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because well, I usually do it” (Here she makes the distinction between her physiological addiction and her
dependence on habitual behavior). On computer tech choice … When referring to type of computer tech-
nology, “I'm not in the habit of picking and choosing.” Another stated with regard to Swedish techniques,
“I always buy cheap computer parts but it is not just because they cheaper; in my opinion I actually think
they better” “one is used to that model, since my parents are used to them, and then they have continued,
so I think they have good products.” (p. 454)
Lindbladh and Lyttkens (2002) cited the example of embracing new computer learning
customs by noting some consumers reported buying higher quality computers because they
have realized the usage difference between the old time computers they had since they were
a little children, and the new and modern computers they just recently bought (p. 454).
Motivation
The psychological constructs of attitude, awareness (of subjective norms), and the no-
tion of control are similar to the ideas of motivation and learning in that they are difficult
to measure. The concepts are not real in the physical sense; thus, attempts to evaluate them
are somewhat compromised (G. Geraud, personal communication, April 19, 2007). Siegert
et al. (2004) confirmed the term motivation is hard to determine objectively and is prone
to value judgments. They reported professionals describe motivation as (a) an endearing
characteristic, (b) tending to be intrinsic to an individual and thus not affected by the en-
vironment, (c) interactive with the environment, (d) part of an individual's personality, and
(e) potentially highly moralistic in that a sense of blame exists when individuals move too
slowly. Motivation as the study of action stems from the Latin verb to move, according to
Siegert et al. (2004, p. 1177), who contribute a definition of motivation coined by the World
Science Organization: “mental functions that produce the incentive to act; the conscious or
unconscious driving force for action” (p. 1177).
Chatzisarantis et al. (2004) discussed a study concerning the significance of intrinsic
motivation in the theory of planned behavior. They described intrinsic motivation as an
impetuous type of motivation that occurs from an individual's underlying needs for pro-
ficiency and independence. Chatzisarantis et al. (2004) referred to performing the activity
for its own underlying satisfactions, rather than for distinguishable consequences, demon-
strating that engagement in social behavior is sometimes for sheer interest and enjoyment
rather than for anticipated outcomes. Chatzisarantis et al. (2004) assessed intrinsic motiva-
tion in the area of physical activity. The findings of prior studies did not indicate an unequi-
vocal result of intrinsic motivation on intentions to perform a behavior, but measurement
tools may not be able to differentiate intrinsic from extrinsic motivation (Chatzisarantis,
Hagger, Biddle, and Karageorghis 2004). Chatzisarantis et al. (2004) provided the example
of individuals reporting they enjoyed physical activity in anticipation of expected positive
outcomes, which would indicate the predictable outcome is separate from the activity itself
and not intrinsic to the activity.
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