Skip to main content
Log in

You’re too much for me: Contagion of motivation depends on perceiver-model distance

  • Original Paper
  • Published:
Motivation and Emotion Aims and scope Submit manuscript

Abstract

This research aimed to investigate the conditions under which motivational contagion occurs. Based on assimilation/contrast models in priming research, we hypothesized that motivational contagion should only occur in case of moderate distance between perceiver and model’s motivation. A first lab-study supported this hypothesis by showing that the effect of the exposure to a model presented as highly intrinsically motivated (compared to a model presented as moderately intrinsically motivated or to a not-presented model) depended on participants’ initial intrinsic motivation. While it led intrinsically motivated participants to invest more effort to learn a new activity, those who were weakly intrinsically motivated exerted less effort. A second study in a real educational context confirmed our hypothesis by showing that weakly intrinsically motivated students invested more effort during a physical education term when yoked with a peer with a moderate intrinsic motivation than when yoked a highly intrinsically motivated peer.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Fig. 1
Fig. 2
Fig. 3
Fig. 4

Similar content being viewed by others

References

  • Aarts, H., Dijksterhuis, A., & Dik, G. (2008). Goal contagion: Inferring goals from others’ actions—And what it leads to. In J. Y. Shah & W. Gardner (Eds.), Handbook of motivation science (pp. 265–280). New York: Guilford.

    Google Scholar 

  • Aarts, H., Gollwitzer, P. M., & Hassin, R. R. (2004). Goal contagion: Perceiving is for pursuing. Journal of Personality and Social Psychology, 87, 23–37.

    Article  PubMed  Google Scholar 

  • Abelson, R. P. (1995). Statistics as principles arguments. Hillsdale NJ: Lawrence Earlbaum Associates.

    Google Scholar 

  • Atkinson, E. S. (2000). An investigation into the relationship between teacher motivation and pupil motivation. Educational Psychology, 20, 45–57.

    Article  Google Scholar 

  • Bargh, J. A., Gollwitzer, P. M., Lee-Chai, A., Barndollar, K., & Trötschel, R. (2001). The automated will: Nonconscious activation and pursuit of behavioral goals. Journal of Personality and Social Psychology, 81, 1014.

    Article  PubMed Central  PubMed  Google Scholar 

  • Brauer, M., & McClelland, G. (2005). Using contrasts for data analysis: How to test specific predictions in psychological research? L’année Psychologique, 105, 273–305.

    Article  Google Scholar 

  • Brewer, M. B. (1999). The psychology of prejudice: Ingroup love or outgroup hate? Journal of Social Issues, 55, 429–444.

    Article  Google Scholar 

  • Chartrand, T., & Lakin, J. (2013). The antecedents and consequences of human behavioral mimicry. Annual Review of Psychology, 64, 285–308.

    Article  PubMed  Google Scholar 

  • Cordova, D. I., & Lepper, M. R. (1996). Intrinsic motivation and the process of learning: Beneficial effects of contextualization, personalization, and choice. Journal of Educational Psychology, 88, 715–730.

    Article  Google Scholar 

  • Deci, E. L. (1975). Intrinsic motivation. New York: Plenum.

    Book  Google Scholar 

  • Dijksterhuis, A., Spears, R., Postmes, T., Stapel, D. A., Koomen, W., Van Knippenberg, A., et al. (1998). Seeing one thing and doing another: Contrast effects in automatic behavior. Journal of Personality and Social Psychology, 75, 862–871.

    Article  Google Scholar 

  • Ferrer-Caja, E., & Weiss, M. R. (2000). Predictors of intrinsic motivation among adolescent students in physical education. Research Quarterly for Exercise and Sport, 71, 267–279.

    Article  PubMed  Google Scholar 

  • Friedman, R., Deci, E. L., Elliot, A. J., Moller, A. C., & Aarts, H. (2010). Motivational synchronicity: Priming motivational orientations with observations of others’ behaviors. Motivation and Emotion, 34, 34–38.

    Article  Google Scholar 

  • Guéguen, N., & Martin, A. (2009). Incidental similarity facilitates behavioral mimicry. Social Psychology, 40, 88–92.

  • Hassin, R. R., Aarts, H., & Ferguson, M. (2005). Automatic goal inferences. Journal of Experimental Social Psychology, 41, 129–140.

    Article  Google Scholar 

  • Hatfield, E., Cacioppo, J. T., & Rapson, R. L. (1993). Emotional contagion. Current Directions in Psychological Science, 2, 96–99.

    Article  Google Scholar 

  • Hatfield, E., Cacioppo, J. T., & Rapson, R. L. (1994). Emotional contagion. Paris: Cambridge University Press.

  • Hilligoss, B., & Rieh, S. Y. (2008). Developing a unifying framework of credibility assessment: Construct, heuristics, and interaction in context. Information Processing and Management, 44, 1467–1484.

    Article  Google Scholar 

  • Lakin, J. L., & Chartrand, T. L. (2003). Using nonconscious behavioral mimicry to create affiliation and rapport. Psychological Science, 14, 334–339.

    Article  PubMed  Google Scholar 

  • Loersch, C., Aarts, H., Keith Payne, B., & Jefferis, V. E. (2008). The influence of social groups on goal contagion. Journal of Experimental Social Psychology, 44, 1555–1558.

    Article  Google Scholar 

  • Lombardi, W. J., Higgins, E. T., & Bargh, J. A. (1987). the role of consciousness in priming effects on categorization assimilation versus contrast as a function of awareness of the priming task. Personality and Social Psychology Bulletin, 13, 411–429.

    Article  Google Scholar 

  • McAuley, E., Duncan, T., & Tammen, V. V. (1989). 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.

    Article  PubMed  Google Scholar 

  • Mondillon, L., Niedenthal, P. M., Gil, S., & Droit-Volet, S. (2007). Imitation of in-group versus out-group members’ facial expressions of anger: A test with a time perception task. Social Neuroscience, 2, 223–237.

    Article  PubMed  Google Scholar 

  • Moreno, J., Gonzalez-Cutre, D., Martin-Albo, J., & Cervello, E. (2010). Motivation and performance in physical education: An experimental test. Journal of Sports Science and Medicine, 9, 79–85.

    PubMed Central  PubMed  Google Scholar 

  • Mussweiler, T. (2003). Comparison processes in social judgment: Mechanisms and consequences. Psychological Review, 110, 472–488.

    Article  PubMed  Google Scholar 

  • Mussweiler, T., Rüter, K., & Epstude, K. (2004). The man who wasn’t there: Subliminal social comparison standards influence self-evaluation. Journal of Experimental Social Psychology, 40, 689–696.

    Article  Google Scholar 

  • Ntoumanis, N. (2001). A self-determination approach to the understanding of motivation in physical education. British Journal of Educational Psychology, 71, 225–242.

    Article  PubMed  Google Scholar 

  • Ohanian, R. (1990). Construction and validation of a scale to measure celebrity endorsers’ perceived expertise, trustworthiness, and attractiveness. Journal of Advertising, 19, 39–52.

  • Pelletier, L. G., & Vallerand, R. J. (1996). Supervisors’ beliefs and subordinates’ intrinsic motivation: A behavioral confirmation analysis. Journal of Personality and Social Psychology, 71, 331–340.

    Article  Google Scholar 

  • Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95, 667.

    Article  Google Scholar 

  • Radel, R., Sarrazin, P., Legrain, P., & Wild, C. (2010). Social contagion of motivation between teacher and student: Analyzing underlying processes. Journal of Educational Psychology, 102, 77–87.

    Article  Google Scholar 

  • Radel, R., Sarrazin, P., & Pelletier, L. (2009). Evidence of subliminally primed motivational orientations: The effects of unconscious motivational processes on the performance of a new motor task. Journal of Sport & Exercise Psychology, 31, 657–674.

    Google Scholar 

  • Reeve, J., Bolt, E., & Cai, Y. (1999). Autonomy-supportive teachers: How they teach and motivate students. Journal of Educational Psychology, 91, 537–548.

    Article  Google Scholar 

  • Reeve, J., & Jang, H. (2006). What teachers say and do to support students’ autonomy during a learning activity. Journal of Educational Psychology, 98, 209.

    Article  Google Scholar 

  • Rosenthal, R., & Rosnow, R. L. (1985). Contrast analysis: Focused comparisons in the analysis of variance. Cambridge: Cambridge University Press.

    Google Scholar 

  • Roth, G., Assor, A., Kanat-Maymon, Y., & Kaplan, H. (2007). Autonomous motivation for teaching: How self-determined teaching may lead to self-determined learning. Journal of Educational Psychology, 99, 761–774.

    Article  Google Scholar 

  • Ryan, R., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54–67.

    Article  PubMed  Google Scholar 

  • Schwarz, N., & Bless, H. (1992). Constructing reality and its alternatives: An inclusion/exclusion model of assimilation and contrast effects in social judgment. In L. L. Martin & A. Tesser (Eds.), The construction of social judgments (pp. 217–245). Hillsdale, NJ: Erlbaum.

  • Standage, M., Duda, J. L., & Ntoumanis, N. (2006). Students’ motivational processes and their relationship to teacher ratings in school physical education: A self-determination theory approach. Research Quarterly for Exercise and Sport, 77, 100–110.

    PubMed  Google Scholar 

  • Stapel, D., & Koomen, W. (2001). I, we, and the effects of others on me: How self-construal level moderates social comparison effects. Journal of Personality and Social Psychology, 37, 1660–1672.

    Google Scholar 

  • Strack, F., Schwarz, N., Bless, H., Kübler, A., & Wänke, M. (1993). Awareness of the influence as a determinant of assimilation versus contrast. European Journal of Social Psychology, 23, 53–62.

    Article  Google Scholar 

  • Tsigilis, N., & Theodosiou, A. (2003). Temporal stability of the intrinsic motivation inventory. Perceptual and Motor Skills, 97, 271–280.

    Article  PubMed  Google Scholar 

  • Vansteenkiste, M., Simons, J., Lens, W., Sheldon, K. M., & Deci, E. L. (2004). Motivating learning, performance, and persistence: The synergistic effects of intrinsic goal contents and autonomy-supportive contexts. Journal of Personality and Social Psychology, 87, 246–260.

    Article  PubMed  Google Scholar 

  • Wild, T. Cameron, Enzle, M. E., Nix, G., & Deci, E. L. (1997). Perceiving others as intrinsically or extrinsically motivated: Effects on expectancy formation and task engagement. Personality and Social Psychology Bulletin, 23, 837–848.

    Article  Google Scholar 

  • Wild, T. C., Enzle, M. E., & Hawkins, W. L. (1992). Effects of perceived extrinsic versus intrinsic teacher motivation on student reactions to skill acquisition. Personality and Social Psychology Bulletin, 18, 245–251.

Download references

Author information

Authors and Affiliations

Authors

Corresponding author

Correspondence to Rémi Radel.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Radel, R., Fournier, M., de Bressy, V. et al. You’re too much for me: Contagion of motivation depends on perceiver-model distance. Motiv Emot 39, 374–383 (2015). https://doi.org/10.1007/s11031-014-9451-0

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11031-014-9451-0

Keywords

Navigation