharing in social media. The proposed model is composed of 18 factors drawn from personal, social, professional, and external contexts, including enjoyment, personal/professional gain, reputation, learning, self‐efficacy, altruism, reciprocity, trust, community interest, social engagement, publicity, accessibility, self‐archiving culture, influence of external actors, credibility, system stability, copyright concerns, additional time, and effort. Two hundred and twenty‐six ResearchGate users participated in the survey. Accessibility was the most highly rated factor, followed by altruism, reciprocity, trust, self‐efficacy, reputation, publicity, and others. Personal, social, and professional factors were also highly rated, while external factors were rated relatively low. Motivations were correlated with one another, demonstrating that RG motivations for self‐archiving could increase or decrease based on several factors in combination with motivations from the personal, social, professional, and external contexts. We believe the findings from this study can increase our understanding of users' motivations in sharing their research and provide useful implications for the development and improvement of ASNS services, thereby attracting more active users.
Hang Dong - One of the best experts on this subject based on the ideXlab platform.
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motivations for self archiving on an academic social networking site a study on researchgate
Journal of the Association for Information Science and Technology, 2019Co-Authors: Sanghee Oh, Hang Dong, Fang Wang, Gary BurnettAbstract:This study investigates motivations for self‐archiving research items on academic social networking sites (ASNSs). A model of these motivations was developed based on two existing motivation models: motivation for self‐archiving in academia and motivations for information sharing in social media. The proposed model is composed of 18 factors drawn from personal, social, professional, and external contexts, including enjoyment, personal/professional gain, reputation, learning, self‐efficacy, altruism, reciprocity, trust, community interest, social engagement, publicity, accessibility, self‐archiving culture, influence of external actors, credibility, system stability, copyright concerns, additional time, and effort. Two hundred and twenty‐six ResearchGate users participated in the survey. Accessibility was the most highly rated factor, followed by altruism, reciprocity, trust, self‐efficacy, reputation, publicity, and others. Personal, social, and professional factors were also highly rated, while external factors were rated relatively low. Motivations were correlated with one another, demonstrating that RG motivations for self‐archiving could increase or decrease based on several factors in combination with motivations from the personal, social, professional, and external contexts. We believe the findings from this study can increase our understanding of users' motivations in sharing their research and provide useful implications for the development and improvement of ASNS services, thereby attracting more active users.
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Motivations for self‐archiving on an academic social networking site: A study on researchgate
Journal of the Association for Information Science and Technology, 2019Co-Authors: Jongwook Lee, Hang Dong, Fang Wang, Gary BurnettAbstract:This study investigates motivations for self‐archiving research items on academic social networking sites (ASNSs). A model of these motivations was developed based on two existing motivation models: motivation for self‐archiving in academia and motivations for information sharing in social media. The proposed model is composed of 18 factors drawn from personal, social, professional, and external contexts, including enjoyment, personal/professional gain, reputation, learning, self‐efficacy, altruism, reciprocity, trust, community interest, social engagement, publicity, accessibility, self‐archiving culture, influence of external actors, credibility, system stability, copyright concerns, additional time, and effort. Two hundred and twenty‐six ResearchGate users participated in the survey. Accessibility was the most highly rated factor, followed by altruism, reciprocity, trust, self‐efficacy, reputation, publicity, and others. Personal, social, and professional factors were also highly rated, while external factors were rated relatively low. Motivations were correlated with one another, demonstrating that RG motivations for self‐archiving could increase or decrease based on several factors in combination with motivations from the personal, social, professional, and external contexts. We believe the findings from this study can increase our understanding of users' motivations in sharing their research and provide useful implications for the development and improvement of ASNS services, thereby attracting more active users.
Luc G Pelletier - One of the best experts on this subject based on the ideXlab platform.
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Why are attitude–behaviour inconsistencies uncomfortable? Using motivational theories to explore individual differences in dissonance arousal and motivation to compensate
Motivation and Emotion, 2016Co-Authors: Karine J Lavergne, Luc G PelletierAbstract:Using cognitive dissonance theories and self-determination theory, we explored the role of individual differences in global and contextual motivational orientations on dissonance arousal processes following spontaneous attitude–behaviour inconsistencies (ABIs). Study 1 ( N = 382) showed that individual differences in global motivation relate to the frequency of ABIs and dissonance arousal across important life domains. Studies 2 ( N = 282) and 3 ( N = 202) showed that individual differences in contextual motivation toward the environment predict the relative frequency of ABIs and the quantity and quality of proximal motivation to compensate for ABIs in that context. Autonomous motivation was associated with a tendency to compensate for ABIs to both reduce dissonance and restore self-integrity. Controlled motivation disposed individuals to reduce dissonance to protect ego-invested self-structures, and to be indifferent to non self-threatening ABIs. Amotivation left people indifferent to ABIs. Individual differences in motivational orientations could explain why ABIs are uncomfortable and motivate people to compensate differently when they face ABIs.
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why are attitude behaviour inconsistencies uncomfortable using motivational theories to explore individual differences in dissonance arousal and motivation to compensate
Motivation and Emotion, 2016Co-Authors: Karine J Lavergne, Luc G PelletierAbstract:Using cognitive dissonance theories and self-determination theory, we explored the role of individual differences in global and contextual motivational orientations on dissonance arousal processes following spontaneous attitude–behaviour inconsistencies (ABIs). Study 1 (N = 382) showed that individual differences in global motivation relate to the frequency of ABIs and dissonance arousal across important life domains. Studies 2 (N = 282) and 3 (N = 202) showed that individual differences in contextual motivation toward the environment predict the relative frequency of ABIs and the quantity and quality of proximal motivation to compensate for ABIs in that context. Autonomous motivation was associated with a tendency to compensate for ABIs to both reduce dissonance and restore self-integrity. Controlled motivation disposed individuals to reduce dissonance to protect ego-invested self-structures, and to be indifferent to non self-threatening ABIs. Amotivation left people indifferent to ABIs. Individual differences in motivational orientations could explain why ABIs are uncomfortable and motivate people to compensate differently when they face ABIs.
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Autonomous Motivation, Controlled Motivation, and Goal Progress
Journal of Personality, 2008Co-Authors: Richard Koestner, Nancy Otis, Theodore A Powers, Luc G Pelletier, Hugo GagnonAbstract:ABSTRACT Although the self-concordance of goals has been repeatedly shown to predict better goal progress, recent research suggests potential problems with aggregating autonomous and controlled motivations to form a summary index of self-concordance (Judge, Bono, Erez, & Locke, 2005). The purpose of the present investigation was to further examine the relations among autonomous motivation, controlled motivation, and goal progress to determine the relative importance of autonomous motivation and controlled motivation in the pursuit of personal goals. The results of three studies and a meta-analysis indicated that autonomous motivation was substantially related to goal progress whereas controlled motivation was not. Additionally, the relation of autonomous motivation to goal progress was shown to involve implementation planning. Together, the three studies highlight the importance for goal setters of having autonomous motivation and developing implementation plans, especially ones formulated in terms of approach strategies rather than avoidance strategies. The present research suggests that individuals pursuing goals should focus relatively greater attention on enhancing their autonomous motivation rather than reducing their controlled motivation.
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associations among perceived autonomy support forms of self regulation and persistence a prospective study
Motivation and Emotion, 2001Co-Authors: Luc G Pelletier, Robert J. Vallerand, Michelle Fortier, Nathalie M BriereAbstract: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.
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Client Motivation for Therapy Scale: A Measure of Intrinsic Motivation, Extrinsic Motivation, and Amotivation for Therapy
Journal of Personality Assessment, 1997Co-Authors: Luc G Pelletier, Kim M. Tuson, Najwa K. HaddadAbstract:The purpose of this study was to examine the psychometric properties of a new measure of client motivation for therapy, the Client Motivation for Therapy Scale. This scale is designed to measure client's Intrinsic Motivation, four forms of regulation for Extrinsic Motivation (integrated, identified, introjected, and external regulation), and Amotivation for therapy. These subscales correspond to different forms of motivation identified by Deci and Ryan (1985) and fall along a self-determination continuum. An experimental version of the scale, along with related scales, was distributed to a total sample of 138 clients involved in therapy. The results supported the factor structure of the scale and revealed a satisfactory level of internal consistency. Correlations among the subscales revealed a simplex pattern that, in general, provides support for the self-determination continuum and the construct validity of the scale. Implications for research on client motivation for therapy are discussed.
Robert J. Vallerand - One of the best experts on this subject based on the ideXlab platform.
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intrinsic and extrinsic school motivation as a function of age the mediating role of autonomy support
Social Psychology of Education, 2012Co-Authors: Nicolas Gillet, Robert J. Vallerand, Marcandre K LafreniereAbstract:The main purpose of the present research was to investigate school intrin- sic and extrinsic motivation, and amotivation as a function of age in a sample of 1,600 elementary and high school students aged 9-17years. First, results revealed a system- atic decrease in intrinsic motivation and self-determined extrinsic motivation from age 9 to 12years, a slow stabilization until 15years old, followed by an increase after that point. Second, non self-determined extrinsic motivation showed a decrease up to 12yearsoldandaslowstabilizationafterthatpoint.Finally,amotivationwasrelatively low and stable from age 9 to 17years. Of importance is that the present results also revealed that teacher autonomy support mediated the age-school motivation relation- ships. The present results underscore the importance of a better understanding of the mechanisms through which lower intrinsic motivation and self-determined extrinsic motivationinolderstudentstakeplace,eventuallyleadingtoappropriateinterventions and optimal motivation in students of all ages.
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Autonomous, Controlled, and Amotivated Types of Academic Motivation: A Person-Oriented Analysis
Journal of Educational Psychology, 2007Co-Authors: Catherine F. Ratelle, Frédéric Guay, Robert J. Vallerand, Simon Larose, Caroline SenécalAbstract:The authors investigated students' profiles regarding autonomous, controlled, and amotivated regulation and tested whether profile groups differed on some academic adjustment outcomes. Studies 1 and 2 performed on high school students revealed 3 profiles: (a) students with high levels of both controlled motivation and amotivation but low levels of autonomous motivation, (b) students with high levels of both controlled and autonomous motivation but low levels of amotivation, and (c) students with moderate levels of both autonomous and controlled motivations but low levels of amotivation. These first 2 studies revealed that students in the high autonomous/high controlled group reported the highest degree of academic adjustment. Study 3 performed on college students revealed 3 profiles: (a) students with high levels of autonomous motivations but low levels of both controlled motivation and amotivation, (b) students with high levels of both autonomous and controlled motivation but low levels of amotivation, and (c) students with low to moderate levels of the various motivational components. Study 3 indicated that students in the autonomous group were more persistent than students in the other groups. Results are discussed in light of self-determination theory (E. L. Deci & R. M. Ryan, 1985).
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perfectionism academic motivation and psychological adjustment an integrative model
Personality and Social Psychology Bulletin, 2005Co-Authors: Paule Miquelon, Robert J. Vallerand, Frederick M E Grouzet, Genevieve CardinalAbstract:The purpose of this article was to propose and test an integrative model on the role of perfectionism, academic motivation, and psychological adjustment difficulties in undergraduate students. The model posits that self-oriented perfectionism facilitates self-determined academic motivation, whereas socially prescribed perfectionism enhances non-self-determined academic motivation. In turn, self-determined and non-self-determined academic motivations, respectively, lead to lower and higher levels of psychological adjustment difficulties. Results from two studies using structural equation modeling analyses provided support for the model.
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associations among perceived autonomy support forms of self regulation and persistence a prospective study
Motivation and Emotion, 2001Co-Authors: Luc G Pelletier, Robert J. Vallerand, Michelle Fortier, Nathalie M BriereAbstract: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.
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On the Assessment of Situational Intrinsic and Extrinsic Motivation: The Situational Motivation Scale (SIMS)
Motivation and Emotion, 2000Co-Authors: Frédéric Guay, Robert J. Vallerand, Céline BlanchardAbstract:The purpose of the present research was to develop and validate a situational (or state) measure of motivation, the Situational Motivation Scale (SIMS). The SIMS is designed to assess the constructs of intrinsic motivation, identified regulation, external regulation, and amotivation (E. L. Deci & R. M. Ryan, 1985, 1991) in field and laboratory settings. Five studies were conducted to develop and validate the SIMS. Overall, results show that the SIMS is composed of 4 internally consistent factors. The construct validity of the scale is also supported by correlations with other constructs as postulated by current theories. Moreover, the SIMS is responsive to experimental induction as evidenced by data gathered through a laboratory study. In sum, the SIMS represents a brief and versatile self-report measure of situational intrinsic motivation, identified regulation, external regulation, and amotivation.