Measuring Motivation: The Motivational Structure Questionnaire and Personal Concerns Inventory and their Variants

Motivational basis of cognitive determinants of addiction

10.1093/med:psych/9780198569299.003.0004 ◽

2015 ◽

Author(s):

W. Miles Cox ◽

Eric Klinger ◽

Javad Salehi Fadardi

Keyword(s):

Substance Use ◽

Drug Use ◽

Cognitive Processing ◽

Structure Questionnaire ◽

Motivational Interventions ◽

Motivational Structure ◽

Motivational Model ◽

Cognitive Determinants ◽

Current Concerns

Chapter 4 discusses motivational basis of cognitive determinants of addiction. It explores a motivational model of alcohol and other drug use, the Motivational Structure Questionnaire (MSQ) and Personal Concerns Inventory (PCI), the effect on substance use of having attractive non-substance incentives, the effects of current concerns on cognitive processing, and cognitive-motivational interventions.

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Motivational Structure of Alcoholic and Nonalcoholic Czech Men

Psychological Reports ◽

10.2466/pr0.1998.82.3c.1091 ◽

1998 ◽

Vol 82 (3_suppl) ◽

pp. 1091-1106 ◽

Cited By ~ 9

Author(s):

František Man ◽

Iva Stuchlíková ◽

Eric Klinger

Keyword(s):

Subjective Probability ◽

Goal Attainment ◽

Time Frame ◽

Group Differences ◽

Clinical Group ◽

Structure Questionnaire ◽

Goal Striving ◽

Probability Of Success ◽

Motivational Structure ◽

Brain Reward

This investigation examined the motivational structures of 26 patients diagnosed with alcoholism in comparison to 30 demographically similar technical university students. Responding to the Motivational Structure Questionnaire, the clinical group listed 40% fewer goals, responded as if they needed richer incentives to form strong commitments to goal striving, displayed marginally less average commitment to their goals, and, after other variables were partialled out, expressed less ability to influence the course of goal attainment. There were no differences in their scores on over-all subjective probability of success, the time frame for goal attainment, and their relative scores on anticipated positive and negative emotions and ambivalence. The results suggest group differences in the effects of brain-reward mechanisms.

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LEARNING EXPERIENCE AS A FACTOR OF MOTIVATION IN LOWER-SECONDARY SCHOOL IN FOREIGN LANGUAGE LEARNING

Problems of Education in the 21st Century ◽

10.33225/pec/19.77.437 ◽

2019 ◽

Vol 77 (3) ◽

pp. 437-448

Author(s):

Eva Stranovská ◽

Anikó Ficzere ◽

Silvia Hvozdíková ◽

Beáta Hockicková

Keyword(s):

Qualitative Research ◽

Foreign Language ◽

Language Learning ◽

Research Methods ◽

Learning Experience ◽

Statistical Significance ◽

Foreign Language Learning ◽

Qualitative Research Methods ◽

Structure Questionnaire ◽

Motivational Structure

This research focusses on the analysis of learning experience. Together with the other factors of motivational structure: Intrinsic motivation, Personal goals, Attractivity of foreign language community, and Worries about learning, it creates motivational profile of foreign language (FL) learners. The analysis is based on the theoretical concept of foreign language motivational self-system by Dörnyei. The research aim was to find out the perception of learning experience and the level of its dependence on the category of the Associations with the expression “German” in the selected categories. Moreover, it was to find out the differences in perception of learning experience, motivational structure, and the length of foreign language studying. The research sample consisted of German FL learners from six different lower-secondary schools within Slovakia. Motivational Structure Questionnaire was used as a research tool to obtain the research data. The data were processed by the selected quantitative and qualitative research methods. The research results supported ambivalence of learning experience. The statistical significance was found in the two categories: the category of Negative emotions related to the category negative perception of educational situation, and the category of German speaking countries related to the higher level of motivation in the factor of learning experience. Furthermore, significant relations were found between the factor of learning experience and the factors of the ideal self of the motivational structure and the length of studying a foreign language. The results in the qualitative part of the research opened up a possible intervention steps towards foreign language motivation reinforcement. Keywords: foreign language, learning experience, motivation in education, qualitative research methods, quantitative research methods.

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