There are three major forms of motivation, they are autonomous, controlled and amotivation. Autonomous motivation, is the motivation in which, the individual actively chooses to engage in an activity. Controlled motivation, is the motivation where internal or external rewards are what motivate the action to occur. Lastly amotivation, is a lack of motivation to perform an action. Intrinsic motivation is a type of autonomous motivation.Intrinsic motivation is motivation of enjoyment or internal pleasure for a particular activity. On the other hand there is also extrusive motivation, which is the motivation one may feel from the pressure to perform well in a particular task. It is hypothesized that interrogative self-talk, a form of autonomous
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The study was conducted by allowing the participants five minutes to complete as many anagrams as possible. After completing the anagrams the participants were instructed to fill out a demographic sheet, and a Situational Motivation Scale (SIMS), which tested for the motivation for a given task. SIMS tests for amotivation, intrinsic motivation, identified regulation, and external regulation, on a seven point scale, where 1 = not relevant to participant, and 7 = precisely relevant to the participant. The participants were also given a Positive and Negative Affect Schedule (PANAS), which rates for the experience the participant had with the anagrams in terms of mood, on a five item subscales for both positive words and negative words. Performance was measured as number of completed anagrams. The second study was looking for global motivation rather than local motivation, here autonomous motivation had a positive correlation with performance. The study had 262 university students, of 199 women and 63 men, the study was conducted in the same manner as the first. However the changes found were in the questionnaires that …show more content…
Burton et. al. conducted two studies to prove this hypothesis, One study was on children, to find if intrinsic motivation in particular would cause well-being and higher scores, and well-being not being contingent on performance. The study consisted of 241 elementary school students ranging from eight to thirteen years of age. They were read the Self-Regulation Scale, and PANAS scales out loud and in private to mark down the answer, in addition they were told to mark down their projected report card grades, that served as a baseline. A week following the disbursement of the report cards, the researchers returned to repeat the questionnaires, and picked up report cards, which they marked 13(A+) - 1(F). As expected the projected the scores, were similar to actual scores, intrinsic motivation predicts the increase in well-being, and are well predictors of actual scores.The second study done on a group of college students, taking a Psychology course, that is not a requirement, consisted of 53 participants. The participants went through the same process of the elementary student, with the an exception. After the completion of the first experiment, there began a longer study starting at six weeks, the end survey a month after the final exam, and using their initial final results as the second baseline score. The findings backed up the first
The study was conducted by allowing the participants five minutes to complete as many anagrams as possible. After completing the anagrams the participants were instructed to fill out a demographic sheet, and a Situational Motivation Scale (SIMS), which tested for the motivation for a given task. SIMS tests for amotivation, intrinsic motivation, identified regulation, and external regulation, on a seven point scale, where 1 = not relevant to participant, and 7 = precisely relevant to the participant. The participants were also given a Positive and Negative Affect Schedule (PANAS), which rates for the experience the participant had with the anagrams in terms of mood, on a five item subscales for both positive words and negative words. Performance was measured as number of completed anagrams. The second study was looking for global motivation rather than local motivation, here autonomous motivation had a positive correlation with performance. The study had 262 university students, of 199 women and 63 men, the study was conducted in the same manner as the first. However the changes found were in the questionnaires that …show more content…
Burton et. al. conducted two studies to prove this hypothesis, One study was on children, to find if intrinsic motivation in particular would cause well-being and higher scores, and well-being not being contingent on performance. The study consisted of 241 elementary school students ranging from eight to thirteen years of age. They were read the Self-Regulation Scale, and PANAS scales out loud and in private to mark down the answer, in addition they were told to mark down their projected report card grades, that served as a baseline. A week following the disbursement of the report cards, the researchers returned to repeat the questionnaires, and picked up report cards, which they marked 13(A+) - 1(F). As expected the projected the scores, were similar to actual scores, intrinsic motivation predicts the increase in well-being, and are well predictors of actual scores.The second study done on a group of college students, taking a Psychology course, that is not a requirement, consisted of 53 participants. The participants went through the same process of the elementary student, with the an exception. After the completion of the first experiment, there began a longer study starting at six weeks, the end survey a month after the final exam, and using their initial final results as the second baseline score. The findings backed up the first