Robert J. Vallerand

Toward A Hierarchical Model of Intrinsic and Extrinsic Motivation

Publisher Summary The chapter outlines a general model of intrinsic and extrinsic motivation, the Hierarchical model. This model serves two objectives. First, the model provides a framework to organize the literature on intrinsic and extrinsic motivation, as well as to identify the psychological mechanisms underlying motivational changes. Intrinsic and extrinsic motivation represents a substantial portion of peoples experiences when involved in activities. Furthermore, conceptual and methodological advances are presented supporting a multidimensional approach to the study of motivational phenomena. Such an approach has been found useful—for instance, for distinguishing nonintrinsic but internalized motivational forces that promote adaptive consequences such as persisting at difficult tasks from other internalized forces that compromise adaptive adjustment. A second objective of the hierarchical model is to lead to novel and testable hypotheses. Moreover, other aspects of the model also appear as prime candidates for future research. Such a model serves to integrate the literature and points toward new research. It is within such a contextually situated perspective that the model shows its greatest promise of usefulness.

The Academic Motivation Scale: A Measure of Intrinsic, Extrinsic, and Amotivation in Education

A new measure of motivation toward education has been developed in French, namely the Echelle de Motivation en Education (EME). The EME is based on the tenets of self-determination theory and is composed of 28 items subdivided into seven sub-scales assessing three types of intrinsic motivation (intrinsic motivation to know, to accomplish things, and to experience stimulation), three types of extrinsic motivation (external, introjected, and identified regulation), and a motivation. The purpose of this investigation was to cross-culturally validate in English the EME. The EME was translated in English through appropriate methodological procedures and completed by university students. Results revealed that the English version of the scale renamed the Academic Motivation Scale (AMS), has satisfactory levels of internal consistency (mean alpha value = .81) and temporal stability over a one-month period (mean test-retest correlation = .79). In addition, results of a confirmatory factor analysis (LISREL) confirmed the seven-factor structure of the AMS. Finally, gender differences obtained with the EME were basically replicated with the AMS. In sum, the present findings provide adequate support for the factorial validity and reliability of the AMS and support its use in educational research on motivation.

Les passions de l'ame: on obsessive and harmonious passion.

Passion is defined as a strong inclination toward an activity that people like, that they find important, and in which they invest time and energy. Two types of passion are proposed: obsessive and harmonious. Obsessive passion (OP) refers to a controlled internalization of an activity in ones identity that creates an internal pressure to engage in the activity that the person likes. Harmonious passion (HP) refers to an autonomous internalization that leads individuals to choose to engage in the activity that they like. HP promotes healthy adaptation whereas OP thwarts it by causing negative affect and rigid persistence. Results from four studies involving more than 900 participants from different populations supported the proposed conceptualization.

On the assessment of situational intrinsic and extrinsic motivation : the Situational Motivation Scale (SIMS).

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.

Traduction et Validation Canadienne-Française de L'échelle de L'estime de Soi de Rosenberg

Abstract Since the early days of psychology, the self-concept and more specifically global self-esteem has been addresscd by numerous researchers in the field. Among the widely used instruments for measuring global self-esteem, Rosenbergs Self-Esteem scale (RSE) has displayed high levels of validity and reliability (Harter 1983; Wylie 1974). Through a brief (10 items) and direct approach, the RSE can be answered quickly by different age and social groups. Considering the good psychometric properties of the RSE mentioned above, and the importance of self-esteem for research in psychology, the purpose of the present four studies was to translate and validate in French the RSE Internal consistency (study 1) and confirmatory factor analyses through LISREL VI (study 2) were conducted with a French-Canadian junior college student population in order to verify the internal consistency and the unidimensional factorial structure of the scale. In addition, the construct validity (study 3) and temporal stability (s...

Self-Regulation and Academic Procrastination

The role of autonomous self-regulation as a predictor of academic procrastination was assessed. French-Canadian students from a junior college (N = 498) completed the Academic Motivation Scale as well as an academic procrastination scale and other measures (anxiety, self-esteem, and depression) that have been found to be related to fear of failure. Correlation results indicated that students with intrinsic reasons for pursuing academic tasks procrastinated less than those with less autonomous reasons (external regulation and amotivation). Regression results indicated that the measures of depression, self-esteem, and anxiety accounted for 14% of the variance in academic procrastination, whereas the self-regulation variables accounted for 25%. These results support the notion that procrastination is a motivational problem that involves more than poor time management skills or trait laziness.

Ajzen and Fishbein's theory of reasoned action as applied to moral behavior : a confirmatory analysis

A confirmatory test of Ajzen and Fishbeins (1980) theory of reasoned action as applied to the realm of moral behavior using structural equation modeling was conducted. Ss were 1056 male and female athletes ranging in age from 10 to 18 years (M=14.5). Ss completed a questionnaire that contained 2 hypothetical situations related to moral behavior in sports. For each situation, Ss completed scales assessing all components of the model. A modified version of the theory provided a significant improvement over the Ajzen and Fishbein model.

On the Psychology of Passion: In Search of What Makes People's Lives Most Worth Living

The purpose of the present paper is to present a new conceptualisation on passion for activities, the Dualistic Model of Passion (Vallerand et al., 2003) and an overview of related research. Passion is defined as a strong inclination toward an activity that people like, find important, and in which they invest time and energy. This model further posits the existence of two types of passion each associated with different outcomes and experiences. Harmonious passion originates from an autonomous internalisation of the activity in identity and leads people to choose to engage in the activity that they love. It is expected to mainly lead to more adaptive outcomes. Conversely, obsessive passion originates from a controlled internalisation in identity and leads people to experience an uncontrollable urge to engage in the activity. It is hypothesised to predict less adaptive outcomes. Results of several studies conducted with a variety of participants, activities, and outcomes provide support for the model. The development of passion was also addressed. These studies clearly support the significant role of passion in people’s lives.

On the Hierarchical Structure of Self-Determined Motivation: A Test of Top-Down, Bottom-Up, Reciprocal, and Horizontal Effects

This article aimed to test some hypotheses about the hierarchical structure of self-determined motivation in two longitudinal studies. First, the authors verified the stability of global self-determined motivation and school self-determined motivation over time. Second, they tested top-down, bottom-up, reciprocal, and horizontal effects between global self-determined motivation and school self-determined motivation. In Study 1, 122 college students were evaluated on two occasions with a 5-year interval on their global and school self-determined motivation. In Study 2, 294 college students were evaluated on the same variables with a 1-year interval. Results from both studies revealed that (a) global self-determined motivation was not more stable than self-determined school motivation over time and (b) a cross-lag model including reciprocal effects between self-determined global and self-determined school motivation offered the best fit indices comparatively to a model involving only horizontal (or stability) effects. Discussion emphasizes the theoretical implications of the results.

When passion leads to problematic outcomes: a look at gambling.

Vallerand et al. (2003) have proposed that individuals can have two distinct types of passion toward an activity. Harmonious passion, an internal force leading one to choose to engage in the activity, is proposed to be associated with positive consequences. Obsessive passion, an internal pressure forcing one to engage in an activity, is posited to be associated with negative consequences. The present study sought to determine the role of the two types of passion in various cognitive and affective states associated with dependence and problems with gambling. Participants (n = 412) were recruited at the Montréal Casino and given a questionnaire measuring passion toward gambling, as well as consequences associated with dependence and problem gambling. Results showed that obsessive passion for gambling predicted poorer vitality and concentration in daily tasks, as well as increased rumination, anxiety, negative mood, guilt, and problem gambling. These relations were not found for harmonious passion for gambling. Results are discussed in light of the motivational approach to passion (Vallerand et al., 2003).