TASK PERFORMANCE, PERCEIVED COMPETENCE, AND ATTRIBUTED CAUSES OF PERFORMANCE AS DETERMINANTS OF INTRINSIC MOTIVATION.

1985 ◽  
Vol 28 (4) ◽  
pp. 876-888 ◽  
Author(s):  
H. J. Arnold
Keyword(s):  
Intrinsic Motivation ◽  
Task Performance ◽  
Perceived Competence

scholarly journals Using stereoscopic visualizations as templates to construct a spatial hands-on representation—is there a novelty effect?

2019 ◽  
Vol 43 (1) ◽  
pp. 93-98 ◽  
Author(s):  
Martin Remmele ◽  
Andreas Martens
Keyword(s):  
Intrinsic Motivation ◽  
Task Performance ◽  
Spatial Information ◽  
Perceived Competence ◽  
Control Group ◽  
Human Organ ◽  
Anatomical Structures ◽  
Hands On ◽  
Eighth Grade Students ◽  
Modeling Clay

Sculpting representations of human organs out of modeling clay is an acknowledged method of teaching anatomical structures. Because of its potential to provide detailed spatial information, stereoscopic imagery can be understood to function as a suitable template for such sculpting tasks. Currently, it is unknown whether the advantages of stereoscopic images for modeling structures result from enhanced depth impression alone, or whether task performance is impacted by factors such as situational intrinsic motivation and perceived competence while sculpting a human organ using stereoscopic imagery as template. To clarify these queries, 35 eighth-grade students constructed a representation of the nasal cavity consisting of modeling clay. After the working phase, their situational intrinsic motivation and their perceived competence were assessed by a paper-and-pencil test and then analyzed, as was the elaboration of the sculpted representations. A control group with 38 students working with nonstereoscopic visualizations functioned as a counterpart. Stereoscopic imagery outperformed nonstereoscopic imagery concerning the accuracy in elaborating structures within the representations. However, there was no difference between situational intrinsic motivation and perceived competence in the context of using the digital template for forming the representations. Within the cohort working with nonstereoscopic imagery, situational intrinsic motivation was correlated with task performance. In contrast, within the cohort working with stereoscopic imagery, there was no relation concerning this. The findings show that depth impression due to stereoscopic imagery can be utilized to construct template-close representations, independently of situational feelings. This independence from situational sensitivities indicates that low situational intrinsic motivation will not condemn students to poor task performance.

Reward Contingency, Perceived Competence, and Attribution of Intrinsic Motivation: An Observer Simulation

1988 ◽  
Vol 63 (3) ◽  
pp. 755-762 ◽  
Author(s):  
James E. Bordieri
Keyword(s):  
Intrinsic Motivation ◽  
Task Performance ◽  
Performance Feedback ◽  
Perceived Competence ◽  
Reward Contingency ◽  
Monetary Rewards ◽  
Within Subjects ◽  
And Performance ◽  
And Task

An observer simulation and a within-subjects variable (i.e., size of reward) were used to examine the effects of reward contingency and performance feedback on intrinsic motivation. Subjects assessed the intrinsic motivation and task competence of two actors who performed a task for monetary rewards. Relatively large, task-noncontingent rewards and rewards determined by the quantity of performance (i.e., task contingent) undermined the attribution of intrinsic motivation. In contrast, rewards contingent on the quality of the actor's performance (i.e., performance contingent) produced an incentive relation between the size of the reward and intrinsic motivation. Estimated task competence was influenced only when the amount of the reward was determined by the quality of task performance.

Motivational Climate, Psychological Responses, and Motor Skill Development in Children’s Sport: A Field-Based Intervention Study

1995 ◽  
Vol 17 (3) ◽  
pp. 294-311 ◽  
Author(s):  
Marc Theeboom ◽  
Paul De Knop ◽  
Maureen R. Weiss
Keyword(s):  
Intrinsic Motivation ◽  
Motor Skill ◽  
Skill Development ◽  
Perceived Competence ◽  
Motivational Climate ◽  
Traditional Group ◽  
Motor Skill Development ◽  
Positive Experiences ◽  
Mastery Motivational Climate ◽  
Depth Interviews

Recent research in educational psychology suggests that provision of a mastery motivational climate will maximize enjoyment, perceived competence, and intrinsic motivation in children (Ames, 1992a, 1992b, 1992c). Minimal research has been conducted to test this proposition in the physical domain. The purpose of this study was to examine the effectiveness of a performance versus mastery oriented teaching program on children’s enjoyment, perceived competence, intrinsic motivation, and motor skill development. Children (N = 119) 8 to 12 years of age were randomly assigned to one of the two programs for 3 weeks during an organized sports program. Results revealed that children in the mastery oriented group reported significantly higher levels of enjoyment and exhibited better motor skills than those in the performance oriented group. In-depth interviews further indicated that children in the mastery program were almost unanimous in reporting high levels of perceived competence and intrinsic motivation, while those from the traditional group showed less pronounced effects. These results provide empirical evidence that a mastery motivational climate can result in more positive experiences for young athletes as they learn new skills.

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