Bidirectional relations of religious orientation and depressive symptoms in adolescents: A short-term longitudinal study.

Religious orientation can be divided into intrinsic and extrinsic: intrinsically oriented individuals “live their religion,” whereas extrinsically oriented individuals practice religion mainly to gain external benefits. In adults, depression has been found to correlate negatively with intrinsic religious orientation and positively with extrinsic orientation. Studies of the relation between religiosity and depression typically have not been longitudinal, conducted with adolescents, controlled for the influence of other factors associated with depression (i.e., negative cognitions), or examined the reverse relation of depression predicting religious orientation. Our 4-month longitudinal study of 273 ninth-grade students addressed these issues. Results showed that higher intrinsic religious orientation measured at baseline significantly predicted lower self-reported depressive symptoms 4 months later, controlling for initial level of depressive symptoms and cognitive style; in contrast, extrinsic orientation and the interaction between religious orientation and life events did not significantly predict later depressive symptoms. Self-reported depressive symptoms, however, did not predict either intrinsic or extrinsic religious orientation 4 months later. Factors contributing to different findings for adolescents versus adults in the relation between extrinsic religious orientation and depression are suggested. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Does extrinsic goal framing enhance extrinsic goal-oriented individuals' learning and performance? An experimental test of the match perspective versus self-determination theory.

Previous work within self-determination theory has shown that experimentally framing a learning activity in terms of extrinsic rather than intrinsic goals results in poorer conceptual learning and performance, presumably because extrinsic goal framing detracts attention from the learning activity and is less directly satisfying of basic psychological needs. According to the match perspective, experimental extrinsic, compared to intrinsic, goal framing should enhance learning and performance for learners who personally hold a stronger extrinsic than intrinsic goal orientation, as these learners' personally held goals match with the situationally induced goals. An experimental field study among 5th-6th grade children shows that extrinsic goal framing resulted in poorer autonomous motivation, conceptual (but not rote) learning, and persistence compared to intrinsic goal framing, irrespective of participants' personal intrinsic versus extrinsic goal orientations and their spontaneous perception of the learning activity as serving an intrinsic or an extrinsic goal. The authors conclude that teachers can best promote intrinsic goals, even when facing students who personally hold a stronger extrinsic than intrinsic goal orientation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Less Is Sometimes More: Goal Content Matters.

According to expectancy-value theories, increasing the utility value of a learning activity should result in higher motivation and better learning. In contrast, self-determination theory posits that the content of the future goals (intrinsic vs. extrinsic) that enhance the utility value of the learning activity needs to be considered as well. Contrast-cell analyses of an experimental study showed that double goal framing (intrinsic plus extrinsic) facilitated a mastery orientation, performance, and persistence and decreased a performance-approach orientation compared with extrinsic goal framing. However, double goal framing resulted in a less optimal pattern of outcomes compared with intrinsic goal framing, suggesting that the content of the provided goals matters. Goal content effects on both performance and persistence were fully mediated by mastery orientation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Care of fish in biological research

Fish live in a very complex, dynamic environment. Their use as biological research subjects during the past three decades has increased almost exponentially because of the demand for an increased knowledge base in response to the need for better aquaculture technology. To use fish as biological research subjects requires the investigator to take into account approximately 40 interactive environmental variables, if the research data are to be free of unwanted biases. These environmental factors are classified into five major groups, all important to the well-being of fish. These five include intrinsic factors (fish associated) and extrinsic factors (water, container, nutrition, and management associated). The stress response is the primary intrinsic factor of concern, and associated pathological changes should be used to monitor animal well-being and prevent secondary infectious disease problems. The water-associated factors are the primary extrinsic factors affecting the well-being of fish. Thus, the investigator must design research protocols that maintain fish within documented environmental limits for the species.     

Motivation and creativity: Effects of motivational orientation on creative writers.

72 members of the college community who identified themselves as actively involved in creative writing participated in individual laboratory sessions, in which they were asked to write 2 brief poems, to investigate the hypothesis that intrinsic motivation is conducive to creativity and extrinsic motivation is detrimental. In the present study, intrinsic motivation was defined as resulting from an S's interest in and enjoyment of writing for its own sake, while extrinsic motivation was defined as resulting from the external things obtained by writing (e.g., rewards, approval). Ss were divided into approximately equal groups that were designated as intrinsic-orientation, extrinsic-orientation, and control conditions. Before writing the 2nd poem, Ss in the intrinsic-orientation condition completed a questionnaire on intrinsic reasons for being involved in writing, and Ss in the extrinsic-orientation condition completed a questionnaire on extrinsic reasons. Ss in the control condition were not given a questionnaire on reasons for writing. Results indicate that, although there were no initial differences between conditions on prior involvement in writing or on creativity of the 1st poems written, there were significant differences in the creativity of the poems written after the experimental manipulations. Poems written under an extrinsic orientation were significantly less creative than those written in the other 2 conditions. Implications for social-psychological and individual-difference conceptions of creativity are discussed. (26 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Work values of white-collar employees as a function of sociological background.

More than 3,000 employees indicated their job orientation by ranking 6 intrinsic and 6 extrinsic factors. Father's occupations, the size of communities in which they worked, salary level, education, and sex were identified. In the low-salaried group (     

Coping with identity threat: The role of religious orientation and implications for emotions and action intentions.

Religiosity is typically related to positive outcomes following distress, yet it remains unclear how religiosity may alter responses when one's religious identity itself is challenged. The present investigation examined the role of appraisal-coping processes in the relations between religious orientations, emotions, and action intentions following identity threat. Study 1 (N = 63) assessed associations with religious orientations (intrinsic and extrinsic) following a threat targeting one's religion. Although both orientations evoked a broad array of responses, those related to an intrinsic orientation were stronger and included more negative reactions (e.g., sadness, confrontation). Study 2 (N = 59) evaluated the impact of a nonreligious identity threat, which elicited only adaptive responses (i.e., problem-focused coping, support seeking) that were associated with an intrinsic orientation. Appraisal-coping processes mediated relations between religiosity and responses to an identity threat in both studies but were most evident following religious threat. Taken together, these findings suggest that whereas an extrinsic religious orientation may function as a social identity in response to religious threats, the positive effects of an intrinsic religious orientation appear to be undermined by threats targeting the social group and belief system therein. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Field independence and articulation of sources of job satisfaction.

Hypothesized that analytic (field independent) and global (field dependent) perceivers would differ in their ability to differentiate among intrinsic and extrinsic sources of job satisfaction. Ss were 96 civil service supervisors who completed a Group Embedded Figures Test and the Wernimont job-satisfaction questionnaire. Results show that for global perceivers intrinsic and extrinsic satisfactions correlated substantially with each other and with overall job satisfaction while for analytical perceivers intrinsic and extrinsic satisfactions were independent and, as expected, only intrinsic satisfaction correlated with overall job satisfaction. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The course of bronchial asthma in adults. Factors of importance for the annual decline of lung function

The purpose of this study was to describe the relation of various factors of potential importance to the rate of decline in lung function in adults with intrinsic and extrinsic asthma. Of 180 asthmatic patients, 143 (79%) participated in a 10 year follow up examination; 94 patients had intrinsic asthma and 49 extrinsic asthma. Patients with intrinsic asthma had an annual decline in FEV1 of 50 ml, whereas those with extrinsic asthma had a decline of 23 ml; the rate of decline of lung function increased with increasing age in both groups. There was no relation between rate of decline in lung function and number of cigarettes smoked. An inverse relation between initial FEV1 and decline in FEV1 was found for the patients with extrinsic asthma but not for the patients with intrinsic asthma. A high degree of airway variability--that is, reversibility in FEV1--at the time of enrollment was found to be associated with a steeper decline in lung function in patients with intrinsic asthma, whereas increasing degrees of obstruction (decreasing FEV1/VC ratio at enrollment) and need for treatment with corticosteroids were associated with a more pronounced decline in FEV1 in patients with extrinsic asthma. The rate of decline in lung function is greater in patients with intrinsic asthma than in patients with extrinsic asthma; the prognosis for intrinsic and extrinsic asthma is to some extent influenced by different factors, which suggests that the pathogenetic mechanisms underlying intrinsic and extrinsic asthma may differ.     

Additivity versus nonadditivity of intrinsic and extrinsic incentives: Implications for work motivation, performance, and attitudes.

80 male Ss were randomly assigned to either an intrinsically appealing or an intrinsically nonappealing assembly task. Half of the Ss were paid according to a highly salient, continuous, contingent reward schedule, while the other half were paid according to an extremely noncontingent payment schedule. Thus, 20 Ss worked for both intrinsic and extrinsic incentives, 20 for extrinsic only, 20 for intrinsic only, and 20 for minimal incentives of either type. Data on 4 dependent variables (performance, intrinsic motivation, orientation toward the task, and intrinsic satisfaction) provided convergent support for E. L. Deci's (see record 1968-02190-001) hypothesis that intrinsic and extrinsic incentives are not additive in determining attitudes and behavior. (18 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The influence of ethnolinguistic group membership, sex and position level on motivational orientation of Canadian anglophone and francophone employees.

Explored the effects of ethnolinguistic group membership, sex, and position level on the perceived importance of 15 intrinsic and extrinsic job factors. Questionnaire data were obtained from 774 anglophones and 279 francophones working for a coast-to-coast service organization. Both groups were 75% male and 65% recruit-level summer student employees, but the anglophone group was significantly older. Results show no differences on the importance of factors intrinsic to job content. On the other hand, francophones attached greater importance to extrinsic interpersonal and organizational factors such as associates, altruism, prestige, and security. Males more greatly valued salaries and security, while females stressed variety and accomplishment. Supervisors emphasized planning and directing others, while recruits stressed work which allowed them to be the kind of person they chose to be. Results are discussed in terms of multiple past and present primary and secondary socialization experiences. (French summary) (18 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Performance and motivational deficits of helplessness: The role of motivational orientations.

Examined the hypothesis that the effect of failure feedback in producing learned helplessness would depend on the motivational orientation of a child. 53 4th–6th graders completed a scale of intrinsic vs extrinsic orientation in the classroom and were randomly assigned to success, failure, or control conditions, with the restriction that an approximately equal number of Ss with different motivational orientations were assigned to the different conditions. Extrinsically motivated Ss were predicted to exhibit performance decrement following a failure experience, whereas the opposite was predicted for intrinsically motivated Ss. Success feedback was predicted to enhance subsequent performance only for the intrinsic group. Following success, failure, or no feedback on an activity reflecting spatial skills (an incomplete picture task), Ss' performance on an activity tapping different skills (i.e., anagrams) provided by a 2nd experimenter served as the primary measure of helplessness. Ss' intrinsic motivation in performing the incomplete picture task, a similar task (embedded figures) and a dissimilar task (dots-to-dots) was also examined. Results support the predictions on both performance and intrinsic motivation measures. (38 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Attributional processes in behavior change and maintenance: Smoking cessation and continued abstinence.

If individuals attribute smoking cessation to external factors, they may be less able to maintain abstinence over time. To examine the role of attributions in initial and long-term behavior change, we manipulated the externality of treatment by comparing self-help manuals with and without a drug component and by comparing the motivational orientation of three programs (intrinsic self-help, intrinsic gum, extrinsic gum). We examined attributions for success or failure with treatment, the effects of treatment on initial cessation and on long-term maintenance of nonsmoking, and the effects of attributions on maintenance. Subjects receiving nicotine gum were superior to the intrinsic self-help group in initial cessation but were inferior in maintaining abstinence. Subjects in the intrinsic self-help group made fewer external attributions for success and remained abstinent longer, thus providing support for the attributional mediation of treatment effects on maintenance. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A new self-report scale of intrinsic versus extrinsic orientation in the classroom: Motivational and informational components.

Describes a learning orientation scale in which 5 dimensions are defined by an intrinsic and an extrinsic pole: preference for challenge vs preference for easy work, curiosity/interest vs teacher approval, independent mastery attempts vs dependence on the teacher, independent judgment vs reliance on the teacher's judgment, and internal vs external criteria for success/failure. The reliability and factorial validity of the scale have been adequately demonstrated. Additional validity studies with a total of 2,925 Ss in Grades 3–9 are reported. Higher-order factoring yielded 2 distinct clusters of subscales: The 1st 3 dimensions form 1 factor and are interpreted as more motivational in nature; the remaining 2 are viewed as more cognitive–informational in nature. Developmental data show that across Grades 3–9 there was a shift from intrinsic to extrinsic on the 1st motivational cluster. Conversely, there was a dramatic developmental shift from extrinsic to intrinsic on the cognitive–informational cluster. Interpretations for these developmental differences are advanced, and the educational implications are explored. The discussion focuses on the need to be precise in conceptualizing and operationalizing the term "intrinsic motivation." (9 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Children's help-seeking in the classroom: The role of motivational factors and attitudes.

Structural modeling was used to explain children's intentions to seek help with schoolwork. One hundred seventy-seven 3rd, 5th, and 7th graders were administered questionnaires assessing perceived academic competence, intrinsic orientation (preference for challenge and striving for independent mastery), and attitudes and intentions regarding help-seeking in math class. A multisample procedure tested for grade differences in covariance structures. At Grades 3 and 5, the child's expressed likelihood of seeking help was explained by intrinsic preference for challenge, extrinsic dependence on the teacher, and attitudes about the benefits of help-seeking. At Grade 7, expressed likelihood of seeking help was explained by attitudes about the benefits as well as the costs of help-seeking. Discussion focuses on developmental and individual-difference factors related to instrumental help-seeking and academic performance. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Classifying outcomes in work motivation research: An examination of the intrinsic-extrinsic dichotomy.

A lack of agreement exists in the motivation literature concerning appropriate definitions of the terms intrinsic and extrinsic outcomes and inconsistencies are prevalent when specific outcomes are classified as of one or the other type. This situation led to the hypothesis that the concepts of intrinsic and extrinsic are unclear and confusing to industrial and organizational psychologists. This hypothesis was tested by taking a survey of 200 randomly selected members of Division 14 of the American Psychological Association in which surveyed members were asked to define the terms intrinsic and extrinsic and to classify 21 outcomes as either intrinsic, extrinsic, or both. Results of the survey provide support for the confusion hypothesis. Implications of the findings for further conceptual and empirical work are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

How Many Dimensions Underlie Judgments of Learning and Recall? Evidence From State-Trace Methodology.

The authors used state-trace methodology to investigate whether a single dimension (e.g., strength) is sufficient to account for recall and judgments of learning (JOLs) or whether multiple dimensions (e.g., intrinsic and extrinsic factors) are needed. The authors separately manipulated the independent variables of intrinsic and extrinsic cues, determining their state traces for recall and JOLs. In contrast to the supposition that intrinsic cues have similar effects on both recall and JOLs whereas extrinsic cues affect JOLs less strongly than recall (i.e., 2 dimensions underlying recall and JOLs), the authors found repeated support for the sufficiency of a single dimension for both recall and JOLs (not only immediate JOLs but also delayed JOLs) across a variety of intrinsic and extrinsic cues. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Maladaptive achievement patterns: A test of a diathesis–stress analysis of helplessness.

The present study tested the assumptions, derived from a diathesis–stress model, that students' perceptions of autonomy–support in their classroom produce a relatively intrinsic as opposed to extrinsic motivational approach to academic tasks and that this approach, in turn, predicts qualitatively different responses to uncontrollable events. It was further assumed that students' motivational orientation would be more reliable than attributional style or perceptions of competence in predicting achievement patterns, including performance level after failure, use of adaptive attributions, and overall achievement scores. Results supported these predictions and further demonstrated, in longitudinal analyses, that motivational orientation may contribute to the formation of perceptions of competence and attributional style in students. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Effect of worker orientation differences on job attitude correlates.

Investigated correlations between various worker attitudes and job motivation, performance, and absenteeism for 290 skilled and semiskilled papermakers. The hypothesis that significant relationships occur more frequently for those employees who are least job involved was supported, inasmuch as they accounted for 84% of the significant correlations. Further analyses disclosed twice as many associations for skilled as for semiskilled employees. Thus, highly involved employees, more intrinsically oriented toward their job, did not manifest satisfactions commensurate with company evaluations of performance; they depended more on intrinsic rewards. Employees more detached from the job itself were more extrinsic in orientation and experienced gratifications more in line with company performance assessments due to their greater dependence on extrinsic rewards. (16 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Contingent pay and intrinsic task interest: Moderating effects of work values.

Examined the hypothesis that Ss' work value orientations would moderate the effect that contingent extrinsic incentives may have in reducing intrinsic task interest. 74 business undergraduates were administered demographic and work value questionnaires and the Clerical Abilities subtest of the Short Employment Tests. Ss were asked to proofread 2 short stories (high interest) or 2 law review article sections (low interest) under noncontingent, contingent, or no-pay conditions. Analyses showed that under contingent pay conditions, Ss with relatively higher extrinsic than intrinsic work values reported lower task satisfaction than Ss with relatively higher intrinsic work values. In contrast, under no-pay conditions, Ss with relatively higher extrinsic than intrinsic work values were actually more satisfied than their intrinsic counterparts. Results, therefore, support the existence of both an overjustification and an insufficient justification effect for financial incentives. (18 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)