内部动机量表IMI.doc

Intrinsic Motivation Inventory (IMI)

Scale Description | The Scale

Download the Intrinsic Motivation Inventory packet in a Word file

The Scales

THE POST- EXPERIMENTAL INTRINSIC MOTIVATION INVENTORY

(Below are listed all 45 items that can be used depending on which are needed.)

For each of the following statements, please indicate how true it is for you, using the following

scale:

1

not at all true

Interest/Enjoyment

I enjoyed doing this activity very much

This activity was fun to do.

I thought this was a boring activity. (R)

This activity did not hold my attention at all. (R)

I would describe this activity as very interesting.

I thought this activity was quite enjoyable.

While I was doing this activity, I was thinking about how much I enjoyed it.

Perceived Competence

I think I am pretty good at this activity.

I think I did pretty well at this activity, compared to other students.

After working at this activity for awhile, I felt pretty competent.

I am satisfied with my performance at this task.

I was pretty skilled at this activity.

This was an activity that I couldn’t

do very well. (R)

Effort/Importance

I put a lot of effort into this.

I didn’t try very hard to do well at this activity. (R)

I tried very hard on this activity.

It was important to me to do well at this task.

I didn’t put much energy into this. (R)

Pressure/Tension

I did not feel nervous at all while doing this. (R)

I felt very tense while doing this activity.

I was very relaxed in doing these. (R)

2

3

4

somewhat true

5

6

7

very true

I was anxious while working on this task.

I felt pressured while doing these.

Perceived Choice

I believe I had some choice about doing this activity.

I felt like it was not my own choice to do this task. (R)

I didn’t really have a choice about doing this task. (R)

I felt like I had to do this. (R)

I did this activity because I had no choice. (R)

I did this activity because I wanted to.

I did this activity because I had to. (R)

Value/Usefulness

I believe this activity could be of some value to me.

I think that doing this activity is useful for ______________________

I think this is important to do because it can _____________________

I would be willing to do this again because it has some value to me.

I think doing this activity could help me to _____________________

I believe doing this activity could be beneficial to me.

I think this is an important activity.

Relatedness

I felt really distant to this person. (R)

I really doubt that this person and I would ever be friends. (R)

I felt like I could really trust this person.

I’d like a chance to interact with this person more often.

I’d really prefer not to in

teract with this person in the future. (R)

I don’t feel like I could really trust this person. (R)

It is likely that this person and I could become friends if we interacted a lot.

I feel close to this person.

Constructing the IMI for your study.

First, decide which of the variables (factors) you want to

use, based on what theoretical questions you are addressing. Then, use the items from those

factors, randomly ordered. If you use the value/usefulness items, you will need to complete the

three items as appropriate. In other words, if you were studying whether the person believes

an activity is useful for improving concentration, or becoming a better basketball player, or

whatever, then fill in the blanks with that information. If you do not want to refer to a particular

outcome, then just truncate the items with its being useful, helpful, or important.

Scoring information for the IMI.

To score this instrument, you must first reverse score the

items for which an (R) is shown after them. To do that, subtract the item response from 8, and

use the resulting number as the item score. Then, calculate subscale scores by averaging

across all of the items on that subscale. The subscale scores are then used in the analyses of

relevant questions.

The following is a 22 item version of the scale that has been used in some lab studies on

intrinsic motivation. It has four subscales: interest/enjoyment, perceived choice, perceived

competence, and pressure/tension. The interest/enjoyment subscale is considered the

self-report measure of intrinsic motivation; perceived choice and perceived competence are

theorized to be positive predictors of both self-report and behavioral measures of intrinsic

motivation. Pressure tension is theorized to be a negative predictor of intrinsic motivation.

Scoring information is presented after the questionnaire itself.

TASK EVALUATION QUESTIONNAIRE

For each of the following statements, please indicate how true it is for you, using the following

scale:

1

not at all true

1. While I was working on the task I was thinking about how much I enjoyed it.

2. I did not feel at all nervous about doing the task.

3. I felt that it was my choice to do the task.

4. I think I am pretty good at this task.

5. I found the task very interesting.

6. I felt tense while doing the task.

7. I think I did pretty well at this activity, compared to other students.

8. Doing the task was fun.

9. I felt relaxed while doing the task.

10. I enjoyed doing the task very much.

11. I didn’t real

ly have a choice about doing the task.

12. I am satisfied with my performance at this task.

13. I was anxious while doing the task.

14. I thought the task was very boring.

15. I felt like I was doing what I wanted to do while I was working on the task.

16. I felt pretty skilled at this task.

17. I thought the task was very interesting.

18. I felt pressured while doing the task.

19. I felt like I had to do the task.

20. I would describe the task as very enjoyable.

21. I did the task because I had no choice.

22. After working at this task for awhile, I felt pretty competent.

2

3

4

somewhat true

5

6

7

very true

Scoring information.

Begin by reverse scoring items # 2, 9, 11, 14, 19, 21. In other words, subtract the item

response from 8, and use the result as the item score for that item. This way, a higher score

will indicate more of the concept described in the subscale name. Thus, a higher score on

pressure/tension means the person felt more pressured and tense; a higher score on

perceived competence means the person felt more competent; and so on. Then calculate

subscale scores by averaging the items scores for the items on each subscale. They are as