Intrinsic Motivation Inventory: An Adapted Measure for Schizophrenia Research

Choi, Julie; Mogami, Tamiko; Medalia, Alice

doi:10.1093/schbul/sbp030

Cited by 161 publications

(124 citation statements)

References 63 publications

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“…There are no scales we are aware of that measure general IM in schizophrenia. Investigators may consider using measures such as the recently adapted Intrinsic Motivation Inventory for individuals with schizophrenia (IMI-SR 135 ) which assesses 3 relevant areas of motivation including interest/enjoyment, perceived choice, and value/usefulness. Although the IMI-SR 135 measures task-oriented motivation rather than general motivation, assessing the perception of choice and task value along with the degree to which one's sociocontext is autonomous or controlling will offer valuable clinical data on aspects that are essential to IM for treatment and task engagement for persons with schizophrenia.…”

Section: Discussionmentioning

confidence: 99%

The Prospective Relationships Among Intrinsic Motivation, Neurocognition, and Psychosocial Functioning in Schizophrenia

Nakagami¹,

Hoe²,

Brekke³

2010

Schizophrenia Bulletin

109

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To address significant gaps in our understanding about how neurocognition, intrinsic motivation (IM), and psychosocial functioning are interrelated in schizophrenia, this study investigated the following questions: Is IM stable or dynamic over time? Does neurocognition predict change in IM over time? What is the association between change in neurocognition, change in IM, and change in psychosocial functioning? Finally, what is the causal structure of the relationships among neurocognition, IM, and psychosocial functioning over time? One hundred and thirty individuals diagnosed with schizophrenia or schizoaffective disorder were recruited from 4 community-based psychosocial rehabilitation programs in urban Los Angeles. Measures of neurocognition were taken at baseline and 12 months. Measures of IM, psychosocial functioning, and symptoms were taken at baseline, 6, and 12 months. Results of latent growth curve modeling analyses demonstrated that IM is dynamic over time. Baseline neurocognition was associated with the initial level of IM but did not predict the rate of change in motivation. However, baseline levels of IM predicted rates of subsequent improvement in neurocognition. Change in IM was strongly associated with change in psychosocial functioning, and change in neurocognition was associated with change in psychosocial functioning, but change in IM was not associated with change in neurocognition. Latent difference score analyses revealed that neurocognition caused changes in psychosocial functioning, and psychosocial functioning caused changes in IM. These findings improve our fundamental understanding of the relationships among these variables and contribute to intervention development for improving outcomes in schizophrenia.Key words: intrinsic motivation/neurocognition/ schizophrenia/psychosocial functioning/outcome/ rehabilitation IntroductionRecent studies indicate that neurocognition and intrinsic motivation (IM) have significant functional consequences for individuals with schizophrenia.1-8 Substantial research links aspects of neurocognition to functional outcomes in work, social, and independent living domains (for review, see Green et al ) and functional improvement during rehabilitation. 2,4,5 There is newer but also growing literature linking intrinsic and extrinsic motivation separately to functional outcomes and treatment responsiveness (eg, Choi and Medalia 6). There is also recent evidence that IM mediates the relationship between neurocognition and functional outcomes. 7,8 While knowledge is growing in this area, we lack a fundamental understanding of how these variables are interrelated. A prospective approach is essential to better understand the relationships among neurocognition, IM, and functional outcomes in schizophrenia. Longitudinal multiwave data will allow for an examination of the relationships among change in these variables over time as well as for modeling the causal relationships among them. This will contribute to understanding the relationships among these variables, as w...

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Section: Discussionmentioning

confidence: 99%

The Prospective Relationships Among Intrinsic Motivation, Neurocognition, and Psychosocial Functioning in Schizophrenia

Nakagami¹,

Hoe²,

Brekke³

2010

Schizophrenia Bulletin

109

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“…IM for the learning task was measured using the Enjoyment/Interest subscale score on the Intrinsic Motivation Inventory for Schizophrenia Research (IMI-SR 27,28 ), a Likert-type self-report scale designed to assess a participant's subjective experience of an activity specifically in an experimental setting. IM is generally considered the impetus for an activity due to associations with positive feelings or enjoyment for that activity.…”

Section: Methodsmentioning

confidence: 99%

“…The subscale has 7 items and a previous report show that the subscale possesses good internal consistency (alpha = .95) and test retest reliability (intraclass correlation coefficient [ICC] = 0.74). 28 Task interest was assessed at baseline, end of training, and 3 months. For baseline assessment, the subscale was given at the halfway point during the first learning session, once the participants were familiar with the learning tasks, they would be doing for the remainder of the training.…”

Section: Methodsmentioning

confidence: 99%

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Expectancy-Value Theory in Persistence of Learning Effects in Schizophrenia: Role of Task Value and Perceived Competency

Choi

Fiszdon

Medalia

2010

Schizophrenia Bulletin

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Expectancy-value theory, a widely accepted model of motivation, posits that expectations of success on a learning task and the individual value placed on the task are central determinants of motivation to learn. This is supported by research in healthy controls suggesting that beliefs of selfand-content mastery can be so influential they can predict the degree of improvement on challenging cognitive tasks even more so than general cognitive ability. We examined components of expectancy-value theory (perceived competency and task value), along with baseline arithmetic performance and neuropsychological performance, as possible predictors of learning outcome in a sample of 70 outpatients with schizophrenia randomized to 1 of 2 different arithmetic learning conditions and followed up after 3 months. Results indicated that as with nonpsychiatric samples, perceived self-competency for the learning task was significantly related to perceptions of task value attributed to the learning task. Baseline expectations of success predicted persistence of learning on the task at 3-month follow-up, even after accounting for variance attributable to different arithmetic instruction, baseline arithmetic ability, attention, and self-reports of task interest and task value. We also found that expectation of success is a malleable construct, with posttraining improvements persisting at follow-up. These findings support the notion that expectancy-value theory is operative in schizophrenia. Thus, similar to the nonpsychiatric population, treatment benefits may be enhanced and better maintained if remediation programs also focus on perceptions of self-competency for the training tasks. Treatment issues related to instilling self-efficacy in cognitive recovery programs are discussed.

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“…In sum, through the practice of critical cognitive processing skills, using training techniques that engage motivation to facilitate learning, the aim of CR for schizophrenia is to effectively and sustainably improve cognitive impairment, and ultimately psychosocial functioning. [18][19][20] …”

Section: Key Influences On the Emergence Of Cr For Schizophreniamentioning

confidence: 99%

Current Trends in the Empirical Study of Cognitive Remediation for Schizophrenia

Saperstein

Kurtz

2013

Can J Psychiatry

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Cognitive remediation (CR) for schizophrenia is a learning-based behavioural skills training intervention designed to enhance neuro and (or) social cognitive skills, with the ultimate goal of generalization to improve psychosocial outcomes. This review summarizes conceptual approaches to CR for schizophrenia and the evidence for efficacy in clinical research settings. Four issues are at the forefront of ongoing research: the identification of techniques that produce the largest cognitive change, delineation of techniques that enhance transfer of cognitive skills to functional skills, the identification of CR methods that can be personalized to meet the specific cognitive and functional needs of each individual, and, all the while, ensuring that when CR methods are developed in a research setting, they remain scalable for delivery in the larger clinical community. In response to these issues, 3 prominent research trends have emerged: the rise of a new generation of computerized restorative cognitive training, the integration of CR with skills training to promote generalization, and the application of techniques to enhance motivation and learning during CR. As data on the neural basis of learning in people with schizophrenia become available, new technologies that harness the ability of the brain to make sustainable, functional changes may be integrated within a therapeutic context that promotes a personalized approach to learning. The development of transportable and scalable methods of CR that maximize the ability of people with schizophrenia to improve cognition will help them achieve personal goals for recovery. W W WTendances actuelles de l'étude empirique de la rééducation cognitive pour la schizophrénie La rééducation cognitive (RC) pour la schizophrénie est une intervention de formation comportementale par l'apprentissage, destinée à améliorer les aptitudes cognitives neuro et (ou) sociales, dans un but final de généralisation afin d'améliorer les résultats psychosociaux. Cette étude résume les approches conceptuelles de la RC pour la schizophrénie et les données probantes d'efficacité dans des contextes de recherche clinique. Quatre questions sont à l'avant-plan de la recherche en cours : l'identification des techniques qui produisent le plus grand changement cognitif, la délimitation des techniques qui améliorent le transfert des aptitudes cognitive s aux aptitudes fonctionnelles, l'identification des méthodes de RC qui peuvent être personnalisées pour répondre aux besoins cognitifs et fonctionnels spécifiques de chaque personne, et, pendant ce temps, faire en sorte que les méthodes de la RC soient développées dans un cadre de recherche, qu'elles demeurent évolutives et applicables à la grande communauté clinique. En réponse à ces questions, 3 tendances proéminentes de la recherche se sont dessinées : la montée d'une nouvelle génération de formation cognitive restauratrice informatisée, l'intégration de la RC avec la formation axée sur les aptitudes pour promouvoir la généralisation, et l'application de ...

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Intrinsic Motivation Inventory: An Adapted Measure for Schizophrenia Research

Cited by 161 publications

References 63 publications

The Prospective Relationships Among Intrinsic Motivation, Neurocognition, and Psychosocial Functioning in Schizophrenia

The Prospective Relationships Among Intrinsic Motivation, Neurocognition, and Psychosocial Functioning in Schizophrenia

Expectancy-Value Theory in Persistence of Learning Effects in Schizophrenia: Role of Task Value and Perceived Competency

Current Trends in the Empirical Study of Cognitive Remediation for Schizophrenia

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