A hierarchical model of intrinsic and extrinsic motivation for sport and physical activity.

By Robert J. Vallerand. 2007

298 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/c8c014872996f593c1e0110650188d649fb448a6

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Citations in the corpus

Understanding motivation in sport: An experimental test of achievement goal and self determination theories (2006, background): “Little previous research has examined performance as a consequence of feeling autonomous or task involved when undertaking sport tasks (Harwood et al., 2000; Vallerand, 2001).”
The role of supervisor autonomy support, organizational support, and autonomous and controlled motivation in predicting employees' satisfaction and turnover intentions (2013, background): “In the hierarchical model of motivation, Vallerand and his colleagues (e.g., Vallerand, 1997, 2007; Vallerand et al., 2009) postulated that autonomous and controlled motivation exist at three levels of generality: global, contextual, and situational.”
Motivational clusters and performance in a real-life setting (2009, background): “We believe that it is important to study performance as it represents one of the key outcomes in sport, especially at the elite level and yet, performance has been sorely neglected in past motivation research (Roberts 1992; Vallerand 2001, 2007a; Vallerand and Rousseau 2001).”
From motivation to passion: In search of the motivational processes involved in a meaningful life. (2012, background): “The research is clear on this issue: the highest quality of motivational processes is inherent in intrinsic motivation and identified regulation (see Deci & Ryan, 2000; Vallerand, 2007) and in harmonious passion (see Vallerand, 2010).”
On the Psychology of Passion: In Search of What Makes People's Lives Most Worth Living (2008, methodology): “On the other hand, having a controlled personality orientation (to do things out of external and/or inner pressure) leads to the pressured internalisation of noninteresting activities in the person (Guay, Mageau, & Vallerand, 2003; see also Vallerand, 1997, 2007).”
SELF-DETERMINED MOTIVATION AND PHYSICAL EDUCATION IMPORTANCE (2009, background): “As shown by the hierarchical model of intrinsic and extrin sic motivation [14], physical education teachers (social factor) can influence students’ self-determination by means of psychological mediators (autonomy, compe tence and relatedness).”
Research on self-determination in physical education: key findings and proposals for future research (2014, background): “It is unlikely that an integrated regulation is present in during childhood or adolescence (Vallerand 2007), since it requires high levels of self-awareness and introspection.”
Extending the 3 × 2 achievement goal model to the sport domain: The 3 × 2 Achievement Goal Questionnaire for Sport (2015, methodology): “…present research, we used convenience samples of students in a Sport Education class whowere playing different types of club sports, and we assessed achievement goals at a rather broad (“when you play sport”) as opposed to situation-specific level of analysis (see Elliot, 2005; Vallerand, 2007).”
Self-determination Theory and the psychology of exercise (2008, background): “…of meta-analytic reviews (Ntoumanis & Biddle, 1999; Chatzisarantis et al., 2003), narrative reviews (Vallerand & Rousseau, 2001; Ryan and Deci 2007; Vallerand 2007), special issues (Hagger & Chatzisarantis, 2007a), and compendiums of research (Hagger & Chatzisarantis, 2007d) on the theory and its…”
Motivational processes in the coach‐athlete relationship: A multi‐cultural self‐determination approach (2017, unknown): “Given the postulates of SDT (Ryan & Deci, 2002) and the HMIEM (Vallerand, 2007), another reason for the relatively low explanatory power of self-determined motivation could be because the psychological needs also have a direct effect on well-being and thus explain some of the variation in this…”
Influence of coaches' autonomy support on athletes' motivation and sport performance: A test of the hierarchical model of intrinsic and extrinsic motivation. (2010, background): “In line with SDT, results from these studies reveal that self-determined motivation (i.e., intrinsic motivation and identified regulation) leads to the most positive consequences, while non-selfdetermined motivation (i.e., external regulation and amotivation) is associated with negative outcomes.”
Integrating the theory of planned behaviour and self-determination theory in health behaviour: a meta-analysis. (2009, background): “For example, Vallerand (2007) explicitly suggests that self-determined motivation will predict cognitive beliefs regarding the target behaviour.”
A Qualitative Exploration of Participant Motives Among Committed Amateur Triathletes (2012, background): “Intrinsic motivation represents the most self-determined form of motivation (Vallerand, 2007).”
Transferring motivation from educational to extramural contexts: a review of the trans-contextual model (2011, unknown): “This is based on the proposition that motivation from SDT needs to be channelled into intentions in order for the appropriate need-satisfying behaviour to be enacted (Vallerand 2007).”
Teacher motivational strategies and student self-determination in physical education (2007, unknown): “Integrated reasons for undertaking an activity have not been reported by adolescents in the empirical literature, possibly due to an underdeveloped sense of the self (Vallerand, 2001).”
Perceived Organizational Support, Motivation, and Engagement Among Police Officers (2013, methodology): “The results of Study 1 provided support for the hypothesized model and thus yielded additional support for self-determination theory (Deci & Ryan, 2008) and the Hierarchical Model of Intrinsic and Extrinsic Motivation (Vallerand, 1997).”