intrinsic motivation 中文意思是什麼

intrinsic motivation 解釋
內在動機
  • intrinsic : adj. （opp. extrinsic）1. 內在的；本來的；真正的，實在的。2. 【解剖學】內部的，體內的。
  • motivation : n. 動機的形成；動機因素；動力。adj. -al （motivational research 動機研究〈用於廣告、銷售活動〉）。
  1. Distinguish between extrinsic and intrinsic motivation

    區分外部激勵和內部激勵。
  2. Academic motivation is a complex construct which is often classified qualitatively, but self - determination theory ( sdt ) describes motivation as a continuum with external regulation and intrinsic motivation as two ends, and then divides extrinsic motivation as four degrees which are embodied with four sorts of regulations : external regulation, introjected regulation, identified regulation, and integrated regulation

    新近發展起來的自我決定論（ sdt ）把動機看作以外部調節和內部動機為兩個端點的連續體，並將動機劃分為不同層次來描述動機的內化水平，分別用四種行為調節即外部調節、內攝性調節、認同性調節和整合性調節來表示。
  3. All participants completed demographic data, leadership scale for sport ( lss ), and intrinsic motivation questionnaire ( imi ) during non competition period

    在非比賽期間填寫，基本資料、教練領導行為量表與內在動機量表。
  4. Resulting from the students " different views on " problems " the teacher pays more attention to how to activate student ' s " intrinsic motivation " and " intuition thinking "

    而不同成長背景與學習經歷的學生對「問題」的看法也觸動了教師更加重視學生「內在動機」和「直覺思維」的培養。
  5. According to enterprise knowledge - based opinion, it discusses cognition and motivation obstacles during knowledge transfer process, and introduces a social psychology theory - crowing effect that means the mutual effect between extrinsic motivation and intrinsic motivation, expounds the advantage function that intrinsic motivation promotes tacit knowledge transfer, as opposed to extrinsic motivation

    按照企業知識基礎觀的線路，論述了隱性知識轉移過程中存在的認知與動機障礙，並引入了一個社會心理學理論擁擠效應，即內在和外在激勵間的相互作用，來闡明內在激勵促進隱性知識轉移的優勢作用。
  6. In order to support above model, we take a behavioral experiment. using 76 college students as subjects, we intervened the satisfying degree of autonomy. the results showed that the satisfaction of autonomy increased the intrinsic motivation, and improved the performance futher ; autonomy influenced the originality more than appropriateness ; the quality of creative behaviour may be costed for the quantity

    為了給上述模式提供進一步的支持材料，本研究最後採用76名大學生為被試，在實臉室環境中對無關變量加以控制，干預被試的自主需要滿足程度，結果發現滿足個體的自主需要可以顯著性地增加內部動機，並促進創造性成績；但需要的滿足更多影響的是作品的新穎性，對適宜性的影響有限；創造性活動的質量有可能是以創造性活動的數量為代價的。
  7. On the advantage effect of intrinsic motivation to the transfer of tacit knowledge

    論內在激勵對隱性知識轉移的優勢作用
  8. The study paid attention to the change of teacher ' s sense of teaching efficacy teaching motivation and occupational stress under such realistic background. by analysis and explanation of investigation data, the study concludes the results as follows : 1 after implement of curricular reform, general teaching efficacy of teachers who have joined curricular reform compared to their past or to of what teachers who have n ' t joined curricular reform goes up significantly, while personal teaching efficacy ( significantly ) declines ; 2 after implement of curricular reform, intrinsic motivation of teachers who have joined curricular reform compared to their past ( significantly ) presents descending trend, while their outer motivation ( significantly ) rises apparently. so that their intrinsic motivation and outer motivation are significantly much higher than of what teachers who have n ' t joined curricular reform ; 3 after implement of curricular reform, occupational role and personal stress of teachers who have joined curricular reform compared to their past or to of what teachers who have n ' t joined curricular reform goes up significantly, while their relaxation of personal resource significantly declines, but have no remarkable difference at other aspects ; 4 the sense of teaching efficacy teaching motivation and occupational stress of teachers which belong to different characteristic and category exists remarkable difference before and after new curricular reform ; 5 teachers " sense of teaching efficacy teaching motivation and occupational stress tie together tightly, while the interaction of teaching motivation and occupational stress is prominence, occupational stress directly influences teaching motivation, and indirectly influences the sense of teaching efficacy

    通過對調查數據予以分析和說明，本研究得到如下結論： （ 1 ）課程改革以後，參與課改的教師無論與自身縱向相比，還是與未參加課改的教師橫向相比，其一般教育效能感顯著上升，而教師的個人教學效能感則（顯著）下降； （ 2 ）課程改革以後，參與課改的教師與自身縱向相比其內部動機有較為顯著的下降趨勢，外部動機則有顯著地上升趨勢；其內部動機和外部動機都（顯著）高於未參加課改的教師； （ 3 ）課程改革以後，參與課改的教師無論是與自身縱向相比，還是與未參與課改的教師橫向相比，其「職業任務」和「個體緊張反應」方面均呈現（非常）顯著地上升趨勢，而在「個體應對資源」方面除休閑是顯著降低外，其餘無顯著的差異； （ 4 ）不同特徵和類別教師的「教學效能感」 、 「教學動機」和「職業緊張應對」在課改前後的變化狀況上存在（顯著）差異； （ 5 ）教師教學效能感、教學動機和職業緊張應對密切聯系，教學動機與教學效能感相互作用顯著；而職業緊張應對直接顯著影響教學動機，間接影響教學效能感。
  9. The relationship among students ' perception of teacher ' s autonomy - supporting, intrinsic motivation and perceived competence for learning

    教師的自主支持與學生內部動機和勝任感的關系
  10. A questionnaire inquiring self - efficacy and intrinsic motivation was administrated after the training course

    訓練完成後，于第五周參加自我效能量表、運動動機量表與攀巖運動表現測試。
  11. The results indicated that there were significant difference between high self - efficacy group and low self - efficacy group on the performance of rock - climbing and intrinsic motivation

    結果發現：高自我效能組之攀巖運動表現顯著優于低自我效能組，高自我效能組之運動內在動機表現顯著優于低自我效能組，運動內在動機與攀巖運動表現之相關分析達顯著差異水準。
  12. The more internalized, the more extrinsic motivation will be similar to intrinsic motivation as to the effect on one ' s autonomy or self - determination

    動機的內化程度越高，與其相應的行為就越傾向于自主或自我決定。
  13. The acute competition in the financial market caused the innovation tide of the financial derivatives, and the relax of the control on it, which in turn fierced the competition in the world financial market. what ' s more, it becomes the intrinsic motivation and provides a favorable environment for the development of financial market. this spire like development aggrandize the uncertainty and volatility of the whole financial market

    金融業的激烈競爭導致了金融創新浪潮，並由此引發的政府對金融業的放鬆管制，反過來又加劇了市場競爭，並為以衍生金融產品為核心的金融創新提供了內在動機和良好的環境，這一螺旋式的過程導致了金融市場不確定性和波動性的增加。
  14. According to self - perception theory, people undergo overjustification effect because by observing what they do and why they did it, the extrinsic motivation appears to be the main cause and so undermines their intrinsic motivation

    根據自體知覺理論，人們遭遇過度理由效應是由於? ?通過觀察做了什麼和做的原因，以為外在動機是主要的原因，這就破壞了內在動機。
  15. The overjustification effect ( also called the undermining effect ) is the effect whereby giving someone an incentive ( monetary or otherwise ) to do something that they already enjoy doing decreases their intrinsic motivation to do it

    過度理由效應（也稱逐漸削弱效應）是一種通過給與人獎勵（金錢上的或其他的） ，讓他們做已喜歡的事從而降低其原本做事動機的效應。
  16. Compared with success condition, the performance - avoidance students reported lower intrinsic motivation and performance, but higher anxiety level. 6. failure condition impaired the performance of students in grade six

    6六年級學生在失敗情境下的業績表現顯著低於成功情境下的業績表現，而五年級學生兩種情境下的業績表現差異不顯著。
  17. There was no significant difference of intrinsic motivation between two conditions. in both condition, the students reported high intrinsic motivation. there were appropriate higher anxiety level under the failure condition, but the performance of failure condition was higher than success condition

    4成績接近目標取向的學生在成功情境下的內在動機顯著高於在失敗情境下的內在動機，而在失敗情境下的焦慮度顯著高於成功情境下的焦慮度，但其業績表現在兩種情境下無顯著差異。
  18. The results suggest that goal perspective theory and cognitive evaluation theory are complementary to understand " intrinsic motivation "

    本研究結果顯示，二種理論具有互補性，結合目標取向理論及認知評價理論，應該可以對內在動機提出更好的解釋。
  19. Intrinsic motivation and essential requirement of legalization in modern administrative management

    現代行政管理法制化的內在動因與本質要求
  20. Likewise, it encourages groups to advocate peer learning and correction, to build up intrinsic motivation and self - confidence, and to use their approximate linguistic competence in an unthreatened environment

    此種教學法鼓勵小組成員互相學習及修正錯誤、建立內在動機及自信心、並且有機會在輕松的環境中應用所學。
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