Psychodynamics of intrinsic and extrinsic job orientation.

Studied personality correlates of intrinsic and extrinsic job orientation using 136 employees in an social service organization. Results are presented for general intrinsic orientation as well as for specific factors included in the 2 broad categories. Results indicate that concern with intrinsic factors signifies approach tendencies, while concern with extrinsic factors points to avoidance tendencies. (19 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The Work Preference Inventory: Assessing intrinsic and extrinsic motivational orientations.

The Work Preference Inventory (WPI) is designed to assess individual differences in intrinsic and extrinsic motivational orientations. Both the college student and the working adult versions aim to capture the major elements of intrinsic motivation (self-determination, competence, task involvement, curiosity, enjoyment, and interest) and extrinsic motivation (concerns with competition, evaluation, recognition, money or other tangible incentives, and constraint by others). The instrument is scored on two primary scales, each subdivided into 2 secondary scales. The WPI has meaningful factor structures, adequate internal consistency, good short-term test-retest reliability, and good longer term stability. Moreover, WPI scores are related in meaningful ways to other questionnaire and behavioral measures of motivation, as well as personality characteristics, attitudes, and behaviors. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of extrinsic financial rewards on intrinsic motivation.

Utilized a chess-problem task to evaluate E. L. Deci's hypothesis that contingent extrinsic rewards will decrease intrinsic motivation. After observing the amount of time 28 undergraduates spent working on the task in a free period, one group was offered a financial incentive for performing the task while another group was not. One week later, Ss were again observed in a free period and then performed the task again with no financial incentive. Results support the hypothesis, and data that rule out specific methodological criticisms of Deci's paradigm are presented. Findings are discussed in terms of whether extrinsic rewards and motivation interact with intrinsic motivation. (17 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Interactions of task challenge and intrinsic and extrinsic motivations in college achievement.

Examined effects of 3 levels each of personal intrinsic and extrinsic motivational dispositions on grade point average (GPA) in college freshman courses rated by the 188 students as their most and least challenging. Extrinsic motivation was related to GPA by an inverted-U function, and the linear correlation coefficient was significant (p     

"The Work Preference Inventory: Assessing intrinsic and extrinsic motivational orientations": Correction.

Reports an error in the original article by T. M. Amabile et al (Journal of Personality and Social Psychology, 1994[May], Vol 66[5], 950–967). Items 5 and 11 in Table 1 appeared in the incorrect column. The correct version of the table is provided. (The following abstract of this article originally appeared in record 1994-35880-001.) The Work Preference Inventory (WPI) is designed to assess individual differences in intrinsic and extrinsic motivational orientations. Both the college student and the working adult versions aim to capture the major elements of intrinsic motivation (self-determination, competence, task involvement, curiosity, enjoyment, and interest) and extrinsic motivation (concerns with competition, evaluation, recognition, money or other tangible incentives, and constraint by others). The instrument is scored on two primary scales, each subdivided into 2 secondary scales. The WPI has meaningful factor structures, adequate internal consistency, good short-term test-retest reliability, and good longer term stability. Moreover, WPI scores are related in meaningful ways to other questionnaire and behavioral measures of motivation, as well as personality characteristics, attitudes, and behaviors. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Identification and quantification of intrinsic optical contrast for near-infrared mammography

Near-infrared spectroscopy has been used to quantify the composition of healthy female breast tissue in vivo. By collecting transillumination spectra in the wavelength range 680-1100 nm at 7-9 positions on the breasts of five female volunteers, an attempt was made to quantify the intra- and intersubject variability of breast composition. The dominant absorbers are water, lipids and hemoglobin. Hemoglobin concentration in the breast is substantially lower than that in the brain or muscle (less than 10 microM). The measured deoxyhemoglobin concentration can vary by up to 100% between different positions on the same breast. Water and lipid concentrations can show similar variability. Phantom and simulation studies demonstrate that this variability is not due to the effects of tissue boundaries on the measurements. The low hemoglobin concentration implies that optical breast imaging should be performed at wavelengths below about 850 nm to ensure that the image contrast comes predominantly from hemoglobin. Intrasubject variability could have implications for the ability of optical imaging to discern tumors from background contrast variations.     

Influence of microstructure on intrinsic and extrinsic toughening in an alpha-two titanium aluminide alloy

The toughening mechanisms in the Ti-24A1-11Nb (Ti-24-11) alloy have been identified previously to include crack-tip blunting, bridging, and deflection by the ductileβ phase, while the fracture mechanisms involve the nucleation, growth, and linkage of microcracks with the main crack. By performing appropriate theoretical analyses and critical experiments, the relative contributions of intrinsic and extrinsic toughening mechanisms, including microcrack shielding, crack-tip blunting, bridging, and deflection by theβ phase, to the initiation and crack growth toughness values of the Ti-24-11 alloy have been studied for three microstructures. The results indicate that the microstructure affects not only the amount of toughness enhancement, but also the type of toughening mechanisms present in the Ti-24-11 alloy. The initiation toughness in Ti-24-11 arises from the matrix toughness, crack-tip blunting, and, occasionally, from crack deflection by the ductile phase. As a result, theK _IC values increase with the volume fraction of the ductile phase. In contrast, the resistance curve behavior originates from (1) a change of crack-tip singularity, which occurs when the blunted crack extends into the plastic zone, (2) crack bridging by ductile phase and shear ligaments, and (3) microcrack shielding, which occurs mostly at elevated temperatures.     

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)     

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)     

Substance use by college students: The role of intrinsic versus extrinsic motivation for athletic involvement.

Certain types of athletic involvement may confer risk for substance use by college students. This study investigated whether motivational factors play a role in the relationship between athletic involvement and substance use. Intercollegiate athletes (n=98) and exercisers (n=120) were surveyed about substance use and motivation for athletic involvement. Athletes and exercisers who were extrinsically motivated had significantly higher rates of alcohol use than their intrinsically motivated counterparts. Results suggest that college students who are extrinsically motivated for involvement in physical activity/athletics--particularly those involved in team sports--may be in need of targeted prevention efforts. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of intrinsic vs. extrinsic job orientation and reported anxiety under different task conditions.

Identified 192 male undergraduates, 96 intrinsically oriented (IO) and 96 extrinsically oriented (EO). Each group was divided into 4 comparable subgroups. 2 of the subgroups attempted to solve 40 simple anagrams, 1 alone and 1 observed, while the other 2 worked on 30 difficult anagrams under the same 2 conditions. Each of the 8 subgroups was further dichotomized into 12 low and 12 high anxious Ss. The experiment involved a 2 (IO vs. EO) * 2 (low vs. high anxiety) * 2 (alone vs. observed) * 2 (simple vs. difficult problems) analysis of variance design. Results show that low anxious EO Ss performed better than high anxious EO Ss in all conditions, while the low anxious IO Ss performed better than the high anxious IO Ss only in the alone simple task condition. No significant differences were found with regard to satisfaction. (French summary) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation.

A meta-analysis of 128 studies examined the effects of extrinsic rewards on intrinsic motivation. As predicted, engagement-contingent, completion-contingent, and performance-contingent rewards significantly undermined free-choice intrinsic motivation (d?=?–0.40, –0.36, and –0.28, respectively), as did all rewards, all tangible rewards, and all expected rewards. Engagement-contingent and completion-contingent rewards also significantly undermined self-reported interest (d?=?–0.15, and –0.17), as did all tangible rewards and all expected rewards. Positive feedback enhanced both free-choice behavior (d?=?0.33) and self-reported interest (d?=?0.31). Tangible rewards tended to be more detrimental for children than college students, and verbal rewards tended to be less enhancing for children than college students. The authors review 4 previous meta-analyses of this literature and detail how this study's methods, analyses, and results differed from the previous ones. (PsycINFO Database Record (c) 2010 APA, all rights reserved)