Intrinsic Motivation Inventory: Psychometric Properties in the Context of First Language and Mathematics Learning

Monteiro, Vera; Mata, Lourdes; Peixoto, Francisco

doi:10.1590/1678-7153.201528302

Cited by 85 publications

(70 citation statements)

References 29 publications

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“…An example of an item includes: 'I enjoy doing this activity very much'. Previous studies yielded a Cronbach alpha reliability coefficient of 0.78 (McAuley et al, 1989) and 0.89 (Monteiro, Mata & Peixoto, 2015). Within the …”

Section: Intrinsic Rewardsmentioning

confidence: 95%

The influence of organisational rewards on workplace trust and work engagement

Victor

Hoole

2017

SA j. hum. resour. manag.

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Orientation: In volatile and competitive business environments, organisations are faced with challenges to retain talented workers. Employees are increasingly leaving their jobs for a number of reasons, one of them being a perceived lack of adequate reward practices. Consequently, this has impacted on employee work engagement and confidence and trust in organisations.Research purpose: The study sought to determine whether there is a relationship between rewards, trust and engagement, as well as whether rewards are able to predict trust and engagement in the South African workplace.Motivation for the study: Organisations can no longer solely rely on extrinsic rewards to retain talent. Companies must draw on both extrinsic and intrinsic reward strategies to improve retention levels through endorsing higher levels of workplace trust and work engagement levels.Research design, approach and method: A quantitative, exploratory and cross-sectional research design was utilised. Non-probability sampling using questionnaires consisting of scales from the Job Satisfaction Survey, Intrinsic Motivation Inventory, Psychological Meaningfulness Scale, Basic Needs at Work Scale, Workplace Trust Survey and Utrecht Work Engagement Scale were administered to a sample (N = 251) of South African employees in various industries within the Gauteng region.Main findings: Results indicated that there is a moderate-to-strong positive relationship between the three constructs, and that rewards are able to predict trust and engagement.Practical and managerial implications: The findings provide insight for behavioural practitioners to potentially draw upon when improving talent management strategies. Both extrinsic and intrinsic rewards are important factors in keeping employees engaged and ultimately retaining them.Contribution: The study provided insight into the influence that organisational rewards may have on workplace trust, work engagement and retaining employees. Findings contribute towards improving talent management strategies.

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Section: Intrinsic Rewardsmentioning

confidence: 95%

The influence of organisational rewards on workplace trust and work engagement

Victor

Hoole

2017

SA j. hum. resour. manag.

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“…This study utilizes the concepts from the Intrinsic Motivation Inventory (IMI), which is based on the Self-Determination Theory (SDT) and provides a framework for studying motivation based on competence, autonomy, and relatedness [30], [31]. There are six constructs that are measured with the complete multidimensional IMI tool: interest/enjoyment, perceived competence, effort, value/usefulness, pressure/tension, and perceived choice.…”

Section: Methodsmentioning

confidence: 99%

Motivation of Engineering Students Participating in Multinational Design Projects – Comparison Based on Gender and Class Status

Rodriguez¹,

Esparragoza²

2017

Int. J. Eng. Ped.

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Abstract-There have been different active-learning initiatives introduced in academia to provide engineering students with the necessary knowledge, skills and attitude to be competitive in the global market. These initiatives have been in response to the need in the corporate world for engineers with exposure to global collaborative environments. Consequently, multinational collaborative design projects have been used by the authors as means of introducing professional global skills to engineering students while exposing them to a projectbased learning experience. This educational activity is expected to motivate students so that they can start developing the professional skills that will help them to overcome difficulties and to carry out the project successfully. However, this activity faces many challenges including, among others, cultural and academic background differences, language and time zone barriers, and issues with communication tools. Therefore, this work compares the motivation of students before and after their participation in a multinational design project, using gender and class standing as differentiating parameters. To accomplish this objective, the Intrinsic Motivation Inventory (IMI) was adapted to the implemented multinational collaborative experience and administered to the participating students. Three motivation constructs are taken into consideration: (a) interest/ enjoyment, (b) perception of choice, and (c) perceived competence. Results are discussed based on the research questions posed for this comparative work, and result reflections are presented.Keywords-student motivation; multinational project; gender differences; international collaboration; class status IntroductionGlobalization has changed not only the way companies conduct business, but also how they design, build and sell their products, therefore, companies are utilizing a larger pool of capable and experienced professionals worldwide, partially due to ad-78

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“…In the Portuguese context, there are few instruments based on SDT (Deci & Ryan, 1985, 2000Ryan & Deci, 2000a), particularly within the academic context, whose psychometric properties have been examined with elementary school students (e.g., the Intrinsic Motivation Inventory, IMI, Monteiro, Mata, & Peixoto, 2015). As far as we know, there is not any Portuguese version of the SRQ-A for elementary students.…”

Section: Introductionmentioning

confidence: 99%

The Academic Self-Regulation Questionnaire: a study with Portuguese elementary school children

Gomes

Monteiro

Mata

et al. 2019

Psicol. Refl. Crít.

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Background: Several studies have focused on the assessment of students' motivation because this construct is very important to understand students' learning and how to enhance it. The Academic Self-Regulation Questionnaire (SRQ-A), based on the self-determination theory is a self-report instrument developed to access the reasons why students do their school work. However, there is no Portuguese version of this questionnaire for late elementary students. The primary goal of this research was to analyze the psychometric properties of a Portuguese version of SRQ-A in the domain of Mathematics with elementary school children. Methods: Participants were 341 elementary school children ranging from 8 to 11 years old from the third and fourth grades. The Portuguese version of the SRQ-A included 24 items assessing four regulatory styles (external, introjected, identified, and intrinsic) in three behavioral categories (homework, classwork, and answering questions in mathematics lessons). To examine the psychometric properties of the instrument, we conducted an exploratory structural equation modeling (ESEM), measured gender and grade invariance, and calculated internal consistency indexes and temporal stability. Results: ESEM analyses supported the original multidimensional structure of the measure with four regulatory styles using a reduced version of the instrument with 16 items. Correlations between the four regulatory styles revealed a simplex pattern consistent with the continuum of self-determination theory. Results showed adequate internal consistency for all regulatory styles (α ≥ .73; CR ≥ .76) and temporal stability (4-month test-retest ≥ .43). The questionnaire showed measurement and structural invariance across gender and grade. Finally, some gender differences were observed; on average, boys scored higher than girls in external regulation. No differences were observed between grades. Conclusions: Our findings suggest that the Portuguese version of the SRQ-A has good psychometric properties providing adequate support for its use in educational research on motivational styles, including studies concerning gender and grade differences in self-regulation.

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Intrinsic Motivation Inventory: Psychometric Properties in the Context of First Language and Mathematics Learning

Cited by 85 publications

References 29 publications

The influence of organisational rewards on workplace trust and work engagement

The influence of organisational rewards on workplace trust and work engagement

Motivation of Engineering Students Participating in Multinational Design Projects – Comparison Based on Gender and Class Status

The Academic Self-Regulation Questionnaire: a study with Portuguese elementary school children

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