Motivation/Intrinsic Motivation Inventory: Difference between revisions
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Nienke Vos, Henny van der Meijden, Eddie Denessen <ref> Nienke Vos, Henny van der Meijden, Eddie Denessen, Effects of constructing versus playing an educational game on student motivation and deep learning strategy use, Computers & Education, Volume 56, Issue 1, January 2011, Pages 127-137, ISSN 0360-1315, http://dx.doi.org/10.1016/j.compedu.2010.08.013. (http://www.sciencedirect.com/science/article/pii/S0360131510002344)</ref> published a shorter version adapted for a pre and post test design. | Nienke Vos, Henny van der Meijden, Eddie Denessen <ref> Nienke Vos, Henny van der Meijden, Eddie Denessen, Effects of constructing versus playing an educational game on student motivation and deep learning strategy use, Computers & Education, Volume 56, Issue 1, January 2011, Pages 127-137, ISSN 0360-1315, http://dx.doi.org/10.1016/j.compedu.2010.08.013. (http://www.sciencedirect.com/science/article/pii/S0360131510002344)</ref> published a shorter version adapted for a pre and post test design. | ||
<table border=" | <table border="1" cellspacing="0" cellpadding="0"> | ||
<caption>Presentation of the intrinsic motivation scales</caption> | <caption>Presentation of the intrinsic motivation scales</caption> | ||
<tr><td>Pre-test</td><td>Post-test</td></tr> | <tr><td>Pre-test</td><td>Post-test</td></tr> | ||
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<tr><td>I put much effort in school</td><td>I put much effort in making this game</td></tr> | <tr><td>I put much effort in school</td><td>I put much effort in making this game</td></tr> | ||
</table> | </table> | ||
== References == | == References == | ||
Revision as of 17:06, 2 May 2016
Introduction
The Intrinsic Motivation Inventory (IMI) was created by Ryan & Deci (2000). [1]
“The Intrinsic Motivation Inventory (IMI) is a multidimensional measurement device intended to assess participants’ subjective experience related to a target activity in laboratory experiments.” (SelfDerminationTheory.org (accessed Mai 2016). It “assesses participants' interest/enjoyment, perceived competence, effort, value/usefulness, felt pressure and tension, and perceived choice while performing a given activity, thus yielding six subscale scores. Recently, a seventh subscale has been added to tap the experiences of relatedness, although the validity of this subscale has yet to be established. The interest/enjoyment subscale is considered the self-report measure of intrinsic motivation; thus, although the overall questionnaire is called the Intrinsic Motivation Inventory, it is only the one subscale that assesses intrinsic motivation, per se.” (Intrinsic Motivation Inventory (IMI)) [2]
Scale
The scale is copyrighted and cannot be published here. Use for academic purposes and one can retrive it here (account creation/login required)
There are 7 scales:
- Interest/Enjoyment
- Perceived Competence
- Effort/Importance
- Pressure/Tension
- Perceived Choice
- Value/Usefulness
- Relatedness
In addition the manuel, includes extra scale for various purposes, i.e. a task evaluation questionnaire, a text material questionnaire, an activity perception questionnaire and a subject impressions questionnaire.
A short version
Nienke Vos, Henny van der Meijden, Eddie Denessen [3] published a shorter version adapted for a pre and post test design.
| Pre-test | Post-test |
| Competence | |
| I think I am good at school | I think I was good in making/playing this gamea |
| I think I do pretty well at school<comma> compared to others | I think I did pretty well in making this game<comma> compared to others |
| I am satisfied with my performance at school | I am satisfied with my performance while making the game |
| I am pretty skilled at school | I was pretty skilled at making this game |
| I think I am pretty good at school | I think I was pretty good in making this game |
| Reliability (Cronbach’s α) | Reliability (Cronbach’s α) |
| Interest | |
| I think school is quite enjoyable | I think making this game was quite enjoyable |
| I think school is very interesting | I think making this game was interesting |
| I think school is fun | I think making this game was fun |
| At school I often think about how much I enjoy it | While I was making the game<comma> I often thought about how much I enjoyed it |
| I think school is boring | I think making this game was boring |
| Reliability (Cronbach’s α) | Reliability (Cronbach’s α) |
| Effort | |
| I do my best at school | I did my best while I was making the game |
| I try very hard to do well at school | I tried very hard to do well in making this game |
| It is important to me to do well at school | It was important to me to do well in making this game |
| I put much effort in school | I put much effort in making this game |
References
- ↑ Ryan R.M. & E.L. Deci, Self-determination theory and the facilitation of intrinsic motivation, social development, and well being, American Psychologist, 55 (2000), pp. 68–78. http://dx.doi.org/10.1037/0003-066X.55.1.68, https://selfdeterminationtheory.org/SDT/documents/2000_RyanDeci_SDT.pdf
- ↑ Intrinsic Motivation Inventory (IMI)(undated), http://selfdeterminationtheory.org/intrinsic-motivation-inventory/
- ↑ Nienke Vos, Henny van der Meijden, Eddie Denessen, Effects of constructing versus playing an educational game on student motivation and deep learning strategy use, Computers & Education, Volume 56, Issue 1, January 2011, Pages 127-137, ISSN 0360-1315, http://dx.doi.org/10.1016/j.compedu.2010.08.013. (http://www.sciencedirect.com/science/article/pii/S0360131510002344)
Bibliograph (Copy/paste from the manual)
- Deci, E. L., Eghrari, H., Patrick, B. C., & Leone, D. (1994). Facilitating internalization: The self-determination theory perspective. Journal of Personality, 62, 119-142.
- McAuley, E., Duncan, T., & Tammen, V. V. (1987). Psychometric properties of the Intrinsic Motivation Inventory in a competitive sport setting: A confirmatory factor analysis. Research Quarterly for Exercise and Sport, 60, 48-58.
- Plant, R. W., & Ryan, R. M. (1985). Intrinsic motivation and the effects of self-consciousness, self-awareness, and ego-involvement: An investigation of internally-controlling styles. Journal of Personality, 53, 435-449.
- Ryan, R. M. (1982). Control and information in the intrapersonal sphere: An extension of cognitive evaluation theory. Journal of Personality and Social Psychology, 43, 450-461.
- Ryan, R. M., Connell, J. P., & Plant, R. W. (1990). Emotions in non-directed text learning. Learning and Individual Differences, 2, 1-17.
- Ryan, R. M., Koestner, R., & Deci, E. L. (1991). Varied forms of persistence: When free-choice behavior is not intrinsically motivated. Motivation and Emotion, 15, 185-205.
- Ryan, R. M., Mims, V., & Koestner, R. (1983). Relation of reward contingency and interpersonal context to intrinsic motivation: A review and test using cognitive evaluation theory. Journal of Personality and Social Psychology, 45, 736-750.