The effect of causality orientations and positive competence-enhancing feedback on intrinsic motivation: A test of additive and interactive effects
MetadataShow full item record
Based on self-determination theory, this study investigated whether individual differences in autonomy or control causality orientation and positive competence-enhancing feedback have additive or interactive effects on intrinsic motivation. Autonomy- or control-oriented participants provided solutions to an interesting puzzle under conditions of positive competence-enhancing feedback or no feedback. Time spent solving the puzzle during a subsequent free-choice period constituted the dependent measure of intrinsic motivation. Autonomy-oriented individuals spent significantly longer on the puzzle than control-oriented participants regardless of feedback condition. Analogously, positive feedback increased time spent on the puzzle compared to no feedback regardless of causality orientation. Findings indicate that dispositional motivational orientations and feedback provided by social agents can enhance intrinsic motivation but the effects are additive rather than interactive.
NOTICE: This is the author’s version of a work that was accepted for publication in Personality and Individual Differences. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Personality and Individual Differences, Vol. 72. (2015). doi: 10.1016/j.paid.2014.08.012
Showing items related by title, author, creator and subject.
Youth athletes’ perception of autonomy support from the coach, peer motivational climate and intrinsic motivation in sport setting: One-year effectsJõesaar, H.; Hein, V.; Hagger, Martin (2012)Objectives: Grounded in self-determination theory (SDT; Deci & Ryan, 1985) and achievement goal theory (AGT; Nicholls, 1989), the present study examined the temporal stability and reciprocal relationships among three key ...
Transferring motivation from educational to extramural contexts: A review of the trans-contextual modelHagger, Martin; Chatzisarantis, N.L.D. (2012)A key question for educators is whether teaching styles, methods, and practices not only foster motivation toward, and persistence with, learning activities in the classroom but also in contexts outside of school (Ciani ...
The role of intrinsic motivation in a group of low vision patients participating in a self-management program to enhance self-efficancy and quality of lifeTay, P.; Drury, Vicki; Mackey, S. (2012)Background & Hypothesis: Self-management programs were previously found to decrease health problems, enhance quality of life and increase independence. However, there is no evidence in the literature that examined the ...