Hallgeir Halvari

The Multidimensional Work Motivation Scale: Validation evidence in seven languages and nine countries

Self-determination theory proposes a multidimensional conceptualization of motivation comprising autonomous and controlled forms. Whereas autonomous motivation relates positively to individuals’ optimal functioning (e.g., well-being, performance), controlled motivation is less beneficial. To be able to use self-determination theory in the field of organizational behaviour, the Multidimensional Work Motivation Scale was developed and tested using data from 3435 workers in seven languages and nine countries. Factorial analyses indicated that the 19-item scale has the same factor structure across the seven languages. Convergent and discriminant validity tests across the countries also indicate that the psychological needs for autonomy, competence, and relatedness as well as the theoretically derived antecedents to work motivation (e.g., leadership and job design) are predictably related to the different forms of motivation, which in turn are predictably related to important work outcomes (e.g., well-being, commitment, performance, and turnover intentions). Implications for the development of organizational research based on self-determination theory are discussed.

Autonomy Support and its Links to Physical Activity and Competitive Performance: Mediations Through Motivation, Competence, Action Orientation and Harmonious Passion, and the Moderator Role of Autonomy Support by Perceived Competence

The purpose of the present study was to test a Self‐Determination Theory (SDT) process model in relation to involvement in physical activity and competitive performance among students (N = 190). In this model, perceived autonomy support from teachers and coaches was expected to be positively related to autonomous motivation, perceived competence, harmonious passion and action orientation, and that they would be positively related to involvement in physical activity and competitive performance. In using LISREL to test the model, autonomy support was positively linked with perceived competence, autonomous motivation, and action orientation. In turn, perceived competence (through harmonious passion), autonomous motivation, and action orientation were all positively associated with involvement in physical activity, whereas perceived competence and autonomous motivation were positively correlated with competitive performance.

Autonomous motivation: involvement in physical activity, and perceived sport competence: structural and mediator models.

Students in upper secondary school (N = 231, M = 16.6 yr., SD = 1.6) were tested on involvement in physical activity, perceived sport competence, using the Perceived Competence Scale of Harter, and motivational regulation on the Self-regulation Questionnaire of Ryan and Connell. Correlations were positive among involvement in physical activity, autonomous motivation, and perceived sport competence. A hypothetical model indicated that autonomous motivation mediates the relation between perceived sport competence and involvement in physical activity. Although LISREL analysis supported this mediation, the best model fit of the data supported a structural model with involvement in physical activity (R2 = .63) to mediate between autonomous motivation and perceived competence (R2 = .47). Results are interpreted and discussed in terms of self-determination theory.

A structural model of achievement motives, performance approach and avoidance goals, and performance among Norwegian olympic athletes.

A structural model of achievement motives, performance approach and avoidance goals, and performance was applied and tested among 136 Norwegian Olympic level athletes. Achievement motives, competitive behavior over time, performance approach goal-clarity, and performance-avoidance goals were assessed, and elite performance observed. Analysis indicated that the motive to achieve success is positively correlated with competitive behavior over time (a long-term goal), whereas the motive to avoid failure is positively associated with performance avoidance goals. Both long-term competitive behavior goals and performance approach goal-clarity were positively correlated with elite performance whereas the performance-avoidance goal was negatively correlated with performance. When the proximal influences of goals are controlled, the achievement motives are not significantly related to performance. In this structural model, motives and goals shared 32% of the variance with the performance measure, whereas a more complicated model including goals, sex, and a triple interaction of sex and motives shared 42% of the variance with the performance measure.

Motivational Climates, Achievement Goals, and Physical Education Outcomes: A Longitudinal Test of Achievement Goal Theory

The present research tested the longitudinal relations over a school‐year between motivational climates, achievement goals, and five physical education outcomes, namely intrinsic motivation, perceived competence, positive attitude, exertion, and attendance in physical education. The results showed that students’ mastery goals measured early in the school‐year (Time 1) predicted all five physical education outcomes one year later (Time 2), controlling for physical education outcomes at Time 1. Two structural equation change models of climates and goals were also tested: (1) change in mastery climate predicted positively change in mastery goals, which positively predicted physical education outcomes after one year; and (2) distinct performance climate sub‐factors, namely changes in normative praise and negative emotional tune, predicted positive changes in performance‐approach, and performance‐avoidance goals, respectively. In turn, change in performance‐approach goals predicted positively, and change in performance‐avoidance goals predicted negatively, the PE outcomes after one year.

Self-determined motivational predictors of increases in dental behaviors, decreases in dental plaque, and improvement in oral health: a randomized clinical trial.

OBJECTIVE The present study tested the hypotheses that: (a) a dental intervention designed to promote dental care competence in an autonomy-supportive way, relative to standard care, would positively predict perceived clinician autonomy support and patient autonomous motivation for the project, increases in autonomous motivation for dental home care, perceived dental competence, and dental behaviors, and decreases in both dental plaque and gingivitis over 5.5 months; and (b) the self-determination theory process model with the intervention and individual differences in autonomy orientation positively predicting project autonomous motivation and increases in perceived dental competence, both of which would be associated with increases in dental behavior, which would, in turn, lead to decreased plaque and gingivitis. METHODS A randomized two-group experiment was conducted at a dental clinic with 141 patients (Mage = 23.31 years, SD = 3.5), with pre- and postmeasures (after 5.5 months) of motivation variables, dental behaviors, dental plaque, and gingivitis. RESULTS Overall, the experimental and hypothesized process models received strong support. The effect sizes were moderate for dental behavior, large for autonomous motivation for the project and perceived competence, and very large for perceived autonomy support, dental plaque, and gingivitis. A structural equation model supported the hypothesized process model. CONCLUSIONS Considering the very large effects on reductions in dental plaque and gingivitis, promoting dental care competence in an autonomy-supportive way, relative to standard care, has important practical implications for dental treatment, home care, and health.

Trait and State Anxiety before and after Competitive Performance

33 subjects were tested on competitive trait and state anxiety immediately before and after a competitive motor task of short duration (average performance time of 25 seconds). It required precise coordination of correct muscular activity, timing as well as speed, and physical strength that included explosive shifts in direction of movement. Two types of performance measures were employed, (a) number of errors during the performance and (b) the time it took to complete the motor task. Analysis showed a positive relation between trait anxiety and performance errors when a linear model was applied; however, when a curvilinear model was used, a strong significant U-relationship between errors and precompetition state anxiety emerged. Further, a strong positive linear relation between poststate anxiety and number of performance errors was observed. The results indicate that making errors in performance situations is a critical factor in producing postcompetition state anxiety.

Motivational Climate, Achievement Goals, Perceived Sport Competence, and Involvement in Physical Activity: Structural and Mediator Models

Students (N = 231) were tested on involvement in physical activity, motivational climate, perceived sport competence, and goal orientations. Multiple regression, partial correlation, and LISREL analyses indicated that mastery goal adoption is positively correlated with a mastery climate. Performance-approach goal adoption is positively correlated with a performance climate. Mastery climate, mastery goal, and perceived sport competence are all positively correlated with involvement in physical activity. LISREL analyses supported three mediational hypotheses: (I) the positive correlation between the performance-approach goal and involvement in physical activity is mediated by (high) perceived sport competence, (II) the negative correlation between the performance-avoidance goal and involvement in physical activity is mediated by (low) perceived sport competence, (III) the positive correlation between mastery climate and involvement in physical activity is mediated by (high) mastery goal orientation. An alternative structural model with perceived competence as the last latent construct in the path was also tested.

RELATION OF BURNOUT WITH LACK OF TIME FOR BEING WITH SIGNIFICANT OTHERS, ROLE CONFLICT, COHESION, AND SELF-CONFIDENCE AMONG NORWEGIAN OLYMPIC ATHLETES

We studied the relationship of burnout with environmental and personal characteristics such as lack of time for being with significant others outside sport, cohesion in training groups, role conflict, and self-confidence among 136 elite athletes. Analysis indicated that the mean Burnout scores were in the low range. Cohesion in training groups and Self-confidence were negatively associated with Burnout, whereas Lack of time to be with significant others and Role conflict were positively associated with Burnout scores. Results are in accordance with Coakleys 1992 conception of burnout explained as a social problem, Kahns 1978 hypothesis that role conflict is positively correlated with stress and burnout, and Smiths 1986 hypothesis that personality factors such as self-confidence should be associated with cognitive appraisal of situational demands related to burnout.

Achievement Motivation and Involvement in Sport Competitions

213 pupils (M = 17.2 yr.) were tested on the motive to achieve success, the motive to avoid failure, future time orientation, perceived instrumentality of cognitive and physical tasks at school, and the involvement in sport competitions. Analysis shows a significant positive correlation between the scores on motive to achieve success and the amounts of competitive involvement in sport. Conversely, the motive to avoid failure was negatively correlated with the involvement in sport. Further, a positive significant correlation for the involvement in sport competitions with perceived instrumentality of physical or sport tasks at school appeared. The relations were similar for both girls and boys. An hypothetical model based on hierarchical regression of the data showed that all independent variables affected involvement in sport competitions directly or indirectly.