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自我动机感综合量表SMIS

自我动机感综合量表SMIS 自我动机感综合量表(SMIS)简介自我动机感综合量表(SMIS, Self-Motivation Inventory Scale)是一种用于评估个体自我动机感水平的量表。

该量表由一系列问题组成，通过个体对这些问题的回答，可以得出一个综合的自我动机感得分。

目的SMIS的目的是帮助个体了解和评估自己的自我动机感水平。

自我动机感是个体对自身行为所感受到的内部动机的程度。

了解自己的自我动机感对于个体在实现目标和提高自我动力方面具有重要意义。

量表内容SMIS量表包含一系列关于自我动机感的问题，涉及以下方面：1. 成就动机：个体追求成功、成就和个人表现的动机水平。

2. 影响力动机：个体追求影响他人、塑造环境和获得权力的动机水平。

3. 动机调节：个体对动机的调节和控制能力。

4. 内在动机：个体对于内在奖励和个人兴趣的反应程度。

5. 外部动机：个体对于外部奖励和他人期望的反应程度。

使用方法个体可以通过回答SMIS量表中的问题来评估自己的自我动机感水平。

每个问题都有一系列选项，个体需选择最符合自己情况的选项。

根据个体的回答，可以计算出一个综合的自我动机感得分。

结论SMIS量表是一种简便有效的工具，可以帮助个体评估自己的自我动机感水平。

通过了解自己的自我动机感，个体可以更好地设定目标、激发动力，并提高个人表现和成就。

以上是关于自我动机感综合量表(SMIS)的简介，包括了量表的目的、内容、使用方法和结论。

使用该量表可以帮助个体评估自身的自我动机感水平，以便更好地激发内在动力和实现个人目标。

mbigs量表22题与15题

mbigs量表22题与15题MBIGS（Motivation-Based Intelligence General Scale）量表是一种评估个体动机导向的智力水平的工具。

该量表共有22道题目，以下是其中的22题和15题：22题：1. 我喜欢解决复杂的问题。

2. 我对未知的事物充满好奇。

3. 我在遇到困难时会坚持不懈。

4. 我善于找到新的方法来解决问题。

5. 我喜欢学习新的知识。

6. 我对自己的能力有信心。

7. 我乐于尝试新的挑战。

8. 我善于分析信息。

9. 我喜欢思考抽象的概念。

10. 我乐于与他人分享我的想法。

11. 我善于创新。

12. 我有强烈的求知欲。

13. 我喜欢从不同的角度看问题。

14. 我善于解决问题。

15. 我对科学感兴趣。

16. 我有很高的自我要求。

17. 我善于独立思考。

18. 我喜欢阅读哲学类书籍。

19. 我善于发现事物的内在联系。

20. 我喜欢研究人文科学。

21. 我善于倾听他人的观点。

22. 我乐于提出质疑并对现状进行挑战。

15题：1. 你是否喜欢解决复杂问题？2. 你是否对未知的事物充满好奇？3. 面对困难时，你是否会坚持不懈？4. 你是否善于找到新的方法来解决问题？5. 你是否喜欢学习新的知识？6. 你对自己的能力是否有信心？7. 你是否乐于尝试新的挑战？8. 你是否善于分析信息？9. 你是否喜欢思考抽象的概念？10. 你是否乐于与他人分享你的想法？11. 你是否善于创新？12. 你是否有强烈的求知欲？13. 你是否喜欢从不同的角度看问题？14. 你是否善于解决问题？15. 你是否对科学感兴趣？。

内部动机量表(IMI)

Intrinsic Motivation Inventory (IMI)Scale Description | The ScaleDownload the Intrinsic Motivation Inventory packet in a Word fileThe ScalesTHE 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 2 3 4 5 6 7not at all true somewhat true very trueInterest/EnjoymentI enjoyed doing this activity very muchThis 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 CompetenceI 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/ImportanceI 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/TensionI 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)I was anxious while working on this task.I felt pressured while doing these.Perceived ChoiceI 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/UsefulnessI 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.RelatednessI 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 theself-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 QUESTIONNAIREFor each of the following statements, please indicate how true it is for you, using the following scale:1 2 3 4 5 6 7not at all true somewhat true very true1. 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.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 asfollows. The (R) after an item number is just a reminder that the item score is the reverse of the participant’s response on that item.Interest/enjoyment: 1, 5, 8, 10, 14(R), 17, 20Perceived competence: 4, 7, 12, 16, 22Perceived choice: 3, 11(R), 15, 19(R), 21(R)Pressure/tension: 2(R), 6, 9(R), 13, 18The subscale scores can then be used as dependent variables, predictors, or mediators, depending on the research questions being addressed.TEXT MATERIAL QUESTIONNAIRE 1For each of the following statements, please indicate how true it is for your, using the following scale as a guide:1 2 3 4 5 6 7not at all true somewhat true very true1. While I was reading this material, I was thinking about how much I enjoyedit.2. I did not feel at all nervous while reading.3. This material did not hold my attention at all.4. I think I understood this material pretty well.5. I would describe this material as very interesting.6. I think I understood this material very well, compared to other students.7. I enjoyed reading this material very much.8. I felt very tense while reading this material.9. This material was fun to read.Scoring information.Begin by reverse scoring items # 2 and 3. 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. Then calculate subscale scores by averaging the items scores for the items on each subscale. They are shown below. The (R) after an item number is just a reminder that the item score is the reverse of the participant’s response on that item.Interest/enjoyment: 1, 3(R), 5, 7, 9Perceived competence: 4, 6,Pressure/tension: 2(R), 8The next version of the questionnaire was used for a study of internalization with an uninteresting computer task (Deci et al., 1994).ACTIVITY PERCEPTION QUESTIONNAIREThe following items concern your experience with the task. Please answer all items. For each item, please indicate how true the statement is for you, using the following scale as a guide:1 2 3 4 5 6 7not at all true somewhat true very true1. I believe that doing this activity could be of some value for me.2. I believe I had some choice about doing this activity.3. While I was doing this activity, I was thinking about how much I enjoyed it.4. I believe that doing this activity is useful for improved concentration.5. This activity was fun to do.6. I think this activity is important for my improvement.7. I enjoyed doing this activity very much.8. I really did not have a choice about doing this activity.9. I did this activity because I wanted to.10. I think this is an important activity.11. I felt like I was enjoying the activity while I was doing it.12. I thought this was a very boring activity.13. It is possible that this activity could improve my studying habits.14. I felt like I had no choice but to do this activity.15. I thought this was a very interesting activity.16. I am willing to do this activity again because I think it is somewhat useful.17. I would describe this activity as very enjoyable.18. I felt like I had to do this activity.19. I believe doing this activity could be somewhat beneficial for me.20. I did this activity because I had to.21. I believe doing this activity could help me do better in school.22. While doing this activity I felt like I had a choice.23. I would describe this activity as very fun.24. I felt like it was not my own choice to do this activity.25. I would be willing to do this activity again because it has some value forme.Scoring information.Begin by reverse scoring items # 8, 12, 14, 18, 20, and 24 by subtracting the item response from 8 and using the result as the item score for that item. Then calculate subscale scores by averaging the items scores for the items on each subscale. They are shown below. The (R) after an item number is just a reminder that the ite m score is the reverse of the participant’s response on that item.Interest/enjoyment: 3, 5, 7, 11, 12(R), 15, 17, 23Value/usefulness: 1, 4, 6, 10, 13, 16, 19, 21, 25Perceived choice: 2, 8(R), 9, 14(R), 18(R), 20(R), 22, 24(R)SUBJECT IMPRESSIONS QUESTIONNAIREThe following sentences describe thoughts and feelings you may have had regarding the other person who participated in the experiment with you. For each of the following statement please indicate how true it is for you, using the following scale as a guide:1 2 3 4 5 6 7not at all true somewhat true very true1. While I was interacting with this person, I was thinking about how much Ienjoyed it.2. I felt really distant to this person.3. I did not feel at all nervous about interacting with this person.4. I felt like I had choice about interacting with this person.5. I would describe interacting with this person as very enjoyable.6. I really doubt that this person and I would ever become friends.7. I found this person very interesting.8. I enjoyed interacting with this person very much.9. I felt tense while interacting with this person.10. I really feel like I could trust this person.11. Interacting with this person was fun.12. I felt relaxed while interacting with this person.13. I’d like a chance to interact more with this person.14. I didn’t really have a choice about interacting with this person.15. I tried hard to have a good interaction with this person.16. I’d really prefer not to interact with this person in the future.17. I was anxious while interacting with this person.18. I thought this person was very boring.19. I felt like I was doing what I wanted to do while I was interacting with thisperson.20. I tried very hard while interacting with this person.21. I don’t fee l like I could really trust this person.22. I thought interacting with this person was very interesting.23. I felt pressured while interacting with this person.24. I think it’s likely that this person and I could become friends.25. I felt like I had to interact with this person.26. I feel really close to this person.27. I didn’t put much energy into interacting with this person.28. I interacted with this person because I had no choice.29. I put some effort into interacting with this person.Scoring information.Begin by reverse scoring items # 2, 3, 6, 12, 14, 16, 18, 21, 25, 27, and 28 by subtracting the item response from 8 and using the result as the item score for that item. Then calculate subscale scores by averaging the items scores for the items on each subscale. They areshown below. The (R) after an item number is just a reminder that the item score is the reverse of the participant’s response on that item.Relatedness: 2(R), 6(R), 10, 13, 16(R), 21(R), 24, 26Interest/enjoyment: 1, 5, 7, 8, 11, 18(R), 22Perceived choice: 4, 14(R), 19, 25(R), 28(R)Pressure/tension: 3(R), 9, 12(R), 17, 23,Effort: 15, 20, 27(R), 29Intrinsic Motivation Inventory (IMI)Scale Description | The ScaleDownload the Intrinsic Motivation Inventory packet in a Word fileScale DescriptionThe Intrinsic Motivation Inventory (IMI) is a multidimensional measurement device intended to assess participants’ subjective experience related to a target activity in laboratory experiments. It has been used in several experiments related to intrinsic motivation and self-regulation (e.g., Ryan, 1982; Ryan, Mims & Koestner, 1983; Plant & Ryan, 1985; Ryan, Connell, & Plant, 1990; Ryan, Koestner & Deci, 1991; Deci, Eghrari, Patrick, & Leone, 1994). The instrument assesses participants’ interest/enjoyment, perceived competence, effort, value/usefulness, felt pressure and tension, and perceived choice while performing a given activity, thus yielding six subscale scores. Recently, a seventh subscale has been added to tap the experiences of relatedness, although the validity of this subscale has yet to be established. Theinterest/enjoyment subscale is considered the self-report measure of intrinsic motivation; thus, although the overall questionnaire is called the Intrinsic Motivation Inventory, it is only the one subscale that assesses intrinsic motivation, per se. As a result, theinterest/enjoyment subscale often has more items on it that do the other subscales. The perceived choice and perceived competence concepts are theorized to be positive predictors of both self-report and behavioral measures of intrinsic motivation, and pressure/tension is theorized to be a negative predictor of intrinsic motivation. Effort is a separate variable that is relevant to some motivation questions, so is used it its relevant. The value/usefulness subscale is used in internalization studies (e.g., Deci et al, 1994), the idea being that people internalize and become self-regulating with respect to activities that they experience as useful or valuable for themselves. Finally, the relatedness subscale is used in studies having to do with interpersonal interactions, friendship formation, and so on.The IMI consists of varied numbers of items from these subscales, all of which have been shown to be factor analytically coherent and stable across a variety of tasks, conditions, and settings. The general criteria for inclusion of items on subscales have been a factor loading of at least 0.6 on the appropriate subscale, and no cross loadings above 0.4. Typically, loadings substantially exceed these criteria. Nonetheless, we recommend that investigators perform their own factor analyses on new data sets. Past research suggests that order effects of item presentation appear to be negligible, and the inclusion or exclusion of specific subscalesappears to have no impact on the others. Thus, it is rare that all items have been used in a particular experiment. Instead, experimenters have chosen the subscales that are relevant to the issues they are exploring.The IMI items have often been modified slightly to fit specific activities. Thus, for example, an item such as "I tried very hard to do well at this activity" can be changed to "I tried very hard to do well on these puzzles" or "...in learning this material" without effecting its reliability or validity. As one can readily tell, there is nothing subtle about these items; they are quiteface-valid. However, in part, because of their straightforward nature, caution is needed in interpretation. We have found, for example, that correlations between self-reports of effort or interest and behavioral indices of these dimensions are quite modest--often around 0.4. Like other self-report measures, there is always the need to appropriately interpret how and why participants report as they do. Ego-involvements, self-presentation styles, reactance, and other psychological dynamics must be considered. For example, in a study by Ryan, Koestner, and Deci (1991), we found that when participants were ego involved, the engaged in pressured persistence during a free choice period and this behavior did not correlate with the self-reports of interest/enjoyment. In fact, we concluded that to be confident in one’s assessment of intrinsic motivation, one needs to find that the free-choice behavior and theself-reports of interest/enjoyment are significantly correlated.Another issue is that of redundancy. Items within the subscales overlap considerably, although randomizing their presentation makes this less salient to most participants. Nonetheless, shorter versions have been used and been found to be quite reliable. The incremental R for every item above 4 for any given factor is quite small. Still, it is very important to recognize that multiple item subscales consistently outperform single items for obvious reasons, and they have better external validity.On The Scale page, there are five sections. First, the full 45 items that make up the 7 subscales are shown, along with information on constructing your own IMI and scoring it. Then, there are four specific versions of the IMI that have been used in past studies. This should give you a sense of the different ways it has been used. These have different numbers of items and different numbers of subscales, and they concern different activities. First, there is a standard, 22-item version that has been used in several studies, with four subscales: interest/enjoyment, perceived competence, perceived choice, and pressure/tension. Second, there is a short9-item version concerned with the activity of reading some text material; it has three subscales: interest/enjoyment, perceived competence, and pressure/tension. Then, there is the 25-item version that was used in the internalization study, including the three subscales ofvalue/usefulness, interest/enjoyment, and perceived choice. Finally, there is a 29-item version of the interpersonal relatedness questionnaire that has five subscales: relatedness,interest/enjoyment, perceived choice, pressure/tension, and effort.Finally, McAuley, Duncan, and Tammen (1987) did a study to examine the validity of the IMI and found strong support for its validity.ReferencesDeci, E. L., Eghrari, H., Patrick, B. C., & Leone, D. (1994). Facilitating internalization: Theself-determination theory perspective. Journal of Personality, 62, 119-142.McAuley, E., Duncan, T., & Tammen, V. V. (1987). Psychometric properties of the Intrinsic Motivation Inventory in a competitive sport setting: A confirmatory factor analysis. Research Quarterly for Exercise and Sport, 60, 48-58.Plant, R. W., & Ryan, R. M. (1985). Intrinsic motivation and the effects of self-consciousness, self-awareness, and ego-involvement: An investigation of internally-controlling styles. Journal of Personality, 53, 435-449.Ryan, R. M. (1982). Control and information in the intrapersonal sphere: An extension of cognitive evaluation theory. Journal of Personality and Social Psychology, 43, 450-461. Ryan, R. M., Connell, J. P., & Plant, R. W. (1990). Emotions in non-directed text learning. Learning and Individual Differences, 2, 1-17.Ryan, R. M., Koestner, R., & Deci, E. L. (1991). Varied forms of persistence: When free-choice behavior is not intrinsically motivated. Motivation and Emotion, 15, 185-205.Ryan, R. M., Mims, V., & Koestner, R. (1983). Relation of reward contingency and interpersonal context to intrinsic motivation: A review and test using cognitive evaluation theory. Journal of Personality and Social Psychology, 45, 736-750.。

内在动机对低视力患者自我效能感和生命质量的影响解析

采用讲座与团体干预的方式，鼓励患者培养个人爱好，维持与
家人、朋友的正常沟通与交流，减少依赖行为，防止社交退缩。第６周：进行体验分享及综合指导。采用团体干预的方式，请低视力患者分享其参与课程的体验，根据患者分享内容进行针对性的综合指导。每次课程结束前均听取患者反馈，确保其掌握训练内容，并要求患者每天在家进行练习，２次，ｄ，３０ｍｉｎ／次。所有患者均完成培训课程，无中途退出者。３．观察指标。观察组于第１周干预开始前、第６周干预结
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工作动机量表

请认真阅读下面的每个句子，判断句中的描述符合你的情况的程度。

请选择1-5来表示你认为的符合程度，数字越大表示越符合。

①非常不符合②有些不符合③不能确定④有些符合⑤非常符合（2 ）1、我喜欢新奇的、有困难的任务，甚至不惜冒风险。

（1）2、我讨厌在完全不能确定会不会失败的情境中工作。

（4 ）3、我在完成有困难的任务时，感到快乐。

（3）4、在结果不明的情况下，我担心失败。

（5）5、我会被那些能了解自己有多大才智的工作所吸引。

（2 ）6、在完成我认为是困难的任务时，我担心失败。

（5）7、我喜欢尽了最大努力能完成的工作。

（1 ）8、一想到要去做那些新奇的、有困难的工作，我就感到不安。

（4 ）9、我喜欢对我没有把握解决的问题坚持不懈地努力（1 ）10、我不喜欢那些测量我能力的场面。

（1）11、对于困难的任务，即使没有什么意义，我也很容易卷进去。

（2 ）12、我对那些没有把握能胜任的工作感到忧虑。

（5 ）13、面对能测量我能力的机会，我感到是一种鞭策和挑战。

（2 ）14、我不喜欢做我不知道能否完成的事，即使别人不知道也一样。

（3）15、我会被有困难的任务所吸引。

（1）16、在那些测量我能力的情境中，我感到不安。

（2）17、对于那些我不能确定是否能成功的工作，最能吸引我。

（2）18、对需要有特定机会才能解决的事，我会害怕失败。

（5）19、给我的任务即使有充裕的时间，我也喜欢立即开始工作。

（1）20、那些看起来相当困难的事，我做时很担心。

（4）21、能够测量我能力的机会，对我是有吸引力的。

（1）22、我不喜欢在不熟悉的环境下工作，即使无人知道也一样。

（2）23、面临我没有把握克服的难题时，我会非常兴奋、快乐。

（1）24、如果有困难的工作要做，我希望不要分配给我。

（3）25、如果有些事不能立刻理解，我会很快对它产生兴趣。

（1 ）26、我不希望做那些要发挥我能力的工作。

（1 ）27、对我来说，重要的是做有困难的事，即使无人知道也无关重要。

叶仁敏成就动机量表及计分方法

叶仁敏成就动机量表及计分方法叶仁敏成就动机量表指导语:请你仔细阅读每一个题目，根据自己的实际情况做出判断。

如果某个句子所描述的情况和你的情况非常符合，请在答题纸表格中相应题号的下方写4;如果句子描述的情况和你的情况比较符合，请在答题纸表格中相应题号的下方写3:如果比较不符合，请写2;如果非常不符合，请写1。

每一个问题都请做答。

请注意:例如:“我喜欢独自工作”，如果很喜欢独自工作，但又害怕一个人做事，换句话说你对独自工作有矛盾心理，这不奇怪。

但你要记住，这里仅仅要你回答是否喜欢独自工作，而不是问你是否害怕，因此，选择“非常符合”。

1.我喜欢在我没有把握解决的问题上坚持不懈地努力 4 3 2 12.我喜欢新奇的、有困难的任务，甚至不惜冒风险 4 3 2 13.给我的任务即使有充裕的时间，我也喜欢立即开始工作 4 3 2 14.面临我没有把握克服的难题时，我会非常兴奋、快乐 4 3 2 15.我会被那些能了解自己有多大才智的工作所吸引 4 3 2 16.我会被有困难的任务所吸引 4 3 2 17.面对能测量我能力的机会，我感到一种鞭策和挑战 4 3 2 18.我在完成有困难的任务时，感到快乐 4 3 2 19.对于困难的活动，即使没有什么意义，我也很容易卷进去 4 3 2 110.能够测量我能力的机会，对我是有吸引力的 4 3 2 111.我希望把有困难的工作分配给我 4 3 2 112.我喜欢尽了最大努力才能完成的工作 4 3 2 113.如果有些事不能立刻理解，我会很快对它产生兴趣 4 3 2 114.对于那些我不能确定是否能成功的工作，我会被吸引 4 3 2 115.对我来说，重要的是有困难的事情，即使无人知道也无关紧要4 3 2 116.我讨厌在完全不能确定会不会失败的情境中工作 4 3 2 117.在结果不明的情况下，我担心失败 4 3 2 118.在完成我认为是困难的任务时，我担心失败，即使别人不知道也一样 4 3 2 1 19一想到要去做那些新奇的、有困难的工作，我就感到不安 4 3 2 120.我不喜欢那种测量我能力的场面 4 3 2 121.我对那些没有把握胜任的工作感到忧虑 4 3 2 122.我不喜欢做我不知道能否完成的事，即使别人不知道也一样4 3 2 123.在那些测量我能力的情境中，我感到不安 4 3 2 124.当接到需要有特定的机会才能解决的问题时，我会害怕失败4 3 2 125.那些看起来相当困难的事，我做的时候很担心 4 3 2 126.我不喜欢在不熟悉的环境中工作，即使无人知道也一样 4 3 2 127.如果有困难的工作要做，我希望不要分配给我 4 3 2 128.我不喜欢做那些要发挥我能力的工作 4 3 2 129.我不喜欢做那些我不知道能否胜任的事 4 3 2 130.当我碰到我不能立即弄懂的问题时，我会焦虑不安 4 3 2 1《成就动机测量表》(Th e Ashievement Motive scale，简称AMs)，由挪威Oslo大学心理学家T. Gjesme和R.Nygard于1970年编制，经叶仁敏和Hagtvet(1955)修订而成。

受欢迎的需求动机量表

受欢迎的需求动机量表摘要：1.需求动机量表的概述2.需求动机量表的构成3.需求动机量表的应用4.需求动机量表的优点和局限性正文：一、需求动机量表的概述需求动机量表是一种用于衡量个体对于不同需求满足程度的工具，它主要通过评估个体对于各种需求的重视程度，以了解其在追求满足过程中的行为动机。

该量表以心理学、社会学等多学科理论为依据，为企业、学校、研究机构等提供了一种有效的评估手段。

二、需求动机量表的构成需求动机量表通常包括以下几个部分：1.需求分类：根据马斯洛需求层次理论，将需求分为生理需求、安全需求、社交需求、尊重需求和自我实现需求等五个层次。

2.需求项目：在每个需求层次下，列举具体的需求项目，如生理需求包括食物、水、睡眠等，安全需求包括稳定收入、工作保障等。

3.评分标准：为了便于量化分析，需求动机量表通常采用一定分值来表示个体对各个需求项目的重视程度，如1 分代表非常不重视，5 分代表非常重视。

三、需求动机量表的应用需求动机量表在多个领域具有广泛的应用价值，包括：1.企业管理：企业可以通过需求动机量表了解员工的需求动机，从而制定更符合员工利益的激励政策，提高员工的工作满意度和忠诚度。

2.教育领域：教育工作者可以利用需求动机量表分析学生的学习动机，发现学生的需求不足之处，并提供有针对性的教育指导。

3.人力资源管理：招聘过程中，企业可以运用需求动机量表评估应聘者的需求动机，以挑选更符合岗位要求的人才。

四、需求动机量表的优点和局限性需求动机量表的优点主要表现在：1.可量化：该量表采用分值量化，便于统计和分析。

2.易操作：填写简便，只需根据个体对各个需求项目的重视程度进行打分。

然而，需求动机量表也存在一定的局限性，如：1.主观性强：个体对于需求的重视程度受个人经历、文化背景等因素影响，可能导致评分结果存在偏差。

2.动态变化：个体的需求动机可能会随着时间、环境的变化而发生变化，需求动机量表难以捕捉这些动态变化。

中学生学习动机量表（MSMT）修改

中学生学习动机量表（MSMT）修改第一篇：中学生学习动机量表(MSMT)修改中学生学习动机量表（MSMT）一、题目指导语：本问卷用于了解中学生在学习动机、学习兴趣、学习目标制定上是否存在行为困扰，共由20个题目构成。

测验时，请仔细阅读问卷中的每一个题目，并与自己的实际情况相对照。

若觉得相符，请选择A；觉得不相符，请选择B。

选项：A：符合B：不符合1、如果别人不督促你，你极少主动地学习。

2、当你读书时，需要很长的时间才能提起精神来。

3、你一读书就觉得疲劳与厌倦，直想睡觉。

4、除了老师指定的作业外，你不想再多看书。

5、如有不懂的，你根本不想设法弄懂它。

6、你常想自己不用花太多的时间成绩也会超过别人。

7、你迫切希望自己在短时间内就大幅度提高自己的学习成绩。

8、你常为短时间内成绩没能提高而烦恼不已。

9、为了及时完成某项作业，你宁愿废寝忘食、通宵达旦。

10、为了把功课学好，你放弃了许多感兴趣的活动，如体育锻炼、看电影与郊游等。

11、你觉得读书没意思，想去找个工作做。

12、你常认为课本的基础知识没啥好学，只有看高深的理论、读大部头作品才带劲。

13、只在你喜欢的科目上狠下功夫，而对不喜欢的科目放任自流。

14、你花在课外读物上的时间比花在教科书上的时间要多的多。

15、你把自己的时间平均分配在各科上。

16、你给自己定下的学习目标，多数因做不到而不得不放弃。

17、你给自己定下的学习目标，多数不容易做到。

18、你总是同时为实现几个学习目标忙得焦头烂额。

19、为了对付每天的学习任务，你已经感到力不从心。

20、为了实现一个大目标，你不再给自己制定循序渐进的小目标。

二、简介和记分中学生学习动机量表（MSMT）中学生学习动机量表（MSMT）用于了解中学生在学习动机、学习兴趣、学习目标的制定上是否存在困扰。

该问卷由20个条目构成，对每个条目进行“符合”、“不符合”评价。

它包括4个分量表：（1）动机过弱，用来测查中学生的学习动机是否太弱；（2）动机过强，用来测查中学生的学习动机是否太强；（3）学习兴趣，用来测查学习兴趣是否存在困扰；（4）学习目标，用来测查学习目标是否存在困扰。

一标段团体生物反馈仪技术参数10人版

一标段：团体生物反馈仪技术参数（10人版）一、适应症：产品适用于焦虑症神经精神类疾病的生物反馈治疗；二、产品功能：硬件功能★1、实时采集患者心率Heart Rate、对心率变异性进行分析，且心率变异性传感器在产品注册证上依法检验登记（提供产品注册证作证明）；★2、实时采集患者额前表面肌电EMG生理信息，分析躯体情况，且表面肌电传感器在产品注册证上依法检验登记（提供产品注册证作证明）；3、信号采集器采用锂电池供电，一次充电可以使用8小时；★4.头戴前额上带有心理状态指示灯，可以随心理指数的不同变换红、蓝、绿等三种颜色；分别代表差，中，好三种生理心理状态，方便直观的观测到每位病人训练或测试时的状态和水平，直观治疗效果，及时指导；（提供证明材料）5.无线数据传输，包括一对一无线传输和分布式一个信号处理器支持10人的团体无线传输；6.一对一无线允许传感器与适配的信号接收器进行一对一无线通讯，自动匹配，互不影响；7.分布式无线数据传输支持10个信号采集器同时与1个团体信号处理器通讯，手动匹配，互不干扰。

8.信号接收系统无需外接电源，计算机供电；9. 配备一体式推车，集操作、打印、充电、头戴安放、文件储存等于一体，便于教学软件功能1. 标准测试：1个团体信号处理器支持10人同时测试，所有测试人的肌电，心率变异都实时显示出来；时间五分钟，自动生成测试数据报告，内置通用常模；2.数据报告包括：心理放松指数、身体放松指数、HRV的指标（含SDNN、RMSSD、PNN50、TP、VLF、LF、HF、LF/HF的评估值和参考值）、频域指数；3. 开放式情景测试：内置幻灯片播放模式和视频播放模式，可拓展应用于脱敏治疗等；4. 幻灯片播放模式：支持Powerpoint 2003、2007等生成的幻灯片，支持动画效果、切换效果等；可设定全程记录模式或选择记录模式；5. 视频播放模式，支持MPEG、WMV、RMVB等常见视频；6. 心理调节指导，包括四种模式：呼吸教练、渐进式肌肉放松指导、冥想指导、音乐放松；7.团体游戏反馈，支持10个人同时测量、训练。

精神分裂症患者内部动机、眼区基本情绪与精神症状三者间的关系

精神分裂症患者内部动机、眼区基本情绪与精神症状三者间的关系李倩倩;董毅;汪凯;Jimmy Choi;杨丽达;朱春燕;刘勇;李慧;赵子丛【摘要】Objective To explore the relationship among intrinsic motivation, eye-expression recognition and negative symptoms in patients with schizophrenia. Methods 61 schizophrenic patients without treatment ( patients group ) and 50 healthy volunteers ( control group ) were assessed by means of the Intrinsic Motivation Inventory for Schizophrenia Research ( IMI-SR ) and the Eye Basic Emotion Discrimination Task ( EBEDT ). The patients were also assessed by the Positive and Negative Syndrome Scale ( PANSS ). Results Compared with the healthy controls, patients had significantly decreased IMI-SR total score and subscores of interest and choice ( P < 0. 01 ). Schizophrenic patients had significantly less total correct rate ( P < 0. 01 ) of EBEDT compared with normal controls, and 6 kinds of basic emtion correct rate of EBEDT also had difference between the two groups ( P <0. 01 ). Correlation analysis showed that IMI-SR total score, EBEDT total correct rate and PANSS negative symptoms score were correlated each other. Regression analysis showed that intrinsic motivation directly predicted negative symp toms level( (3 = -0. 296, P <0. 05 )and completely mediated the relationship between eye-emotion regcognition a-bility and negative symptoms level. Conclusion Schizophrenic patients have impairments of intrinsic motivation and eye-emotion recognition ability, and the intrinsicmotivation is a complete mediator by which eye-emtion regcognition ability influences negative symptoms, suggesting that intrinsic motivation deficits may share a common patho-physiological base with the impairment of emotion recognition and negative symptoms.%目的探讨精神分裂症患者内部动机、眼区基本情绪识别能力与其阴性症状三者间的关系.方法采用精神分裂症内部动机量表(IMI-SR)和眼区基本情绪识别任务(EBEDT)对61例精神分裂症患者(患者组)和50名健康志愿者(对照组)作评估,同时患者接受阳性与阴性症状量表(PANSS)评估.结果患者组IMI-SR总分、兴趣性因子分和选择性因子分均低于对照组(P<0.01).患者组EBEDT总正确率显著低于对照组(P<0.01),6种基本情绪正确率组间比较,差异均有统计学意义(P<0.01);相关分析显示,患者IMI-SR总分、EBEDT总正确率与PANSS阴性症状分均两两相关(P<0.01);回归分析显示,内部动机可直接预测阴性症状水平(β=-0.296,P<0.05),在情绪识别能力与阴性症状间起着完全中介作用.结论精神分裂症患者存在内部动机和情绪识别损害,情绪识别能力通过内部动机的完全中介效应对阴性症状程度产生影响.患者内部动机损害、眼区情绪认知缺陷和阴性症状三者间可能具有某种共同的病理生理基础.【期刊名称】《安徽医科大学学报》【年(卷),期】2013(048)001【总页数】5页(P77-81)【关键词】精神分裂症;内部动机;阴性症状;眼部;情绪;认知【作者】李倩倩;董毅;汪凯;Jimmy Choi;杨丽达;朱春燕;刘勇;李慧;赵子丛【作者单位】安徽医科大学应用心理系,合肥 230032;安徽医科大学应用心理系,合肥 230032;安徽省精神卫生中心,合肥 230032;安徽医科大学应用心理系,合肥230032;哥伦比亚大学医学中心,纽约 10032;安徽省精神卫生中心,合肥 230032;安徽医科大学应用心理系,合肥 230032;安徽省精神卫生中心,合肥 230032;安徽省精神卫生中心,合肥 230032;安徽医科大学应用心理系,合肥 230032【正文语种】中文【中图分类】R749.3内部动机是一种追求新奇和挑战、发展自身能力、勇于探索和学习的先天倾向，具有高度自主性，在个体的心理功能中起着重要作用［1］。

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