Effects of intrinsic motivation on feedback processing during learning

DePasque, Samantha; Tricomi, Elizabeth

doi:10.1016/j.neuroimage.2015.06.046

Cited by 82 publications

(73 citation statements)

References 39 publications

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“…However, when external incentives and punishments no longer exist, and an individual participates in an activity in an autonomous manner, it was found that one's dopaminergic value system still responds to informational feedback (Di Domenico and Ryan, 2017;Reeve and Lee, 2019). As a likely origin of RewP suggested by researchers (Tricomi et al, 2006;Depasque and Tricomi, 2015), the anterior striatum is deeply involved in reward processing and feedback evaluation. Thus, in a pioneering and influential functional magnetic resonance imaging (fMRI) study, Murayama et al (2010) tracked activity in the anterior stratum and used it to measure one's autonomous motivation when performance-based rewards were not provided.…”

Section: Introductionmentioning

confidence: 99%

Man’s Pursuit of Meaning: Unexpected Termination Bolsters One’s Autonomous Motivation in an Irrelevant Ensuing Activity

Wei

Liu

et al. 2020

Front. Hum. Neurosci.

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Meaningfulness has been suggested as one of the fundamental psychological needs, as one would actively pursue meaning in both his/her work life and personal life. Previous studies consistently showed that a lack of meaning in work would reduce one's autonomous motivation in the current job, which is the motivation to engage in self-determined activities driven by one's own interests or personal beliefs. However, researchers overlooked the fact that in work settings, it is not uncommon that people work on multiple tasks in a row. As a result, the cross-task effect of work meaningfulness remains understudied. Based on the meaning maintenance model (MMM) and the suggested fluid compensation strategy, we predicted that the disappearance of the meaning of work may induce a compensatory response and thus enhance one's autonomous motivation in an irrelevant ensuing activity. To test this hypothesis, we invited participants to work on an encyclopedic knowledge quiz in Session 1 and a StopWatch (SW) task in Session 2. A between-subject design was adopted. While participants in the control group successfully completed their tasks in Session 1, those in the experimental group encountered unexpected program quits by the end of the quiz, and their previous efforts suddenly became futile and meaningless. Electroencephalography was recorded during the experiment to measure reward positivity (RewP). In Session 2, a more pronounced RewP in the win-lose difference wave was observed in the experimental group in contrast to the control group, suggesting that the disappearance of the meaning of work enhanced one's autonomous motivation in an irrelevant activity that follows. Therefore, results of this study provided preliminary electrophysiological evidence for one's pursuit of meaning and the compensation effect induced by the disappearance of the meaning of work.

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Section: Introductionmentioning

confidence: 99%

Man’s Pursuit of Meaning: Unexpected Termination Bolsters One’s Autonomous Motivation in an Irrelevant Ensuing Activity

Wei

Liu

et al. 2020

Front. Hum. Neurosci.

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“…42 A study using functional magnetic resonance imaging discovered that motivation may modulate neural responses to performance-related feedback and, furthermore, that changes in motivation facilitate processing in areas that support learning and memory. 43 Although goal orientation 44,45 and feedback seeking 38,46 frameworks are very relevant to our findings, our inquiry focused primarily on the process rather than on the participants. This limited our ability to explore the fit of our data to these frameworks.…”

Section: Discussionmentioning

confidence: 97%

“…A study using functional magnetic resonance imaging discovered that motivation may modulate neural responses to performance‐related feedback and, furthermore, that changes in motivation facilitate processing in areas that support learning and memory …”

Section: Discussionmentioning

confidence: 99%

Faculty feedback that begins with resident self-assessment: motivation is the key to success

et al. 2017

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Self-determination theory provided the clearest lens for framing our findings and fitted into a conceptual model linking the quality of the SAFF experience and residents' motivational loci. We identified several study limitations including time in the field, evolving characteristics of the SAFF programme and the absence of faculty voices. We believe that by better understanding residents' experiences of SAFF, educators may be able to tailor the feedback process, enhance clinical performance and ultimately improve patient care.

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“…Donald contains three important elements, namely; (1) Motivation starts from the energy change in the person, (2) Motivation is characterized by feelings of affective arousal, (3) Motivation marked by reactions to achieve the goal (Vibulphol, 2016;Lee, 2010). Learning motivation can arise because of intrinsic factors and extrinsic factors, where in the learning process teaching intrinsic motivation and extrinsic motivation is needed as a driver of self to advance and improve the failure (Feng, Fan & Yang, 2013;Awad, Al-Haqan & Moreau, 2017;DePasque & Tricomi, 2015;Sengodan & Iksan, 2012). Based on the background that has been described, the hypothesis of this study are: H 01: No positivity effect and significant influence from classroom climate variables towards learning outcomes in productive subjects.…”

mentioning

confidence: 98%

The Influence of Classroom Climate, Learning Interest, Learning Discipline and Learning Motivation to Learning Outcomes on Productive Subjects

Jamilah¹,

Isnani²

2017

JPBM

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This study aims to determine: (1) class climate, learning interest, learning discipline, learning motivation, and learning outcomes; (2) the effect of class climate on learning outcomes; (3) the effect of learning interest on learning outcomes; (4) the effect of learning discipline on learning outcomes; (5) the effect of learning motivation on learning outcomes; and (6) the dominant effect between class climate, learning interest, learning discipline, and learning motivation on learning outcomes. The population in this study is a tenth grade student that consist of 175 students, a sample of 120 students with used proportionate random sampling technique. The method used is descriptive analysis and multiple linear regression analysis. The results showed that: (1) class climate can be classified good, learning interest can be classified good, learning discipline can be classified good, learning motivation can be classified good, and learning outcomes can be classified quite high; (2) there is no positive effect and significant between class climate on learning outcomes; (3) there is no positive effect and significant of learning interest on learning outcomes; (4) there is no positive effect and significant of learning discipline on learning outcomes; (5) there is no positive effect and significant of learning motivation on learning outcomes; and (6) learning motivation is the dominant variable affecting learning outcomes. Keywords: outcome class climate, learning interest, learning discipline, learning motivation, learningEducation is important thing to be developed in order to meet the future demands and goals to be achieved, this development purpose is to improve the quality in education. Education has an important role for preparing human resources for the development. Education can be considered qualified if measured from position through the role to participate in the intellectual life of the nation and promote the national culture, it is succeed if education can form a generation become smarter, has good character, moral, and personality.Education field can not be separated from teaching and learning activities. The learning process emphasizes the occurrence of interaction between students, teachers, learning methods, curriculum, facilities, and environmental aspects related to achieving the competence of learning. The success of the learning process is influenced by many factors, both from within students and from outside, such as classroom climate, interest, discipline, motivation, and so forth. Classroom

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Effects of intrinsic motivation on feedback processing during learning

Cited by 82 publications

References 39 publications

Man’s Pursuit of Meaning: Unexpected Termination Bolsters One’s Autonomous Motivation in an Irrelevant Ensuing Activity

Man’s Pursuit of Meaning: Unexpected Termination Bolsters One’s Autonomous Motivation in an Irrelevant Ensuing Activity

Faculty feedback that begins with resident self-assessment: motivation is the key to success

The Influence of Classroom Climate, Learning Interest, Learning Discipline and Learning Motivation to Learning Outcomes on Productive Subjects

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