内部动机量表(IMI)

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巴昂的情绪智力模型及情商量表简介

巴昂的情绪智力模型及情商量表简介

巴昂的情绪智力模型及情商量表简介
杜培贝尔·巴昂的情绪智力模型,又称巴昂的基本的情感社会智力模型,首次提出于1990年。

模型中概述了情绪智力的5项核心元素,分别是自我意识/自我调节、社会意识、情感管理、情感信息处理以及同理心。

其目的是使人们更加理解自己的情绪,并学会调节情绪。

此外,巴昂的情商量表(ESI),也就是情绪智力调查量表,由巴昂在1999年开发,可以评估个体的情感社交素质,将各种情感研究量表或测量工具进行整合,构建一个具备实用价值,能够更全面反映情绪智力这一概念的评估量表。

自我意识/自我调节是情绪智力模型中最重要、最基础的一方面,是指个体对情绪的认知,从而采取有效的措施来维护自身情绪状态和调节负面情绪。

社会意识是指个体的对社会规则和社会观念的把握,以及如何以社会恰当的方式介入社会交往活动;因此,具备良好的社会意识可以帮助个体有效地迅速适应社会环境和完善社会交往。

情感管理是指个体能够有效地建立、维持和加强良好的情感关系,达到情感目标。

此外,情感信息处理表明个人可以有效地使用多种工具,包括客观事实及其本质、因果关系、表达形式以及有效的模仿技巧,把握情感信息的最小细微差别,合理地分析及应对情况,以便正确的行事或判断。

最后,同理心是指个体能够以平衡的方式理解别人的情感,并根据他人的情感来做出合适的反应或交互。

巴昂的情商量表共有25项内容,内容包括重要度、自信程度、社会沟通能力和弹性等,能够有效衡量个体情绪智力水平。

此外,它也清晰独特地专项划分出了各项指标和维度,能够更准确、更细致地探究个体在每一维度下具体表现的程度,从而更好的反映出对情感社交素质的总体评价,为个体提供了一种客观可行的情商测量。

自我决定理论

自我决定理论

自我决定理论自我决定理论把动机分为内部动机(Intrinsic motivation)、外部动机(Extrinsic motivation)和无动机(Amotivation)三种类型。

1. 内部动机的类型内部动机是人类固有的一种追求新奇和挑战、发展和锻炼自身能力、勇于探索和学习的先天倾向(Deci 和Ryan,1985)。

它与个体的内部因素如兴趣、满足感等密切相关,是高度自主的动机类型,代表了自我决定的原型。

Vallerand(1997)把内部动机分为三种类型:(1)了解刺激型(IM-Knowledge)。

它是指个体为了获得新的知识,了解周围的事物,探索世界,满足个人好奇心或兴趣的动机类型。

如:喜欢了解说英语的国家的人们的生活方式。

(2)取得成就型(IM-Achievement)。

它是与个体试图达到某一目标或完成某项任务相关的动机类型,在这种动机的调节下,个体遵循内在需要迎接挑战,超越自我。

与了解刺激型动机比较,它具有更多的自我决定的成分。

如:在英语课上表现良好会感到很高兴。

(3)体验刺激型(IM-Stimulation)。

它是最具有自主性的内部动机形式,个体把行为完全接纳为自我的一部分。

在这种情况下,个体从事某种活动是为了行为本身内在的快乐。

在这种动机驱动下的外语学习者通常认为英语是一种美丽的语言,因此在听或者说英语时感到很愉快。

2. 外部动机的类型外部动机是指人们不是出于对活动本身的兴趣,而是为了获得某种可分离的结果(separable outcome)而去从事一项活动的倾向,例如为了获得高分或避免受到惩罚等。

自我决定理论根据个体对行为的自主程度由低到高,把外部动机分为三种类型:(1)外在调节型(External Regulation)。

它是指个体的行为完全遵循外部规则,其目的是为了满足外在要求或是为了获得附带的报酬的一种动机类型。

外在调节是外部动机最具控制的形式没有内化发生,个体行为完全受到行为结果的影响。

自我动机感综合量表SMIS

自我动机感综合量表SMIS

自我动机感综合量表SMIS 自我动机感综合量表(SMIS)简介自我动机感综合量表(SMIS, Self-Motivation Inventory Scale)是一种用于评估个体自我动机感水平的量表。

该量表由一系列问题组成,通过个体对这些问题的回答,可以得出一个综合的自我动机感得分。

目的SMIS的目的是帮助个体了解和评估自己的自我动机感水平。

自我动机感是个体对自身行为所感受到的内部动机的程度。

了解自己的自我动机感对于个体在实现目标和提高自我动力方面具有重要意义。

量表内容SMIS量表包含一系列关于自我动机感的问题,涉及以下方面:1. 成就动机:个体追求成功、成就和个人表现的动机水平。

2. 影响力动机:个体追求影响他人、塑造环境和获得权力的动机水平。

3. 动机调节:个体对动机的调节和控制能力。

4. 内在动机:个体对于内在奖励和个人兴趣的反应程度。

5. 外部动机:个体对于外部奖励和他人期望的反应程度。

使用方法个体可以通过回答SMIS量表中的问题来评估自己的自我动机感水平。

每个问题都有一系列选项,个体需选择最符合自己情况的选项。

根据个体的回答,可以计算出一个综合的自我动机感得分。

结论SMIS量表是一种简便有效的工具,可以帮助个体评估自己的自我动机感水平。

通过了解自己的自我动机感,个体可以更好地设定目标、激发动力,并提高个人表现和成就。

以上是关于自我动机感综合量表(SMIS)的简介,包括了量表的目的、内容、使用方法和结论。

使用该量表可以帮助个体评估自身的自我动机感水平,以便更好地激发内在动力和实现个人目标。

mbigs量表22题与15题

mbigs量表22题与15题

mbigs量表22题与15题MBIGS(Motivation-Based Intelligence General Scale)量表是一种评估个体动机导向的智力水平的工具。

该量表共有22道题目,以下是其中的22题和15题:22题:1. 我喜欢解决复杂的问题。

2. 我对未知的事物充满好奇。

3. 我在遇到困难时会坚持不懈。

4. 我善于找到新的方法来解决问题。

5. 我喜欢学习新的知识。

6. 我对自己的能力有信心。

7. 我乐于尝试新的挑战。

8. 我善于分析信息。

9. 我喜欢思考抽象的概念。

10. 我乐于与他人分享我的想法。

11. 我善于创新。

12. 我有强烈的求知欲。

13. 我喜欢从不同的角度看问题。

14. 我善于解决问题。

15. 我对科学感兴趣。

16. 我有很高的自我要求。

17. 我善于独立思考。

18. 我喜欢阅读哲学类书籍。

19. 我善于发现事物的内在联系。

20. 我喜欢研究人文科学。

21. 我善于倾听他人的观点。

22. 我乐于提出质疑并对现状进行挑战。

15题:1. 你是否喜欢解决复杂问题?2. 你是否对未知的事物充满好奇?3. 面对困难时,你是否会坚持不懈?4. 你是否善于找到新的方法来解决问题?5. 你是否喜欢学习新的知识?6. 你对自己的能力是否有信心?7. 你是否乐于尝试新的挑战?8. 你是否善于分析信息?9. 你是否喜欢思考抽象的概念?10. 你是否乐于与他人分享你的想法?11. 你是否善于创新?12. 你是否有强烈的求知欲?13. 你是否喜欢从不同的角度看问题?14. 你是否善于解决问题?15. 你是否对科学感兴趣?。

内部动机量表IMI.doc

内部动机量表IMI.doc

Intrinsic Motivation Inventory (IMI)Scale Description | The ScaleDownload the Intrinsic Motivation Inventory packet in a Word fileThe ScalesTHE POST-EXPERIMENTAL INTRINSIC MOTIVATION INVENTORY (Below are listed all 45 items that can be used depending on which are needed.)For each of the following statements, please indicate how true it is for you, using the following scale:1 2 3 4 5 6 7not at all true somewhat true very trueInterest/EnjoymentI enjoyed doing this activity very muchThis activity was fun to do.I thought this was a boring activity. (R)This activity did not hold my attention at all. (R)I would describe this activity as very interesting.I thought this activity was quite enjoyable.While I was doing this activity, I was thinking about how much I enjoyed it.Perceived CompetenceI think I am pretty good at this activity.I think I did pretty well at this activity, compared to other students.After working at this activity for awhile, I felt pretty competent.I am satisfied with my performance at this task.I was pretty skilled at this activity.This was an activity that I couldn’t do very well. (R)Effort/ImportanceI put a lot of effort into this.I didn’t try very hard to do well at this activity. (R)I tried very hard on this activity.It was important to me to do well at this task.I didn’t put much energy into this. (R)Pressure/TensionI did not feel nervous at all while doing this. (R)I felt very tense while doing this activity.I was very relaxed in doing these. (R)I was anxious while working on this task.I felt pressured while doing these.Perceived ChoiceI believe I had some choice about doing this activity.I felt like it was not my own choice to do this task. (R)I didn’t really have a choice about doing this task. (R)I felt like I had to do this. (R)I did this activity because I had no choice. (R)I did this activity because I wanted to.I did this activity because I had to. (R)Value/UsefulnessI believe this activity could be of some value to me.I think that doing this activity is useful for ______________________I think this is important to do because it can _____________________I would be willing to do this again because it has some value to me.I think doing this activity could help me to _____________________I believe doing this activity could be beneficial to me.I think this is an important activity.RelatednessI felt really distant to this person. (R)I really doubt that this person and I would ever be friends. (R)I felt like I could really trust this person.I’d like a chance to interact with this person more often.I’d really prefer not to in teract with this person in the future. (R)I don’t feel like I could really trust this person. (R)It is likely that this person and I could become friends if we interacted a lot.I feel close to this person.Constructing the IMI for your study. First, decide which of the variables (factors) you want to use, based on what theoretical questions you are addressing. Then, use the items from those factors, randomly ordered. If you use the value/usefulness items, you will need to complete the three items as appropriate. In other words, if you were studying whether the person believes an activity is useful for improving concentration, or becoming a better basketball player, or whatever, then fill in the blanks with that information. If you do not want to refer to a particular outcome, then just truncate the items with its being useful, helpful, or important.Scoring information for the IMI. To score this instrument, you must first reverse score the items for which an (R) is shown after them. To do that, subtract the item response from 8, and use the resulting number as the item score. Then, calculate subscale scores by averaging across all of the items on that subscale. The subscale scores are then used in the analyses of relevant questions.The following is a 22 item version of the scale that has been used in some lab studies on intrinsic motivation. It has four subscales: interest/enjoyment, perceived choice, perceived competence, and pressure/tension. The interest/enjoyment subscale is considered theself-report measure of intrinsic motivation; perceived choice and perceived competence are theorized to be positive predictors of both self-report and behavioral measures of intrinsic motivation. Pressure tension is theorized to be a negative predictor of intrinsic motivation. Scoring information is presented after the questionnaire itself.TASK EVALUATION QUESTIONNAIREFor each of the following statements, please indicate how true it is for you, using the following scale:1 2 3 4 5 6 7not at all true somewhat true very true1. While I was working on the task I was thinking about how much I enjoyed it.2. I did not feel at all nervous about doing the task.3. I felt that it was my choice to do the task.4. I think I am pretty good at this task.5. I found the task very interesting.6. I felt tense while doing the task.7. I think I did pretty well at this activity, compared to other students.8. Doing the task was fun.9. I felt relaxed while doing the task.10. I enjoyed doing the task very much.11. I didn’t real ly have a choice about doing the task.12. I am satisfied with my performance at this task.13. I was anxious while doing the task.14. I thought the task was very boring.15. I felt like I was doing what I wanted to do while I was working on the task.16. I felt pretty skilled at this task.17. I thought the task was very interesting.18. I felt pressured while doing the task.19. I felt like I had to do the task.20. I would describe the task as very enjoyable.21. I did the task because I had no choice.22. After working at this task for awhile, I felt pretty competent.Scoring information.Begin by reverse scoring items # 2, 9, 11, 14, 19, 21. In other words, subtract the item response from 8, and use the result as the item score for that item. This way, a higher score will indicate more of the concept described in the subscale name. Thus, a higher score on pressure/tension means the person felt more pressured and tense; a higher score on perceived competence means the person felt more competent; and so on. Then calculate subscale scores by averaging the items scores for the items on each subscale. They are asfollows. The (R) after an item number is just a reminder that the item score is the reverse of the participant’s response on that item.Interest/enjoyment: 1, 5, 8, 10, 14(R), 17, 20Perceived competence: 4, 7, 12, 16, 22Perceived choice: 3, 11(R), 15, 19(R), 21(R)Pressure/tension: 2(R), 6, 9(R), 13, 18The subscale scores can then be used as dependent variables, predictors, or mediators, depending on the research questions being addressed.TEXT MATERIAL QUESTIONNAIRE 1For each of the following statements, please indicate how true it is for your, using the following scale as a guide:1 2 3 4 5 6 7not at all true somewhat true very true1. While I was reading this material, I was thinking about how much I enjoyedit.2. I did not feel at all nervous while reading.3. This material did not hold my attention at all.4. I think I understood this material pretty well.5. I would describe this material as very interesting.6. I think I understood this material very well, compared to other students.7. I enjoyed reading this material very much.8. I felt very tense while reading this material.9. This material was fun to read.Scoring information.Begin by reverse scoring items # 2 and 3. In other words, subtract the item response from 8, and use the result as the item score for that item. This way, a higher score will indicate more of the concept described in the subscale name. Then calculate subscale scores by averaging the items scores for the items on each subscale. They are shown below. The (R) after an item number is just a reminder that the item score is the reverse of the participant’s response on that item.Interest/enjoyment: 1, 3(R), 5, 7, 9Perceived competence: 4, 6,Pressure/tension: 2(R), 8The next version of the questionnaire was used for a study of internalization with an uninteresting computer task (Deci et al., 1994).ACTIVITY PERCEPTION QUESTIONNAIREThe following items concern your experience with the task. Please answer all items. For each item, please indicate how true the statement is for you, using the following scale as a guide:1 2 3 4 5 6 7not at all true somewhat true very true1. I believe that doing this activity could be of some value for me.2. I believe I had some choice about doing this activity.3. While I was doing this activity, I was thinking about how much I enjoyed it.4. I believe that doing this activity is useful for improved concentration.5. This activity was fun to do.6. I think this activity is important for my improvement.7. I enjoyed doing this activity very much.8. I really did not have a choice about doing this activity.9. I did this activity because I wanted to.10. I think this is an important activity.11. I felt like I was enjoying the activity while I was doing it.12. I thought this was a very boring activity.13. It is possible that this activity could improve my studying habits.14. I felt like I had no choice but to do this activity.15. I thought this was a very interesting activity.16. I am willing to do this activity again because I think it is somewhat useful.17. I would describe this activity as very enjoyable.18. I felt like I had to do this activity.19. I believe doing this activity could be somewhat beneficial for me.20. I did this activity because I had to.21. I believe doing this activity could help me do better in school.22. While doing this activity I felt like I had a choice.23. I would describe this activity as very fun.24. I felt like it was not my own choice to do this activity.25. I would be willing to do this activity again because it has some value forme.Scoring information.Begin by reverse scoring items # 8, 12, 14, 18, 20, and 24 by subtracting the item response from 8 and using the result as the item score for that item. Then calculate subscale scores by averaging the items scores for the items on each subscale. They are shown below. The (R) after an item number is just a reminder that the ite m score is the reverse of the participant’s response on that item.Interest/enjoyment: 3, 5, 7, 11, 12(R), 15, 17, 23Value/usefulness: 1, 4, 6, 10, 13, 16, 19, 21, 25Perceived choice: 2, 8(R), 9, 14(R), 18(R), 20(R), 22, 24(R)SUBJECT IMPRESSIONS QUESTIONNAIREThe following sentences describe thoughts and feelings you may have had regarding the other person who participated in the experiment with you. For each of the following statement please indicate how true it is for you, using the following scale as a guide:1 2 3 4 5 6 7not at all true somewhat true very true1. While I was interacting with this person, I was thinking about how much Ienjoyed it.2. I felt really distant to this person.3. I did not feel at all nervous about interacting with this person.4. I felt like I had choice about interacting with this person.5. I would describe interacting with this person as very enjoyable.6. I really doubt that this person and I would ever become friends.7. I found this person very interesting.8. I enjoyed interacting with this person very much.9. I felt tense while interacting with this person.10. I really feel like I could trust this person.11. Interacting with this person was fun.12. I felt relaxed while interacting with this person.13. I’d like a chance to interact more with this person.14. I didn’t really have a choice about interacting with this person.15. I tried hard to have a good interaction with this person.16. I’d really prefer not to interact with this person in the future.17. I was anxious while interacting with this person.18. I thought this person was very boring.19. I felt like I was doing what I wanted to do while I was interacting with thisperson.20. I tried very hard while interacting with this person.21. I don’t fee l like I could really trust this person.22. I thought interacting with this person was very interesting.23. I felt pressured while interacting with this person.24. I think it’s likely that this person and I could become friends.25. I felt like I had to interact with this person.26. I feel really close to this person.27. I didn’t put much energy into interacting with this person.28. I interacted with this person because I had no choice.29. I put some effort into interacting with this person.Scoring information.Begin by reverse scoring items # 2, 3, 6, 12, 14, 16, 18, 21, 25, 27, and 28 by subtracting the item response from 8 and using the result as the item score for that item. Then calculate subscale scores by averaging the items scores for the items on each subscale. They are。

内在动机对低视力患者自我效能感和生命质量的影响解析

内在动机对低视力患者自我效能感和生命质量的影响解析

采用讲座与团体干预的方式,鼓励患者培养个人爱好,维持与
家人、朋友的正常沟通与交流,减少依赖行为,防止社交退缩。 第6周:进行体验分享及综合指导。采用团体干预的方式,请 低视力患者分享其参与课程的体验,根据患者分享内容进行 针对性的综合指导。每次课程结束前均听取患者反馈,确保其掌 握训练内容,并要求患者每天在家进行练习,2次,d,30 min/次。 所有患者均完成培训课程,无中途退出者。 3.观察指标。观察组于第1周干预开始前、第6周干预结
intervention.The patients’intrinsic motivation also was evaluated by Intrinsic Motivation intervention.Results The total
score
Inventory(IMI)after
ability and
and(50.24±4.32),(13.53±2.78),(13.67±1.75),(13.52±2.42),(9.52±1.77)points 0=5.813—18.800,P<0.05).The
scores
in control group,and there were significant differences
1 60 low vision patients were assigned into
random digits table method with 80 groups by
each.The control group was given routine doctor’S

advice and health education,and the observation group was given well trained medical personnel Chinese—version Low Vision

内部动机量表(IMI)

内部动机量表(IMI)

Intrinsic Motivation Inventory (IMI)Scale Description | The ScaleDownload the Intrinsic Motivation Inventory packet in a Word fileThe ScalesTHE POST-EXPERIMENTAL INTRINSIC MOTIVATION INVENTORY (Below are listed all 45 items that can be used depending on which are needed.)For each of the following statements, please indicate how true it is for you, using the following scale:1 2 3 4 5 6 7not at all true somewhat true very trueInterest/EnjoymentI enjoyed doing this activity very muchThis activity was fun to do.I thought this was a boring activity. (R)This activity did not hold my attention at all. (R)I would describe this activity as very interesting.I thought this activity was quite enjoyable.While I was doing this activity, I was thinking about how much I enjoyed it.Perceived CompetenceI think I am pretty good at this activity.I think I did pretty well at this activity, compared to other students.After working at this activity for awhile, I felt pretty competent.I am satisfied with my performance at this task.I was pretty skilled at this activity.This was an activity that I couldn’t do very well. (R)Effort/ImportanceI put a lot of effort into this.I didn’t try very hard to do well at this activity. (R)I tried very hard on this activity.It was important to me to do well at this task.I didn’t put much energy into this. (R)Pressure/TensionI did not feel nervous at all while doing this. (R)I felt very tense while doing this activity.I was very relaxed in doing these. (R)I was anxious while working on this task.I felt pressured while doing these.Perceived ChoiceI believe I had some choice about doing this activity.I felt like it was not my own choice to do this task. (R)I didn’t really have a choice about doing this task. (R)I felt like I had to do this. (R)I did this activity because I had no choice. (R)I did this activity because I wanted to.I did this activity because I had to. (R)Value/UsefulnessI believe this activity could be of some value to me.I think that doing this activity is useful for ______________________I think this is important to do because it can _____________________I would be willing to do this again because it has some value to me.I think doing this activity could help me to _____________________I believe doing this activity could be beneficial to me.I think this is an important activity.RelatednessI felt really distant to this person. (R)I really doubt that this person and I would ever be friends. (R)I felt like I could really trust this person.I’d like a chance to interact with this person more often.I’d really prefer not to in teract with this person in the future. (R)I don’t feel like I could really trust this person. (R)It is likely that this person and I could become friends if we interacted a lot.I feel close to this person.Constructing the IMI for your study. First, decide which of the variables (factors) you want to use, based on what theoretical questions you are addressing. Then, use the items from those factors, randomly ordered. If you use the value/usefulness items, you will need to complete the three items as appropriate. In other words, if you were studying whether the person believes an activity is useful for improving concentration, or becoming a better basketball player, or whatever, then fill in the blanks with that information. If you do not want to refer to a particular outcome, then just truncate the items with its being useful, helpful, or important.Scoring information for the IMI. To score this instrument, you must first reverse score the items for which an (R) is shown after them. To do that, subtract the item response from 8, and use the resulting number as the item score. Then, calculate subscale scores by averaging across all of the items on that subscale. The subscale scores are then used in the analyses of relevant questions.The following is a 22 item version of the scale that has been used in some lab studies on intrinsic motivation. It has four subscales: interest/enjoyment, perceived choice, perceived competence, and pressure/tension. The interest/enjoyment subscale is considered theself-report measure of intrinsic motivation; perceived choice and perceived competence are theorized to be positive predictors of both self-report and behavioral measures of intrinsic motivation. Pressure tension is theorized to be a negative predictor of intrinsic motivation. Scoring information is presented after the questionnaire itself.TASK EVALUATION QUESTIONNAIREFor each of the following statements, please indicate how true it is for you, using the following scale:1 2 3 4 5 6 7not at all true somewhat true very true1. While I was working on the task I was thinking about how much I enjoyed it.2. I did not feel at all nervous about doing the task.3. I felt that it was my choice to do the task.4. I think I am pretty good at this task.5. I found the task very interesting.6. I felt tense while doing the task.7. I think I did pretty well at this activity, compared to other students.8. Doing the task was fun.9. I felt relaxed while doing the task.10. I enjoyed doing the task very much.11. I didn’t real ly have a choice about doing the task.12. I am satisfied with my performance at this task.13. I was anxious while doing the task.14. I thought the task was very boring.15. I felt like I was doing what I wanted to do while I was working on the task.16. I felt pretty skilled at this task.17. I thought the task was very interesting.18. I felt pressured while doing the task.19. I felt like I had to do the task.20. I would describe the task as very enjoyable.21. I did the task because I had no choice.22. After working at this task for awhile, I felt pretty competent.Scoring information.Begin by reverse scoring items # 2, 9, 11, 14, 19, 21. In other words, subtract the item response from 8, and use the result as the item score for that item. This way, a higher score will indicate more of the concept described in the subscale name. Thus, a higher score on pressure/tension means the person felt more pressured and tense; a higher score on perceived competence means the person felt more competent; and so on. Then calculate subscale scores by averaging the items scores for the items on each subscale. They are asfollows. The (R) after an item number is just a reminder that the item score is the reverse of the participant’s response on that item.Interest/enjoyment: 1, 5, 8, 10, 14(R), 17, 20Perceived competence: 4, 7, 12, 16, 22Perceived choice: 3, 11(R), 15, 19(R), 21(R)Pressure/tension: 2(R), 6, 9(R), 13, 18The subscale scores can then be used as dependent variables, predictors, or mediators, depending on the research questions being addressed.TEXT MATERIAL QUESTIONNAIRE 1For each of the following statements, please indicate how true it is for your, using the following scale as a guide:1 2 3 4 5 6 7not at all true somewhat true very true1. While I was reading this material, I was thinking about how much I enjoyedit.2. I did not feel at all nervous while reading.3. This material did not hold my attention at all.4. I think I understood this material pretty well.5. I would describe this material as very interesting.6. I think I understood this material very well, compared to other students.7. I enjoyed reading this material very much.8. I felt very tense while reading this material.9. This material was fun to read.Scoring information.Begin by reverse scoring items # 2 and 3. In other words, subtract the item response from 8, and use the result as the item score for that item. This way, a higher score will indicate more of the concept described in the subscale name. Then calculate subscale scores by averaging the items scores for the items on each subscale. They are shown below. The (R) after an item number is just a reminder that the item score is the reverse of the participant’s response on that item.Interest/enjoyment: 1, 3(R), 5, 7, 9Perceived competence: 4, 6,Pressure/tension: 2(R), 8The next version of the questionnaire was used for a study of internalization with an uninteresting computer task (Deci et al., 1994).ACTIVITY PERCEPTION QUESTIONNAIREThe following items concern your experience with the task. Please answer all items. For each item, please indicate how true the statement is for you, using the following scale as a guide:1 2 3 4 5 6 7not at all true somewhat true very true1. I believe that doing this activity could be of some value for me.2. I believe I had some choice about doing this activity.3. While I was doing this activity, I was thinking about how much I enjoyed it.4. I believe that doing this activity is useful for improved concentration.5. This activity was fun to do.6. I think this activity is important for my improvement.7. I enjoyed doing this activity very much.8. I really did not have a choice about doing this activity.9. I did this activity because I wanted to.10. I think this is an important activity.11. I felt like I was enjoying the activity while I was doing it.12. I thought this was a very boring activity.13. It is possible that this activity could improve my studying habits.14. I felt like I had no choice but to do this activity.15. I thought this was a very interesting activity.16. I am willing to do this activity again because I think it is somewhat useful.17. I would describe this activity as very enjoyable.18. I felt like I had to do this activity.19. I believe doing this activity could be somewhat beneficial for me.20. I did this activity because I had to.21. I believe doing this activity could help me do better in school.22. While doing this activity I felt like I had a choice.23. I would describe this activity as very fun.24. I felt like it was not my own choice to do this activity.25. I would be willing to do this activity again because it has some value forme.Scoring information.Begin by reverse scoring items # 8, 12, 14, 18, 20, and 24 by subtracting the item response from 8 and using the result as the item score for that item. Then calculate subscale scores by averaging the items scores for the items on each subscale. They are shown below. The (R) after an item number is just a reminder that the ite m score is the reverse of the participant’s response on that item.Interest/enjoyment: 3, 5, 7, 11, 12(R), 15, 17, 23Value/usefulness: 1, 4, 6, 10, 13, 16, 19, 21, 25Perceived choice: 2, 8(R), 9, 14(R), 18(R), 20(R), 22, 24(R)SUBJECT IMPRESSIONS QUESTIONNAIREThe following sentences describe thoughts and feelings you may have had regarding the other person who participated in the experiment with you. For each of the following statement please indicate how true it is for you, using the following scale as a guide:1 2 3 4 5 6 7not at all true somewhat true very true1. While I was interacting with this person, I was thinking about how much Ienjoyed it.2. I felt really distant to this person.3. I did not feel at all nervous about interacting with this person.4. I felt like I had choice about interacting with this person.5. I would describe interacting with this person as very enjoyable.6. I really doubt that this person and I would ever become friends.7. I found this person very interesting.8. I enjoyed interacting with this person very much.9. I felt tense while interacting with this person.10. I really feel like I could trust this person.11. Interacting with this person was fun.12. I felt relaxed while interacting with this person.13. I’d like a chance to interact more with this person.14. I didn’t really have a choice about interacting with this person.15. I tried hard to have a good interaction with this person.16. I’d really prefer not to interact with this person in the future.17. I was anxious while interacting with this person.18. I thought this person was very boring.19. I felt like I was doing what I wanted to do while I was interacting with thisperson.20. I tried very hard while interacting with this person.21. I don’t fee l like I could really trust this person.22. I thought interacting with this person was very interesting.23. I felt pressured while interacting with this person.24. I think it’s likely that this person and I could become friends.25. I felt like I had to interact with this person.26. I feel really close to this person.27. I didn’t put much energy into interacting with this person.28. I interacted with this person because I had no choice.29. I put some effort into interacting with this person.Scoring information.Begin by reverse scoring items # 2, 3, 6, 12, 14, 16, 18, 21, 25, 27, and 28 by subtracting the item response from 8 and using the result as the item score for that item. Then calculate subscale scores by averaging the items scores for the items on each subscale. They areshown below. The (R) after an item number is just a reminder that the item score is the reverse of the participant’s response on that item.Relatedness: 2(R), 6(R), 10, 13, 16(R), 21(R), 24, 26Interest/enjoyment: 1, 5, 7, 8, 11, 18(R), 22Perceived choice: 4, 14(R), 19, 25(R), 28(R)Pressure/tension: 3(R), 9, 12(R), 17, 23,Effort: 15, 20, 27(R), 29Intrinsic Motivation Inventory (IMI)Scale Description | The ScaleDownload the Intrinsic Motivation Inventory packet in a Word fileScale DescriptionThe Intrinsic Motivation Inventory (IMI) is a multidimensional measurement device intended to assess participants’ subjective experience related to a target activity in laboratory experiments. It has been used in several experiments related to intrinsic motivation and self-regulation (e.g., Ryan, 1982; Ryan, Mims & Koestner, 1983; Plant & Ryan, 1985; Ryan, Connell, & Plant, 1990; Ryan, Koestner & Deci, 1991; Deci, Eghrari, Patrick, & Leone, 1994). The instrument assesses participants’ interest/enjoyment, perceived competence, effort, value/usefulness, felt pressure and tension, and perceived choice while performing a given activity, thus yielding six subscale scores. Recently, a seventh subscale has been added to tap the experiences of relatedness, although the validity of this subscale has yet to be established. Theinterest/enjoyment subscale is considered the self-report measure of intrinsic motivation; thus, although the overall questionnaire is called the Intrinsic Motivation Inventory, it is only the one subscale that assesses intrinsic motivation, per se. As a result, theinterest/enjoyment subscale often has more items on it that do the other subscales. The perceived choice and perceived competence concepts are theorized to be positive predictors of both self-report and behavioral measures of intrinsic motivation, and pressure/tension is theorized to be a negative predictor of intrinsic motivation. Effort is a separate variable that is relevant to some motivation questions, so is used it its relevant. The value/usefulness subscale is used in internalization studies (e.g., Deci et al, 1994), the idea being that people internalize and become self-regulating with respect to activities that they experience as useful or valuable for themselves. Finally, the relatedness subscale is used in studies having to do with interpersonal interactions, friendship formation, and so on.The IMI consists of varied numbers of items from these subscales, all of which have been shown to be factor analytically coherent and stable across a variety of tasks, conditions, and settings. The general criteria for inclusion of items on subscales have been a factor loading of at least 0.6 on the appropriate subscale, and no cross loadings above 0.4. Typically, loadings substantially exceed these criteria. Nonetheless, we recommend that investigators perform their own factor analyses on new data sets. Past research suggests that order effects of item presentation appear to be negligible, and the inclusion or exclusion of specific subscalesappears to have no impact on the others. Thus, it is rare that all items have been used in a particular experiment. Instead, experimenters have chosen the subscales that are relevant to the issues they are exploring.The IMI items have often been modified slightly to fit specific activities. Thus, for example, an item such as "I tried very hard to do well at this activity" can be changed to "I tried very hard to do well on these puzzles" or "...in learning this material" without effecting its reliability or validity. As one can readily tell, there is nothing subtle about these items; they are quiteface-valid. However, in part, because of their straightforward nature, caution is needed in interpretation. We have found, for example, that correlations between self-reports of effort or interest and behavioral indices of these dimensions are quite modest--often around 0.4. Like other self-report measures, there is always the need to appropriately interpret how and why participants report as they do. Ego-involvements, self-presentation styles, reactance, and other psychological dynamics must be considered. For example, in a study by Ryan, Koestner, and Deci (1991), we found that when participants were ego involved, the engaged in pressured persistence during a free choice period and this behavior did not correlate with the self-reports of interest/enjoyment. In fact, we concluded that to be confident in one’s assessment of intrinsic motivation, one needs to find that the free-choice behavior and theself-reports of interest/enjoyment are significantly correlated.Another issue is that of redundancy. Items within the subscales overlap considerably, although randomizing their presentation makes this less salient to most participants. Nonetheless, shorter versions have been used and been found to be quite reliable. The incremental R for every item above 4 for any given factor is quite small. Still, it is very important to recognize that multiple item subscales consistently outperform single items for obvious reasons, and they have better external validity.On The Scale page, there are five sections. First, the full 45 items that make up the 7 subscales are shown, along with information on constructing your own IMI and scoring it. Then, there are four specific versions of the IMI that have been used in past studies. This should give you a sense of the different ways it has been used. These have different numbers of items and different numbers of subscales, and they concern different activities. First, there is a standard, 22-item version that has been used in several studies, with four subscales: interest/enjoyment, perceived competence, perceived choice, and pressure/tension. Second, there is a short9-item version concerned with the activity of reading some text material; it has three subscales: interest/enjoyment, perceived competence, and pressure/tension. Then, there is the 25-item version that was used in the internalization study, including the three subscales ofvalue/usefulness, interest/enjoyment, and perceived choice. Finally, there is a 29-item version of the interpersonal relatedness questionnaire that has five subscales: relatedness,interest/enjoyment, perceived choice, pressure/tension, and effort.Finally, McAuley, Duncan, and Tammen (1987) did a study to examine the validity of the IMI and found strong support for its validity.ReferencesDeci, E. L., Eghrari, H., Patrick, B. C., & Leone, D. (1994). Facilitating internalization: Theself-determination theory perspective. Journal of Personality, 62, 119-142.McAuley, E., Duncan, T., & Tammen, V. V. (1987). Psychometric properties of the Intrinsic Motivation Inventory in a competitive sport setting: A confirmatory factor analysis. Research Quarterly for Exercise and Sport, 60, 48-58.Plant, R. W., & Ryan, R. M. (1985). Intrinsic motivation and the effects of self-consciousness, self-awareness, and ego-involvement: An investigation of internally-controlling styles. Journal of Personality, 53, 435-449.Ryan, R. M. (1982). Control and information in the intrapersonal sphere: An extension of cognitive evaluation theory. Journal of Personality and Social Psychology, 43, 450-461. Ryan, R. M., Connell, J. P., & Plant, R. W. (1990). Emotions in non-directed text learning. Learning and Individual Differences, 2, 1-17.Ryan, R. M., Koestner, R., & Deci, E. L. (1991). Varied forms of persistence: When free-choice behavior is not intrinsically motivated. Motivation and Emotion, 15, 185-205.Ryan, R. M., Mims, V., & Koestner, R. (1983). Relation of reward contingency and interpersonal context to intrinsic motivation: A review and test using cognitive evaluation theory. Journal of Personality and Social Psychology, 45, 736-750.。

自我决定理论

自我决定理论

外在动机
• 外在动机指的是个体由于行为本身伴随着一个另 外的结果而实施行动。人们可能出于被动的顺从、 履行个人承诺或者为了达到上级的要求而行动。 • 外在动机的四种类型是:外部动机( external motivation )、接受动机( introjected motivation )、 认同动机( identified motivation )和整合动机 ( integrated motivation )( Ryan & Deci,2000 )。
个体的表现依赖于唤醒的水平 改变外在的奖赏可以改变个体 的行为 强调人格中的认知方面 对成就的需要是人类习得的
大体上是机械论
行为由生理唤醒水平所决定 外在奖赏是个体行为的主要 决定因素 个体的行为可以通过观察他 人的行为及其结果而产生 行为是习得的,并且建立在 对结果期望的基础上
Deci( 1975 )
外部动机
• 外部动机指人们执行某种行为是为了获得奖赏、 回避惩罚或者出于顺从。许多操作性行为主义者 的实验大多数都是关注这种类型的动机。在我们 的真实生活中,有许多外在动机驱动人们行为的 例子。如布置一项任务,如果在要求时间内没完 成,就会受到处罚。或者父母亲要求子女在写完 作业后才能出去玩。外部动机是最少自我决定的 外在动机形式。个体的行为由外部控制( 奖励,惩 罚 )。一个学生参加运动是为了获得表扬或者是为 了避免与老师对抗。
不同动机对行为表现的影响
• 对于内在动机的产物,Collins & Amabile ( 1999 ) 认为内在动机能促使个体产生更高水平的创造性 劳动。具有学习目标定向的学生在面对困难的时 候更具有坚持性,能够在新颖的任务上表现更好, 能够运用更深层和更有效的学习策略,并且喜欢 中等难度的任务( Elliot & McGregor,2001; Dweck,1999;Nicholls,1984 )。DeBacker & Nelson ( 2000 )发现高成就的学生比低成就的学 生更喜欢有学习目标。内在动机对学习结果和学 习策略的使用有积极的作用。

学习动机量表

学习动机量表

一学习动机量表问卷编号:0023指导语:本问卷用于了解中学生在学习动机、学习兴趣、学习目标制定上是否存在行为困扰,共由20个题目构成。

测验时,请仔细阅读问卷中的每一个题目,并与自己的实际情况相对照。

若觉得相符,请选“是”,不相符合则请选“否”。

每个题目都要回答。

编号指标是/否1. 如果别人不督促你,你极少主动地学习。

A、是 B、否2. 当你读书时,需要很长的时间才能提起精神来。

A、是 B、否3. 你一读书就觉得疲劳与厌倦,直想睡觉。

A、是 B、否4. 除了老师指定的作业外,你不想再多看书。

A、是 B、否5. 如有不懂的,你根本不想设法弄懂它。

A、是 B、否6. 你常想自己不用花太多的时间成绩也会超过别人。

A、是 B、否7. 你迫切希望自己在短时间内就大幅度提高自己的学习成绩。

A、是 B、否8. 你常为短时间内成绩没能提高而烦恼不已。

A、是 B、否9. 为了及时完成某项作业,你宁愿废寝忘食、通宵达旦。

A、是 B、否10. 为了把功课学好,你放弃了许多感兴趣的活动,如体育锻炼、看电影与郊游等。

A、是 B、否11. 你觉得读书没意思,想去找个工作做。

A、是 B、否12. 你常认为课本的基础知识没啥好学,只有看高深的理论、读大部头作品才带劲。

A、是 B、否13. 只在你喜欢的科目上狠下功夫,而对不喜欢的科目放任自流。

A、是 B、否14. 你花在课外读物上的时间比花在教科书上的时间要多的多。

A、是 B、否15. 你把自己的时间平均分配在各科上。

A、是 B、否16. 你给自己定下的学习目标,多数因做不到而不得不放弃。

A、是 B、否17. 你给自己定下的学习目标,多数因做不到而不得不放弃。

A、是 B、否18. 你总是同时为实现几个学习目标忙得焦头烂额。

A、是 B、否19. 为了对付每天的学习任务,你已经感到力不从心。

A、是 B、否20. 为了实现一个大目标,你不再给自己制定循序渐进的小目标。

受欢迎的需求动机量表

受欢迎的需求动机量表

受欢迎的需求动机量表摘要:1.需求动机量表的概述2.需求动机量表的构成3.需求动机量表的应用4.需求动机量表的优点和局限性正文:一、需求动机量表的概述需求动机量表是一种用于衡量个体对于不同需求满足程度的工具,它主要通过评估个体对于各种需求的重视程度,以了解其在追求满足过程中的行为动机。

该量表以心理学、社会学等多学科理论为依据,为企业、学校、研究机构等提供了一种有效的评估手段。

二、需求动机量表的构成需求动机量表通常包括以下几个部分:1.需求分类:根据马斯洛需求层次理论,将需求分为生理需求、安全需求、社交需求、尊重需求和自我实现需求等五个层次。

2.需求项目:在每个需求层次下,列举具体的需求项目,如生理需求包括食物、水、睡眠等,安全需求包括稳定收入、工作保障等。

3.评分标准:为了便于量化分析,需求动机量表通常采用一定分值来表示个体对各个需求项目的重视程度,如1 分代表非常不重视,5 分代表非常重视。

三、需求动机量表的应用需求动机量表在多个领域具有广泛的应用价值,包括:1.企业管理:企业可以通过需求动机量表了解员工的需求动机,从而制定更符合员工利益的激励政策,提高员工的工作满意度和忠诚度。

2.教育领域:教育工作者可以利用需求动机量表分析学生的学习动机,发现学生的需求不足之处,并提供有针对性的教育指导。

3.人力资源管理:招聘过程中,企业可以运用需求动机量表评估应聘者的需求动机,以挑选更符合岗位要求的人才。

四、需求动机量表的优点和局限性需求动机量表的优点主要表现在:1.可量化:该量表采用分值量化,便于统计和分析。

2.易操作:填写简便,只需根据个体对各个需求项目的重视程度进行打分。

然而,需求动机量表也存在一定的局限性,如:1.主观性强:个体对于需求的重视程度受个人经历、文化背景等因素影响,可能导致评分结果存在偏差。

2.动态变化:个体的需求动机可能会随着时间、环境的变化而发生变化,需求动机量表难以捕捉这些动态变化。

MBTI 16种人格类型的工作偏好之欧阳班创编

MBTI 16种人格类型的工作偏好之欧阳班创编

MBTI 16种人格类型的工作偏好MBTI(MyersBriggs Type indicator)以瑞士著名心理学家荣格(Carl G. Jung)的心理类型理论为基础,荣格在他的著作《心理类型》(Psychological Types)中提出了这一理论,嘉芙莲·谷嘉·碧瑞斯(Katharine Cook Briggs)和她的女儿伊莎贝·碧瑞斯·麦尔(Iasbel Briggs Myers)对此产生了极大的兴趣,她们潜心研读荣格的著作,进行了二十年研究,发展和完善了心理类型理论,并且编制了相应的测量工具——MBTI测验。

MBTI有四个子量表,分别是:内倾—外倾(IE),感觉—直觉(SN),思维—情感(TF),判断—知觉(JP)。

第一个维度:根据个人的能量更集中地指向哪里来区分,分为内倾和外倾两种类型(IE)。

内倾型的人:独自一个人感到振奋;避免成为注意的焦点;先思考、再行动;在脑中思考;注重隐私、只与少数人共享个人信息;听的比说的多;不把热情表现出来;思考之后再反应,喜欢慢节奏;较之广博喜欢精深。

外倾型的人:与他人在一起时感到振奋;希望成为注意的焦点;先行动,再思考;喜欢边想边说出声;易于被了解;愿与人共享个人的信息;说的比听的多;热情地交流;反应迅速、喜欢快节奏;较之精深更喜欢广博。

第二个维度:根据个人收集信息的方式不同分为感觉和直觉两种类型(SN)。

感觉型的人:相信确定而有形的事物;喜欢具有实际意义的新主意;崇尚现实主义与常识;喜欢运用和琢磨已有的技能;留心特殊和具体的,喜欢给出细节;循序渐进的给出信息;着眼于现在。

直觉型的人:相信灵感和推理;喜欢新主意和新概念只出于自己的意愿;崇尚想象力和新事物;喜欢学习新技能,但掌握之后容易厌倦;留心普遍和有象征性的,使用隐喻和类比;跳跃式的以一种绕圈的方式给出信息;着眼于将来。

第三个维度:根据个人做决定的方式的不同,可分为思维和情感两种类型(TF)。

内隐动机的测量

内隐动机的测量

内隐动机的测量陈祉妍北京大学心理系(北京 100871) 摘 要该文介绍了使用自陈量表测量的自陈动机与使用TAT测量的内隐动机的区分;以Winter的动机计分系统为例介绍了内隐动机的测量计分方法;并对内隐动机的测量从信度(重测信度、分半信度、评分者信度)、效度(建构效度与预测效度)方面进行了讨论;最后提出建立我国内隐动机测量计分系统的价值。

⋅关键词内隐动机,内容分析法,成就动机,权力动机,亲和动机分类号B842.91 分内隐动机与自陈动机 1.1 历史源头 1938年Murray的《人格探索》对动机的测量产生了深远的影响[1]。

此处的动机(motive)是组织或解释一个人的大多数行为及语言的稳定倾向,区别于受短期的情境影响的动机状态(motivation),即已被唤起的动机[2]。

在《人格探索》一书中,Murray界定了十多种社会需要(动机),目前研究最多的三种社会动机:成就动机、权力动机与亲和动机也源于其中。

同时,Murray还发展了TAT(主题统觉测验),为内隐动机的测量打下了基础。

此后的研究主要发展了两类动机测量方法。

一种是自陈量表法,以爱德华个性偏好量表(EPPS, Edwards Personal Preference Schedule,1954)等为代表。

另一种是施测TAT后通过内容分析得到动机分,代表人物是 McClelland。

他把自陈量表测得的动机称为自陈动机(self-report motive),而把TAT等投射法测得的动机称为内隐动机(implicit motive)[3]。

最初,对TAT的分析依赖于分析者的临床经验,主观性强且掌握困难。

50年代起,McClelland致力于建立一套科学、简单的计分系统。

其变革在于:它的计分条目以实验依据为基础建立,评估时只需对各条目进行有无判断,学习也无需临床经验或理论前提。

McClelland开创的建立计分系统的方法成为后人遵循的标准程序,它包括以下四个步骤[4]:⑴确认一组在所研究的动机维度上强度较高的被试。

成就动机量表

成就动机量表

成就动机量表(Achievement Motivation Scale,简称AMS)量表简介:叶仁敏的成就动机量表成就动机的核心是一种追求高标准的倾向。

西方学者将成就动机定义为“个人对自己认为重要的或有价值的任务,不但愿意去做,而且力求达到更高标准的内在心理过程”.其表现包括完成有难度的任务;高效率地完成任务;超越自我或他人等。

成就动机常常突出表现在学业、体育等成就领域,但实际上,成就动机的表现可以非常多样。

因为不同的文化、性别、社会角色,乃至不同的个体,对于什么是重要的任务、怎样是高标准的具体界定常常是不同的.成就动机可进一步划分为趋近性和回避性的两个因素,分别可称为希望成功的动机和回避失败的动机。

前者关注的是如何获得成功,而后者关注的是如何避免失败。

在希望成功的动机的影响下,个体会主动从事学业等重要任务,并会选择有利于任务高质量完成的策略,坚持努力,以求成功。

在回避失败的动机的影响下,个体面对重要任务时可能会采取两种不同的方式。

一种方式是防御性的,个体力图逃避任务以避免失败;而另一种方式则较为积极,个体会非常努力以避免失败。

成就动机的类型和强弱对于个体的学业成就具有重要影响.研究表明,成就动机不仅可以预测学生短期内的学业成绩,而且可以预测个体长期的成就水平。

【指导语】请认真阅读下面的每个句子,判断句中的描述符合你的情况的程度.请选择1—5来表示你认为的符合程度,数字越大表示越符合。

①非常不符合②有些不符合③不能确定④有些符合⑤非常符合1、我喜欢新奇的、有困难的任务,甚至不惜冒风险。

1 2 3 4 52、我讨厌在完全不能确定会不会失败的情境中工作。

1 2 3 4 53、我在完成有困难的任务时,感到快乐. 1 2 3 4 54、在结果不明的情况下,我担心失败. 1 2 3 4 55、我会被那些能了解自己有多大才智的工作所吸引。

1 2 3 4 56、在完成我认为是困难的任务时,我担心失败。

1 2 3 4 57、我喜欢尽了最大努力能完成的工作. 1 2 3 4 58、一想到要去做那些新奇的、有困难的工作,我就感到不安。

精神分裂症患者内部动机、眼区基本情绪与精神症状三者间的关系

精神分裂症患者内部动机、眼区基本情绪与精神症状三者间的关系

精神分裂症患者内部动机、眼区基本情绪与精神症状三者间的关系李倩倩;董毅;汪凯;Jimmy Choi;杨丽达;朱春燕;刘勇;李慧;赵子丛【摘要】Objective To explore the relationship among intrinsic motivation, eye-expression recognition and negative symptoms in patients with schizophrenia. Methods 61 schizophrenic patients without treatment ( patients group ) and 50 healthy volunteers ( control group ) were assessed by means of the Intrinsic Motivation Inventory for Schizophrenia Research ( IMI-SR ) and the Eye Basic Emotion Discrimination Task ( EBEDT ). The patients were also assessed by the Positive and Negative Syndrome Scale ( PANSS ). Results Compared with the healthy controls, patients had significantly decreased IMI-SR total score and subscores of interest and choice ( P < 0. 01 ). Schizophrenic patients had significantly less total correct rate ( P < 0. 01 ) of EBEDT compared with normal controls, and 6 kinds of basic emtion correct rate of EBEDT also had difference between the two groups ( P <0. 01 ). Correlation analysis showed that IMI-SR total score, EBEDT total correct rate and PANSS negative symptoms score were correlated each other. Regression analysis showed that intrinsic motivation directly predicted negative symp toms level( (3 = -0. 296, P <0. 05 )and completely mediated the relationship between eye-emotion regcognition a-bility and negative symptoms level. Conclusion Schizophrenic patients have impairments of intrinsic motivation and eye-emotion recognition ability, and the intrinsicmotivation is a complete mediator by which eye-emtion regcognition ability influences negative symptoms, suggesting that intrinsic motivation deficits may share a common patho-physiological base with the impairment of emotion recognition and negative symptoms.%目的探讨精神分裂症患者内部动机、眼区基本情绪识别能力与其阴性症状三者间的关系.方法采用精神分裂症内部动机量表(IMI-SR)和眼区基本情绪识别任务(EBEDT)对61例精神分裂症患者(患者组)和50名健康志愿者(对照组)作评估,同时患者接受阳性与阴性症状量表(PANSS)评估.结果患者组IMI-SR总分、兴趣性因子分和选择性因子分均低于对照组(P<0.01).患者组EBEDT总正确率显著低于对照组(P<0.01),6种基本情绪正确率组间比较,差异均有统计学意义(P<0.01);相关分析显示,患者IMI-SR总分、EBEDT总正确率与PANSS阴性症状分均两两相关(P<0.01);回归分析显示,内部动机可直接预测阴性症状水平(β=-0.296,P<0.05),在情绪识别能力与阴性症状间起着完全中介作用.结论精神分裂症患者存在内部动机和情绪识别损害,情绪识别能力通过内部动机的完全中介效应对阴性症状程度产生影响.患者内部动机损害、眼区情绪认知缺陷和阴性症状三者间可能具有某种共同的病理生理基础.【期刊名称】《安徽医科大学学报》【年(卷),期】2013(048)001【总页数】5页(P77-81)【关键词】精神分裂症;内部动机;阴性症状;眼部;情绪;认知【作者】李倩倩;董毅;汪凯;Jimmy Choi;杨丽达;朱春燕;刘勇;李慧;赵子丛【作者单位】安徽医科大学应用心理系,合肥 230032;安徽医科大学应用心理系,合肥 230032;安徽省精神卫生中心,合肥 230032;安徽医科大学应用心理系,合肥230032;哥伦比亚大学医学中心,纽约 10032;安徽省精神卫生中心,合肥 230032;安徽医科大学应用心理系,合肥 230032;安徽省精神卫生中心,合肥 230032;安徽省精神卫生中心,合肥 230032;安徽医科大学应用心理系,合肥 230032【正文语种】中文【中图分类】R749.3内部动机是一种追求新奇和挑战、发展自身能力、勇于探索和学习的先天倾向,具有高度自主性,在个体的心理功能中起着重要作用[1]。

一标段:团体生物反馈仪技术参数10人版

一标段:团体生物反馈仪技术参数10人版

一标段:团体生物反馈仪技术参数(10人版)一、适应症:产品适用于焦虑症神经精神类疾病的生物反馈治疗;二、产品功能:硬件功能★1、实时采集患者心率Heart Rate、对心率变异性进行分析,且心率变异性传感器在产品注册证上依法检验登记(提供产品注册证作证明);★2、实时采集患者额前表面肌电EMG生理信息,分析躯体情况,且表面肌电传感器在产品注册证上依法检验登记(提供产品注册证作证明);★、信号采集器采用锂电池供电,一次充电可以使用8小时;★4.头戴前额上带有心理状态指示灯,可以随心理指数的不同变换红、蓝、绿等三种颜色;分别代表差,中,好三种生理心理状态,方便直观的观测到每位病人训练或测试时的状态和水平,直观治疗效果,及时指导;(提供证明材料)5.无线数据传输,包括一对一无线传输和分布式一个信号处理器支持10人的团体无线传输;6.一对一无线允许传感器与适配的信号接收器进行一对一无线通讯,自动匹配,互不影响;7.分布式无线数据传输支持10个信号采集器同时与1个团体信号处理器通讯,手动匹配,互不干扰。

8.信号接收系统无需外接电源,计算机供电;9.配备一体式推车,集操作、打印、充电、头戴安放、文件储存等于一体,便于教学软件功能1.标准测试:1个团体信号处理器支持10人同时测试,所有测试人的肌电,心率变异都实时显示出来;时间五分钟,自动生成测试数据报告,内置通用常模;2.数据报告包括:心理放松指数、身体放松指数、HRV的指标(含SDNN、RMSSD、PNN50、TP、VLF、LF、 HF、LF/HF的评估值和参考值)、频域指数;3.开放式情景测试:内置幻灯片播放模式和视频播放模式,可拓展应用于脱敏治疗等;4.幻灯片播放模式:支持Powerpoint 2003、2007等生成的幻灯片,支持动画效果、切换效果等;可设定全程记录模式或选择记录模式;5.视频播放模式,支持MPEG、WMV、RMVB等常见视频;6.心理调节指导,包括四种模式:呼吸教练、渐进式肌肉放松指导、冥想指导、音乐放松;7.团体游戏反馈,支持10个人同时测量、训练。

自我决定理论

自我决定理论

外在动机
• 外在动机指的是个体由于行为本身伴随着一个另 外的结果而实施行动。人们可能出于被动的顺从、 履行个人承诺或者为了达到上级的要求而行动。 • 外在动机的四种类型是:外部动机( external motivation )、接受动机( introjected motivation )、 认同动机( identified motivation )和整合动机 ( integrated motivation )( Ryan & Deci,2000 )。
这种动机分类的证据
• 许多研究支持了这种动机的分类。在一系列的研 究( Grolnick & Ryan,1987,1989;Grolnick, Ryan,& Deci,1991 )中发现,小学生从事学校 相关的活动时,有外部的、接受的、认同的和内 部的原因( 分别对应着外部动机、接受动机、认同 动机和内在动机 )。 • 有研究表明这个动机的分类也具有跨文化的一致 性( Hayamizu,1997;张荣华,2007 )。同时这 种动机的分类和结构受到不同领域研究的支持, 如教育( Ryan & Connel,1989 ;张荣华, 2007 )、体育( Chatzisarantis,et al.,2003 )。
动机分类
• 个体由内在动机驱动的行为与由外在动机驱动的行为相比, 两种行为给个体带来的体验和成就是完全不一样的。完全 内在动机驱动的行为是自我决定的行为:“这些行为完全 是由个体凭自己意志决定的,是个体在没有外界要求、限 制和功利的压力的情况下,出于兴趣而产生的” ( Deci & Ryan. 1994 )。 • 内在驱动的行为与好奇心、探索、自发性和兴趣有关。外 部动机驱动的行为与行为之外的事件有关,如取得好成就, 避免消极结果等。许多的研究( Blais,et al.,1990; Goudas,Biddle,& Fox,1994;Villacorta,Koestner, & Lekes,2003 )在不同的领域检验并支持了SDT关于动机 的这种分类。

心理CT 网络系统技术参数

心理CT 网络系统技术参数

心理CT 网络系统采购内容及技术要求一、功能与技术性能指标:1.✱不少于269个心理量表的结果分析,检查内容包括感知觉、思维、情绪、意志行为、睡眠、心理发育、性心理、人际关系、学习能力、个人风格、职业倾向、婚恋和家庭问题、心理防御机制、心身疾病和精神障碍等方面。

(提供国家级检测认证或相关文献)2.十种专业报告版本, 包括精神卫生、心理咨询、综合医院、犯罪心理、心理护理、学生咨询专用、人力资源管理专用、家庭咨询专用、驾驶员考评和全部报告。

3.✱中国人六个基本人格因子量表:精神质、神经质、内向-外向、装好-装坏、男子气-女子气、非社会化,可以清楚地了解可能存在的心理障碍。

(提供国家级检测认证或相关文献)4.心理症状提示,症状符合率70%,可以为临床精神检查提供重要参考线索。

5.实用的测谎功能,多量表控制的测试效度检查和提示。

6.✱心理疾病的辅助诊断,根据WILKs多元逐步判别和贝叶斯概率建立诊断数学模型,诊断符合率达到85%,Kappa=0.77,假阳性为1% ,假阴性:神经症=2.2%,重性精神病=4.4%(提供国家级检测认证或相关文献)7.临床预测自杀、暴力、吸毒、酗酒等精神科容易造成意外伤害的危险行为,提高警惕,大大降低恶性意外事件的发生。

8.文字描述的心理报告,可以直观地了解被试各个心理维度的测试结果。

9.200题、399题、566题可选择版本,可根据被试情况灵活选择,具备断点继续功能,测验时间可以控制在“黄金20分钟”,便于在各种场合使用。

(提供国家级检测认证或相关文献)10.人性化界面友好、专业,路径清楚,智能设计,操作使用简便,操作人员经过短期培训后即可上机操作。

11.数据库管理全部资料,与原有数据库完全兼容,并能完整的保存原有数据,保证系统工作的连续性和稳定性。

可以反复查看、调用和打印报告,多字段检索,数据库导出与SPSS方便地实现数据转换,进行统计分析。

12.报告允许人工修改,调整后的内容只对打印有效,数据库内容不改变。

心理学中的内在动机与外在动机

心理学中的内在动机与外在动机

心理学中的内在动机与外在动机在我们的日常生活和学习工作中,驱使我们行动的力量往往来自于两种不同的动机:内在动机和外在动机。

理解这两种动机的本质、特点以及它们对我们行为和心理状态的影响,对于我们更好地认识自己、提高效率以及实现个人成长都具有重要的意义。

内在动机,简单来说,就是源于我们内心深处的渴望和兴趣,是我们自发地想要去做某件事情的动力。

比如,一个人热爱绘画,即使没有任何报酬,没有他人的赞扬,他也会沉浸在绘画的过程中,享受创造的乐趣。

这种对绘画的热爱就是内在动机在起作用。

内在动机驱使下的行为,往往能够给我们带来真正的满足感和幸福感。

因为我们是出于自己的意愿去做,而不是为了获得外部的奖励或者避免惩罚。

内在动机具有自主性和自发性的特点。

当我们受到内在动机的驱动时,我们能够更加主动地投入到活动中,积极地探索和尝试。

我们会全神贯注,忘记时间的流逝,进入一种被称为“心流”的状态。

在心流状态中,我们的能力能够得到充分发挥,同时也能够不断提升自己的技能和能力。

而且,内在动机具有较强的持久性。

因为它源于我们内心真正的热爱和兴趣,所以不容易受到外界因素的干扰和影响。

即使遇到困难和挫折,我们也更有可能坚持下去。

外在动机则是来自外部的激励因素,如金钱、奖励、荣誉、社会认可等。

例如,一个学生努力学习是为了获得好成绩,从而得到老师和家长的表扬,或者为了能够考上好大学,将来找到一份好工作,这些都是外在动机。

外在动机在一定程度上能够推动我们去采取行动,尤其是在短期内。

然而,外在动机也存在一些局限性。

过度依赖外在动机可能会削弱我们的内在动机。

比如,如果一个孩子每次画完一幅画都能得到家长的物质奖励,久而久之,他可能会把画画的目的仅仅看作是为了获得奖励,而不再是因为自己对绘画的热爱。

这样一来,一旦外部奖励消失,他可能就会失去画画的兴趣和动力。

此外,外在动机往往只能激发我们去做那些能够带来明显外部回报的事情,而对于那些没有明确外部奖励但对个人成长和发展有益的活动,我们可能就缺乏积极性。

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Intrinsic Motivation Inventory (IMI)Scale Description | The ScaleDownload the Intrinsic Motivation Inventory packet in a Word fileThe ScalesTHE POST-EXPERIMENTAL INTRINSIC MOTIVATION INVENTORY (Below are listed all 45 items that can be used depending on which are needed.)For each of the following statements, please indicate how true it is for you, using the following scale:1 2 3 4 5 6 7not at all true somewhat true very trueInterest/EnjoymentI enjoyed doing this activity very muchThis activity was fun to do.I thought this was a boring activity. (R)This activity did not hold my attention at all. (R)I would describe this activity as very interesting.I thought this activity was quite enjoyable.While I was doing this activity, I was thinking about how much I enjoyed it.Perceived CompetenceI think I am pretty good at this activity.I think I did pretty well at this activity, compared to other students.After working at this activity for awhile, I felt pretty competent.I am satisfied with my performance at this task.I was pretty skilled at this activity.This was an activity that I couldn’t do very well. (R)Effort/ImportanceI put a lot of effort into this.I didn’t try very hard to do well at this activity. (R)I tried very hard on this activity.It was important to me to do well at this task.I didn’t put much energy into this. (R)Pressure/TensionI did not feel nervous at all while doing this. (R)I felt very tense while doing this activity.I was very relaxed in doing these. (R)I was anxious while working on this task.I felt pressured while doing these.Perceived ChoiceI believe I had some choice about doing this activity.I felt like it was not my own choice to do this task. (R)I didn’t really have a choice about doing this task. (R)I felt like I had to do this. (R)I did this activity because I had no choice. (R)I did this activity because I wanted to.I did this activity because I had to. (R)Value/UsefulnessI believe this activity could be of some value to me.I think that doing this activity is useful for ______________________I think this is important to do because it can _____________________I would be willing to do this again because it has some value to me.I think doing this activity could help me to _____________________I believe doing this activity could be beneficial to me.I think this is an important activity.RelatednessI felt really distant to this person. (R)I really doubt that this person and I would ever be friends. (R)I felt like I could really trust this person.I’d like a chance to interact with this person more often.I’d really prefer not to in teract with this person in the future. (R)I don’t feel like I could really trust this person. (R)It is likely that this person and I could become friends if we interacted a lot.I feel close to this person.Constructing the IMI for your study. First, decide which of the variables (factors) you want to use, based on what theoretical questions you are addressing. Then, use the items from those factors, randomly ordered. If you use the value/usefulness items, you will need to complete the three items as appropriate. In other words, if you were studying whether the person believes an activity is useful for improving concentration, or becoming a better basketball player, or whatever, then fill in the blanks with that information. If you do not want to refer to a particular outcome, then just truncate the items with its being useful, helpful, or important.Scoring information for the IMI. To score this instrument, you must first reverse score the items for which an (R) is shown after them. To do that, subtract the item response from 8, and use the resulting number as the item score. Then, calculate subscale scores by averaging across all of the items on that subscale. The subscale scores are then used in the analyses of relevant questions.The following is a 22 item version of the scale that has been used in some lab studies on intrinsic motivation. It has four subscales: interest/enjoyment, perceived choice, perceived competence, and pressure/tension. The interest/enjoyment subscale is considered theself-report measure of intrinsic motivation; perceived choice and perceived competence are theorized to be positive predictors of both self-report and behavioral measures of intrinsic motivation. Pressure tension is theorized to be a negative predictor of intrinsic motivation. Scoring information is presented after the questionnaire itself.TASK EVALUATION QUESTIONNAIREFor each of the following statements, please indicate how true it is for you, using the following scale:1 2 3 4 5 6 7not at all true somewhat true very true1. While I was working on the task I was thinking about how much I enjoyed it.2. I did not feel at all nervous about doing the task.3. I felt that it was my choice to do the task.4. I think I am pretty good at this task.5. I found the task very interesting.6. I felt tense while doing the task.7. I think I did pretty well at this activity, compared to other students.8. Doing the task was fun.9. I felt relaxed while doing the task.10. I enjoyed doing the task very much.11. I didn’t real ly have a choice about doing the task.12. I am satisfied with my performance at this task.13. I was anxious while doing the task.14. I thought the task was very boring.15. I felt like I was doing what I wanted to do while I was working on the task.16. I felt pretty skilled at this task.17. I thought the task was very interesting.18. I felt pressured while doing the task.19. I felt like I had to do the task.20. I would describe the task as very enjoyable.21. I did the task because I had no choice.22. After working at this task for awhile, I felt pretty competent.Scoring information.Begin by reverse scoring items # 2, 9, 11, 14, 19, 21. In other words, subtract the item response from 8, and use the result as the item score for that item. This way, a higher score will indicate more of the concept described in the subscale name. Thus, a higher score on pressure/tension means the person felt more pressured and tense; a higher score on perceived competence means the person felt more competent; and so on. Then calculate subscale scores by averaging the items scores for the items on each subscale. They are asfollows. The (R) after an item number is just a reminder that the item score is the reverse of the participant’s response on that item.Interest/enjoyment: 1, 5, 8, 10, 14(R), 17, 20Perceived competence: 4, 7, 12, 16, 22Perceived choice: 3, 11(R), 15, 19(R), 21(R)Pressure/tension: 2(R), 6, 9(R), 13, 18The subscale scores can then be used as dependent variables, predictors, or mediators, depending on the research questions being addressed.TEXT MATERIAL QUESTIONNAIRE 1For each of the following statements, please indicate how true it is for your, using the following scale as a guide:1 2 3 4 5 6 7not at all true somewhat true very true1. While I was reading this material, I was thinking about how much I enjoyedit.2. I did not feel at all nervous while reading.3. This material did not hold my attention at all.4. I think I understood this material pretty well.5. I would describe this material as very interesting.6. I think I understood this material very well, compared to other students.7. I enjoyed reading this material very much.8. I felt very tense while reading this material.9. This material was fun to read.Scoring information.Begin by reverse scoring items # 2 and 3. In other words, subtract the item response from 8, and use the result as the item score for that item. This way, a higher score will indicate more of the concept described in the subscale name. Then calculate subscale scores by averaging the items scores for the items on each subscale. They are shown below. The (R) after an item number is just a reminder that the item score is the reverse of the participant’s response on that item.Interest/enjoyment: 1, 3(R), 5, 7, 9Perceived competence: 4, 6,Pressure/tension: 2(R), 8The next version of the questionnaire was used for a study of internalization with an uninteresting computer task (Deci et al., 1994).ACTIVITY PERCEPTION QUESTIONNAIREThe following items concern your experience with the task. Please answer all items. For each item, please indicate how true the statement is for you, using the following scale as a guide:1 2 3 4 5 6 7not at all true somewhat true very true1. I believe that doing this activity could be of some value for me.2. I believe I had some choice about doing this activity.3. While I was doing this activity, I was thinking about how much I enjoyed it.4. I believe that doing this activity is useful for improved concentration.5. This activity was fun to do.6. I think this activity is important for my improvement.7. I enjoyed doing this activity very much.8. I really did not have a choice about doing this activity.9. I did this activity because I wanted to.10. I think this is an important activity.11. I felt like I was enjoying the activity while I was doing it.12. I thought this was a very boring activity.13. It is possible that this activity could improve my studying habits.14. I felt like I had no choice but to do this activity.15. I thought this was a very interesting activity.16. I am willing to do this activity again because I think it is somewhat useful.17. I would describe this activity as very enjoyable.18. I felt like I had to do this activity.19. I believe doing this activity could be somewhat beneficial for me.20. I did this activity because I had to.21. I believe doing this activity could help me do better in school.22. While doing this activity I felt like I had a choice.23. I would describe this activity as very fun.24. I felt like it was not my own choice to do this activity.25. I would be willing to do this activity again because it has some value forme.Scoring information.Begin by reverse scoring items # 8, 12, 14, 18, 20, and 24 by subtracting the item response from 8 and using the result as the item score for that item. Then calculate subscale scores by averaging the items scores for the items on each subscale. They are shown below. The (R) after an item number is just a reminder that the ite m score is the reverse of the participant’s response on that item.Interest/enjoyment: 3, 5, 7, 11, 12(R), 15, 17, 23Value/usefulness: 1, 4, 6, 10, 13, 16, 19, 21, 25Perceived choice: 2, 8(R), 9, 14(R), 18(R), 20(R), 22, 24(R)SUBJECT IMPRESSIONS QUESTIONNAIREThe following sentences describe thoughts and feelings you may have had regarding the other person who participated in the experiment with you. For each of the following statement please indicate how true it is for you, using the following scale as a guide:1 2 3 4 5 6 7not at all true somewhat true very true1. While I was interacting with this person, I was thinking about how much Ienjoyed it.2. I felt really distant to this person.3. I did not feel at all nervous about interacting with this person.4. I felt like I had choice about interacting with this person.5. I would describe interacting with this person as very enjoyable.6. I really doubt that this person and I would ever become friends.7. I found this person very interesting.8. I enjoyed interacting with this person very much.9. I felt tense while interacting with this person.10. I really feel like I could trust this person.11. Interacting with this person was fun.12. I felt relaxed while interacting with this person.13. I’d like a chance to interact more with this person.14. I didn’t really have a choice about interacting with this person.15. I tried hard to have a good interaction with this person.16. I’d really prefer not to interact with this person in the future.17. I was anxious while interacting with this person.18. I thought this person was very boring.19. I felt like I was doing what I wanted to do while I was interacting with thisperson.20. I tried very hard while interacting with this person.21. I don’t fee l like I could really trust this person.22. I thought interacting with this person was very interesting.23. I felt pressured while interacting with this person.24. I think it’s likely that this person and I could become friends.25. I felt like I had to interact with this person.26. I feel really close to this person.27. I didn’t put much energy into interacting with this person.28. I interacted with this person because I had no choice.29. I put some effort into interacting with this person.Scoring information.Begin by reverse scoring items # 2, 3, 6, 12, 14, 16, 18, 21, 25, 27, and 28 by subtracting the item response from 8 and using the result as the item score for that item. Then calculate subscale scores by averaging the items scores for the items on each subscale. They areshown below. The (R) after an item number is just a reminder that the item score is the reverse of the participant’s response on that item.Relatedness: 2(R), 6(R), 10, 13, 16(R), 21(R), 24, 26Interest/enjoyment: 1, 5, 7, 8, 11, 18(R), 22Perceived choice: 4, 14(R), 19, 25(R), 28(R)Pressure/tension: 3(R), 9, 12(R), 17, 23,Effort: 15, 20, 27(R), 29Intrinsic Motivation Inventory (IMI)Scale Description | The ScaleDownload the Intrinsic Motivation Inventory packet in a Word fileScale DescriptionThe Intrinsic Motivation Inventory (IMI) is a multidimensional measurement device intended to assess participants’ subjective experience related to a target activity in laboratory experiments. It has been used in several experiments related to intrinsic motivation and self-regulation (e.g., Ryan, 1982; Ryan, Mims & Koestner, 1983; Plant & Ryan, 1985; Ryan, Connell, & Plant, 1990; Ryan, Koestner & Deci, 1991; Deci, Eghrari, Patrick, & Leone, 1994). The instrument assesses participants’ interest/enjoyment, perceived competence, effort, value/usefulness, felt pressure and tension, and perceived choice while performing a given activity, thus yielding six subscale scores. Recently, a seventh subscale has been added to tap the experiences of relatedness, although the validity of this subscale has yet to be established. Theinterest/enjoyment subscale is considered the self-report measure of intrinsic motivation; thus, although the overall questionnaire is called the Intrinsic Motivation Inventory, it is only the one subscale that assesses intrinsic motivation, per se. As a result, theinterest/enjoyment subscale often has more items on it that do the other subscales. The perceived choice and perceived competence concepts are theorized to be positive predictors of both self-report and behavioral measures of intrinsic motivation, and pressure/tension is theorized to be a negative predictor of intrinsic motivation. Effort is a separate variable that is relevant to some motivation questions, so is used it its relevant. The value/usefulness subscale is used in internalization studies (e.g., Deci et al, 1994), the idea being that people internalize and become self-regulating with respect to activities that they experience as useful or valuable for themselves. Finally, the relatedness subscale is used in studies having to do with interpersonal interactions, friendship formation, and so on.The IMI consists of varied numbers of items from these subscales, all of which have been shown to be factor analytically coherent and stable across a variety of tasks, conditions, and settings. The general criteria for inclusion of items on subscales have been a factor loading of at least 0.6 on the appropriate subscale, and no cross loadings above 0.4. Typically, loadings substantially exceed these criteria. Nonetheless, we recommend that investigators perform their own factor analyses on new data sets. Past research suggests that order effects of item presentation appear to be negligible, and the inclusion or exclusion of specific subscalesappears to have no impact on the others. Thus, it is rare that all items have been used in a particular experiment. Instead, experimenters have chosen the subscales that are relevant to the issues they are exploring.The IMI items have often been modified slightly to fit specific activities. Thus, for example, an item such as "I tried very hard to do well at this activity" can be changed to "I tried very hard to do well on these puzzles" or "...in learning this material" without effecting its reliability or validity. As one can readily tell, there is nothing subtle about these items; they are quiteface-valid. However, in part, because of their straightforward nature, caution is needed in interpretation. We have found, for example, that correlations between self-reports of effort or interest and behavioral indices of these dimensions are quite modest--often around 0.4. Like other self-report measures, there is always the need to appropriately interpret how and why participants report as they do. Ego-involvements, self-presentation styles, reactance, and other psychological dynamics must be considered. For example, in a study by Ryan, Koestner, and Deci (1991), we found that when participants were ego involved, the engaged in pressured persistence during a free choice period and this behavior did not correlate with the self-reports of interest/enjoyment. In fact, we concluded that to be confident in one’s assessment of intrinsic motivation, one needs to find that the free-choice behavior and theself-reports of interest/enjoyment are significantly correlated.Another issue is that of redundancy. Items within the subscales overlap considerably, although randomizing their presentation makes this less salient to most participants. Nonetheless, shorter versions have been used and been found to be quite reliable. The incremental R for every item above 4 for any given factor is quite small. Still, it is very important to recognize that multiple item subscales consistently outperform single items for obvious reasons, and they have better external validity.On The Scale page, there are five sections. First, the full 45 items that make up the 7 subscales are shown, along with information on constructing your own IMI and scoring it. Then, there are four specific versions of the IMI that have been used in past studies. This should give you a sense of the different ways it has been used. These have different numbers of items and different numbers of subscales, and they concern different activities. First, there is a standard, 22-item version that has been used in several studies, with four subscales: interest/enjoyment, perceived competence, perceived choice, and pressure/tension. Second, there is a short9-item version concerned with the activity of reading some text material; it has three subscales: interest/enjoyment, perceived competence, and pressure/tension. Then, there is the 25-item version that was used in the internalization study, including the three subscales ofvalue/usefulness, interest/enjoyment, and perceived choice. Finally, there is a 29-item version of the interpersonal relatedness questionnaire that has five subscales: relatedness,interest/enjoyment, perceived choice, pressure/tension, and effort.Finally, McAuley, Duncan, and Tammen (1987) did a study to examine the validity of the IMI and found strong support for its validity.ReferencesDeci, E. L., Eghrari, H., Patrick, B. C., & Leone, D. (1994). Facilitating internalization: Theself-determination theory perspective. Journal of Personality, 62, 119-142.McAuley, E., Duncan, T., & Tammen, V. V. (1987). Psychometric properties of the Intrinsic Motivation Inventory in a competitive sport setting: A confirmatory factor analysis. Research Quarterly for Exercise and Sport, 60, 48-58.Plant, R. W., & Ryan, R. M. (1985). Intrinsic motivation and the effects of self-consciousness, self-awareness, and ego-involvement: An investigation of internally-controlling styles. Journal of Personality, 53, 435-449.Ryan, R. M. (1982). Control and information in the intrapersonal sphere: An extension of cognitive evaluation theory. Journal of Personality and Social Psychology, 43, 450-461. Ryan, R. M., Connell, J. P., & Plant, R. W. (1990). Emotions in non-directed text learning. Learning and Individual Differences, 2, 1-17.Ryan, R. M., Koestner, R., & Deci, E. L. (1991). Varied forms of persistence: When free-choice behavior is not intrinsically motivated. Motivation and Emotion, 15, 185-205.Ryan, R. M., Mims, V., & Koestner, R. (1983). Relation of reward contingency and interpersonal context to intrinsic motivation: A review and test using cognitive evaluation theory. Journal of Personality and Social Psychology, 45, 736-750.。

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