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At least 19 recordsLinked to original sources
PubMed1997

Client Motivation for Therapy Scale: a measure of intrinsic motivation, extrinsic motivation, and amotivation for therapy.

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.

Adult↗
PubMed2000

Motivation in action: towards a process-oriented conceptualisation of student motivation.

BACKGROUND: This paper focuses on the temporal dimension of student motivation; that is, rather than considering motivation a stable emotional or mental state, the emphasis is placed on portraying motivation processes as they happen in time. AIMS: 1. To account for the dynamic development of motivation in prolonged learning processes such as the mastery of school subjects. 2. To discuss the practical implications of a process-oriented approach for professional practice. METHOD: Theoretical analysis and model building, drawing on the findings of empirical investigations. ANALYSIS: It is argued that the 'time' dimension is relevant to the study of motivation in at least two crucial areas: to account for (a) how motivation is generated and (b) how it fluctuates and further develops over time. A focus on the temporal dimension is particularly important for the understanding of student motivation because in prolonged learning activities such as mastering a school subject a major motivational function is to maintain the motivational impetus for a considerable period (often several years) against a number of distracting influences. In order to illustrate the temporal conception of motivation, a 'Process Model of Student Motivation' is presented and various theoretical pros and cons are discussed. Finally, practical implications are demonstrated by providing a taxonomy of motivational strategies rooted in the process-oriented approach, with one specific aspect, the students' action control and self-motivation, specially highlighted in order to show the compatibility of the approach with current research on student self-regulation.

Adolescent↗
PubMed1989

[Motivation research in nursing sciences. A description of the basic motivation of nursing science].

The purpose of this article is to describe the function of the motivation research within caring science as well as to study the caritas motive as the basic motive of caring science. As a basic motive is understood a phenomenon, e.g. caring, as a finished whole, which defines its structure and gives it its real character. The task of the systematic caring science is to study the basic motive of caring. The caritas motive can, from the point of view of the ideal history, be seen as one of the basic motives of caring. The caritas motive is formed on the basis of the responsibility the nurse is prepared to take for the patient. Does the caritas motive have a chance, a task in today's caring? Altogether 81 students in the initial phase of their specialized studies were asked this question. The answers given by the students show a desirability profile which outlines more holistic and caritative caring. The students believe in the chance of the caritas motive. Although 73% of the students stated they had found an expression to the caritas motive, before all hope and love. We have got a chance to affect the trends within caring through our consciousness of the basic motive of caring.

Attitude of Health Personnel↗
PubMed2000

Assessing achievement, affiliation, and power motives all at once: the Multi-Motive Grid (MMG).

In this article, we introduce the Multi-Motive Grid (MMG), a new diagnostic tool to measure motives with respect to their hope and fear components. The MMG combines features of the Thematic Apperception Test (TAT) with features of self-report questionnaires. Similar to the TAT, a set of 14 pictures representing a balanced set of achievement-arousing, affiliation-arousing, and power-arousing situations is presented together with a set of statements representing important motivational states. Six motive scores can be calculated: hope of success (HS) and fear of failure (FF) for the achievement motive, hope of affiliation (HA) and fear of rejection (FR) for the affiliation motive, and hope of power (HP) and fear of power (FP) for the power motive. Results of factor analyses suggest a 3-factor solution, with a general fear factor (FF, FR, FP), a factor combining the hope components of achievement and power (HS and HP), and a third factor representing HA, but the 6 a priori factors also reflect a sound structural model. Reliability data show that the internal consistency and retest reliability of the MMG scales satisfy traditional standards. External validity of the MMG has been established in all 3 motive domains. Three separate studies document that (a) individuals high in resultant achievement motivation perform better and report more flow experience, (b) individuals high in resultant power motivation profit more from a leadership training program, and (c) individuals high in resultant affiliation motivation recollect more highly memorable affiliative themes.

Achievement↗
PubMed2001

Family Caregivers' Motives for Helping Scale derived from motivation-to-help theory.

The literature does not contain a measure of family caregivers' motives for helping provide daily complex home care. Such a measure will permit nurses to assess and provide interventions specific to each caregiver's motivation for helping. The purpose of this study was to apply Batson's empirically derived helping pathway theory to the measurement of caregiver motives for helping and develop a short form that does not add to the burden of caregiving. A Principal Components factor analysis (N = 93) of Family Caregivers' Motives for Helping Scale is used. Criterion-related validity is ascertained using a triangulated, independent validation procedure with qualitative data from a subsample (N = 41). Subsample subjects' interview data were categorized, based on Batson's theoretical pathway definitions, by coders blinded to caregiver Motives for Helping Scale scores. Three of Batson's four helping pathways (reward seeking, altruism, and punishment-avoidance) were extracted during factor analysis. This three-factor solution explained 66.6% of the variance and was confirmed by a 97% agreement between three of Batson's pathways and caregivers' helping motive score. The content analyses of the descriptive interview data also coincide with the 3-factor solution. The scale items representing Batson's fourth helping pathway, distress reaction, were not retained due to cross loading. The Family Caregivers' Motives for Helping Scale accurately measures three of four theoretically derived motivations for helping another. The scale should be reanalyzed in a larger sample of caregivers. Aligning nursing interventions to caregiver motives for helping can provide reinforcement for caregivers and potentially enhance home care outcomes.

Caregivers↗
PubMed1999

Relationship between achievement goal orientations and perceived motivational climate on intrinsic motivation.

This study examines first the relationship of perceived motivational climate and goal orientation to indices of intrinsic, extrinsic motivation and amotivation, and second their respective role in predicting these indices of motivation. A total of 160 students enrolled in physical activity classes volunteered to participate. Results of Pearson correlation analyses indicated that students who perceived their class climate as emphasizing mastery were more likely to feel self-determined. Hierarchical regression analyses revealed that perceived motivational climate was a better predictor of all indices of motivation than goal orientations. Results, discussed according to the achievement goal perspective and the hierarchical model of intrinsic and extrinsic motivation, highlight a possible motivational process explaining how the motivational climate overrides goal orientations.

Achievement↗
PubMed1999

Effect of motivational climate profiles on motivational indices in team sport.

Contemporary perspectives of achievement motivation have been based on social cognitive theories which give motivational climate a central place in the regulation of subsequent affective states, cognitions and behaviour in achievement contexts. This study examined the relationship between different profiles of the motivational climate in teamsport and achievement, and socially related cognitions among Norwegian team sport athletes. Players (N= 148) assessed their perception of the motivational climate using the Norwegian version of the Motivational climate in sport questionnaire, sources of satisfaction in team sport, achievement strategies, perceived purposes of sport, and conceptions of ability. Multivariate analysis of variance (2x2) showed both main effects for profiles of the motivational climate and an interaction effect. Athletes perceiving the climate as high in mastery and high in performance oriented criteria reported psychological responses that were more adaptative than those perceiving the climate as low in mastery and high in performance criteria. With one exception, the findings showed that those high in mastery and low in performance were more likely to emphasise self-referenced criteria when judging perceived ability in team sport. For both social responsibility and lifetime skills as purposes in sport, it was the high performance and low mastery athletes who were least likely to endorse these purposes. And importantly, the high mastery climate seemed to moderate the impact of being in a high performance climate. The pattern of findings suggests that perceiving the motivational climate as performance oriented may not be motivationally maladaptive when accompanied by mastery oriented situational cues.

Achievement↗
PubMed1998

Motivational climate and intrinsic motivation of young basketball players.

The present study examined the relationship between motivational climate with intrinsic motivation for athletes with high and low perceived competence. It was predicted that for highly competent athletes a motivational climate of high mastery and high performance would be associated with enhanced intrinsic motivation whereas for athletes of low competence perceptions of a motivational climate of high mastery would be associated with higher intrinsic motivation. Analysis for 100 male basketball players showed that there was no significant interaction between perceived competence and perceptions of motivational climate. Scores for perceptions of a task-involving climate were significantly correlated with intrinsic motivation.

Achievement↗
PubMed2000

Testing relationships from the hierarchical model of intrinsic and extrinsic motivation using flow as a motivational consequence.

The purpose of this study was to test a motivational model based on Vallerand's (1997) Hierarchical Model of Intrinsic and Extrinsic Motivation. This model incorporates situational and contextual motivational variables, and was tested using a time-lagged design. Master's level swimmers (N = 104) completed a questionnaire on two separate occasions. At Time 1, situational social factors (perceptions of success and perceptions of the motivational climate), situational motivational mediators (perceptions of autonomy, competence, and relatedness), situational motivation, and flow were assessed immediately following a swim practice. Contextual measures of these same variables were assessed at Time 2, 1 week later, with the exception of flow. Results of a path analysis supported numerous links in the hypothesized model. Findings are discussed in light of research and theory on motivation and flow.

Adolescent↗
PubMed1997

Motivation to quit using substances among individuals with schizophrenia: implications for a motivation-based treatment model.

Although the motivation to quit using substances is an important prognostic and treatment-matching factor in substance abuse treatment, there is limited information on motivation to quit among individuals with schizophrenia. This study used the five-stages-of-change model to evaluate the motivational levels of 497 individuals with schizophrenia or schizoaffective disorder in an outpatient mental health clinic. Rates of substance abuse, motivation levels to quit each specific substance, and correlates to motivational levels were evaluated. At least one substance use disorder was diagnosed in 224 of the subjects (45%); however, there was significant variability among the caseloads of the outpatient division teams. The patients in the triage/acute services and community outreach teams had substance abuse rates of about 70 percent. Most subjects had low motivation to quit substances, and the rates varied according to substance (range of 41% for opiates to 60% for cocaine). Treatment-matching strategies are suggested in the motivation-based treatment model.

Adult↗
PubMed1995

Wishes, motives, goals, and personal memories: relations of measures of human motivation.

The purpose of this study was to compare measures of explicit and implicit motives. One hundred and one participants completed six measures of motivation, including Thematic Apperceptive stories, autobiographical memories, three wishes, personal striving lists, the Personality Research Form, and self-ratings. Stories, memories, wishes, and strivings were content-analyzed using Winter's (1989) system. Although overall correlations did emerge among explicit measures within the same motive, there were numerous correlations among methodologically similar measures of different motives. In general, explicit measures did not correlate with thematic measures of the same motives. Although correlations among measures were similar for men and women, explicit measures of power converged with thematic measures of power only for men. Exploratory factor analysis identified three factors: explicit achievement, explicit affiliation, and power. Implicit achievement motivation loaded negatively on the affiliation factor. Implications for research on implicit and self-attributed motivation are discussed.

Adolescent↗
PubMed2002

Combining motivational and volitional interventions to promote exercise participation: protection motivation theory and implementation intentions.

OBJECTIVE: This study compared a motivational intervention based on protection motivation theory (PMT, Rogers, 1975, 1983) with the same motivational intervention augmented by a volitional intervention based on implementation intentions (Gollwitzer, 1993). DESIGN: The study had a longitudinal design, involving three waves of data collection over a 2-week period, incorporating an experimental manipulation of PMT variables at Time 1 and a volitional, implementation intention intervention at Time 2. METHOD: Participants (N=248) were randomly allocated to a control group or one of two intervention groups. Cognitions and exercise behaviour were measured at three time-points over a 2-week period. RESULTS: The motivational intervention significantly increased threat and coping appraisal and intentions to engage in exercise but did not bring about a significant increase in subsequent exercise behaviour. In contrast, the combined protection motivation theory/implementation intention intervention had a dramatic effect on subsequent exercise behaviour. This volitional intervention did not influence behavioural intention or any other motivational variables. CONCLUSIONS: It is concluded that supplementing PMT with implementation intentions strengthens the ability of the model to explain behaviour. This has implications for health education programmes, which should aim to increase both participants' motivation and their volition.

Clinical Trial↗
PubMed2003

Predicting motivational regulations in physical education: the interplay between dispositional goal orientations, motivational climate and perceived competence.

In this study, we examined the main and interactive effects of students' goal orientations, perceived competence and perceptions of the motivational climate on the motivational styles advanced by self-determination theory. The participants were 328 British secondary school students aged 13.6 +/- 0.6 years (mean +/- s). Moderated hierarchical regression analyses revealed task orientation, perceived competence and perceptions of a mastery climate to be positive predictors of self-determined styles of motivation. Perceived competence in physical education was negatively associated with amotivation. Significant interaction effects for mastery climate x task orientation and for ego orientation x perceived competence emerged. The results indicate that: (1) for students endorsing a high task orientation, the perception that the class climate was high in mastery cues was associated with increased intrinsic motivation; and (2) for students high in ego orientation, the belief that one was competent increased, while perceptions of incompetence attenuated intrinsic motivation. Additionally, a three-way interaction between ego orientation, performance climate and perceived competence emerged. In light of achievement goal and self-determination frameworks, we propose that studying the potential interplay between both individual and situational goal perspectives and the moderating effect of perceived competence may further enhance our understanding of motivation in physical education.

Adolescent↗
PubMed2003

Physical activity and situational motivation in physical education: influence of the motivational climate and perceived ability.

The influence of perceptions of the motivational climate and perceived ability on situational motivation and the physical activity behavior of 213 male and 229 female adolescent physical education students (M age = 12.56 years; SD = 0.96) was examined over a 3-day period. A significant age by gender interaction emerged, with physical activity declining from the sixth to eighth grade. The decline was more pronounced among female than male students. Perceptions of a mastery climate were strongly related to more self-determined forms of situational motivation. In contrast, perceptions of a performance climate were strongly related to less self-determined forms of situational motivation. Results of a hierarchical regression analysis revealed gender, perceived ability, and perceptions of a mastery climate to explain a significant amount of variance in physical activity. These findings suggest that promoting a mastery oriented motivational climate in physical education will foster self-determined situational motivation and physical activity.

Adolescent↗