Literature DB >> 29048175

Testing a continuum structure of self-determined motivation: A meta-analysis.

Joshua L Howard1, Marylène Gagné2, Julien S Bureau3.   

Abstract

Self-determination theory proposes a multidimensional representation of motivation comprised of several factors said to fall along a continuum of relative autonomy. The current meta-analysis examined the relationships between these motivation factors in order to demonstrate how reliably they conformed to a predictable continuum-like pattern. Based on data from 486 samples representing over 205,000 participants who completed 1 of 13 validated motivation scales, the results largely supported a continuum-like structure of motivation and indicate that self-determination is central in explaining human motivation. Further examination of heterogeneity indicated that while regulations were predictably ordered across domains and scales, the exact distance between subscales varied across samples in a way that was not explainable by a set of moderators. Results did not support the inclusion of integrated regulation or the 3 subscales of intrinsic motivation (i.e., intrinsic motivation to know, to experience stimulation, and to achieve) due to excessively high interfactor correlations and overlapping confidence intervals. Recommendations for scale refinements and the scoring of motivation are provided. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

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Year:  2017        PMID: 29048175     DOI: 10.1037/bul0000125

Source DB:  PubMed          Journal:  Psychol Bull        ISSN: 0033-2909            Impact factor:   17.737


  27 in total

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7.  The Academic Self-Regulation Questionnaire: a study with Portuguese elementary school children.

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8.  Can Interpersonal Behavior Influence the Persistence and Adherence to Physical Exercise Practice in Adults? A Systematic Review.

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Journal:  Front Psychol       Date:  2018-11-06

9.  The Behavioral Regulation in Exercise Questionnaire (BREQ-3) Portuguese-Version: Evidence of Reliability, Validity and Invariance Across Gender.

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10.  The Importance of Teachers' Need for Cognition in Their Use of Technology in Mathematics Instruction.

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