Year: 2013
Type: dissertation
Abstract: The hierarchical model of intrinsic and extrinsic motivation (Vallerand, 1997) suggested thatmotivation exists at three levels of generality. The situational level refers to the motivation thatindividuals experience when they are currently engaging in an activity. The contextual levelrefers to individuals’ usual motivational orientation toward a specific context (e.g., physicalactivity, education). Finally global motivation represents general guidelines to the causality of aperson within the meaning described by Deci and Ryan (1985). We especially focused on thesituational level since it allows us to distinguish between changes in motivation during the sameactivity. Our first study (i.e., chapter 3) aims at showing that situational intrinsic motivation is adynamic construct. Studies two, three and four (i.e., chapter 4) are conducted to develop,validate and apply a new tool for measuring situational motivation. This tool (i.e., SiMS4) is a"paper and pencil" questionnaire-type with four items (i.e., intrinsic motivation, two types ofextrinsic motivation, and amotivation) which allows subjects to self-evaluate several timeswhen performing a task. Our last study (i.e., chapter 5) is a new application of our tool inschools. We show that the students’ situational motivation vary between a mechanism forpreserving and flexibility. This mechanism makes possible a more or less important continuousevolution of the motivation during the school situation.
Source: HAL
Author: Christophe Angot
Language: French
Subfield: Social Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W1600348381