Intrinsic and extrinsic motivation: A hierarchical model.

By Robert J. Vallerand, C. Ratelle. 2002

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View Paper: https://www.semanticscholar.org/paper/3f58df6ed3b95d365a4d174a2e68175644ae9bcd

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Citations in the corpus

Psychological correlates of university students' academic performance: a systematic review and meta-analysis. (2012, background): “…theoretically specified model proposing that more global and invariant personality traits influence behavior through proximal processes (Bermúdez, 1999; Chen, Gully, Whiteman, & Kilcullen, 2000; Lee, Sheldon, & Turban, 2003; Phillips & Gully, 1997; Roberts & Wood, 2006; Vallerand & Ratelle, 2002).”
Do outreach activities in secondary STEM education motivate students and improve their attitudes towards STEM? (2018, background): “As expected, both attitudes were positively related to autonomous motivation and negatively related to controlled motivation (Deci & Ryan, 2000; Vallerand & Ratelle, 2002).”
Toward a public administration theory of public service motivation (2007, background): “According to SDT, internalization is positively correlated with the perceptions of autonomy, relatedness and competence (Vallerand and Ratelle 2004).”
Applying self-determination theory to understand the motivation for becoming a physical education teacher (2009, background): “Extrinsic motivation, on the other hand, relates to activities undertaken for reasons other than inherent interest in the activity (Deci & Ryan, 1985; Vallerand & Ratelle, 2002).”
Teachers’ Innovative Behaviour: The Importance of Basic Psychological Need Satisfaction, Intrinsic Motivation, and Occupational Self-Efficacy (2018, background): “For example, studies have shown that contextual motivations are the strongest predictors for consequences on a contextual level (Vallerand & Ratelle, 2002).”
Cross-cultural comparison of mental health between Japanese and Dutch workers: relationships with mental health shame, self-compassion, work engagement and motivation (2020, background): “Extrinsic motivation and amotivation are associated with negative outcomes (Vallerand & Ratelle, 2002): emotional exhaustion (Houkes, Jassen, de Jonge, & Bakker, 2003), depression (Blais, Lachance, Vallerand, Brière, & Riddle, 1992), intention to leave the organisation (Quast & Kleinbeck, 1990),…”
Attitudes toward and motivation for PE. Who collects the benefits of the subject? (2015, methodology): “Data were reduced as specified by Vallerand and Ratelle (2002) by first calculating each subscale score via the mean of its items and then further reduced by calculating the SDI-score via the following formula: [SDI¼+2 (IM) + 1 (IDR) – 1 (ER) – 2 (AM)] (see Vallerand and Ratelle 2002 for support…”
The Processes by Which Perceived Autonomy Support in Physical Education Promotes Leisure-Time Physical Activity Intentions and Behavior: A Trans-Contextual Model (2003, background): “Vallerand and coworkers (Vallerand, 1997, 2000; Vallerand & Ratelle, 2002) have suggested a hierarchical model that illustrates the processes by which contextual factors affect the perceived locus of causality.”
The Relationship Between School-Leisure Conflict and Educational and Mental Health Indexes: A Motivational Analysis. (2005, background): “A likely outcome of such a motivational tendency is the cessation of the behavior (Vallerand, 1997; Vallerand & Ratelle, 2002).”
Relations between student teachers' basic needs fulfillment and their teaching behavior (2016, background): “Vallerand and Ratelle (2002) suggest that the opposite is also true, and that there may thus be a reciprocal influence.”
Energy saving behaviours: Development of a practice-based model (2013, background): “Giving consumers the tools and information to make the decision to voluntarily change would have been a more desirable way to encourage this behaviour, as voluntary engagement in such behaviour is intrinsically motivated and, thus, is more likely to be sustained over time (Vallerand and Ratelle, 200”