Relevant bibliographies by topics / Intrinsic motivation

Academic literature on the topic 'Intrinsic motivation'

Author: Grafiati
Published: 4 June 2021
Last updated: 27 July 2024

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Journal articles on the topic "Intrinsic motivation"

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Malchrowicz-Mośko, Ewa, Patrycjusz Zarębski, and Grzegorz Kwiatkowski. "What Triggers Us to Be Involved in Martial Arts? Relationships between Motivations and Gender, Age and Training Experience." Sustainability 12, no. 16 (August 13, 2020): 6567. http://dx.doi.org/10.3390/su12166567.

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The study aims to recognize the motivations to engage in judo depending on gender, age and level of sports experience among nonelite judokas from the Greater Poland region because previous studies mostly concerned the motivations of top athletes. We supposed that there was a relationship between age, gender, level of sports experience and motivations in judo. During the diagnostic survey, judokas completed the Polish version of the Sport Motivation Scale. In order to determine the motivational profiles of judokas, cluster analysis was performed using the k-means method. The highest values were obtained for motivations related to the intrinsic motivation to experience stimulation and the intrinsic motivation to accomplish, while the lowest values were obtained for motivations related to amotivation and external regulation. The research results showed a relationship between experience in judo training and the motivations of judokas; however, the motivations of the judokas were not differentiated based on their gender or age. In our study, the intrinsic motivation to experience stimulation turned out to be more important for judokas participating in competitions, while recreational athletes more often indicated experiencing amotivation. The intrinsic motivation to accomplish and intrinsic motivation to know turned out to be more important for athletes in training for more than 10 years, while amotivation was more often indicated to be experienced by judokas practicing judo for less than 10 years. Respondents who reported high internal motivation values and had a motivational structure they shaped themselves had been training for longer—for more than 10 years. In our study, the three motivational groups of judokas were identified, and we found that judo experience differentiated belonging to groups. It is recommended to check other martial arts and check more variables in the future, e.g., marital status, which is a potentially important factor in the field of sport motivation.
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Yusuf, Muhammad. "The Effects of the Intrinsic Motivation and Extrinsic Motivation on Employee Performance with Job Satisfaction as an Intervening Variable at PT. Alwi Assegaf Palembang." MBIA 20, no. 1 (April 1, 2021): 18–31. http://dx.doi.org/10.33557/mbia.v20i1.1221.

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This study aimed to examine and analyze the effects of intrinsic motivation and extrinsic motivation on the performance of employees with job satisfaction as an intervening variable at PT. Alwi Assegaf Palembang. The number of respondents was 51 people. The data were collected using a questionnaire method with a Likert scale. They were examined and analyzed using the Smart-partial least square. Furthermore, the intrinsic motivation variable showed a significant positive influence on employee performance, but the extrinsic motivation variable did not have a significant influence on the performance of the employees. Job satisfaction was not an intervening influence between intrinsic motivation and employee performance and between extrinsic motivation and employee performance. The results showed that intrinsic motivation and extrinsic motivation had a significant positive effect on employee job satisfaction. The effect of the intrinsic motivation on the performance was significantly positive, while the extrinsic motivation was not significantly positive on the performance. In this study, job satisfaction was not an intervening variable between the intrinsic and extrinsic motivations on the performance. Abstrak Penelitian ini bertujuan untuk menguji dan menganalisis pengaruh motivasi intrinsik dan motivasi ekstrinsik terhadap kinerja karyawan dengan kepuasan kerja sebagai variable intervening pada PT. Alwi Assegaf Palembang. Responden dalam penelitian ini berjumlah 51 orang. Data dalam penelitian ini diperoleh dengan menyebarkan kuisioner berupa pertanyaan dengan menggunakan skala Likert. Data dianalisis dengan smart-partial least square. Hasil penelitian menunjukkan bahwa motivasi intrinsic dan motivasi ekstrinsik berpengaruh positif signifikan terhadap kepuasan kerja karyawan. Pengaruh motivasi intrinsik terhadap kinerja adalah positif signifikan, sedangkan motivasi ekstrinsik menunjukkan tidak ada pengaruh signifikan positif terhadap kinerja. Kepuasan kerja bukan merupakan variabel intervening antara motivasi intrinsik dan ekstrinsik terhadap kinerja dalam penelitian ini. Kata kunci: Motivasi Intrinsik, Motivasi Ekstrinsik, Kepuasan Kerja, Kinerja
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Arnsten, S. M. "Intrinsic Motivation." American Journal of Occupational Therapy 44, no. 5 (May 1, 1990): 462–63. http://dx.doi.org/10.5014/ajot.44.5.462.

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Rusminto, Nurlaksana Eko, Ag Bambang Setiyadi, Mahpul, and B. Anggit Wicaksono. "Exploring Motivational Orientations of Prospective Language Teachers." Theory and Practice in Language Studies 12, no. 5 (May 4, 2022): 937–42. http://dx.doi.org/10.17507/tpls.1205.14.

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Pre-service teacher program has been a big issue in educational development and research worldwide. A dichotomy of their motivation under intrinsic motivation and extrinsic motivation is widely accepted but the motivational orientations under altruistic, intrinsic and extrinsic motivation are also identified. This study was meant to identify what motivational orientations the Indonesian preservice language teachers had and whether their motivations changed while taking the training program. The criteria on reliability of internal consistency of the items were relatively high with their Cronbach’s Alpha .85. The results show that the participants had the three classifications of motivation of pre-service teachers and the results also revealed that the three sub-scales were significantly correlated. The empirical data in this study supported that the category of motivation of pre-service students under altruistic, intrinsic and extrinsic motivation and the data also revealed that the participants became more motivated to be teachers after entering to the teacher training program. The data also suggests that the three types of motivation (altruistic, extrinsic and intrinsic orientation) are not antagonistic. The data also implies that motivational orientations in general are identified under the continuum of the extrinsic- intrinsic motivation and other categories, if any, may be grouped under the continuum.
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Putra, Eka Diraksa, Seonghee Cho, and Juan Liu. "Extrinsic and intrinsic motivation on work engagement in the hospitality industry: Test of motivation crowding theory." Tourism and Hospitality Research 17, no. 2 (August 1, 2016): 228–41. http://dx.doi.org/10.1177/1467358415613393.

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The aim of this study was to examine extrinsic and intrinsic motivations as the antecedents of work engagement and to empirically test the motivation crowding theory using hospitality employees. The findings showed that intrinsic motivation played an important role in improving employees’ work engagement. The study also found that there was no indication that employees’ intrinsic motivation diminished when extrinsic motivation entered. It is also suggested that employers need to understand that creating a comfortable workplace environment and making jobs more interesting and meaningful will increase employees’ intrinsic motivation, which will help employees to engage more at work. Motivational antecedents of work engagement have been rarely studied and no studies have been conducted to research impacts of extrinsic and intrinsic motivators on employees’ work engagement in the hospitality industry, particularly in small restaurant businesses. In addition, empirical studies on motivation crowding theory are needed due to the inconclusive results.
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Chris Zhao, Yuxiang, and Qinghua Zhu. "Effects of extrinsic and intrinsic motivation on participation in crowdsourcing contest." Online Information Review 38, no. 7 (November 4, 2014): 896–917. http://dx.doi.org/10.1108/oir-08-2014-0188.

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Purpose – The rapid development of Web 2.0 and social media enables the rise of crowdsourcing. Crowdsourcing contest is a typical case of crowdsourcing and has been adopted by many organisations for business solution and decision making. From a participant's perspective, it is interesting to explore what motivates people to participate in crowdsourcing contest. The purpose of this paper is to investigate the category of motivation based on self-determination theory and synthesises various motivation factors in crowdsourcing contest. Meanwhile, perceived motivational affordances and task granularity are also examined as the moderate constructs. Design/methodology/approach – The paper builds a conceptual model to illustrate the relationships between various motivations (extrinsic and intrinsic) and participation effort under the moderating of perceived motivational affordances and task granularity. An empirical study is conducted to test the research model by surveying the Chinese participants of crowdsourcing contest. Findings – The results show that various motivations might play different roles in relating to participation effort expended in the crowdsourcing contest. Moreover, task granularity may positively moderate the relationship between external motivation and participation effort. The results also show that supporting of a participant's perceived motivational affordances might strengthen the relationship between the individual's motivation with an internal focus (intrinsic, integrated, identified and introjected motivation) and participation effort. Originality/value – Overall, the research has some conceptual and theoretical implications to the literature. This study synthesises various motivation factors identified by previous studies in crowdsourcing projects or communities as a form of motivation spectrum, namely external, introjected, identified, integrated and intrinsic motivation, which contributes to the motivation literatures. Meanwhile, the findings indicate that various motivations might play different roles in relating to participation effort expended in the crowdsourcing contest. Also, the study theoretically extends the crowdsourcing participation research to incorporate the effects of perceived motivational affordances in crowdsourcing contest. In addition, the study may yield some practical implications for sponsors, managers and designers in crowdsourcing contest.
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Kavussanu, Maria, and Glyn C. Roberts. "Motivation in Physical Activity Contexts: The Relationship of Perceived Motivational Climate to Intrinsic Motivation and Self-Efficacy." Journal of Sport and Exercise Psychology 18, no. 3 (September 1996): 264–80. http://dx.doi.org/10.1123/jsep.18.3.264.

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This study examined the relationship between perceived motivational climate and intrinsic motivation and self-efficacy and determined the role of goal orientation and perceived motivational climate in predicting intrinsic motivation and self-efficacy. College students (N = 285) enrolled in beginning tennis classes completed a battery of questionnaires assessing perceived motivational climate, goal orientation, intrinsic motivation, self-efficacy, and perceived ability. Perceptions of mastery climate were positively associated with enjoyment, effort, perceived competence, and self-efficacy and were inversely related to tension. In males, dispositional goal orientation and perceived motivational climate emerged as equally important predictors of intrinsic motivation, while mastery motivational climate was the only significant predictor of self-efficacy. In females, performance motivational climate was the strongest predictor of intrinsic motivation and self-efficacy. Perceived normative ability accounted for a substantial amount of unique variance in intrinsic motivation and self-efficacy in both males and females. The motivational implications of the findings are discussed, and directions for future research are provided.
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Kavussanu, Maria, and Glyn C. Roberts. "Motivation in Physical Activity Contexts: The Relationship of Perceived Motivational Climate to Intrinsic Motivation and Self-Efficacy." Journal of Sport and Exercise Psychology 20, no. 3 (September 1998): 264–80. http://dx.doi.org/10.1123/jsep.20.3.264.

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This study examined the relationship between perceived motivational climate and intrinsic motivation and self-efficacy and determined the role of goal orientation and perceived motivational climate in predicting intrinsic motivation and self-efficacy. College students (N= 285) enrolled in beginning tennis classes completed a battery of questionnaires assessing perceived motivational climate, goal orientation, intrinsic motivation, self-efficacy, and perceived ability. Perceptions of mastery climate were positively associated with enjoyment, effort, perceived competence, and self-efficacy and were inversely related to tension. In males, dispositional goal orientation and perceived motivational climate emerged as equally important predictors of intrinsic motivation, while mastery motivational climate was the only significant predictor of self-efficacy. In females, performance motivational climate was the strongest predictor of intrinsic motivation and self-efficacy. Perceived normative ability accounted for a substantial amount of unique variance in intrinsic motivation and self-efficacy in both males and females. The motivational implications of the findings are discussed, and directions for future research are provided.
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Salikin, Hairus, Saidna Zulfiqar Bin-Tahir, Reni Kusumaningputri, and Dian Puji Yuliandari. "The Indonesian EFL Learners’ Motivation in Reading." English Language Teaching 10, no. 5 (April 13, 2017): 81. http://dx.doi.org/10.5539/elt.v10n5p81.

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The motivation will drive the EFL learners to be successful in reading. This study examined the Indonesian EFL learners’ motivation in reading activity based on Deci and Ryans’ theory of motivation including intrinsic and extrinsic. This study employed mixed-method design. The data obtained by distributing questionnaire and arranging the group interviewed. The subject of the study involved 42 freshmen students of English department, the faculty of humanities at Jember University in the academic year 2015-2016. The results found that both intrinsic and extrinsic motivations have significant contribution in motivating the learners to read the English text. The intrinsic motivation played the important role in students’ reading activities. Besides, the extrinsic motivation found the teacher’s role as the learners’ motivator in reading the English text through their method implemented in the reading class.
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Lazauskaite-Zabielske, Jurgita, Ieva Urbanaviciute, and Dalia Bagdziuniene. "The role of prosocial and intrinsic motivation in employees’ citizenship behaviour." Baltic Journal of Management 10, no. 3 (July 6, 2015): 345–65. http://dx.doi.org/10.1108/bjm-05-2014-0085.

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Purpose – The purpose of this paper is to examine the role of prosocial and intrinsic motivation and their interaction in predicting employees’ organizational citizenship behaviour (OCB) and its dimensions. Design/methodology/approach – In total, 884 employees from Lithuanian public sector were surveyed. The hypotheses were tested using hierarchical regression and moderation analyses. Findings – The results revealed that prosocial and intrinsic motivations predicted OCB and its dimensions. Moreover, intrinsic motivation was found to moderate the relationship between prosocial motivation and OCB and four of its dimensions, i.e. intrinsic motivation strengthened the relationship between prosocial motivation and OCB and its dimensions of altruism, courtesy, conscientiousness, and initiative. Research limitations/implications – The correlational design of the study does not allow making causal statements. In addition, the sample consisted of public sector employees only; therefore, caution should be made when applying the results to private sector employees. Finally, since all measures were self-reported, the data may suffer from common method bias. Originality/value – This study contributes to investigation of motivational antecedents of OCB by revealing the importance of prosocial and intrinsic motivation in predicting employees’ citizenship behaviour.
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Dissertations / Theses on the topic "Intrinsic motivation"

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Busby, Jim Burton Carson. "Intrinsic motivation." Thesis, University of Iowa, 2014. https://ir.uiowa.edu/etd/1298.

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Art, for all its apparent simplicity is anything but straightforward. I admire and strive to make work that, when first introduced is both comfortable and exciting. I aim for work that is true to its medium. I want my work to be approachable, inviting, though questioning and introspective just the same. I think art should make the world a better place. I admire the technicality that is inherent to minimalism. I think at the least, an acceptable piece of art should be an insight into the world of the viewer.
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Hennefer, Mindi. "Intrinsic Classroom Teacher Motivation." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5473.

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In the public education accountability movement, politicians and corporate reformers claim that student performance on standardized tests is an appropriate and reliable measure of a teacher's ability to educate. Given the process of holding K-12 classroom teachers directly accountable for individual student achievement based on standardized testing results, the teachers at XYZ Elementary School are currently motivated to change only through externally controlled factors or extrinsic motivation. The purpose of this research was to explore processes other than extrinsic motivation that motivate teachers to engage in strategies and methods that indirectly influence students to learn over the long term. The purpose of the mixed transformative emancipatory design focused on change orientation and the social injustice inflicted upon professional educators (Creswell & Plano Clark, 2011). The study took place at a single-site elementary location with 19 volunteer teachers. The qualitative and quantitative data included 2 assessments, 1 experiment, 1 activity, and individual interviews. Data analysis of this transformative, mixed-methods, emancipatory design revealed the participants of XYZ Elementary School were ready and willing to change, felt low levels of autonomy in the workplace, experienced levels of flow (intrinsic motivation) in the classroom, and experienced low levels of support or appreciation from political leaders and the business community. The implication for local social change is the reexamining of current extrinsic motivation and management techniques to help educators become more effective. Broader social implications of this study are that teachers who experience higher degrees of autonomy and sense of purpose also feel a greater amount of intrinsic motivation to teach and learn.
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Saari, Pauli. "Intrinsic Motivation : Psychological and Neuroscientific Perspectives." Thesis, Högskolan i Skövde, Institutionen för kommunikation och information, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-6862.

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The aim of this essay is to give an overview of the topic of intrinsic motivation based on psychological an neuroimaging research. More specifically, the objective is to give an overview of the various benefits of intrinsic motivation, discuss its relationship to extrinsic rewards, and review the existing neuroimaging research that has explicitly explored intrinsic motivatoin. A positive relationship betweeen intrinsic motivation and persistence, conceptual learning, creativity, and both hedonic and eudaimonic well-being has been demonstrated. A wealth of studies has shown that extrinsic rewards undermine intrinsic motivation, while the validity of these findings has been debated. Initial neuroimaging studies concerning the neural basis of intrinsic motivation have been conducted, showing unique activations in the intrinsic motivation conditions in e.g. the anterior precuneus and the right insular cortex. Conceptual and methodological problems have been discussed, and it is suggested that the neuroscientific findings mentioned above can be interpreted in terms of the neural distinction between wanting and liking, rather than in terms of intrinsic and extrinsic motivation, and that psychological research can draw on neuroscientific findings in order to make its research more precise.
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Smith, Christine. "FMT, Intrinsic Motivation and Self-esteem." Thesis, Karlstads universitet, Institutionen för konstnärliga studier, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-31216.

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This essay presents a brief history of Music Therapy and describes the background, method and thinking behind Functionally-oriented Music Therapy – FMT. The essay includes two case studies describing my work with two clients during the last year of my training to become an FMT therapist. The topics explored are intrinsic (inner) motivation and self-esteem in the context of functional development in school children.  The research question for the essay is to discuss whether Functionally-oriented Music Therapy can assist school children to rediscover their inner motivation and increase their self-esteem.   FMT encourages brain activity through sensory stimulation, movement and play – without verbal instruction, critical evaluation or praise.  The FMT therapist meets the client with knowledge, understanding and unconditional acceptance of his/her present level of physical and mental function and with the intention of creating opportunities for development at every level.  I have found that the work and approach used in FMT can play a vital role in helping school children towards increased inner motivation and self-esteem.
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Lidén, Josefin. "Intrinsic Motivation and its Neural Correlates." Thesis, Högskolan i Skövde, Institutionen för biovetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-17612.

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Why is motivation important? The answer is simple to most of us: it is what makes people push forward and act. Intrinsic motivation is the kind of motivation that arises from within a person, making her or him strive towards a goal for no other reward than the feeling it will bring. Additionally, this kind of motivation has shown correlations with enhanced learning, creativity, performance, optimal development, and well-being. While intrinsic motivation has long been a topic within the field of psychology, the neural correlates underlying it have only recently become of interest for researchers, and studies have shown some interesting but also contradictory findings. Therefore, the aim of this literature review thesis is to investigate the neural correlates of intrinsic motivation further. Firstly, a background review of motivation in general and intrinsic motivation in particular is presented, focusing on concepts such as the self-determination theory, flow, and cognitive evaluation theory. This is followed by a chapter on motivation- and intrinsic motivation from a neuroscientific perspective, concerning concepts such as the reward system, the undermining effect, and studies examining the neural correlates of intrinsic motivation. These studies show that there was activity in several different areas when participants were intrinsically motivated. However, a frequent pattern of activity in dopaminergic pathways involving the striatum and the prefrontal cortex (PFC) was detected in most studies, indicating the involvement of these areas in particular when a person is intrinsically motivated.
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Hackney, Maude Candes Chimere. "Strategies to elicit and sustain intrinsic motivation." Online pdf file accessible through the World Wide Web, 2010. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Hackney_MMIT2010.pdf.

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Andersson, Ellen. "Cognitive Workload, Game Experience, and Intrinsic Motivation." Thesis, Linköpings universitet, Institutionen för datavetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-139330.

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When it comes to game design, two features that have been linked to the success of a game are playability and the subjective game experience. This is perhaps not surprising, as the main purpose of a game is to entertain. What cognitive factors that may underlie these features has, however, not been explored. This study examines the relationship between both workload and cognitive workload and player experience. The results suggest that an increase in workload, including cognitive workload, positively affect the player experience of the game as well as the player’s intrinsic motivation.
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Walters, Derek A. "Intrinsic motivation in sport and physical activity." Thesis, Kansas State University, 1986. http://hdl.handle.net/2097/9979.

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Lee, Woogul. "Neural substrates of intrinsic motivation: fMRI studies." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/2738.

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Numerous social and educational psychologists propose that intrinsic motivation generated by personal interests and spontaneous satisfactions is qualitatively different from extrinsic types of motivation generated by external compensations and also that intrinsic motivation is more beneficial to learning than extrinsic types of motivation. However, in the field of neuroscience, intrinsic motivation has been little studied while extrinsic types of motivation (e.g., incentive motivation) have been thoroughly studied. The purpose of the present studies was to expand the neural understanding of motivation to include intrinsic motivational processes. To do so, a series of three event-related functional magnetic resonance imaging (fMRI) studies were conducted. Study 1 and Study 2 compared the neural activities when participants decided to act for intrinsic reasons (i.e., self-determined volitional and agentic behavior) versus when they decided to act for extrinsic reasons (i.e., non-self-determined volitional and agentic behavior). Both studies showed that the anterior insular cortex, known to be related to a sense of agency, was more activated during self-determined behavior associated with intrinsic reasons for acting while the posterior parietal regions (e.g., posterior cingulate cortex, angular gyrus), known to be related to a sense of a loss of agency, were more activated during non-self-determined behavior associated with extrinsic reasons for acting. These findings confirm the existence of neural-based intrinsic motivational processes, differentiate intrinsic motivation from incentive motivation, and document the important neural activities which function for generating self-determined agentic action. Study 3 examined these same neural activities as participants engaged in interesting and uninteresting versions of two experimental tasks. Results confirmed the results of the earlier two studies, as the anterior insular cortex was more recruited when participants performed the interesting, but not the uninteresting, version of the tasks. Results also extended the findings from Studies 1 and 2 in an important way in that the ventral striatum, a well-known brain region for reward processing, was more activated when participants performed the interesting, but not the uninteresting, version of the experimental tasks. These findings suggest that intrinsic motivation is generated based on the feeling of intrinsic need satisfaction (from anterior insular cortex activations) and the feeling of reward (from ventral striatum activations). Overall, the present research established three new findings: (1) the neural bases of intrinsic motivation lies largely in increased anterior insular cortical activities; (2) when people made decisions about self-determined intrinsically-motivated behavior, they show enhanced insular cortical activities and suppressed posterior parietal cortical activities; and (3) when people engaged in actual self-determined intrinsically-motivated behavior, they show enhanced insular cortical and ventral striatal activities. In establishing these new findings, the paper introduces a new area of study for motivational neuroscience--namely, intrinsic motivation.
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Wait, Sasha Ann. "Investigation into the relationship between intrinsic motivation, intrinsic rewards, extrinsic rewards and work engagement among teachers in South Africa." Thesis, Nelson Mandela University, 2017. http://hdl.handle.net/10948/13557.

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The primary objective of this mini-dissertation was to investigate whether a relationship exists between rewards, intrinsic motivation, work engagement among school teachers in South Africa. A further aim was to determine if work engagement has a moderating effect on the relationship between rewards and intrinsic motivation. The researcher further investigated whether demographic differences occurred across the three constructs studied. The study made use of quantitative research to achieve the above-mentioned objectives. The researcher made use of Ulrechs Work Engagement Scales (UWES), Intrinsic Work Motivation Scale (IWMS) and the Organisational Rewards Scale (ORS) to measure the mentioned relationships. The ORS was qualitatively piloted on a sample of primary school teachers in a Non-governmental institution. After refinement, a composite questionnaire was electronically completed by 207 teachers within South Africa. Data analysis was conducted in the form of descriptive and inferential statistics, including Cronbach’s alpha testing, Pearson’s Product Moment Correlations, t-tests, analysis of variance and structural equation modelling. The quantitative findings suggested that rewards lead to higher levels of Work Engagement, which in turn causes higher levels of Intrinsic Motivation. Thus, there was full mediation of rewards onto intrinsic rewards through work engagement From a demographics perspective, practically significant differences were discovered between NGO’s and Government High Schools for Rewards. In addition to these results, age differences were discovered across Work Engagement and job level differences were discovered for Intrinsic Motivation, together with significant correlations between the three constructs. These results theoretically contribute to the validation of the newly developed Intrinsic Work Motivation Scale. Furthermore, the results make a valuable contribution to the field of rewards management for teachers in South Africa.
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Books on the topic "Intrinsic motivation"

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Whitehead, James R. Physical activity and intrinsic motivation. Washington, DC: President's Council on Physical Fitness and Sports, 1993.

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Sakurai, Shigeo. Naihatsuteki dōkizuke no mekanizumu: Jiko hyōkateki dōkizuke moderu no jisshōteki kenkyū. Tōkyō: Kazama Shobō, 1990.

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Clanton Harpine, Elaine, ed. After-School Programming and Intrinsic Motivation. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-22845-3.

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S, Pittman Thane, ed. Achievement and motivation. Cambridge [England]: Cambridge University Press, 1992.

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M, Ryan Richard, ed. Intrinsic motivation and self-determination in human behavior. New York: Plenum, 1985.

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Riley, Katherine N. Intrinsic motivation in the natural learning process. [Pullman]: Dept. of Education, Washington State University, 1990.

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Deci, Edward L., and Richard M. Ryan. Intrinsic Motivation and Self-Determination in Human Behavior. Boston, MA: Springer US, 1985. http://dx.doi.org/10.1007/978-1-4899-2271-7.

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Christy, Steven M. Exploring the link between intrinsic motivation and quality. Monterey, Calif: Naval Postgraduate School, 1992.

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S, Pittman Thane, ed. Achievement and motivation: A social-developmental perspective. Cambridge [England]: Cambridge University Press, 1992.

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John, Martyn Henry. THE EFFECT OF INTRINSIC AND EXTRINSIC MOTIVATION ON INTRINSIC AND EXTRINSIC MOTIVATIONAL TYPES WITHIN THE CONTEXT OF A BASKETBALL DRIBBLE TEST. Cardiff: S.G.I.H.E., 1986.

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Book chapters on the topic "Intrinsic motivation"

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Moller, Arlen, and Edward Deci. "Intrinsic Motivation." In Encyclopedia of Quality of Life and Well-Being Research, 3378–81. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-0753-5_1532.

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Moller, Arlen C., and Edward L. Deci. "Intrinsic Motivation." In Encyclopedia of Quality of Life and Well-Being Research, 1–4. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-69909-7_1532-2.

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Hsieh, Pei-Hsuan. "Intrinsic Motivation." In Encyclopedia of Child Behavior and Development, 838. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_1540.

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Furnham, Adrian. "Intrinsic motivation." In Management and Myths, 73–75. London: Palgrave Macmillan UK, 2004. http://dx.doi.org/10.1057/9781403990037_26.

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Goldstein, Sam, and Robert B. Brooks. "Intrinsic Motivation." In Tenacity in Children, 43–56. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65089-6_4.

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Shogren, Karrie A., Jessica Toste, Stephanie Mahal, and Michael L. Wehmeyer. "Intrinsic Motivation." In Handbook of Positive Psychology in Intellectual and Developmental Disabilities, 285–95. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-59066-0_19.

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Lonnie, Wilson. "Intrinsic Motivation." In Sustaining Workforce Engagement, 249–68. Boca Raton : Taylor & Francis, 2019.: Productivity Press, 2019. http://dx.doi.org/10.4324/9780429442346-16.

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Moller, Arlen C., and Edward L. Deci. "Intrinsic Motivation." In Encyclopedia of Quality of Life and Well-Being Research, 3654–57. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-17299-1_1532.

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Deckers, Lambert. "Extrinsic and Intrinsic Motivation." In Motivation, 279–311. 6th ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003202646-9.

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Guillén, Manuel. "The intrinsic moral motivations." In Motivation in Organisations, 42–66. New York : Routledge, 2021. | Series: Humanistic management: Routledge, 2020. http://dx.doi.org/10.4324/9780429317293-4.

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Conference papers on the topic "Intrinsic motivation"

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Stout, Andrew, and Andrew G. Barto. "Competence progress intrinsic motivation." In 2010 IEEE 9th International Conference on Development and Learning (ICDL 2010). IEEE, 2010. http://dx.doi.org/10.1109/devlrn.2010.5578835.

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Hervouet, Fabien, and Eric Bourreau. "FIMO: Framework for Intrinsic Motivation." In European Conference on Artificial Life 2013. MIT Press, 2013. http://dx.doi.org/10.7551/978-0-262-31709-2-ch148.

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Stumpel, Nienke, Kas Houthuijs, and Rolinka Schippers. "PEER REVIEW: IMPROVING INTRINSIC MOTIVATION." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.2032.

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Hervouet, Fabien, and Eric Bourreau. "FIMO: Framework for Intrinsic Motivation." In European Conference on Artificial Life 2013. MIT Press, 2013. http://dx.doi.org/10.1162/978-0-262-31709-2-ch148.

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Santucci, Vieri G., Gianluca Baldassarre, and Marco Mirolli. "Intrinsic motivation mechanisms for competence acquisition." In 2012 IEEE International Conference on Development and Learning and Epigenetic Robotics (ICDL). IEEE, 2012. http://dx.doi.org/10.1109/devlrn.2012.6400835.

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Manoury, Alexandre, Sao Mai Nguyen, and Cédric Buche. "Hierarchical Affordance Discovery using Intrinsic Motivation." In HAI '19: 7th International Conference on Human-Agent Interaction. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3349537.3351898.

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Zheng, Xiang, Xingjun Ma, Chao Shen, and Cong Wang. "Constrained Intrinsic Motivation for Reinforcement Learning." In Thirty-Third International Joint Conference on Artificial Intelligence {IJCAI-24}. California: International Joint Conferences on Artificial Intelligence Organization, 2024. http://dx.doi.org/10.24963/ijcai.2024/620.

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This paper investigates two fundamental problems that arise when utilizing Intrinsic Motivation (IM) for reinforcement learning in Reward-Free Pre-Training (RFPT) tasks and Exploration with Intrinsic Motivation (EIM) tasks: 1) how to design an effective intrinsic objective in RFPT tasks, and 2) how to reduce the bias introduced by the intrinsic objective in EIM tasks. Existing IM methods suffer from static skills, limited state coverage, sample inefficiency in RFPT tasks, and suboptimality in EIM tasks. To tackle these problems, we propose Constrained Intrinsic Motivation (CIM) for RFPT and EIM tasks, respectively: 1) CIM for RFPT maximizes the lower bound of the conditional state entropy subject to an alignment constraint on the state encoder network for efficient dynamic and diverse skill discovery and state coverage maximization; 2) CIM for EIM leverages constrained policy optimization to adaptively adjust the coefficient of the intrinsic objective to mitigate the distraction from the intrinsic objective. In various MuJoCo robotics environments, we empirically show that CIM for RFPT greatly surpasses fifteen IM methods for unsupervised skill discovery in terms of skill diversity, state coverage, and fine-tuning performance. Additionally, we showcase the effectiveness of CIM for EIM in redeeming intrinsic rewards when task rewards are exposed from the beginning. Our code is available at https://github.com/x-zheng16/CIM.
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Georgeon, Olivier L., James B. Marshall, and Simon Gay. "Interactional Motivation in artificial systems: Between extrinsic and intrinsic motivation." In 2012 IEEE International Conference on Development and Learning and Epigenetic Robotics (ICDL). IEEE, 2012. http://dx.doi.org/10.1109/devlrn.2012.6400833.

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Grebenyuk, Konstantin A. "Motivation Generator: An Empirical Model of Intrinsic Motivation for Learning." In 2021 IEEE International Conference on Engineering, Technology & Education (TALE). IEEE, 2021. http://dx.doi.org/10.1109/tale52509.2021.9678581.

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Hiemstra, Djoerd, and Anne Carine Zagt. "Developing Communication Competencies Through E-Learning: The Motivating Potential of Adaptive Video Role Play." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5264.

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Abstract To develop competence through e-learning tools, students must be motivated to use these tools. Hence, we conducted two empirical studies to explore the motivating potential of an adaptive video role playing game (AVR) for training communication competencies. In Study 1 (N = 54), we used a within-person design to examine students’ motivation in three learning conditions: in the classroom, when playing the AVR, and when doing homework. The results showed that, relative to the homework condition, in the AVR condition students were higher in perceived competence, relatedness, intrinsic motivation, and flow. No difference between the classroom condition and the AVR condition were found. In Study 2 (N = 150), we used a randomized experimental design to examine the motivational consequences of using videos (AVR) rather than photos (APR) in the adaptive role playing game. We found that, relative to students in the APR condition, students in the AVR condition were higher in relatedness and flow. No differences in perceived competence, autonomy, and intrinsic motivation were observed. We conclude that an AVR may have considerable motivational benefits relative to common homework assignments, and some motivational benefits relative to an APR. Keywords: e-learning, video role play, games, motivation, flow
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Reports on the topic "Intrinsic motivation"

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Brown, Alexander, and Joanna Lahey. Small Victories: Creating Intrinsic Motivation in Savings and Debt Reduction. Cambridge, MA: National Bureau of Economic Research, May 2014. http://dx.doi.org/10.3386/w20125.

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Hasty, Ashley. From Teacher to Curator: The Power of Intrinsic Motivation in Students. Ames: Iowa State University, Digital Repository, November 2016. http://dx.doi.org/10.31274/itaa_proceedings-180814-1526.

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Hastings, Justine, Christopher Neilson, and Seth Zimmerman. The Effect of School Choice on Intrinsic Motivation and Academic Outcomes. Cambridge, MA: National Bureau of Economic Research, August 2012. http://dx.doi.org/10.3386/w18324.

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Kolstad, Jonathan. Information and Quality when Motivation is Intrinsic: Evidence from Surgeon Report Cards. Cambridge, MA: National Bureau of Economic Research, February 2013. http://dx.doi.org/10.3386/w18804.

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Ash, Elliott, and W. Bentley MacLeod. Intrinsic Motivation in Public Service: Theory and Evidence from State Supreme Courts. Cambridge, MA: National Bureau of Economic Research, November 2014. http://dx.doi.org/10.3386/w20664.

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Ajzenman, Nicolás, Gregory Elacqua, Diana Hincapié, Analia Jaimovich, Florencia López Bóo, Diana Paredes, and Alonso Román. Do You Want to Become a Teacher?: Career Choice Motivation Using Behavioral Strategies. Inter-American Development Bank, May 2021. http://dx.doi.org/10.18235/0003325.

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Qualified teachers are a fundamental input for any education system. Yet, many countries struggle to attract highly skilled applicants to the teaching profession. This paper presents the results of a large-scale intervention to attract high performing high-school students into the teaching profession in Chile. The intervention was a three-arm email campaign which made salient three types of motivations typically associated with the teaching profession: intrinsic/altruistic, extrinsic, and prestige-related. The objective was to identify which type of message better appealed to high performing students to nudge them to choose a teaching major. The “intrinsic” and “prestige” arms reduced applications to teaching majors among high performers, while the “extrinsic” arm increased applications among low performers. A plausible interpretation could be that the “intrinsic” and “prestige” messages made more salient an issue that could otherwise be overlooked by high performing students (typically from more advantaged households), negatively impacting their program choice: that while the social value of the teaching profession has improved, it still lags behind other professions that are valued more by their families and social circles. In turn, the “extrinsic” arm made salient the recent improvements in the economic conditions of the teaching profession in Chile, thus appealing to low performing students who in general come from disadvantaged families and for whom monetary incentives are potentially more relevant. These results emphasize the importance of having a clear picture of the inherent motivations that could influence individuals career choice. Making salient certain types of motivations to the wrong target group could lead to undesired results.
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Tian, Xiaoling. Preschool Teachers' Perspectives on Caring Relationships, Autonomy, and Intrinsic Motivation in Two Cultural Settings. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.470.

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Kim, Soohyun, Insook Ahn, and Munyoung Kim. The Effects of Consumers' Values, Environment Self-identity, and Injunctive Norms on Enjoyment-based Intrinsic Motivation and Eco-friendly Apparel Purchasing Behavior. Ames: Iowa State University, Digital Repository, 2017. http://dx.doi.org/10.31274/itaa_proceedings-180814-1860.

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Keefer, Philip, and Razvan Vlaicu. Voting Age, Information Experiments, and Political Engagement: Evidence from a General Election. Inter-American Development Bank, January 2023. http://dx.doi.org/10.18235/0004648.

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We exploit new experimental and quasi-experimental data to investigate voters' intrinsic motivation to engage politically. Does having the right to vote increase engagement or, given significant incentives to free ride, do eligible voters remain rationally unengaged? Does knowledge that ones group is pivotal reduce free riding? And are the politically engaged influenced by election-relevant policy information in the run-up to a major election? To address these questions, we fielded an original survey of 5,400 Mexican high school seniors just prior to the historic 2018 general election. Age-based regression discontinuity results show that the just-eligible score higher on measures of low-cost political engagement compared to the just-ineligible. A first survey experiment reveals that information that the youth vote will be pivotal increases the eligible respondents' interest in the presidential debate and in the election result. In the second experiment, information about current policy outcomes affects future policy priorities in ways consistent with the incentives of eligible respondents to collect relevant information on salient policy issues.
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Prichard, Wilson. Unpacking ‘Tax Morale’: Distinguishing Between Conditional and Unconditional Views of Tax Compliance. Institute of Development Studies, September 2022. http://dx.doi.org/10.19088/ictd.2022.013.

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The past decade has witnessed a surge in international interest in the importance of tax morale. This is often defined, broadly, as taxpayer’s ‘non-pecuniary motivations for tax compliance’ (Luttmer and Singhal 2014: 150) – as a key component of strategies for strengthening tax compliance in lower-income countries. Whereas classic models of tax compliance focused on the importance of the threat of enforcement and the cost of compliance in shaping compliance, compliance decisions are also significantly shaped by non-pecuniary motivations. They can, for example, be an intrinsic commitment to paying taxes, expectations of reciprocity from government, or broader social norms. This has been reflected in growing interest in strategies for strengthening tax morale in order to encourage quasi-voluntary tax compliance (Prichard et al. 2019). A significant part of this literature has relied on surveys to measure taxpayer attitudes towards tax compliance (tax morale), and, in turn, to identify factors associated with higher or lower levels of reported tax morale.
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