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Les passions de l'ame: on obsessive and harmonious passion.
Results from four studies involving more than 900 participants from different populations supported the proposed conceptualization of two types of passion: obsessive and harmonious.
A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation.
A meta-analysis of 128 studies examined the effects of extrinsic rewards on intrinsic motivation, finding that Tangible rewards tended to be more detrimental for children than college students, and verbal rewards tend to be less enhancing for children compared with college students.
Extrinsic Rewards and Intrinsic Motivation in Education: Reconsidered Once Again
The finding that extrinsic rewards can undermine intrinsic motivation has been highly controversial since it first appeared (Deci, 1971). A meta-analysis published in this journal (Cameron & Pierce,
On the development of harmonious and obsessive passion: the role of autonomy support, activity specialization, and identification with the activity.
Results show that children and teenagers whose environment supports their autonomy are more likely to develop a harmonious passion than an obsessive one andChildren and teenagers who highly value activity specialization, who rely heavily on their activity for self-definition, and whose parents highly value the activity are morelikely to develop an obsessive passion.
Attaining personal goals: self-concordance plus implementation intentions equals success.
Two separate meta-analyses showing that self-concordance and implementation intentions are significantly positively associated with goal progress are included, indicating that goal self- Concords and Implementation intentions combined synergistically to facilitate goal progress.
A self-determination theory approach to predicting school achievement over time: the unique role of intrinsic motivation
Although many studies have examined the relation of academic motivation to school achievement using the Self-Determination Theory perspective, the results have been inconsistent. The present
Self-Regulation and Academic Procrastination
The role of autonomous self-regulation as a predictor of academic procrastination was assessed. French-Canadian students from a junior college (N = 498) completed the Academic Motivation Scale as
The differential effects of intrinsic and identified motivation on well-being and performance: prospective, experimental, and implicit approaches to self-determination theory.
The associations between intrinsic and identified motivations and outcomes of psychological well-being and academic performance are compared in educational settings and results indicate the need to address important distinctions between intrinsically and identified regulations.