The MPIC Model: The Perspective of the Hierarchical Model of Intrinsic and Extrinsic Motivation

Vallerand, Robert J.; Lalande, Daniel

doi:10.1080/1047840x.2011.545366

Cited by 89 publications

(110 citation statements)

References 23 publications

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“…While mobilisation does not increase the power of motivations, and in particular appears to have a negative effect on intrinsic motivations, we suggest that the mobilisation tactics pursued by political parties, campaign organisations and peers still have some effect in determining whether people participate in civically-oriented activities. However, within the online sphere, some social media users may follow a cue from campaign organisations, parties or peers in order to gain acceptance, such as a like from members of the network providing they feel the message will resonate with those who follow them (Deci et al, 1999;Vallerand & Lalande, 2011). This finding supports Hypothesis 3b, although the finding is strongest for campaign organisations.…”

Section: Discussionsupporting

confidence: 52%

“…Extrinsic motivations however suggest people seek the approval of and rewards from others (Deci, 1971) and, using experimental conditions, it is proven that the greater reward the higher the likelihood of action (Deci et al, 1999). Subsequent studies highlight the importance of 'bottom-up' encouragement from peers (Vallerand & Lalande, 2011) or the expectation of gaining approval from peers (Madden et al, 1992), suggesting the importance of extrinsic, communal (Omoto et al, 2010) or prosocial (Grant, 2008) motivations are important in explaining engagement in civic.…”

Section: Motivations and Mobilisationmentioning

confidence: 99%

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What Drives Political Participation? Motivations and Mobilization in a Digital Age

Lilleker¹,

Koc-Michalska

2016

Political Communication

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The article provides insights into the driving forces that underpin new forms of political participation. Digital technologies offer opportunities for engaging in a wide range of civicallyoriented activities, whether liking or sharing political content, joining online political communities or joining discussions, each can contribute to deeper democratic engagement and, for the individual, act as a pathway towards further civic participation. Conventional acts of political participation, demonstrating, petitioning and voting, are argued to be driven primarily by intrinsic motivations relating to self-efficacy and empowerment as the individual feels they can have influence over decision makers. Little research explores whether similar motivations drive participation in less conventional acts, as well as whether mobilisation attempts via social media by peers or political organisations mediate those motivations.Drawing on data from a survey among a representative sample of the UK electorate, we find the offline and online spheres of agency as still fairly distinct. Intrinsic and extrinsic motivations both matter but extrinsic motivations, following norms of behaviour within networks and supporting the activities of peers, have the strongest explanatory power independent of the sphere of activity. The mediating effect of mobilisation tactics has a minimal effect on extrinsic motivations, online or offline, but online intrinsic motivations lose their explanatory power. This finding suggests online political acts are carried out due to mobilisation, although as intrinsic factors offer little explanatory power these acts may lack meaning to the individual. We also found that campaign organisations are the most powerful mobilisers perhaps suggesting social media users are most likely to perform simple acts in support of non-contentious causes.

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Section: Discussionsupporting

confidence: 52%

Section: Motivations and Mobilisationmentioning

confidence: 99%

What Drives Political Participation? Motivations and Mobilization in a Digital Age

Lilleker¹,

Koc-Michalska

2016

Political Communication

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“…Plus largement, ces formes de motivation sont associées au maintien en formation, aux intentions de poursuite d'études, à de meilleures performances ou encore à la réussite (Close & Solberg, 2008 ;d'abandon (Vallerand et al, 1997 ;Vallerand & Lalande, 2011). En ce qui concerne les formes extrinsèques de motivation, bien que certains résultats d'études montrent qu'elles sont négativement associées à la réussite (Close & Solberg, 2008), leurs conséquences restent imprécises (Vallerand et al, 2008).…”

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“…Comme vu précédemment, l'enthousiasme n'influence pas directement la réussite, il renforce cependant 1'effet positif du SEP des étudiants vis-à-vis de leur formation. l'influence significative et positive de la motivation autodéterminée (Close & Solberg, 2008;Deci et al, 1991 ;Lagabrielle et al, 2008 ;Vallerand et al, 1997;Vallerand et al, 2008;Vallerand & Lalande, 2011), des croyances d'efficacité personnelle (Brown et al, 2008;Close & Solberg, 2008;Diseth, 2011 ;Robbins et al 2004;Torres & Solberg, 2001 ;Vonthron et al, 2007) et de l'engagement en formation (Appleton et al, 2006;Brault Labbé & Dubé, 2008 ;Green et al, 2012 ;Robbins et al, 2004 ;Schlenker et al, 2013 ;Zimmer-Gembeck et al, 2006) sur le maintien et la réussite des étudiants tout en les préservant de l'échec.…”

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Effets des motifs d’entrée, des croyances d’efficacité personnelle et de l’engagement en formation sur le maintien, l’échec et la réussite des étudiants en situation de e-learning

Vayre¹,

Vonthron²,

Vannereau³

2014

osp

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“…Pretendeu identifi car não apenas a Motivação Extrínseca e Intrínseca, mas avaliar a existência e a pertinência de outras formas de motivação descritas pelos pesquisadores da TAD, em amostra brasileira, especifi camente em atividades de leitura, pois, de acordo com o Modelo Hierárquico da Motivação (Vallerand & Lalande;Vallerand & Ratelle, 2002), a motivação de cada estudante se mostra qualitativamente diferente no âmbito de cada disciplina com efeitos nos resultados escolares e em outras variáveis do contexto educacional (Guay et al, 2010;Guay et al, 2005;Guay et al, 2000;Ratelle et al, 2007).…”

Section: Considerações Finaisunclassified

Escala de motivação para a leitura para estudantes do Ensino Fundamental: construção e validação

Gomes¹,

Boruchovitch²

2015

Psicol. Reflex. Crit.

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ResumoO objetivo deste estudo é descrever os passos relativos à construção e validação de uma escala para avaliar a motivação em leitura e apresentar a análise preliminar de suas propriedades psicométricas. Participaram 253 estudantes brasileiros de 3º ao 5º anos de escolas públicas do Ensino Fundamental. Pela análise fatorial exploratória, emergiram quatro fatores: Motivação Extrínseca Autônoma para a Leitura, Desmotivação para a Leitura, Motivação Extrínseca Controlada para a Leitura e Motivação Intrínseca para a Leitura, que explicaram 42,71% da variância total. A consistência interna da escala total, aferida pelo Alpha de Cronbach, foi de 0,83 e dos quatro fatores variaram de 0,80 a 0,87. Acredita-se que a escala apresenta evidências de validade e confi abilidade para utilização no contexto escolar. Palavras-chave: Avaliação psicoeducacional, construção de instrumento, Escala de Motivação para a Leitura, leitura, Teoria da Autodeterminação. AbstractThe purpose of this study was to describe the steps of constructing and validating a reading motivation scale for elementary education students as well as to present a preliminary analysis of its psychometric properties. The sample was composed of 253 Brazilian students, from 3 rd to 5 th grades, of Primary Education Public Schools. The exploratory factorial analyses identifi ed four factors: Extrinsic Autonomous Motivation for Reading, Demotivation for Reading, Extrinsic Controlled Motivation for Reading and Intrinsic Motivation for Reading which explained 42.71% of the total variance. The internal consistency of the scale, estimated by Cronbach alpha, was .83 and ranged from .80 to .87 for the four factors. The scale has evidence of validity and reliability for its use in school context. Keywords: Psychoeducational evaluation, instrument construction, Reading Motivation Scale, reading, Self-determination Theory. Endereço para correspondência: Rua Rodrigo Soares de Oliveira, s/n, Anhangabau, Jundiaí, SP, Brasil 13208-120. E-mail: cidgom@uol.com.br e evely@unicamp.br As autoras agradecem o apoio do Conselho Nacional de Desenvolvimento Científi co e Tecnológico (CNPq) a este projeto de pesquisa realizado como parte do Pós--doutorado Júnior da primeira autora, sob a coordenação da segunda autora.Diversos estudos nacionais e estrangeiros mostram que estudantes motivados para aprender conseguem melhores resultados na escola

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The MPIC Model: The Perspective of the Hierarchical Model of Intrinsic and Extrinsic Motivation

Cited by 89 publications

References 23 publications

What Drives Political Participation? Motivations and Mobilization in a Digital Age

What Drives Political Participation? Motivations and Mobilization in a Digital Age

Effets des motifs d’entrée, des croyances d’efficacité personnelle et de l’engagement en formation sur le maintien, l’échec et la réussite des étudiants en situation de e-learning

Escala de motivação para a leitura para estudantes do Ensino Fundamental: construção e validação

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