ISSN 1671-3710
CN 11-4766/R
主办:中国科学院心理研究所
出版:科学出版社

心理科学进展 ›› 2022, Vol. 30 ›› Issue (7): 1589-1603.doi: 10.3724/SP.J.1042.2022.01589

• 研究前沿 • 上一篇    下一篇

动机的结构与效应:基于动机连续体的视角

简云龙1, 刘源1,2()   

  1. 1西南大学心理学部, 认知与人格教育部重点实验室, 重庆 400715
    2北京师范大学 应用实验心理北京市重点实验室,北京 100875
  • 收稿日期:2021-09-27 出版日期:2022-07-15 发布日期:2022-05-17
  • 通讯作者: 刘源 E-mail:lyuuan@swu.edu.cn
  • 基金资助:
    重庆市社会科学规划项目(2019QNJY44);国家自然科学基金项目(32071091)

Structure and effects of motivation: From the perspective of the motivation continuum

JIAN Yunlong1, LIU Yuan1,2()   

  1. 1Faculty of Psychology, Southwest University; Key Laboratory of Cognition and Personality (Southwest University), Ministry of Education, Chongqing 400715, China
    2Beijing Key Lab of Applied Experimental Psychology, School of Psychology, Beijing Normal University, Beijing 100875, China
  • Received:2021-09-27 Online:2022-07-15 Published:2022-05-17
  • Contact: LIU Yuan E-mail:lyuuan@swu.edu.cn

摘要:

动机是影响学生学业成绩重要的非认知因素。通常认为动机对学习是有利的,但研究发现并非所有动机都是有益的,这提醒研究人员有必要区分出各种不同的动机类型。现有研究一致表明内部动机对学业成就具有积极且长期稳定的效应,而外部动机的效应尚存在争议。具体而言,有研究者认为外部动机对学业成就是有害的,但部分研究发现外部动机在某些特定情况下能够发挥着不可或缺的积极作用。
针对上述存在的争议,本研究梳理了“动机连续体”这一概念,从两个方面的研究来进行阐释。首先,从大理论的角度整合了动机的相关理论,以自我决定理论的动机连续体为基础,引出相关理论,如兴趣理论、目标理论、期望价值理论、自我价值理论、强化理论、社会认知理论等。这些理论可以解释动机连续体中一种或几种类型的动机。
其次,从动机的结构及其如何影响结果变量这一角度对上述理论及其应用进行总结,主要存在四个观点。传统的争论集中在单维结构和多维结构之间。单维结构认为内部动机和外部动机是相互对立的,即内部动机会促进绩效,而外部动机会降低绩效。多维结构认为内部动机和外部动机能够相互累加,都能促进绩效。近年来,研究人员提出了更复杂的结构来整合上述观点。譬如半辐射结构使用全局因子来表示动机的整体水平,同时允许特定因子表示具体动机类型。这种半辐射结构借用了双因子模型,提取了一个“自我决定因子”,同时允许每种特定动机类型具有自身独特的影响。此外,乘积模型表明这两种动机之间存在交互作用,即外部动机的对结果的影响会因个体内部动机水平的变化而变化,反之亦然。
综上所述,本研究总结了关于动机连续体的不同理论之间的优缺点,回顾了动机结构的不同假设及其应用。在不同学科中对动机的测量方式、动机对不同结果变量的不同影响以及动机的跨文化研究等问题仍然是目前研究的热点。对动机结构和效应的深入探讨可以更好地帮助研究人员将不同的理论应用于适当的情境中。

关键词: 内部动机, 外部动机, 动机连续体, 自我决定理论

Abstract:

Motivation is an important non-cognitive factor affecting students’ academic achievement. Despite motivation is generally considered conducive to learning, researchers have long recognized the necessity to differentiate various kinds of motivation in that not all of them are desirable. There is not much dispute on the benefits of intrinsic motivation on academic achievement. In contrast, extrinsic motivation which has been believed to be undesirable since the seventies, was considered more recently by some researchers to be positive and indispensable under certain circumstances.
The present research postulated the "motivation continuum" to resolve the discrepancies from the two directions. In the first direction, the popular theories related to motivation were united under one grand theory. We used the motivation continuum based on the self-determination theory to connect different related theories, including, the interest theory, the goal theory, the expectancy-value theory, the self-worth theory, the reinforcement theory, the social cognitive theory. Each of these theories could help to explain one or more types of motivation on the continuum, from the intrinsic end to the extrinsic end.
In the second direction, we summarized these theories and their applications by analyzing how the motivation structure influenced the outcomes. In brief, there are at least four main perspectives on the structure and effects of intrinsic and extrinsic motivation. Intrinsic and extrinsic motivations are antagonistic to the unidimensional structure believers in that intrinsic motivation enhances performance while extrinsic motivation reduces it. To those believing in a multiple-dimensional structure, these two motivations are additive in that both can facilitate performance and work independently.
Recently, more complex structures have been proposed to integrate both the unidimensional and multiple-dimensional hypotheses. The third perspective is a semi-radex structure with a general factor reflecting all types of motivations and specific factors representing various sub-domains. This semi-radex structure leads to a bi-factor model: it extracts it extracts an autonomy element added to the controlling end of the “self-determination factor” while still allows each sub-domain to have a unique influence. In the fourth perspective, the multiplicative model postulates that the two types of motivation work interdependently in an interactive way in that the effect of extrinsic motivation would vary with the level of intrinsic motivation, and vice versa.
In the present research, we summarized the pros and cons of different theories in the motivation continuum model. We also reviewed different perspectives of various motivational structure hypotheses and their corresponding applications. The motivation continuum could be extended and applied to different situations such as in the different measures and perspectives of motivation, different outcomes and their nuanced effects, and different contexts. For context, we have specific interest in the Chinese culture and its related research findings. As the structure of motivation remains topics of great concern, in-depth analyses on the structure of the motivation continuum would facilitate researchers’ application of different theories in the appropriate context.

Key words: intrinsic motivation, extrinsic motivation, motivation continuum, self-determination theory

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