The differential effects of intrinsic and identified motivation on well-being and performance: Prospective, experimental, and implicit approaches to self-determination theory.
Why is this work in the frame?
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Full frame distilled prediction
Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
- Candidate categories
- none
- Consensus categories
- none
- Domain
- Candidate signal: noneConsensus signal: none
- Study design
- Candidate signal: ObservationalConsensus signal: Observational
- Genre
- Candidate signal: EmpiricalConsensus signal: Empirical
- Teacher disagreement score
- 0.385
- Threshold uncertainty score
- 0.379
- Validation status
machine_predicted_unvalidated·codex-gemma-dda1882f352a
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
- Teacher spread
- 0.274 · how far apart the two teachers sit on this one work
- Validation status
score_only:v0-immature-baseline· verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it
Abstract
Self-determination theory research has demonstrated that intrinsic and identified self-regulations are associated with successful adaptation. However, few distinctions are typically made between these regulations and their outcomes. In the present studies, the associations between intrinsic and identified motivations and outcomes of psychological well-being and academic performance are compared in educational settings. In Study 1, intrinsic self-regulation predicted psychological well-being, independent of academic performance. In contrast, identified regulation predicted academic performance. Additionally, the more that students demonstrated an identified academic regulation, the more that their psychological well-being was contingent on performance. In Study 2a, priming intrinsic self-regulation led to greater psychological well-being 10 days later. In Study 2b, an implicit measure of identified regulation predicted academic performance 6 weeks later. Results indicate the need to address important distinctions between intrinsic and identified regulations.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
The record
- Venue
- Journal of Personality and Social Psychology
- Topic
- Motivation and Self-Concept in Sports
- Field
- Psychology
- Canadian institutions
- McGill University
- Funders
- Social Sciences and Humanities Research Council of Canada
- Keywords
- PsychologyIntrinsic motivationSelf-determination theorySocial psychologyPriming (agriculture)Adaptation (eye)Goal theoryWell-beingStructural equation modelingCognitive psychologyAutonomy
- Has abstract in OpenAlex
- yes