Motivation/Intrinsic Motivation Inventory: Difference between revisions
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== Scale == | == Scale == | ||
The scale is copyrighted and cannot be published here. Use for academic purposes and one can retrive | The scale is copyrighted and cannot be published here. Use for academic purposes is free, and one can retrive the questionnaire items here (account creation/login required) | ||
* http://selfdeterminationtheory.org/intrinsic-motivation-inventory/ | * http://selfdeterminationtheory.org/intrinsic-motivation-inventory/ | ||
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* Relatedness | * Relatedness | ||
In addition the | In addition, the manual 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 == | == A short version == | ||
Revision as of 11:38, 4 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 is free, and one can retrive the questionnaire items 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 manual 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. The study addressed the following questions: “To what extent do different interactive tasks in the form of two game conditions affect student motivation and deep strategy use? Students in the construction condition constructed their own simple ‘drag and drop’ game on Dutch proverbs, whereas students in the play conditions played an existing simple memory game on Dutch proverbs. The conditions were compared with regard to student intrinsic motivation and the use of deep learning strategies.”
| 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, compared to others | I think I did pretty well in making this game, 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, 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.