Competence Valuation as a Strategic Intrinsic Motivation Process

By A. Elliot, Jennifer Faler, Holly Mcgregor, W. Keith Campbell, Constantine Sedikides, Judith M. Harackiewicz. Personality and Social Psychology Bulletin, 2000

140 citations recorded by the source corpus.

This research investigated the strategic use of competence valuation in achievement settings and examined the consequences of implementing this self-enhancement strategy for intrinsic motivation. In two studies, participants reported higher competence valuation following positive feedback; in turn, competence valuation was positively related to intrinsic motivation. Competence valuation mediated the direct relationship between feedback and intrinsic motivation, and this mediation was independent of perceived competence, which also served a mediational function. Study 2 identified the specific nature of the observed effects. Participants receiving positive feedback reported higher competence valuation (and perceived competence), which led to enhanced intrinsic motivation; the reciprocal processes were not operative for those receiving negative feedback.

Subfields: Experimental and Cognitive Psychology, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/d7ab4eb84c66da9cca8750206b69d0de29c4c3e9

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Citations in the corpus

Autonomy and task performance: Explaining the impact of grades on intrinsic motivation. (2013, background): “…of the literature on grading and motivation, as well as providing additional empirical confirmation to the argument that two distinct forms of intrinsic motivation exist (Cameron et al., 2005; Elliot et al., 2000; Ryan, Koestner, & Deci,1991; Wicker, Brown, & Paredes, 1990; Wicker et al., 1990).”
A Meta-Analysis of Negative Feedback on Intrinsic Motivation (2018, background): “In fact, mixed evidence regarding the effect of negative feedback on IM has led to uncertainty regarding both the direction and magnitude of its effect, making a meta-analysis of the topic particularly timely (Bracken et al. 2004; Elliot et al. 2000).”
Flow and the Foundations of Positive Psychology (2014, background): “In support of this, several researchers have found that positive competence feedback is positively related to subsequent motivation to perform an activity (Deci 1971; Elliot et al. 2000; Fisher 1978; Harackiewicz 1979; Ryan 1982; Vallerand and Reid 1984).”
A motivated action theory account of goal orientation. (2005, background): “” Other perspectives on the critical importance of agency can be found in the intrinsic motivation literature, in which it is believed that the fundamental human goal is to increase competency and self-determination (e.g., Deci & Ryan, 1985; Elliot et al., 2000; R. W. White, 1959).”
When Effort Is Enjoyed: Two Studies of Intrinsic Motivation for Personally Salient Activities (2005, unknown): “during activities one perceives oneself as doing poorly (Boggiano, Main, & Katz, 1988; Curry, Biddle, Famose, & Goudas, 1996; Elliot et al., 2000; Reeve & Deci, 1996; Vallerand & Reid, 1984).”
The trichotomous achievement goal model and intrinsic motivation: a sequential mediational analysis (2002, background): “The experimental investigations in the intrinsic motivation literature that have explored multiple paths in process-based analyses (see Baron & Harackiewicz, 2001; Elliot et al., 2000; Harackiewicz & Elliot, 1998; Reeve & Deci, 1996) have clearly revealed that attending to a single explanatory path ”
A model of contextual motivation in physical education: Using constructs from self-determination and achievement goal theories to predict physical activity intentions. (2003, background): “Future research might also ascertain the importance that competence valuation (e.g., Elliot et al., 2000) and activity expectancy (e.g., Eccles, 1983) have on the various motivational regulations including amotivation.”