The study examined the extent to which levels of students’ subjective vitality in compulsory physical education (PE) may be predicted by behavioural regulations and multidimensional amotivation beliefs in relation to PE and whether the psychological needs for autonomy, competence and relatedness mediate the relationship of perceived autonomy support by the PE teacher with motivational regulatio...

The purpose of this study was to provide an in-depth account of amotivation in compulsory school physical education by examining its major causes, the way it is displayed, and how it can be tackled. From an initial participant pool of 390 British schoolchildren ages 14 to 15 years, 21 of them (15 girls and 6 boys) were selected to participate in semi-structured interviews. They were categorized...

The study intended to determine motivational profiles of first-year undergraduates and aimed their characterization in terms of identity processes. First, a cluster analysis revealed five motivational profiles: combined (i.e., high quantity of motivation, low amotivation); intrinsic (i.e., high intrinsic, low introjected and external regulation, low amotivation); "demotivated" (i.e., very low q...

Negative schizotypal traits may be related to anhedonia and/or amotivation; however it is unclear which of these symptoms is related to negative schizotypy to a greater extent. Moreover, the impact of schizotypal traits on overall subjective well-being remains uncertain. The present study examined these two questions in a non-clinical sample assessed for schizotypal traits (n = 138). Schizotypa...

Drawing on self-determination theory, Mullan, Markland, and Ingledew (1997) developed the Behavioural Regulation in Exercise Questionnaire (BREQ) to measure the continuum of behavioral regulation in exercise contexts. The BREQ assesses external, identified, introjected, and intrinsic regulations. Mullan et al. initially included a set of amotivation items but dropped these due to high levels of...

Motivational deficits play a central role in disability caused by schizophrenia and constitute a major unmet therapeutic need. Negative symptoms have previously been linked to hypofunction in ventral striatum (VS), a core component of brain motivation circuitry. However, it remains unclear to what extent this relationship holds for specific negative symptoms such as amotivation, and this questi...

This study examined a model of meaningful work among a diverse sample of working adults. From the perspectives of Self-Determination Theory and the Psychology of Working Framework, we tested a structural model with social class and work volition predicting SDT motivation variables, which in turn predicted meaningful work. Partially supporting hypotheses, work volition was positively related to ...

Social amotivation and diminished expression have been reported to underlie negative symptomatology in schizophrenia. In the current study we sought to establish and validate these negative symptom domains in a large cohort of schizophrenia subjects (n=887) and individuals who are deemed to be Ultra-High Risk (UHR) for psychosis. Confirmatory factor analysis conducted on PANSS item domains demo...

The present series of studies sought to develop and conceptually validate a taxonomy of reasons that give rise to academic amotivation and to investigate its social antecedents and academic consequences. In Study 1 (N 351), an exploratory factor analysis offered preliminary support for an academic amotivation taxonomy comprising four dimensions: ability beliefs, effort beliefs, characteristics ...

Student amotivation is a state of motivational apathy in which students harbor little or no reason to engage in classroom learning activities; it is a motivational deficit that is strongly associated with maladaptive functioning. Using a self-determination theory framework, we designed and implemented a teacher-focused intervention to help experienced teachers develop a motivating style that co...