Science.gov

Sample records for academic intrinsic motivation

  1. Ethnic stigma, academic anxiety, and intrinsic motivation in middle childhood.

    PubMed

    Gillen-O'Neel, Cari; Ruble, Diane N; Fuligni, Andrew J

    2011-01-01

    Previous research addressing the dynamics of stigma and academics has focused on African American adolescents and adults. The present study examined stigma awareness, academic anxiety, and intrinsic motivation among 451 young (ages 6-11) and diverse (African American, Chinese, Dominican, Russian, and European American) students. Results indicated that ethnic-minority children reported higher stigma awareness than European American children. For all children, stigma awareness was associated with higher academic anxiety and lower intrinsic motivation. Despite these associations, ethnic-minority children reported higher levels of intrinsic motivation than their European American peers. A significant portion of the higher intrinsic motivation among Dominican students was associated with their higher levels of school belonging, suggesting that supportive school environments may be important sources of intrinsic motivation among some ethnic-minority children.

  2. An Overview of Student Teachers' Academic Intrinsic Motivation

    ERIC Educational Resources Information Center

    Uyulgan, Melis Arzu; Akkuzu, Nalan

    2014-01-01

    Student teachers' desire to learn is affected by a variety of motivational factors. In this study, the effect of some internal and external variables on Academic Intrinsic Motivation (AIM) was explored. First, the validity and reliability of the scale of AIM was determined, then the effect on AIM of variables such as grade levels, academic grade…

  3. Academic and Family Conditions Associated with Intrinsic Academic Motivation in Japanese Medical Students: A Pilot Study

    ERIC Educational Resources Information Center

    Tanaka, Masaaki; Watanabea, Yasuyoshi

    2012-01-01

    Objective: Intrinsic academic motivation is one of the most important psychological concepts in education, and it is related to academic outcomes in medical students. This study examined the relationships between academic and family conditions and intrinsic academic motivation. Design: Cross-sectional design. Setting: The study group consisted of…

  4. Ethnic Stigma, Academic Anxiety, and Intrinsic Motivation in Middle Childhood

    ERIC Educational Resources Information Center

    Gillen-O'Neel, Cari; Ruble, Diane N.; Fuligni, Andrew J.

    2011-01-01

    Previous research addressing the dynamics of stigma and academics has focused on African American adolescents and adults. The present study examined stigma awareness, academic anxiety, and intrinsic motivation among 451 young (ages 6-11) and diverse (African American, Chinese, Dominican, Russian, and European American) students. Results indicated…

  5. Course-Specific Intrinsic Motivation: Effects of Instructor Support and Global Academic Motivation

    ERIC Educational Resources Information Center

    Zook, J. M.; Herman, A. P.

    2011-01-01

    This study examined the effects of instructor support and students' global academic motivation on students' course-specific intrinsic motivation. The authors hypothesized, based on self-determination theory (Ryan & Deci, 2000), that instructor support for students' psychological needs would enhance intrinsic motivation. Students reported their…

  6. Intrinsic Motivation, Extrinsic Motivation, and Academic Achievement among Indian Adolescents in Canada and India

    ERIC Educational Resources Information Center

    Areepattamannil, Shaljan; Freeman, John G.; Klinger, Don A.

    2011-01-01

    The purpose of the present study was to examine the relationships among intrinsic motivation, extrinsic motivation, and academic achievement for the Indian immigrant adolescents in Canada in comparison to their counterparts in India. Descriptive discriminant analysis indicated that the Indian immigrant adolescents in Canada had higher intrinsic…

  7. Intrinsic Motivation to Learn: The Nexus between Psychological Health and Academic Success

    ERIC Educational Resources Information Center

    Froiland, John Mark; Oros, Emily; Smith, Liana; Hirchert, Tyrell

    2012-01-01

    Intrinsic motivation (IM) to learn, if cultivated, can lead to many academic and social/emotional improvements among K-12 students. This article discusses intrinsic motivation to learn as it relates to Self Determination Theory and the trouble with relying solely on extrinsic motivators. The academic benefits of IM in the specific subject areas of…

  8. Role of cognitively stimulating home environment in children's academic intrinsic motivation: a longitudinal study.

    PubMed

    Gottfried, A E; Fleming, J S; Gottfried, A W

    1998-10-01

    The short- and long-term, and direct and indirect, relations between cognitively stimulating home environment and academic intrinsic motivation were investigated in a longitudinal study from childhood through early adolescence. Structural equations modeling was used to test the hypothesis that home environment positively predicts academic intrinsic motivation over this period. It was also hypothesized that home environmental processes would positively predict motivation controlling for socioeconomic status (SES). When children were age 8, home environment (comprising both direct observations and parent report) and SES were measured. Academic intrinsic motivation was assessed at ages 9, 10, and 13. Results supported the hypotheses. Home environment had statistically positive and significant, direct and indirect paths to academic intrinsic motivation from childhood through early adolescence, indicating both short- and long-term effects across these ages. Moreover, home environment was significant above and beyond SES. The findings revealed that children whose homes had a greater emphasis on learning opportunities and activities were more academically intrinsically motivated.

  9. Academic Intrinsic Motivation and Perceived Academic Competence in Greek Elementary Students with and without Learning Disabilities

    ERIC Educational Resources Information Center

    Zisimopoulos, Dimitrios A.; Galanaki, Evangelia P.

    2009-01-01

    The aim of this study was to examine differences in intrinsic motivation and perceived academic competence as well as in their association between 5th- and 6th-grade students with learning disabilities (LD) (n = 40) and their typically achieving peers. Participants were 980 Greek elementary students from the metropolitan area of Athens. As…

  10. Continuity of Academic Intrinsic Motivation from Childhood through Late Adolescence: A Longitudinal Study.

    ERIC Educational Resources Information Center

    Gottfried, Adele Eskeles; Fleming, James S.; Gottfried, Allen W.

    2001-01-01

    Examines two aspects of continuity, stability of individual differences and means, in a study from the middle elementary through high school years. Two hypotheses were supported: academic intrinsic motivation is a stable construct through these years, and with advancement in age, academic intrinsic motivation becomes increasingly stable. (Contains…

  11. The Role of Intrinsic Motivation in the Academic Pursuits of Nontraditional Students

    ERIC Educational Resources Information Center

    Shillingford, Shani; Karlin, Nancy J.

    2013-01-01

    This article examines the role of intrinsic motivation in the academic pursuits of nontraditional students. The Academic Motivational Scale (AMS) was administered to 35 undergraduate students, 6 males and 29 females, aged 25 to 49 to explore their motivational orientations in choosing to attend college. The results of the study show that…

  12. A Latent Curve Model of Parental Motivational Practices and Developmental Decline in Math and Science Academic Intrinsic Motivation

    ERIC Educational Resources Information Center

    Gottfried, Adele Eskeles; Marcoulides, George A.; Gottfried, Allen W.; Oliver, Pamella H.

    2009-01-01

    A longitudinal approach was used to examine the effects of parental task-intrinsic and task-extrinsic motivational practices on academic intrinsic motivation in the subject areas of math and science. Parental task-intrinsic practices comprise encouragement of children's pleasure and engagement in the learning process, whereas task-extrinsic…

  13. Identification with Academics, Intrinsic/Extrinsic Motivation, and Self-Efficacy as Predictors of Cognitive Engagement

    ERIC Educational Resources Information Center

    Walker, Christopher O.; Greene, Barbara A.; Mansell, Robert A.

    2006-01-01

    Examined were several theoretically important relations among motivational characteristics of students that are malleable, or changeable with intervention. The motivational construct identification with academics, which includes perceptions of belonging and valuing within an academic context, was investigated along with intrinsic/extrinsic…

  14. Family factors related to children's intrinsic/extrinsic motivational orientation and academic performance.

    PubMed

    Ginsburg, G S; Bronstein, P

    1993-10-01

    This study examined 3 familial factors--parental surveillance of homework, parental reactions to grades, and general family style--in relation to children's motivational orientation and academic performance. Family, parent, and child measures were obtained in the home from 93 fifth graders and their parents. Teachers provided a measure of classroom motivational orientation, and grades and achievement scores were obtained from school records. Higher parental surveillance of homework, parental reactions to grades that included negative control, uninvolvement, or extrinsic reward, and over- and undercontrolling family styles were found to be related to an extrinsic motivational orientation and to lower academic performance. On the other hand, parental encouragement in response to grades children received was associated with an intrinsic motivational orientation, and autonomy-supporting family styles were associated with intrinsic motivation and higher academic performance. In addition, socioeconomic level was a significant predictor of motivational orientation and academic performance.

  15. The Relationship between Intrinsic Motivation and Academic Achievement for First Generation Latino College Students

    ERIC Educational Resources Information Center

    Trevino, Naomi Noel; DeFreitas, Stacie Craft

    2014-01-01

    Hispanic students are pursuing higher education more than in previous years and they often represent their family as the first member to attend college (Strage in "Coll Stud J" 33:198-205, 1999). Past educational research has studied the influence of intrinsic motivation on academic achievement in various ethnically diverse elementary,…

  16. The Assessment of Intrinsic and Extrinsic Motivation and Amotivation: Validity and Reliability of the Greek Version of the Academic Motivation Scale

    ERIC Educational Resources Information Center

    Barkoukis, Vassilis; Tsorbatzoudis, Haralambos; Grouios, George; Sideridis, Georgios

    2008-01-01

    Self-determination theory provides an integrated conception of school- and academic motivation. The theory proposes a continuum comprising three types of motivation: intrinsic motivation (IM), extrinsic motivation (EM), and amotivation (AM), characterised by seven dimensions (IM = to know, to accomplish and to experience stimulation, EM = external…

  17. [Causal models of achievement motive, goal orientation, intrinsic interest, and academic achievement in classroom].

    PubMed

    Tanaka, A; Yamauchi, H

    2000-10-01

    This study investigated the effect of achievement motive on goal orientation, and that of goal orientation on intrinsic interest in learning and academic achievement, based on the model proposed by Elliot and Church (1997). A sample of 222 fifth and sixth grade students of an elementary school, and another of 307 seventh, eighth and ninth grade students of a junior high school participated in the study. The approach-avoidance framework of Elliot and Harackiewicz (1996) was used to classify goal orientations. With multiple-sample structural equation modeling, the paths in two causal models, one for each of the elementary and junior high school samples, were compared. A path was found from hope for success to mastery orientation, from both hope for success and fear of failure to performance-approach orientation, and from fear of failure to performance-avoidance orientation. Mastery and performance-approach orientations each had a positive effect on intrinsic interest in learning. For elementary school children, performance-approach orientation enhanced academic achievement, and for junior high school students, mastery orientation mainly facilitated it. Performance-avoidance orientation had a negative effect on both intrinsic interest and academic achievement.

  18. Intrinsic Versus Extrinsic Goal Contents in Self-Determination Theory: Another Look at the Quality of Academic Motivation

    ERIC Educational Resources Information Center

    Vansteenkiste, Maarten; Lens, Willy; Deci, Edward L.

    2006-01-01

    Examination of motivational dynamics in academic contexts within self-determination theory has centered primarily around both the motives (initially intrinsic vs. extrinsic, later autonomous vs. controlled) that regulate learners' study behavior and the contexts that promote or hinder these regulations. Less attention has been paid to the goal…

  19. The effect of professional culture on intrinsic motivation among physicians in an academic medical center.

    PubMed

    Janus, Katharina

    2014-01-01

    Today, most healthcare organizations aim to manage professionals' motivation through monetary incentives, such as pay for performance. However, addressing motivation extrinsically can involve negative effects, such as disturbed teamwork, gaming the system, and crowd-out of intrinsic motivation. To offset these side effects, it is crucial to support professionals' intrinsic motivation actively, which is largely determined by enjoyment- and obligation-based social norms that derive from professionals' culture. For this study, a professional culture questionnaire was designed and validated, the results of which uncovered three factors: relationship to work, relationship to colleagues, and relationship to organization. These factors served as independent variables for regression analyses. Second, Amabile's validated work preference inventory was used to measure intrinsic motivation as a dependent variable. The regression analysis was controlled for sex, age, and experience. The study revealed that relationship to work had the strongest (and a positive) impact on intrinsic motivation in general and on Amabile's intrinsic subscales, enjoyment and challenge. Relationship to organization had a negative impact on intrinsic motivation and both subscales, and relationship to colleagues showed a low positive significance for the intrinsic scale only. Healthcare organizations have mostly focused on targeting professionals' extrinsic motivation. However, managing dimensions of professional culture can help support professionals' intrinsic motivation without incurring the side effects of monetary incentives.

  20. Within-Year Changes in Children's Intrinsic and Extrinsic Motivational Orientations: Contextual Predictors and Academic Outcomes

    ERIC Educational Resources Information Center

    Corpus, Jennifer Henderlong; McClintic-Gilbert, Megan S.; Hayenga, Amynta O.

    2009-01-01

    The present study was designed to investigate the nature, timing, and correlates of motivational change among a large sample (N = 1051) of third- through eighth-grade students. Analyses of within-year changes in students' motivational orientations revealed that both intrinsic and extrinsic motivations decreased from fall to spring, with declines…

  1. The Effects of Parental Involvement on Students' Academic Self-Efficacy, Engagement and Intrinsic Motivation

    ERIC Educational Resources Information Center

    Fan, Weihua; Williams, Cathy M.

    2010-01-01

    This research examined whether various dimensions of parental involvement predicted 10th-grade students' motivation (engagement, self-efficacy towards maths and English, intrinsic motivation towards maths and English) using data from the Educational Longitudinal Study of 2002 (ELS 2002). Results showed that both parents' educational aspiration for…

  2. Intrinsic Motivating Factors for Academic Success of Young At-Risk Students

    ERIC Educational Resources Information Center

    Rowan, Tanyia Perry

    2012-01-01

    Motivation as a factor in academic success is well documented in the literature and an important construct in educational planning. The purpose of this qualitative case study was to explore motivating factors for at-risk students who successfully graduated from high school. The framework for this study was based on Maslow's hierarchy of needs…

  3. Competition and Intrinsic Motivation.

    ERIC Educational Resources Information Center

    Tripathi, Kailas Nath

    1992-01-01

    Reports on a study of competition, motivation, and performance among 60 adolescents in India. Finds that direct competition with another person led to higher levels of immediate performance. Also finds that indirect competition against a pre-set standard resulted in greater intrinsic motivation. (CFR)

  4. Predicting Intrinsic Motivation

    ERIC Educational Resources Information Center

    Martens, Rob; Kirschner, Paul A.

    2004-01-01

    Intrinsic motivation can be predicted from participants' perceptions of the social environment and the task environment (Ryan & Deci, 2000)in terms of control, relatedness and competence. To determine the degree of independence of these factors 251 students in higher vocational education (physiotherapy and hotel management) indicated the extent to…

  5. Academic Motivation: Concepts, Strategies, and Counseling Approaches

    ERIC Educational Resources Information Center

    Rowell, Lonnie; Hong, Eunsook

    2013-01-01

    Motivation is an important foundation of academic development in students. This article discusses academic motivation; its various component concepts in areas such as beliefs, goals, and values; and intrinsic and extrinsic motivation. It also presents major, widely studied theoretical perspectives of academic motivation and briefly illustrates…

  6. Emotional Creativity as Predictor of Intrinsic Motivation and Academic Engagement in University Students: The Mediating Role of Positive Emotions

    PubMed Central

    Oriol, Xavier; Amutio, Alberto; Mendoza, Michelle; Da Costa, Silvia; Miranda, Rafael

    2016-01-01

    Objective: Emotional creativity (EC) implies experiencing a complex emotional life, which is becoming increasingly necessary in societies that demand innovation and constant changes. This research studies the relation of EC as a dispositional trait with intrinsic motivation (IM) and academic engagement (AE). Methods: A sample of 428 university Chilean students, 36.5% men and 63.5% women, with ages from 18 to 45 years-old (M = 20.37; DT = 2.71). Additionally, the mediating function of class-related positive emotions in this relation is explored. Results: The obtained data indicate that developing high levels of dispositional EC enhances the activation of positive emotions, such as gratitude, love and hope, in the classroom. Furthermore, EC predicts IM and AE of university students by the experience of positive emotions. Conclusion: These results compel us to be aware of the importance that university students can understand the complexity of the emotional processes they undergo. A greater control of these emotions would allow students to maintain higher levels of interest in their studies at the different educational stages and to avoid the risk of school failure. PMID:27610091

  7. Individual Patterns in Intrinsic Motivation.

    ERIC Educational Resources Information Center

    Hom, Harry L., Jr.; Maxwell, Frederick R.

    The effects of extrinsic reward on students' intrinsic interest was investigated using a single-subject design in a behavior disorders classroom. Baseline measures of the interest level of five children (ages 9-11 years) were collected for academic and non-academic tasks. Assessment was then made of each subject's response hierarchy or level of…

  8. Intrinsic Motivation in Physical Education

    ERIC Educational Resources Information Center

    Davies, Benjamin; Nambiar, Nathan; Hemphill, Caroline; Devietti, Elizabeth; Massengale, Alexandra; McCredie, Patrick

    2015-01-01

    This article describes ways in which educators can use Harter's perceived competence motivation theory, the achievement goal theory, and self-determination theory to develop students' intrinsic motivation to maintain physical fitness, as demonstrated by the Sound Body Sound Mind curriculum and proven effective by the 2013 University of…

  9. Examining Relationships between Academic Motivation and Personality among College Students

    ERIC Educational Resources Information Center

    Clark, M. H.; Schroth, Christopher A.

    2010-01-01

    Relationships between personality and academic motivation were examined using 451 first-year college students. Multiple regressions compared three types of intrinsic motivation, three types of extrinsic motivation and amotivation to five personality factors. Results indicated that those who were intrinsically motivated to attend college tended to…

  10. Relationship Between Intrinsic Motivation and Undergraduate Students' Depression and Stress: The Moderating Effect of Interpersonal Conflict.

    PubMed

    Huang, Yunhui; Lv, Wei; Wu, Jiang

    2016-10-01

    This study examined the effect of intrinsic academic motivation and interpersonal conflict on the perceived depression and stress. Participants were 537 Chinese undergraduate students (191 males and 346 females; M age = 20.4 years, SD age = 1.3). They completed four scales measuring intrinsic academic motivation, interpersonal conflict, stress, and depression. Linear regressions were conducted with intrinsic academic motivation, interpersonal conflict, and their interaction as independent variables to predict depression and stress. Results showed that intrinsic academic motivation was negatively, while interpersonal conflict was positively, associated with depression and stress. Moreover, the interaction was significant: negative association of "intrinsic academic motivation and depression" and that of "intrinsic academic motivation and stress" was weaker among participants who reported higher (vs. lower) levels of interpersonal conflict.

  11. Assessing Individual-Level Factors Supporting Student Intrinsic Motivation in Online Discussions: A Qualitative Study

    ERIC Educational Resources Information Center

    Shroff, Ronnie H.; Vogel, Douglas R.; Coombes, John

    2008-01-01

    Research has established that intrinsic motivation has a positive effect on learning and academic achievement. However, little is known about the impact of different technology-supported learning activities on student intrinsic motivation or whether such learning activities significantly enhance student intrinsic motivation compared to traditional…

  12. An Investigation of Scholar-Baller and Non Scholar-Baller Division I Football Student-Athletes' Academic, Athletic, Intrinsic Motivation and Athletic Identity

    ERIC Educational Resources Information Center

    Rasmussen, Janet M.

    2009-01-01

    As less than 3% of student-athletes go on to play sport professionally, it is important that they are prepared for careers outside of athletics (Susanj & Stewart, 2005). Many football student-athletes have low grade point averages and graduation rates. Universities incorporate academic motivational programs to help combat low academic performance.…

  13. Motivation of Academically Gifted Students

    ERIC Educational Resources Information Center

    Rush, Emily

    2012-01-01

    The purpose of this study is to describe the impact of implementing different strategies on fifth grade academically gifted students in order to motivate them to perform to their full potential. My research project is based on the motivation of gifted students in the general education classroom. I will study eight academically gifted fifth…

  14. Improving Secondary School Students' Achievement using Intrinsic Motivation

    ERIC Educational Resources Information Center

    Albrecht, Erik; Haapanen, Rebecca; Hall, Erin; Mantonya, Michelle

    2009-01-01

    This report describes a program for increasing students' intrinsic motivation in an effort to increase academic achievement. The targeted population consisted of secondary level students in a middle to upper-middle class suburban area. The students of the targeted secondary level classes appeared to be disengaged from learning due to a lack of…

  15. Reciprocal Effects between Intrinsic Reading Motivation and Reading Competence? A Cross-Lagged Panel Model for Academic Track and Nonacademic Track Students

    ERIC Educational Resources Information Center

    Schaffner, Ellen; Philipp, Maik; Schiefele, Ulrich

    2016-01-01

    Previous research has demonstrated positive relations between intrinsic reading motivation and reading competence. However, the causal direction of these relations and the moderating role of relevant background variables (e.g., students' achievement level) are not well understood. In the present study, a cross-lagged panel model was applied to…

  16. Intrinsic Motivation and the Five-Paragraph Essay: Lessons Learned on Practitioner Research, the Role of Academic Research in the Classroom, and Assessing Changes in Student Motivation

    ERIC Educational Resources Information Center

    LaSalle, Dan

    2015-01-01

    Struck by his students' often hostile and apathetic responses to assignments and instruction and hoping to contribute to the knowledge of motivation, Dan LaSalle began to take an inquiry stance on his own practice. He studied his practice on three fronts with the help of an off-site teacher research group: (1) how his inquiry question changes as a…

  17. Longitudinal Pathways from Math Intrinsic Motivation and Achievement to Math Course Accomplishments and Educational Attainment

    ERIC Educational Resources Information Center

    Gottfried, Adele Eskeles; Marcoulides, George A.; Gottfried, Allen W.; Oliver, Pamella H.

    2013-01-01

    Across 20 years, pathways from math intrinsic motivation and achievement (ages 9-17) to high school math course accomplishments and educational attainment (age 29) were analyzed. Academic intrinsic motivation was the theoretical foundation. To determine how initial status and change in motivation and achievement related to course accomplishments…

  18. The Adaptation of Academic Motivation Scale to Turkish

    ERIC Educational Resources Information Center

    Karaguven, M. Hulya Unal

    2012-01-01

    The current study evaluated the psychometric evidence of Turkish form of the Academic Motivation Scale. The scale was based on the tenets of self-determination theory. It was designed to assess an individual's academic motivation if intrinsically or extrinsically driven with 28 questions. University form of the scale was translated into Turkish…

  19. Organisational Learning and Employees' Intrinsic Motivation

    ERIC Educational Resources Information Center

    Remedios, Richard; Boreham, Nick

    2004-01-01

    This study examined the effects of organisational learning initiatives on employee motivation. Four initiatives consistent with theories of organisational learning were a priori ranked in terms of concepts that underpin intrinsic-motivation theory. Eighteen employees in a UK petrochemical company were interviewed to ascertain their experiences of…

  20. Intrinsic and Extrinsic Motivation among Collegiate Instrumentalists

    ERIC Educational Resources Information Center

    Diaz, Frank M.

    2010-01-01

    The purpose of this study was to gather and compare information on measures of intrinsic and extrinsic motivation among instrumentalists enrolled in collegiate ensembles. A survey instrument was developed to gather information concerning demographic data and responses to questions on motivational preference. Participants were undergraduate and…

  1. Intrinsic-extrinsic factors in sport motivation.

    PubMed

    Pedersen, Darhl M

    2002-10-01

    Participants were 83 students (36 men and 47 women). 10 intrinsic-extrinsic factors involved in sport motivation were obtained. The factors were generated from items obtained from the participants rather than items from the experimenter. This was done to avoid the possible influence of preconceptions on the part of the experimenter regarding what the final dimensions may be. Obtained motivational factors were Social Reinforcement, Fringe Benefits, Fame and Fortune, External Forces, Proving Oneself, Social Benefits, Mental Enrichment, Expression of Self, Sense of Accomplishment, and Self-enhancement. Each factor was referred to an intrinsic-extrinsic dimension to describe its relative position on that dimension. The order of the factors as listed indicates increasing intrinsic motivation. i.e., the first four factors were rated in the extrinsic range, whereas the remaining six were rated to be in the intrinsic range. Next, the participants rated the extent to which each of the various factors was involved in their decision to participate in sport activities. The pattern of use of the motivational factors was the same for both sexes except that men indicated greater use of the Fringe Benefits factor. Overall, the more intrinsic a sport motivation factor was rated, the more likely it was to be rated as a factor in actual sport participation.

  2. Effects of intrinsic motivation on feedback processing during learning.

    PubMed

    DePasque, Samantha; Tricomi, Elizabeth

    2015-10-01

    Learning commonly requires feedback about the consequences of one's actions, which can drive learners to modify their behavior. Motivation may determine how sensitive an individual might be to such feedback, particularly in educational contexts where some students value academic achievement more than others. Thus, motivation for a task might influence the value placed on performance feedback and how effectively it is used to improve learning. To investigate the interplay between intrinsic motivation and feedback processing, we used functional magnetic resonance imaging (fMRI) during feedback-based learning before and after a novel manipulation based on motivational interviewing, a technique for enhancing treatment motivation in mental health settings. Because of its role in the reinforcement learning system, the striatum is situated to play a significant role in the modulation of learning based on motivation. Consistent with this idea, motivation levels during the task were associated with sensitivity to positive versus negative feedback in the striatum. Additionally, heightened motivation following a brief motivational interview was associated with increases in feedback sensitivity in the left medial temporal lobe. Our results suggest that motivation modulates neural responses to performance-related feedback, and furthermore that changes in motivation facilitate processing in areas that support learning and memory.

  3. Sex Differences, Positive Feedback and Intrinsic Motivation.

    ERIC Educational Resources Information Center

    Deci, Edward L.; And Others

    The paper presents two experiments which test the "change in feelings of competence and self-determination" proposition of cognitive evaluation theory. This proposition states that when a person receives feedback about his performance on an intrinsically motivated activity this information will affect his sense of competence and…

  4. Intrinsic Motivation, Organizational Justice, and Creativity

    ERIC Educational Resources Information Center

    Hannam, Kalli; Narayan, Anupama

    2015-01-01

    For employees to generate creative ideas that are not only original, but also useful to their company, they must interact with their workplace environment to determine organizational needs. Therefore, it is important to consider aspects of the individual as well as their environment when studying creativity. Intrinsic motivation, a predictor of…

  5. Effects of Reinforcemnt Programs on Intrinsic Motivation.

    ERIC Educational Resources Information Center

    Sushinsky, Leonard W.

    Attribution Theory has led to predictions that the use of material reward may impair intrinsic motivation in the rewarded activity (decreased play effects). A review of the pertinent literature reveals, however, (a) that attribution research has failed to reliably demonstrate that decreased play effects occur in minimal-trial studies (b) that for…

  6. Academic Motivation in Calculus

    ERIC Educational Resources Information Center

    Matthews, Asia R.; Hoessler, Carolyn; Jonker, Leo; Stockley, Denise

    2013-01-01

    Research exists on the role of motivation in student learning, especially with subjects in the humanities and social sciences (e.g., Deci, Vallerand, Pelletier, & Ryan, 1991; Vallerand, Pelletier, Blais, Briere, Senecal, & Vallieres, 1992). This body of research would be well served by broadening current understandings of students of the…

  7. A Comparison of Student Academic Motivations across Three Course Disciplines

    ERIC Educational Resources Information Center

    Maurer, Trent W.; Allen, Deborah; Gatch, Delena Bell; Shankar, Padmini; Sturges, Diana

    2013-01-01

    Intrinsic and extrinsic motivations of undergraduate students enrolled in human anatomy and physiology, physics, and nutrition courses were explored with course discipline-specific adapted versions of the Academic Motivation Scale. Information on students' study habits and efforts, and final course grades were also collected. Results revealed the…

  8. Self-Efficacy, Motivation, and Academic Adjustment among African American Women Attending Institutions of Higher Education

    ERIC Educational Resources Information Center

    Thomas, Deneia M.; Love, Keisha M.; Roan-Belle, Clarissa; Tyler, Keneth M.; Brown, Carrie Lynn; Garriott, Patton O.

    2009-01-01

    This study examined the relationships among self-efficacy beliefs, intrinsic and extrinsic motivation, and academic adjustment among 111 African American women in college. Results revealed that self-efficacy beliefs predicted Motivation to Know, Externally Regulated motivation, Identified motivation, and academic adjustment. Furthermore,…

  9. Does intrinsic motivation enhance motor cortex excitability?

    PubMed

    Radel, Rémi; Pjevac, Dusan; Davranche, Karen; d'Arripe-Longueville, Fabienne; Colson, Serge S; Lapole, Thomas; Gruet, Mathieu

    2016-11-01

    Intrinsic motivation (IM) is often viewed as a spontaneous tendency for action. Recent behavioral and neuroimaging evidence indicate that IM, in comparison to extrinsic motivation (EM), solicits the motor system. Accordingly, we tested whether IM leads to greater excitability of the motor cortex than EM. To test this hypothesis, we used two different tasks to induce the motivational orientation using either words representing each motivational orientation or pictures previously linked to each motivational orientation through associative learning. Single-pulse transcranial magnetic stimulation over the motor cortex was applied when viewing the stimuli. Electromyographic activity was recorded on the contracted first dorsal interosseous muscle. Two indexes of corticospinal excitability (the amplitude of motor-evoked potential and the length of cortical silent period) were obtained through unbiased automatic detection and analyzed using a mixed model that provided both statistical power and a high level of control over all important individual, task, and stimuli characteristics. Across the two tasks and the two indices of corticospinal excitability, the exposure to IM-related stimuli did not lead to a greater corticospinal excitability than EM-related stimuli or than stimuli with no motivational valence (ps > .20). While these results tend to dismiss the advantage of IM at activating the motor cortex, we suggest alternative hypotheses to explain this lack of effect, which deserves further research.

  10. Intrinsic Motivation: An Overlooked Component for Student Success

    ERIC Educational Resources Information Center

    Augustyniak, Robert A.; Ables, Adrienne Z.; Guilford, Philip; Lujan, Heidi L.; Cortright, Ronald N.; DiCarlo, Stephen E.

    2016-01-01

    Intrinsic motivation to learn involves engaging in learning opportunities because they are seen as enjoyable, interesting, or relevant to meeting one's core psychological needs. As a result, intrinsic motivation is associated with high levels of effort and task performance. Students with greater levels of intrinsic motivation demonstrate strong…

  11. Students' Achievement Goals in Relation to Academic Motivation, Competence Expectancy, and Classroom Environment Perceptions

    ERIC Educational Resources Information Center

    Sungur, Semra; Senler, Burcu

    2010-01-01

    The present study aimed at investigating elementary students' academic motivation (intrinsic motivation, external regulation, introjected regulation, identified regulation, and amotivation), achievement goals (mastery approach goals, mastery avoidance goals, performance approach goals, performance avoidance goals), competence expectancies, and…

  12. Metacognitive mastery and intrinsic motivation in schizophrenia.

    PubMed

    Vohs, Jenifer L; Lysaker, Paul H

    2014-01-01

    Deficits in intrinsic motivation (IM) have been linked to poorer outcome in schizophrenia, but its proximal mechanisms remain poorly understood. This study examined whether metacognitive mastery, or the capacity to use knowledge of self, others, and context to identify and cope with psychological difficulties, predicted levels of IM for 6 months among 75 participants with prolonged schizophrenia. Repeated-measures analysis of variance revealed that high metacognitive mastery predicted consistently higher levels of IM; however, intermediate and low mastery did not produce unique IM profiles. The findings suggest that metacognitive mastery may have an important role in IM over time and could be a meaningful treatment target.

  13. A comparative study on undergraduate students' academic motivation and academic self-concept.

    PubMed

    Isiksal, Mine

    2010-11-01

    The purpose of this study was to investigate Turkish and American undergraduate students' academic motivation and academic self-concept scores regarding the years that they spent in university. The analysis was based on 566 (284 Turkish, 282 American) undergraduate students where, Academic Motivation Scale and Academic Self-Concept Scale were used as measuring instruments. The results showed that there was a statistical significant effect of nationality and number of years spent in university on undergraduate students' intrinsic motivation, extrinsic motivation, and self-concept scores. Turkish students had higher intrinsic scores whereas American students had higher extrinsic scores and more positive academic-self concept compared to Turkish partners. Regarding grade level, senior students from both cultures had higher intrinsic motivation and academic self-concept scores compared to other grade levels. In terms of extrinsic motivation, there is steady decline in American students' scores as grade level increases. On the other hand, Turkish undergraduates' extrinsic scores decrease in the second year but increase in the third and fourth year of university education. Results were discussed by taking into consideration the social and cultural differences between two nations.

  14. Intrinsic Motivation, Self-Perception, and Their Effects on Black Urban Elementary Students.

    ERIC Educational Resources Information Center

    Marchant, Gregory J.

    This study examined the effects of specific motivational dimensions and self-perceptions of a group of 47 urban black fourth and fifth grade students on attendance and academic achievement. Each student's responses to a measure of intrinsic and extrinsic motivation and a self-perception inventory were compared to each other and to his or her…

  15. College Students' Academic Motivation: Differences by Gender, Class, and Source of Payment

    ERIC Educational Resources Information Center

    Brouse, Corey H.; Basch, Charles E.; LeBlanc, Michael; McKnight, Kelly R.; Lei, Ting

    2010-01-01

    The purpose of this paper is to describe college students' (n = 856) gender, year in school and source of tuition funding in relation to their academic motivation. The design was cross-sectional and used cluster sampling. The Academic Motivation Scale was used to measure students' intrinsic and extrinsic motivations as well as amotivation. Three…

  16. A Person-Centered Investigation of Academic Motivation and Its Correlates in High School

    ERIC Educational Resources Information Center

    Wormington, Stephanie V.; Corpus, Jennifer Henderlong; Anderson, Kristen G.

    2012-01-01

    This study used a person-centered approach to identify naturally occurring combinations of intrinsic motivation and controlled forms of extrinsic motivation (i.e., introjected and external regulation) and their correlates in an academic context. 1061 high school students completed measures of academic motivation, performance, and school-related…

  17. Self-Determination Theory: Intrinsic Motivation and Behavioral Change.

    PubMed

    Flannery, Marie

    2017-03-01

    Motivation is a central concept in behavioral change. This article reviews the self-determination theory with an emphasis on "intrinsic motivation," which is facilitated when three basic psychological needs (autonomy, competence, and relatedness) are met. Intrinsic motivation is associated with improved well-being and sustained behavioral change.

  18. Fostering Intrinsic Motivation in Children: A Humanistic Counseling Process

    ERIC Educational Resources Information Center

    Watts, Randolph H., Jr.; Cashwell, Craig S.; Schweiger, Wendi K.

    2004-01-01

    Humanistic counselors working with children seek to help them grow and develop the motivation needed to make decisions and changes in their lives. Intrinsic motivation, an important component of humanistic counseling, is defined and explicated, research is reviewed, and suggestions are made for counselors who seek to foster intrinsic motivation in…

  19. Toward a tripartite model of intrinsic motivation.

    PubMed

    Carbonneau, Noémie; Vallerand, Robert J; Lafrenière, Marc-André K

    2012-10-01

    Intrinsic motivation (IM) refers to engaging in an activity for the pleasure inherent in the activity. The present article presents a tripartite model of IM consisting of IM to know (i.e., engaging in an activity to experience pleasure while learning and trying to understand something new), IM toward accomplishment (i.e., engaging in an activity for the pleasure experienced when attempting task mastery), and IM to experience stimulation (i.e., engaging in an activity for feelings of sensory pleasure). The tripartite model of IM posits that each type of IM can result from task, situational, and personality determinants and can lead to specific types of cognitive, affective, and behavioral outcomes. The purpose of this research was to test some predictions derived from this model. Across 4 studies (Study 1: N = 331; Study 2: N = 113; Study 3: N = 58; Study 4: N = 135), the 3 types of IM as well as potential determinants and consequences were assessed. Results revealed that experiencing one type of IM over the others depends in part on people's personality styles. Also, each type of IM was found to predict specific outcomes (i.e., affective states and behavioral choices). The implications of the tripartite model of IM for motivation research are discussed.

  20. Academic Self-Concept, Autonomous Academic Motivation, and Academic Achievement: Mediating and Additive Effects

    ERIC Educational Resources Information Center

    Guay, Frederic; Ratelle, Catherine F.; Roy, Amelie; Litalien, David

    2010-01-01

    Three conceptual models were tested to examine the relationships among academic self-concept, autonomous academic motivation, and academic achievement. This allowed us to determine whether 1) autonomous academic motivation mediates the relation between academic self-concept and achievement, 2) academic self-concept mediates the relation between…

  1. The Role of Motivators in Improving Knowledge-Sharing among Academics

    ERIC Educational Resources Information Center

    Tan, Christine Nya-Ling; Ramayah, T.

    2014-01-01

    Introduction: This research addresses a primary issue that involves motivating academics to share knowledge. Adapting the theory of reasoned action, this study examines the role of motivation that consists of intrinsic motivators (commitment; enjoyment in helping others) and extrinsic motivators (reputation; organizational rewards) to determine…

  2. Examining the Motivational Impact of Intrinsic Versus Extrinsic Goal Framing and Autonomy-Supportive Versus Internally Controlling Communication Style on Early Adolescents' Academic Achievement

    ERIC Educational Resources Information Center

    Vansteenkiste, Maarten; Simons, Joke; Lens, Willy; Soenens, Bart; Matos, Lennia

    2005-01-01

    The present experimental research examined whether framing early adolescents' (11- to 12-year-olds) learning activity in terms of the attainment of an extrinsic (i.e., physical attractiveness) versus intrinsic (i.e., health) goal and communicating these different goal contents in an internally controlling versus autonomy-supportive way affect…

  3. Does intrinsic motivation fuel the prosocial fire? Motivational synergy in predicting persistence, performance, and productivity.

    PubMed

    Grant, Adam M

    2008-01-01

    Researchers have obtained conflicting results about the role of prosocial motivation in persistence, performance, and productivity. To resolve this discrepancy, I draw on self-determination theory, proposing that prosocial motivation is most likely to predict these outcomes when it is accompanied by intrinsic motivation. Two field studies support the hypothesis that intrinsic motivation moderates the association between prosocial motivation and persistence, performance, and productivity. In Study 1, intrinsic motivation strengthened the relationship between prosocial motivation and the overtime hour persistence of 58 firefighters. In Study 2, intrinsic motivation strengthened the relationship between prosocial motivation and the performance and productivity of 140 fundraising callers. Callers who reported high levels of both prosocial and intrinsic motivations raised more money 1 month later, and this moderated association was mediated by a larger number of calls made. I discuss implications for theory and research on work motivation.

  4. Intrinsic motivation and sportsmanship: mediating role of interpersonal relationships.

    PubMed

    Núñez, Juan L; Martín-Albo, José; Navarro, José G; Sánchez, Juana M; González-Cutre, David

    2009-06-01

    This study analyzed the mediating role of interpersonal relations between intrinsic motivation and sportsmanship. Athletes (98 men, 97 women), ages 11 to 43 years, completed measures of intrinsic motivation toward sports, self-concept of social and family relations, and sportsmanship orientation. A structural equation model indicated that self-concept of interpersonal relations mediated the relation between intrinsic motivation and sportsmanship. Also, intrinsic motivation was directly and positively associated with self-concept of interpersonal relations, which, in turn, was positively and significantly related to sportsmanship. Variances explained by self-concept of interpersonal relations and by sportsmanship were 32 and 56%, respectively. The motivational interaction between the context of interpersonal relations and the sports context proposed in the hierarchical model of intrinsic and extrinsic motivation was discussed.

  5. Comparison of Two Small-Group Learning Methods in 12th-Grade Physics Classes Focusing on Intrinsic Motivation and Academic Performance

    ERIC Educational Resources Information Center

    Berger, Roland; Hanze, Martin

    2009-01-01

    Twelfth-grade physics classes with 344 students participated in a quasi-experimental study comparing two small-group learning settings. In the jigsaw classroom, in contrast to the cyclical rotation method, teaching expectancy as well as resource interdependence is established. The study is based on the self-determination theory of motivation,…

  6. The neural basis of academic achievement motivation.

    PubMed

    Mizuno, Kei; Tanaka, Masaaki; Ishii, Akira; Tanabe, Hiroki C; Onoe, Hirotaka; Sadato, Norihiro; Watanabe, Yasuyoshi

    2008-08-01

    We have used functional magnetic resonance imaging to study the neural correlates of motivation, concentrating on the motivation to learn and gain monetary rewards. We compared the activation in the brain obtained during reported high states of motivation for learning, with the ones observed when the motivation was based on monetary reward. Our results show that motivation to learn correlates with bilateral activity in the putamen, and that the higher the reported motivation, as derived from a questionnaire that each subject filled prior to scanning, the greater the change in the BOLD signals within the putamen. Monetary motivation also activated the putamen bilaterally, though the intensity of activity was not related to the monetary reward. We conclude that the putamen is critical for motivation in different domains and the extent of activity of the putamen may be pivotal to the motivation that drives academic achievement and thus academic successes.

  7. The relationship between motivational structure, sense of control, intrinsic motivation and university students' alcohol consumption.

    PubMed

    Shamloo, Zohreh Sepehri; Cox, W Miles

    2010-02-01

    The aim of this study was to determine how sense of control and intrinsic motivation are related to university students' motivational structure and alcohol consumption. Participants were 94 university students who completed the Personal Concerns Inventory, Shapiro Control Inventory, Helplessness Questionnaire, Intrinsic-Extrinsic Aspirations Scale, and Alcohol Use Questionnaire. Results showed that sense of control and intrinsic motivation were positively correlated with adaptive motivation and negatively correlated with alcohol consumption. Mediational analyses indicated that adaptive motivation fully mediated the relationship between sense of control/intrinsic motivation and alcohol consumption.

  8. Extrinsic and Intrinsic Motivation at 30: Unresolved Scientific Issues

    ERIC Educational Resources Information Center

    Reiss, Steven

    2005-01-01

    The undermining effect of extrinsic reward on intrinsic motivation remains unproven. The key unresolved issues are construct invalidity (all four definitions are unproved and two are illogical); measurement unreliability (the free-choice measure requires unreliable, subjective judgments to infer intrinsic motivation); inadequate experimental…

  9. Creativity as Mediator for Intrinsic Motivation and Sales Performance

    ERIC Educational Resources Information Center

    Bodla, Mahmood A.; Naeem, Basharat

    2014-01-01

    Substantial theoretical and empirical literature indicates inconsistent performance implications of intrinsic motivation, suggesting the possibility of some explanatory mechanisms. However, little is known about the factors that might explain intrinsic motivation and sales force performance relation, particularly in highly competitive and…

  10. Intrinsic and Extrinsic Motivation for Stereotypic and Repetitive Behavior

    ERIC Educational Resources Information Center

    Joosten, Annette V.; Bundy, Anita C.; Einfeld, Stewart L.

    2009-01-01

    This study provides evidence for intrinsic and extrinsic motivators for stereotypical and repetitive behavior in children with autism and intellectual disability and children with intellectual disability alone. We modified the Motivation Assessment Scale (MAS) (1988b); dividing it into intrinsic and extrinsic measures and adding items to assess…

  11. Are competition and extrinsic motivation reliable predictors of academic cheating?

    PubMed

    Orosz, Gábor; Farkas, Dávid; Roland-Lévy, Christine

    2013-01-01

    Previous studies suggest that extrinsic motivation and competition are reliable predictors of academic cheating. The aim of the present questionnaire study was to separate the effects of motivation- and competition-related variables on academic cheating by Hungarian high school students (N = 620, M = 264, F = 356). Structural equation modeling showed that intrinsic motivation has a negative effect, and amotivation has a positive indirect effect on self-reported academic cheating. In contrast, extrinsic motivation had no significant effect. Indirect positive influence on cheating, based on some characteristics of hypercompetition, was also found, whereas attitudes toward self-developmental competition had a mediated negative influence. Neither constructive nor destructive competitive classroom climate had a significant impact on academic dishonesty. Acceptance of cheating and guilt has significant and direct effect on self-reported cheating. In comparison with them, the effects of motivational and competition-related variables are relatively small, even negligible. These results suggest that extrinsic motivation and competition are not amongst the most reliable predictors of academic cheating behavior.

  12. Are Competition and Extrinsic Motivation Reliable Predictors of Academic Cheating?

    PubMed Central

    Orosz, Gábor; Farkas, Dávid; Roland-Lévy, Christine

    2013-01-01

    Previous studies suggest that extrinsic motivation and competition are reliable predictors of academic cheating. The aim of the present questionnaire study was to separate the effects of motivation- and competition-related variables on academic cheating by Hungarian high school students (N = 620, M = 264, F = 356). Structural equation modeling showed that intrinsic motivation has a negative effect, and amotivation has a positive indirect effect on self-reported academic cheating. In contrast, extrinsic motivation had no significant effect. Indirect positive influence on cheating, based on some characteristics of hypercompetition, was also found, whereas attitudes toward self-developmental competition had a mediated negative influence. Neither constructive nor destructive competitive classroom climate had a significant impact on academic dishonesty. Acceptance of cheating and guilt has significant and direct effect on self-reported cheating. In comparison with them, the effects of motivational and competition-related variables are relatively small, even negligible. These results suggest that extrinsic motivation and competition are not amongst the most reliable predictors of academic cheating behavior. PMID:23450676

  13. Self-perception of intrinsic and extrinsic motivation.

    PubMed

    Calder, B J; Staw, B M

    1975-04-01

    Self-perception theory predicts that intrinsic and extrinsic motivation do not combine additively but rather interact. To test this predicted interaction, intrinsic and extrinsic motivation were both manipulated as independent variables. The results revealed a significant interaction for task satisfaction and a trend for the interaction on a behavioral measure. These results are discussed in terms of a general approach to the self-perception of motivation.

  14. Effects of Formative Feedback on Intrinsic Motivation: Examining Ethnic Differences

    ERIC Educational Resources Information Center

    El, Ron Pat; Tillema, Harm; van Koppen, Sabine W. M.

    2012-01-01

    In this study we investigate the influence of ethnic differences on student motivation when learning from formative feedback. Interpersonal teacher behavior and student motivational needs are used to explain the effects of assessment for learning on intrinsic motivation by comparing students from different ethnic backgrounds. The final study's…

  15. Intrinsic motivation and amotivation in first episode and prolonged psychosis.

    PubMed

    Luther, Lauren; Lysaker, Paul H; Firmin, Ruth L; Breier, Alan; Vohs, Jenifer L

    2015-12-01

    The deleterious functional implications of motivation deficits in psychosis have generated interest in examining dimensions of the construct. However, there remains a paucity of data regarding whether dimensions of motivation differ over the course of psychosis. Therefore, this study examined two motivation dimensions, trait-like intrinsic motivation, and the negative symptom of amotivation, and tested the impact of illness phase on the 1) levels of these dimensions and 2) relationship between these dimensions. Participants with first episode psychosis (FEP; n=40) and prolonged psychosis (n=66) completed clinician-rated measures of intrinsic motivation and amotivation. Analyses revealed that when controlling for group differences in gender and education, the FEP group had significantly more intrinsic motivation and lower amotivation than the prolonged psychosis group. Moreover, intrinsic motivation was negatively correlated with amotivation in both FEP and prolonged psychosis, but the magnitude of the relationship did not statistically differ between groups. These findings suggest that motivation deficits are more severe later in the course of psychosis and that low intrinsic motivation may be partially independent of amotivation in both first episode and prolonged psychosis. Clinically, these results highlight the importance of targeting motivation in early intervention services.

  16. Relationship between academic motivation and mathematics achievement among Indian adolescents in Canada and India.

    PubMed

    Areepattamannil, Shaljan

    2014-01-01

    This study examined the relationships between academic motivation-intrinsic motivation, extrinsic motivation, amotivation-and mathematics achievement among 363 Indian adolescents in India and 355 Indian immigrant adolescents in Canada. Results of hierarchical multiple regression analyses showed that intrinsic motivation, extrinsic motivation, and amotivation were not statistically significantly related to mathematics achievement among Indian adolescents in India. In contrast, both intrinsic motivation and extrinsic motivation were statistically significantly related to mathematics achievement among Indian immigrant adolescents in Canada. While intrinsic motivation was a statistically significant positive predictor of mathematics achievement among Indian immigrant adolescents in Canada, extrinsic motivation was a statistically significant negative predictor of mathematics achievement among Indian immigrant adolescents in Canada. Amotivation was not statistically significantly related to mathematics achievement among Indian immigrant adolescents in Canada. Implications of the findings for pedagogy and practice are discussed.

  17. Intrinsic and extrinsic motivation for stereotypic and repetitive behavior.

    PubMed

    Joosten, Annette V; Bundy, Anita C; Einfeld, Stewart L

    2009-03-01

    This study provides evidence for intrinsic and extrinsic motivators for stereotypical and repetitive behavior in children with autism and intellectual disability and children with intellectual disability alone. We modified the Motivation Assessment Scale (MAS) (1988b); dividing it into intrinsic and extrinsic measures and adding items to assess anxiety as an intrinsic motivator. Rasch analysis of data from 279 MASs (74 children) revealed that the items formed two unidimensional scales. Anxiety was a more likely intrinsic motivator than sensory seeking for children with dual diagnoses; the reverse was true for children with intellectual disability only. Escape and gaining a tangible object were the most common extrinsic motivators for those with dual diagnoses and attention and escape for children with intellectual disability.

  18. Intrinsic Motivation, Learning Goals, Engagement, and Achievement in a Diverse High School

    ERIC Educational Resources Information Center

    Froiland, John Mark; Worrell, Frank C.

    2016-01-01

    Using structural equation models, with gender, parent education, and prior grade point average (GPA) as control variables, we examined the relationships among intrinsic motivation to learn, learning goals, behavioral engagement at school, and academic performance (measured by GPA) in 1,575 students in an ethnically and racially diverse high…

  19. RELATIONSHIPS BETWEEN IDENTITY AND ACADEMIC MOTIVATION.

    PubMed

    Matsushima, Rumi; Ozaki, Hitomi

    2015-08-01

    This study examined university students' academic motivation, focusing on individual differences in their sense of identity. The participants were 109 female Japanese students from two private universities (age range = 19-22 yr., M = 19.3, SD = 0.6). They completed four scales: the Multidimensional Ego Identity Scale, the Scale of Students' Attitude Toward Their Classes, the Academic Motivation Inventory, and the Scale of Lecture Self-Evaluation. Correlational analyses assessed the relationships between subscales. Then, path analysis was conducted to evaluate whether sense of identity affected attitude toward classes, academic motivation, and lecture self-evaluation. Differences particularly in psychosocial identity and self-identity accounted for significant variance in the students' attitudes toward classes, academic motivation, and lecture self-evaluation.

  20. Psychological Correlates of School Bullying Victimization: Academic Self-Concept, Learning Motivation and Test Anxiety

    ERIC Educational Resources Information Center

    Caputo, Andrea

    2014-01-01

    The paper aims at detecting the association between students' bullying victimization at school and some psychological dimensions, referred to academic self-concept (for both Mathematics and Reading), learning motivation (intrinsic motivation, extrinsic motivation, commitment to study) and test anxiety. A questionnaire including these measures was…

  1. Assessment of preclinical students’ academic motivation before and after a three-day academic affair program

    PubMed Central

    Aung, Myo Nyein; Somboonwong, Juraiporn; Jaroonvanichkul, Vorapol; Wannakrairot, Pongsak

    2015-01-01

    Background Medical students’ motivation is an important driving factor for academic performance, and therefore medical teachers and educators are often highly interested in this topic. This study evaluated the impact of an academic affair program upon preclinical year medical students’ motivation to study. Design and methods An intervention study was conducted using a pretest-posttest study design. A total of 296 preclinical year medical students who had just passed their first year and were about to attend their second year at the Faculty of Medicine, Chulalongkorn University, Bangkok, Thailand, participated in the study. The intervention comprised of dialogues for personality development, pictorial expression in groups, as well as small group lectures delivered by senior students giving information on how to prepare for the forthcoming classes. Students’ academic motivation was measured before and after the intervention program, applying the transculturally translated Academic Motivation Scale (AMS). Cronbach’s alpha of Thai version AMS was 0.8992. The average scores in seven scales of AMS were compared between the pre- and posttest results, using the Wilcoxon signed-rank test. The differences were confirmed by using the multivariate analysis of variance. Results Students’ academic motivation increased after participation in the three-day academic program. There was also a significant increase in introjected extrinsic motivation, which can enhance the students’ self-esteem and feeling of self-worth (P<0.001). Moreover, intrinsic motivation toward accomplishment increased significantly (P<0.001). This is related to the enjoyment of passing academic milestones, and a step ahead of autonomous motivation. Amotivation level declined significantly (P<0.001). The change of academic motivational constructs before and after the intervention was altogether significant (P=0.036, multivariate analysis of variance). Conclusion After experiencing a three

  2. Motivational Determinants of Academic Delay of Gratification.

    ERIC Educational Resources Information Center

    Karabenick, Stuart A.; Bembenutty, Hefer

    This study examined motivational determinants of academic delay of gratification (ADOG) with 196 undergraduate college students at a large midwestern university. Students completed the academic delay of gratification scale, in which students are presented with 10 hypothetical situations and they indicate their preference among options offering…

  3. Academic and social motives and drinking behavior.

    PubMed

    Vaughan, Ellen L; Corbin, William R; Fromme, Kim

    2009-12-01

    This longitudinal study of 1,447 first-time college students tested separate time-varying covariate models of the relations between academic and social motives/behaviors and alcohol use and related problems from senior year of high school through the end of the second year in college. Structural equation models identified small but significant inverse relations between academic motives/behaviors and alcohol use across all time points, with relations of somewhat larger magnitude between academic motives/behaviors and alcohol-related problems across all semesters other than senior year in high school. At all time points, there were much larger positive relations between social motives/behaviors and alcohol use across all semesters, with smaller but significant relations between social motives/behaviors and alcohol-related problems. Multi-group models found considerable consistency in the relations between motives/behaviors and alcohol-related outcomes across gender, race/ethnicity, and family history of alcohol problems, although academic motives/behaviors played a stronger protective role for women, and social motives were a more robust risk factor for Caucasian and Latino students and individuals with a positive family history of alcohol problems. Implications for alcohol prevention efforts among college students are discussed.

  4. The Influence of Academic Support on Latino Adolescents' Academic Motivation

    ERIC Educational Resources Information Center

    Alfaro, Edna C.; Umana-Taylor, Adriana J.; Bamaca, Mayra Y.

    2006-01-01

    The current study examined the extent to which mothers, fathers, teachers, and teenage friends influenced Latino adolescents' academic motivation. Using path analysis, separate models were tested for 154 Latino boys and 156 Latina girls. Findings indicated that mothers' and teachers' academic support were positively related to adolescent girls'…

  5. Does displayed enthusiasm favour recall, intrinsic motivation and time estimation?

    PubMed

    Moè, Angelica

    2016-11-01

    Displayed enthusiasm has been shown to relate to intrinsic motivation, vitality, and positive affect, but its effects on recall performance and time estimation have not yet been explored. This research aimed at studying the effects of a delivery style characterised by High Enthusiasm (HE) on recall, time estimation, and intrinsic motivation. In line with previous studies, effects on intrinsic motivation were expected. In addition, higher recall and lower time estimations were hypothesised. In two experiments, participants assigned to a HE condition or to a normal reading control condition listened to a narrative and to a descriptive passage. Then, they were asked to rate perceived time, enthusiasm, pleasure, interest, enjoyment and curiosity, before writing a free recall. Experiment 1 showed that in the HE condition, participants recalled more, were more intrinsically motivated, and expressed lower time estimations compared to the control condition. Experiment 2 confirmed the positive effects of HE reading compared to normal reading, using different passages and a larger sample.

  6. How Information Affects Intrinsic Motivation: Two Exploratory Pilot Studies.

    ERIC Educational Resources Information Center

    Small, Ruth V.; Samijo

    Research on the motivational aspects of multimedia games may provide ways to design more engaging user information systems which increase users' exploratory and information-seeking behaviors. Two small-scale exploratory studies examined the effects of introducing information on the intrinsic motivation of users of a CD-ROM game. Results of the…

  7. The Role of Teacher Behavior in Adolescents' Intrinsic Reading Motivation

    ERIC Educational Resources Information Center

    De Naeghel, Jessie; Valcke, Martin; De Meyer, Inge; Warlop, Nele; van Braak, Johan; Van Keer, Hilde

    2014-01-01

    Given the weak intrinsic reading motivation of many adolescents on the one hand and the importance of this type of motivation for reading competence on the other hand, the aim of the present study is to identify the related role of teacher behavior. To pursue this aim, a secondary analysis was carried out on PISA 2009 data. More particularly, data…

  8. Associations of personality with intrinsic motivation in schizophrenia.

    PubMed

    Vohs, Jenifer L; Lysaker, Paul H; Nabors, Lori

    2013-06-30

    Motivation is often disturbed in patients with schizophrenia, but little is known about how it relates to personality. We examined intrinsic motivation (IM), two personality domains from the NEO Five-Factor Inventory, and symptoms in 58 male patients with schizophrenia spectrum disorders. Analyses revealed IM may be linked to Extraversion, Neuroticism, and negative symptoms.

  9. Learning-by-Teaching: Designing Teachable Agents with Intrinsic Motivation

    ERIC Educational Resources Information Center

    Zhao, Guopeng; Ailiya; Shen, Zhiqi

    2012-01-01

    Teachable agent is a type of pedagogical agent which instantiates Learning-by-Teaching theory through simulating a "naive" learner in order to motivate students to teach it. This paper discusses the limitation of existing teachable agents and incorporates intrinsic motivation to the agent model to enable teachable agents with initiative…

  10. Intrinsic motivation and learning in a schizophrenia spectrum sample.

    PubMed

    Choi, Jimmy; Medalia, Alice

    2010-05-01

    A motivation is a telling hallmark of negative symptomatology in schizophrenia, and it impacts nearly every facet of behavior, including inclination to attempt the difficult cognitive tasks involved in cognitive remediation therapy. Experiences of external reward, reinforcement, and hedonic anticipatory enjoyment are diminished in psychosis, so therapeutics which instead target intrinsic motivation for cognitive tasks may enhance task engagement, and subsequently, remediation outcome. We examined whether outpatients could attain benefits from an intrinsically motivating instructional approach which (a) presents learning materials in a meaningful game-like context, (b) personalizes elements of the learning materials into themes of high interest value, and (c) offers choices so patients can increase their control over the learning process. We directly compared one learning method that incorporated the motivational paradigm into an arithmetic learning program against another method that carefully manipulated out the motivational variables in the same learning program. Fifty-seven subjects with schizophrenia or schizoaffective disorder were randomly assigned to one of the two learning programs for 10 thirty-minute sessions while an intent-to-treat convenience subsample (n=15) was used to account for practice effect. Outcome measures were arithmetic learning, attention, motivation, self competency, and symptom severity. Results showed the motivational group (a) acquired more arithmetic skill, (b) possessed greater intrinsic motivation for the task, (c) reported greater feelings of self competency post-treatment, and (d) demonstrated better post-test attention. Interestingly, baseline perception of self competency was a significant predictor of post-test arithmetic scores. Results demonstrated that incorporating intrinsically motivating instructional techniques into a difficult cognitive task promoted greater learning of the material, higher levels of intrinsic

  11. Passion and intrinsic motivation in digital gaming.

    PubMed

    Wang, Chee Keng John; Khoo, Angeline; Liu, Woon Chia; Divaharan, Shanti

    2008-02-01

    Digital gaming is fast becoming a favorite activity all over the world. Yet very few studies have examined the underlying motivational processes involved in digital gaming. One motivational force that receives little attention in psychology is passion, which could help us understand the motivation of gamers. The purpose of the present study was to identify subgroups of young people with distinctive passion profiles on self-determined regulations, flow dispositions, affect, and engagement time in gaming. One hundred fifty-five students from two secondary schools in Singapore participated in the survey. There were 134 males and 8 females (13 unspecified). The participants completed a questionnaire to measure harmonious passion (HP), obsessive passion (OP), perceived locus of causality, disposition flow, positive and negative affects, and engagement time in gaming. Cluster analysis found three clusters with distinct passion profiles. The first cluster had an average HP/OP profile, the second cluster had a low HP/OP profile, and the third cluster had a high HP/OP profile. The three clusters displayed different levels of cognitive, affective, and behavioral outcomes. Cluster analysis, as this study shows, is useful in identifying groups of gamers with different passion profiles. It has helped us gain a deeper understanding of motivation in digital gaming.

  12. Intelligence, Motivation, and Academic Work.

    ERIC Educational Resources Information Center

    Snow, Richard E.

    With respect to the high school student, there has been: (1) a decline over the past 10-15 years in high school student averages in aptitude for learning, in achievement from learning, and in motivation for further learning; (2) an increase in the need for remedial mathematics and reading and writing skill courses for college students; and (3) an…

  13. Effects of intrinsic and extrinsic motivation on attention and memory.

    PubMed

    Robinson, Lucy J; Stevens, Lucy H; Threapleton, Christopher J D; Vainiute, Jurgita; McAllister-Williams, R Hamish; Gallagher, Peter

    2012-10-01

    It is well recognised that motivational factors can influence neuropsychological performance. The aim of this study was to explore individual differences in intrinsic motivation and reward-seeking and the effect of these on attentional and mnemonic processes, in the presence or absence of financial incentives. Forty participants (18-35years) completed two testing sessions where the Attentional Network Test (ANT) and the Newcastle Spatial Memory Test (NSMT) were administered. After a baseline assessment, participants were re-tested after randomisation to a non-motivated (control) group or to a motivated group, where payment was contingent upon performance. Performance in the motivated group was significantly improved compared to the control group on the NSMT (condition by session; F(1,33)=4.52, p=0.041) and the ANT, with participants increasing performance to cued presentations within the alerting network (F(1,36)=5.48, p=0.025) and being less distracted by incongruent stimuli in the executive control network (F(1,36)=6.74, p=0.014). There were significant negative correlations between the 'Interest/ Enjoyment' Intrinsic Motivation Inventory subscale and both NSMT between-search errors and ANT(alerting). In the motivated group, those who had higher self-reported internal motivation were less susceptible to- or affected by- the external motivation of financial incentive. The effects of motivational factors should not be overlooked when interpreting absolute levels of performance in neuropsychological processes.

  14. Changes in Intrinsic Motivation as a Function of Negative Feedback and Threats.

    ERIC Educational Resources Information Center

    Deci, Edward L.; Cascio, Wayne F.

    Recent studies have demonstrated that external rewards can affect intrinsic motivation to perform an activity. Money tends to decrease intrinsic motivation, whereas positive verbal reinforcements tend to increase intrinsic motivation. This paper presents evidence that negative feedback and threats of punishment also decrease intrinsic motivation.…

  15. Extrinsic and intrinsic motivation at 30: Unresolved scientific issues.

    PubMed

    Reiss, Steven

    2005-01-01

    The undermining effect of extrinsic reward on intrinsic motivation remains unproven. The key unresolved issues are construct invalidity (all four definitions are unproved and two are illogical); measurement unreliability (the free-choice measure requires unreliable, subjective judgments to infer intrinsic motivation); inadequate experimental controls (negative affect and novelty, not cognitive evaluation, may explain "undermining" effects); and biased metareviews (studies with possible floor effects excluded, but those with possible ceiling effects included). Perhaps the greatest error with the undermining theory, however, is that it does not adequately recognize the multifaceted nature of intrinsic motivation (Reiss, 2004a). Advice to limit the use of applied behavior analysis based on "hidden" undermining effects is ideologically inspired and is unsupported by credible scientific evidence.

  16. The effects of cooperative and individualistic reward on intrinsic motivation.

    PubMed

    Hom, H L; Berger, M; Duncan, M K; Miller, A; Blevin, A

    1994-03-01

    The effects of cooperative versus individualistic reward on students' intrinsic motivation were investigated. The controlling aspects of extrinsic reward may be heightened or produce greater ego threat in the individualistic situation when compared with a group situation. We predicted that students in the cooperative social situation would show higher levels of intrinsic motivation. Fifth-grade students from existing cooperative groups were assigned randomly to receive a tangible reward based on either cooperative or individualistic achievement for completing pattern block designs. Cooperation affected intrinsic motivation positively. Students in the cooperative dyad solved the block designs more quickly, interacted positively, and viewed the task as easier than did those in the individualistic situation, and they reported that their peers were helpful. There was little evidence that the controlling functions of reward or ego-threat were factors in producing the outcome. Some evidence supporting the importance of the social nature of cooperation was provided.

  17. Motivation for Academically Gifted Students in Germany and the United States: A Phenomenological Study

    ERIC Educational Resources Information Center

    Bourgeois, Steven James

    2012-01-01

    Recent trends toward globalization have engendered interest in comparative educational systems, pointing toward more fundamental change beyond the current focus upon accountability measures. This phenomenological study considered the effect of extrinsic motivators on the intrinsic motivation of academically gifted students in Germany and the…

  18. The Causal Ordering of Self-Concept and Academic Motivation and Its Effect on Academic Achievement

    ERIC Educational Resources Information Center

    Green, Jasmine; Nelson, Genevieve; Martin, Andrew J.; Marsh, Herb

    2006-01-01

    Critical questions in educational psychology research to be addressed in this paper concern the casual relationship between academic self-concept, academic motivation and its effect on academic achievement. Do changes in academic self-concept and academic motivation lead to changes in subsequent academic achievement? Various studies have attempted…

  19. Environmental preservation demand: Altruistic, bequest, and intrinsic motives

    SciTech Connect

    Whitehead, J.C.; Thompson, C.Y. )

    1993-01-01

    When the demand for environmental preservation is not explicitly revealed in markets, motivating attitudes toward environmental preservation become important. A survey approach allows revelation and measurement of demand for environmental preservation. Indices which measure the altruistic, bequest, intrinsic, and option to use motives and other attitudes are utilized as determinants in a model that measures the demand for environmental preservation. Demand is more likely with greater preservation motives. Preservation demand also depends on individual preferences for economic development, perceptions of affordability and responsibility for preservation of the wetlands. 17 refs., 3 tabs.

  20. The Effects of Extrinsic Reinforcement on Intrinsic Motivation.

    ERIC Educational Resources Information Center

    Blocker, Richard A.; Edwards, R. P.

    1982-01-01

    Discusses the role of extrinsic reinforcement in intrinsic motivation in cognitive attribution theory. Concludes that cognitive attribution theory lacks parsimony, in that extant reinforcement analysis can account for undermining with equal facility. Suggests undermining is of little significance due to its elusive and transient impact on operant…

  1. Extrinsic Rewards and Intrinsic Motivation in Education: Reconsidered Once Again.

    ERIC Educational Resources Information Center

    Deci, Edward L.; Koestner, Richard; Ryan, Richard M.

    2001-01-01

    Reviews the results of a meta analysis (E. Deci, R. Koestner, and R. Ryan, 1999) that shows that tangible extrinsic rewards do have a substantial undermining effect on intrinsic motivation. Discusses results, which support cognitive evaluation theory, in terms of their relevance for educational practice. (SLD)

  2. Teacher and Student Intrinsic Motivation in Project-Based Learning

    ERIC Educational Resources Information Center

    Lam, Shui-fong; Cheng, Rebecca Wing-yi; Ma, William Y. K.

    2009-01-01

    In this study we examined the relationship between teacher and student intrinsic motivation in project-based learning. The participants were 126 Hong Kong secondary school teachers and their 631 students who completed evaluation questionnaires after a semester-long project-based learning program. Both teachers and students were asked to indicate…

  3. Factors influencing the academic motivation of individual college students.

    PubMed

    Yoshida, Masahiro; Tanaka, Masaaki; Mizuno, Kei; Ishii, Akira; Nozaki, Kumi; Urakawa, Ayako; Cho, Yuki; Kataoka, Yosky; Watanabe, Yasuyoshi

    2008-10-01

    Motivation is an important psychological concept in academic learning. Subjects performed jigsaw puzzle and square puzzle sessions (as difficulty variant task) and 80%, 50%, and 20% completion sessions (as completion variant task). After square puzzle or 20% completion sessions, subjective motivation decreased. Although baseline scores on an academic motivation scale were negatively correlated with changes in subjective motivation for the square puzzle session, a positive correlation was observed for the 20% completion session. These suggest that while continual completion of facile task trials may support the motivation of college students with lower academic motivation, attempting difficult task trials may sustain that of those with higher academic motivation.

  4. Examining Relationships among Work Ethic, Academic Motivation and Performance

    ERIC Educational Resources Information Center

    Meriac, John P.

    2015-01-01

    In this study, work ethic was examined as a predictor of academic motivation and performance. A total of 440 undergraduate students completed measures of work ethic and academic motivation, and reported their cumulative grade point average. Results indicated that several dimensions of work ethic were related to academic motivation and academic…

  5. An Evaluation of Training for Lay Providers in the Use of Motivational Interviewing to Promote Academic Achievement among Urban Youth

    ERIC Educational Resources Information Center

    Simon, Patricia; Ward, Nadia L.

    2014-01-01

    This study examined training outcomes for lay service providers who participated in a motivational interviewing (MI) training program designed to help increase intrinsic motivation and academic achievement among urban, low-income minority youth. Seventeen lay academic advisors received 16 hours of workshop training in MI. Additionally, two 2-hour…

  6. In Search of the Neural Circuits of Intrinsic Motivation

    PubMed Central

    Kaplan, Frederic; Oudeyer, Pierre-Yves

    2007-01-01

    Children seem to acquire new know-how in a continuous and open-ended manner. In this paper, we hypothesize that an intrinsic motivation to progress in learning is at the origins of the remarkable structure of children's developmental trajectories. In this view, children engage in exploratory and playful activities for their own sake, not as steps toward other extrinsic goals. The central hypothesis of this paper is that intrinsically motivating activities correspond to expected decrease in prediction error. This motivation system pushes the infant to avoid both predictable and unpredictable situations in order to focus on the ones that are expected to maximize progress in learning. Based on a computational model and a series of robotic experiments, we show how this principle can lead to organized sequences of behavior of increasing complexity characteristic of several behavioral and developmental patterns observed in humans. We then discuss the putative circuitry underlying such an intrinsic motivation system in the brain and formulate two novel hypotheses. The first one is that tonic dopamine acts as a learning progress signal. The second is that this progress signal is directly computed through a hierarchy of microcortical circuits that act both as prediction and metaprediction systems. PMID:18982131

  7. Incremental learning of skill collections based on intrinsic motivation

    PubMed Central

    Metzen, Jan H.; Kirchner, Frank

    2013-01-01

    Life-long learning of reusable, versatile skills is a key prerequisite for embodied agents that act in a complex, dynamic environment and are faced with different tasks over their lifetime. We address the question of how an agent can learn useful skills efficiently during a developmental period, i.e., when no task is imposed on him and no external reward signal is provided. Learning of skills in a developmental period needs to be incremental and self-motivated. We propose a new incremental, task-independent skill discovery approach that is suited for continuous domains. Furthermore, the agent learns specific skills based on intrinsic motivation mechanisms that determine on which skills learning is focused at a given point in time. We evaluate the approach in a reinforcement learning setup in two continuous domains with complex dynamics. We show that an intrinsically motivated, skill learning agent outperforms an agent which learns task solutions from scratch. Furthermore, we compare different intrinsic motivation mechanisms and how efficiently they make use of the agent's developmental period. PMID:23898265

  8. Incremental learning of skill collections based on intrinsic motivation.

    PubMed

    Metzen, Jan H; Kirchner, Frank

    2013-01-01

    Life-long learning of reusable, versatile skills is a key prerequisite for embodied agents that act in a complex, dynamic environment and are faced with different tasks over their lifetime. We address the question of how an agent can learn useful skills efficiently during a developmental period, i.e., when no task is imposed on him and no external reward signal is provided. Learning of skills in a developmental period needs to be incremental and self-motivated. We propose a new incremental, task-independent skill discovery approach that is suited for continuous domains. Furthermore, the agent learns specific skills based on intrinsic motivation mechanisms that determine on which skills learning is focused at a given point in time. We evaluate the approach in a reinforcement learning setup in two continuous domains with complex dynamics. We show that an intrinsically motivated, skill learning agent outperforms an agent which learns task solutions from scratch. Furthermore, we compare different intrinsic motivation mechanisms and how efficiently they make use of the agent's developmental period.

  9. Intrinsic and extrinsic motivation among adolescent ten-pin bowlers in kuala lumpur, malaysia.

    PubMed

    Teo, Eng-Wah; Khoo, Selina; Wong, Rebecca; Wee, Eng-Hoe; Lim, Boon-Hooi; Rengasamy, Shabesan Sit

    2015-03-29

    Motivation has long been associated with sports engagement. However, to date no research has been performed to understand the domain of motivation among ten-pin bowlers. The purpose of this study was to investigate different types of motivation (i.e., intrinsic vs. extrinsic) based on self-determination theory from the perspective of gender and the bowler type (competitive vs. casual). A total of 240 bowlers (104 male, 136 female; 152 competitive, 88 casual) with a mean age of 16.61 ± 0.78 years were recruited in Kuala Lumpur. The Sport Motivation Scale, a 28-item self-report questionnaire measuring seven subscales (i.e., intrinsic motivation to know, intrinsic motivation to accomplish, intrinsic motivation to experience stimulation, extrinsic motivation to identify regulation, extrinsic motivation for introjection regulation, extrinsic motivation to external regulation, and amotivation) was administered. Results showed significant differences (t=10.43, df=239, p=0.01) between total scores of intrinsic and extrinsic motivation among ten-pin bowlers. There were significant gender differences with respect to intrinsic motivation to know, intrinsic motivation to accomplish, intrinsic motivation to experience stimulation, and extrinsic motivation to identify regulation. However, no significant bowler type differences were found for either the intrinsic (t=-1.15, df=238, p=0.25) or extrinsic (t=-0.51, df=238, p=0.61) motivation dimensions. In conclusion, our study demonstrated substantial intrinsic motivation for gender effects, but no bowler type effects among adolescent ten-pin bowlers.

  10. A Comparison of Physical Education Students’ Motivation Using Polish and Turkish Versions of the Academic Motivation Scale

    PubMed Central

    Tomik, Rajmund; Berber, Serkan; Düz, Burak; Çivak, Barış; Çalişkan, Uğur; Ogrodnik, Joanna

    2016-01-01

    Abstract Motivation is an important phenomenon in the realm of education, particularly in the university fields connected with physical education and sport, where it is necessary to accommodate and balance intellectual abilities and physical fitness. The present study tested motivation levels among university students in the fields connected with physical education and sport in Poland and Turkey. It was based on the Self-Determination Theory (Deci and Ryan, 1985), namely intrinsic motivation, extrinsic motivation and amotivation which impact human behaviour. The Academic Motivation Scale was used (Vallerand et al., 1992). The aims of the study were twofold, first, to crossculturally validate Polish and Turkish versions of the Academic Motivation Scale and second, to identify and compare the motivation to study depending on nationality and gender. Both Polish and Turkish versions of the questionnaire were validated and converted to a four-factorial structure. The findings indicated that Polish and Turkish students’ motivation especially differed in amotivation and intrinsic motivation to know and experience stimulation. Moreover, Turkish female students proved to be at the lowest estimate of amotivation. PMID:28031771

  11. A Comparison of Physical Education Students' Motivation Using Polish and Turkish Versions of the Academic Motivation Scale.

    PubMed

    Ardeńska, Agnieszka; Tomik, Rajmund; Berber, Serkan; Düz, Burak; Çivak, Barış; Çalişkan, Uğur; Ogrodnik, Joanna

    2016-12-01

    Motivation is an important phenomenon in the realm of education, particularly in the university fields connected with physical education and sport, where it is necessary to accommodate and balance intellectual abilities and physical fitness. The present study tested motivation levels among university students in the fields connected with physical education and sport in Poland and Turkey. It was based on the Self-Determination Theory (Deci and Ryan, 1985), namely intrinsic motivation, extrinsic motivation and amotivation which impact human behaviour. The Academic Motivation Scale was used (Vallerand et al., 1992). The aims of the study were twofold, first, to crossculturally validate Polish and Turkish versions of the Academic Motivation Scale and second, to identify and compare the motivation to study depending on nationality and gender. Both Polish and Turkish versions of the questionnaire were validated and converted to a four-factorial structure. The findings indicated that Polish and Turkish students' motivation especially differed in amotivation and intrinsic motivation to know and experience stimulation. Moreover, Turkish female students proved to be at the lowest estimate of amotivation.

  12. The Development of Intrinsic Motivation for Physical Activity

    DTIC Science & Technology

    2005-07-01

    individuals to become more intrinsically motivated to engage in regular exercise and/or physical activity . This paper will present theories...an exercise or physical activity program. DiClemente and Velasquez (2002) make the 29 argument that people in the preparation stage may have...they are making are worthy of 30 Do you currently do any physical exercise ? Do you intend to do some vigorous physical activity in the next six

  13. Intrinsic motivation inventory: an adapted measure for schizophrenia research.

    PubMed

    Choi, Jimmy; Mogami, Tamiko; Medalia, Alice

    2010-09-01

    This article describes the psychometric validation of a scale designed to measure intrinsic motivation (IM) in schizophrenia. Recent studies have highlighted the relationship between motivation and functional outcome in schizophrenia and identified IM as an important mediating factor between neurocognition and psychosocial outcome. It therefore becomes imperative to have validated measures of IM for empirical use. To that end, we validated a self-report IM scale that gauges the central motivational structures identified by Self-determinism Theory as pertinent to cognitive task engagement, skill acquisition, treatment compliance, and remediation outcome. Participants were schizophrenia outpatients involved in a cognitive remediation study (n = 58), a convenience subsample of clinically stable schizophrenia outpatients (n = 15), and a group of healthy normals (n = 22). The Intrinsic Motivation Inventory for Schizophrenia Research (IMI-SR) is a concise instrument, possessing good internal consistency (alpha = .92) and test-retest reliability (intraclass correlation = .77). Data were analyzed to abridge the original 54 items into a final 21-item questionnaire comprised of 3 domains relevant to motivation for treatments (interest/enjoyment, perceived choice, value/usefulness). The scale was highly associated with germane constructs of motivation for health-related behaviors, including perceived competency for attempting challenging tasks and autonomous treatment engagement. Importantly, the scale was able to distinguish improvers and nonimprovers on a cognitive task and actual learning exercises, delineate high vs low treatment attendance, and demonstrate sensitivity to motivational changes due to intervention variation. The IMI-SR is a viable instrument to measure IM in schizophrenia as part of a cognitive remediation protocol or psychosocial rehabilitation program.

  14. Chimpanzees and bonobos differ in intrinsic motivation for tool use.

    PubMed

    Koops, Kathelijne; Furuichi, Takeshi; Hashimoto, Chie

    2015-06-16

    Tool use in nonhuman apes can help identify the conditions that drove the extraordinary expansion of hominin technology. Chimpanzees and bonobos are our closest living relatives. Whereas chimpanzees are renowned for their tool use, bonobos use few tools and none in foraging. We investigated whether extrinsic (ecological and social opportunities) or intrinsic (predispositions) differences explain this contrast by comparing chimpanzees at Kalinzu (Uganda) and bonobos at Wamba (DRC). We assessed ecological opportunities based on availability of resources requiring tool use. We examined potential opportunities for social learning in immature apes. Lastly, we investigated predispositions by measuring object manipulation and object play. Extrinsic opportunities did not explain the tool use difference, whereas intrinsic predispositions did. Chimpanzees manipulated and played more with objects than bonobos, despite similar levels of solitary and social play. Selection for increased intrinsic motivation to manipulate objects likely also played an important role in the evolution of hominin tool use.

  15. Intrinsically Motivated Reinforcement Learning: A Promising Framework for Developmental Robot Learning

    DTIC Science & Technology

    2005-01-01

    for intrinsically motivated reinforcement learning that strives to achieve broad competence in an environment in a task-nonspecific manner by...hierarchical learning, intrinsically motivated reinforcement learning is an obvious choice for organizing behavior in developmental robotics. We present

  16. Academic performance in human anatomy and physiology classes: a 2-yr study of academic motivation and grade expectation.

    PubMed

    Sturges, Diana; Maurer, Trent W; Allen, Deborah; Gatch, Delena Bell; Shankar, Padmini

    2016-03-01

    This project used a nonexperimental design with a convenience sample and studied the relationship between academic motivation, grade expectation, and academic performance in 1,210 students enrolled in undergraduate human anatomy and physiology (HAP) classes over a 2-yr period. A 42-item survey that included 28 items of the adapted academic motivation scale for HAP based on self-determination theory was administered in class during the first 3 wk of each semester. Students with higher grade point averages, who studied for longer hours and reported to be more motivated to succeed, did better academically in these classes. There was a significant relationship between students' scores on the adapted academic motivation scale and performance. Students were more extrinsically motivated to succeed in HAP courses than intrinsically motivated to succeed, and the analyses revealed that the most significant predictor of final grade was within the extrinsic scale (introjected and external types). Students' motivations remained stable throughout the course sequence. The data showed a significant relationship between HAP students' expected grade and their final grade in class. Finally, 65.5% of students overestimated their final grade, with 29% of students overestimating by two to four letter grades.

  17. Motivation of Academics: An Empirical Assessment of Herzberg's Theory

    ERIC Educational Resources Information Center

    Saglam, Aycan Cicek

    2007-01-01

    This study examined academics' viewpoints according to sex, academic title, and professional seniority to establish how much the university presented to its staff hygiene and motivation factors and to find out the effect of these factors in motivating the staff. The findings show that there is not a statistical difference among the academics'…

  18. Motivation and Academic Resilience: Developing a Model for Student Enhancement.

    ERIC Educational Resources Information Center

    Martin, Andrew

    2002-01-01

    Explores a model of student motivation and introduces the concept of academic resilience. Draws together seminal motivation theory, posits constructs that represent these theories, and then repackages them into a model that can be used by educators and understood by students. Discusses strategies for enhancing motivation and academic resilience.…

  19. Academic Motivation of Adolescents. Adolescence and Education Series.

    ERIC Educational Resources Information Center

    Pajares, Frank, Ed.; Urdan, Tim, Ed.

    Academically motivated students engage their schoolwork with confidence and interest, are less likely to drop out of school, suffer fewer disciplinary problems, and are more resilient in the face of setbacks than less motivated students. This book presents the work of numerous scholars of adolescent academic motivation and represents the varied…

  20. Motivation and compensation in academic radiology.

    PubMed

    Bhagwat, Jui G; Ondategui-Parra, Silvia; Zou, Kelly H; Gogate, Adheet; Intriere, Lisa A; Kelly, Pauline; Seltzer, Steven E; Ros, Pablo R

    2004-07-01

    As radiologists are increasingly faced with the challenges of rising demand for imaging services and staff shortages, the implementation of incentive plans in radiology is gaining importance. A key factor to be considered while developing an incentive plan is the strategic goal of the department. In academic radiology, management should decide whether it will reward research and teaching productivity in addition to clinical productivity. Various models have been suggested for incentive plans based on (1) clinical productivity, (2) multifactor productivity, (3) individual productivity, (4) section productivity, and (5) chair's discretion. Although fiscal rewards are most common, managers should consider other incentives, such as research time, resources for research, vacation time, and recognition awards, because academic radiologists may be motivated by factors other than financial gains.

  1. Motivation, Self-Regulated Learning Efficacy, and Academic Achievement among International and Domestic Students at an Urban Community College: A Comparison

    ERIC Educational Resources Information Center

    Liao, Hsiang-Ann; Ferdenzi, Anita Cuttita; Edlin, Margot

    2012-01-01

    This study is designed to examine how intrinsic motivation, extrinsic motivation, and self-regulated learning efficacy influence academic achievement of international and domestic community college students. Results show that for both international and domestic students, motivation did not directly affect academic achievement. Self-regulated…

  2. Intrinsic motivation, extrinsic motivation, and learning English as a foreign language.

    PubMed

    Shaikholeslami, Razieh; Khayyer, Mohammad

    2006-12-01

    The objective of this study was to examine the relationships of amotivation, extrinsic motivation, and intrinsic motivation with learning the English language. The 230 Iranian students at Shiraz University were tested using the Language Learning Orientations Scales to measure Amotivation, Extrinsic Motivation, and Intrinsic Motivation as explanatory variables. Grade point average in English exams was selected as a measure of English learning Achievement. Multiple regression analysis revealed that learning Achievement scores were predicted by scores on the Amotivation subscale, Introjected Regulation subscale, Knowledge subscale, and Stimulation subscale, whereas, the External and Identified Regulation and Accomplishment subscales did not have a significant relationship with Achievement. The results are discussed in terms of differences in Iranian context and culture.

  3. The Impact of Online Graduate Students' Motivation and Self-Regulation on Academic Procrastination

    ERIC Educational Resources Information Center

    Rakes, Glenda C.; Dunn, Karee E.

    2010-01-01

    With the rapid growth in online programs come concerns about how best to support student learning in this segment of the university population. The purpose of this study was to investigate the impact of effort regulation, a self-regulatory skill, and intrinsic motivation on online graduate students' levels of academic procrastination, behavior…

  4. Motivation Orientations, Academic Achievement, and Career Goals of Undergraduate Music Education Majors

    ERIC Educational Resources Information Center

    Schmidt, Charles P.; Zdzinski, Stephen F.; Ballard, Dennis L.

    2006-01-01

    This study is an examination of motivation orientations (mastery, intrinsic, cooperative, individual, competition, ego, approach success, avoid failure, hypercompetition, personal development competition) and musical self-concept in relation to measures of academic achievement and career goals of preservice music teachers. The research questions…

  5. Intrinsic and extrinsic motives for originally following a sport team and team identification.

    PubMed

    Wann, D L; Ensor, C L; Bilyeu, J K

    2001-10-01

    Research indicates that both highly and lowly identified fans are more likely to be intrinsically than extrinsically motivated and that highly identified fans have a particularly strong inclination for intrinsic motivation. The current investigation was designed to extend this work by examining the relationship between level of identification and one's intrinsic and extrinsic motives for originally following a sport team. Preference for intrinsic motives for originally following a team should be highest among those high on team identification. 88 participants completed questionnaires containing the Sport Spectator Identification Scale and items assessing their intrinsic and extrinsic motives for originally identifying with a team. Analyses provided clear support for the hypotheses.

  6. Intrinsic vs extrinsic motivation in learning disabled children.

    PubMed

    Reeve, P T; Loper, A B

    1983-08-01

    44 children identified as learning disabled were administered Harter's Scale of Intrinsic Versus Extrinsic Orientation in the Classroom. Scores were correlated with several indices of school behavior, standardized achievement test scores, report-card letter grades, and teachers' behavioral ratings. No consistent pattern of relationship was evidenced between the scale and academic achievement as assessed by standardized tests and report-card letter grades. However, a weak but statistically significant pattern of relationship (rs .24 to .33) was noted between two subscales of the Harter scale and teachers' behavioral ratings. Internality on these subscales tended to be associated with higher teachers' ratings.

  7. The relationship of motivation and flow experience to academic procrastination in university students.

    PubMed

    Lee, Eunju

    2005-03-01

    In this article, the author examined the relationships of motivation and flow experience to academic procrastination in 262 Korean undergraduate students who completed a questionnaire on procrastination, flow, and motivation. The results indicated that high procrastination was associated with lack of self-determined motivation and low incidence of flow state. The results also indicated that, although amotivation and intrinsic motivation showed significant unique effects on procrastination, they did not contribute significantly to the variance in procrastination when the effects caused by flow experiences were considered. The author discusses implications for practice and gives suggestions for further research.

  8. Changing the Environment Based on Empowerment as Intrinsic Motivation

    NASA Astrophysics Data System (ADS)

    Salge, Christoph; Glackin, Cornelius; Polani, Daniel

    2014-05-01

    One aspect of intelligence is the ability to restructure your own environment so that the world you live in becomes more beneficial to you. In this paper we investigate how the information-theoretic measure of agent empowerment can provide a task-independent, intrinsic motivation to restructure the world. We show how changes in embodiment and in the environment change the resulting behaviour of the agent and the artefacts left in the world. For this purpose, we introduce an approximation of the established empowerment formalism based on sparse sampling, which is simpler and significantly faster to compute for deterministic dynamics. Sparse sampling also introduces a degree of randomness into the decision making process, which turns out to beneficial for some cases. We then utilize the measure to generate agent behaviour for different agent embodiments in a Minecraft-inspired three dimensional block world. The paradigmatic results demonstrate that empowerment can be used as a suitable generic intrinsic motivation to not only generate actions in given static environments, as shown in the past, but also to modify existing environmental conditions. In doing so, the emerging strategies to modify an agent's environment turn out to be meaningful to the specific agent capabilities, i.e., de facto to its embodiment.

  9. Robust active binocular vision through intrinsically motivated learning.

    PubMed

    Lonini, Luca; Forestier, Sébastien; Teulière, Céline; Zhao, Yu; Shi, Bertram E; Triesch, Jochen

    2013-01-01

    The efficient coding hypothesis posits that sensory systems of animals strive to encode sensory signals efficiently by taking into account the redundancies in them. This principle has been very successful in explaining response properties of visual sensory neurons as adaptations to the statistics of natural images. Recently, we have begun to extend the efficient coding hypothesis to active perception through a form of intrinsically motivated learning: a sensory model learns an efficient code for the sensory signals while a reinforcement learner generates movements of the sense organs to improve the encoding of the signals. To this end, it receives an intrinsically generated reinforcement signal indicating how well the sensory model encodes the data. This approach has been tested in the context of binocular vison, leading to the autonomous development of disparity tuning and vergence control. Here we systematically investigate the robustness of the new approach in the context of a binocular vision system implemented on a robot. Robustness is an important aspect that reflects the ability of the system to deal with unmodeled disturbances or events, such as insults to the system that displace the stereo cameras. To demonstrate the robustness of our method and its ability to self-calibrate, we introduce various perturbations and test if and how the system recovers from them. We find that (1) the system can fully recover from a perturbation that can be compensated through the system's motor degrees of freedom, (2) performance degrades gracefully if the system cannot use its motor degrees of freedom to compensate for the perturbation, and (3) recovery from a perturbation is improved if both the sensory encoding and the behavior policy can adapt to the perturbation. Overall, this work demonstrates that our intrinsically motivated learning approach for efficient coding in active perception gives rise to a self-calibrating perceptual system of high robustness.

  10. Academic Motivations of Pre-Service English Language Teachers

    ERIC Educational Resources Information Center

    Ariogul, Sibel

    2009-01-01

    This study examines the academic motivation, in a Turkish context, of Turkish pre-service English teachers to contribute field research. Students (n=287) completed the Academic Motivation Scale (AMS) and a demographic questionnaire. Data were analyzed using descriptive statistics, a one-way ANOVA, independent sample t-test, and Pearson product…

  11. A Study of Motivational Influences on Academic Achievement

    ERIC Educational Resources Information Center

    Dishon-Berkovits, Miriam

    2014-01-01

    This study examined the influence of motivation on academic achievement. The theoretical rationale for the study is grounded in bridging two influential yet isolated literatures of motivation: goal setting theory and achievement goal theory. Although it is clear that academic performance should be influenced by assigned learning goals,…

  12. Dosage Effects of Motivational Interviewing on Middle-School Students' Academic Performance: Randomized Evaluation of One versus Two Sessions

    ERIC Educational Resources Information Center

    Terry, John; Strait, Gill; McQuillin, Sam; Smith, Bradley H.

    2014-01-01

    Motivational interviewing (MI) is a brief client-centred intervention that increases intrinsic motivation for change. Little research has been conducted on MI to promote academic behaviours, but two studies found that one session of MI did improve middle-school students' math grades [Strait, G., Smith, B., McQuillin, S., Terry, J., Swan, S., &…

  13. Investigation of Pre-Service Science Teachers' Academic Self-Efficacy and Academic Motivation toward Biology

    ERIC Educational Resources Information Center

    Ates, Hüseyin; Saylan, Asli

    2015-01-01

    The purpose of this research was to examine pre-service science teachers' academic motivation and academic self-efficacy toward biology. The sample consisted of 369 pre-service science teachers who enrolled in the faculty of education of two universities in Turkey. Data were collected through Academic Motivation Scale (AMS) (Glynn & Koballa,…

  14. Intrinsic and Extrinsic Motivation Among Adolescent Ten-Pin Bowlers in Kuala Lumpur, Malaysia

    PubMed Central

    Teo, Eng-Wah; Khoo, Selina; Wong, Rebecca; Wee, Eng-Hoe; Lim, Boon-Hooi; Rengasamy, Shabesan Sit

    2015-01-01

    Motivation has long been associated with sports engagement. However, to date no research has been performed to understand the domain of motivation among ten-pin bowlers. The purpose of this study was to investigate different types of motivation (i.e., intrinsic vs. extrinsic) based on self-determination theory from the perspective of gender and the bowler type (competitive vs. casual). A total of 240 bowlers (104 male, 136 female; 152 competitive, 88 casual) with a mean age of 16.61 ± 0.78 years were recruited in Kuala Lumpur. The Sport Motivation Scale, a 28-item self-report questionnaire measuring seven subscales (i.e., intrinsic motivation to know, intrinsic motivation to accomplish, intrinsic motivation to experience stimulation, extrinsic motivation to identify regulation, extrinsic motivation for introjection regulation, extrinsic motivation to external regulation, and amotivation) was administered. Results showed significant differences (t=10.43, df=239, p=0.01) between total scores of intrinsic and extrinsic motivation among ten-pin bowlers. There were significant gender differences with respect to intrinsic motivation to know, intrinsic motivation to accomplish, intrinsic motivation to experience stimulation, and extrinsic motivation to identify regulation. However, no significant bowler type differences were found for either the intrinsic (t=−1.15, df=238, p=0.25) or extrinsic (t=−0.51, df=238, p=0.61) motivation dimensions. In conclusion, our study demonstrated substantial intrinsic motivation for gender effects, but no bowler type effects among adolescent ten-pin bowlers. PMID:25964827

  15. The Emerging Neuroscience of Intrinsic Motivation: A New Frontier in Self-Determination Research.

    PubMed

    Di Domenico, Stefano I; Ryan, Richard M

    2017-01-01

    Intrinsic motivation refers to people's spontaneous tendencies to be curious and interested, to seek out challenges and to exercise and develop their skills and knowledge, even in the absence of operationally separable rewards. Over the past four decades, experimental and field research guided by self-determination theory (SDT; Ryan and Deci, 2017) has found intrinsic motivation to predict enhanced learning, performance, creativity, optimal development and psychological wellness. Only recently, however, have studies begun to examine the neurobiological substrates of intrinsic motivation. In the present article, we trace the history of intrinsic motivation research, compare and contrast intrinsic motivation to closely related topics (flow, curiosity, trait plasticity), link intrinsic motivation to key findings in the comparative affective neurosciences, and review burgeoning neuroscience research on intrinsic motivation. We review converging evidence suggesting that intrinsically motivated exploratory and mastery behaviors are phylogenetically ancient tendencies that are subserved by dopaminergic systems. Studies also suggest that intrinsic motivation is associated with patterns of activity across large-scale neural networks, namely, those that support salience detection, attentional control and self-referential cognition. We suggest novel research directions and offer recommendations for the application of neuroscience methods in the study of intrinsic motivation.

  16. The Emerging Neuroscience of Intrinsic Motivation: A New Frontier in Self-Determination Research

    PubMed Central

    Di Domenico, Stefano I.; Ryan, Richard M.

    2017-01-01

    Intrinsic motivation refers to people’s spontaneous tendencies to be curious and interested, to seek out challenges and to exercise and develop their skills and knowledge, even in the absence of operationally separable rewards. Over the past four decades, experimental and field research guided by self-determination theory (SDT; Ryan and Deci, 2017) has found intrinsic motivation to predict enhanced learning, performance, creativity, optimal development and psychological wellness. Only recently, however, have studies begun to examine the neurobiological substrates of intrinsic motivation. In the present article, we trace the history of intrinsic motivation research, compare and contrast intrinsic motivation to closely related topics (flow, curiosity, trait plasticity), link intrinsic motivation to key findings in the comparative affective neurosciences, and review burgeoning neuroscience research on intrinsic motivation. We review converging evidence suggesting that intrinsically motivated exploratory and mastery behaviors are phylogenetically ancient tendencies that are subserved by dopaminergic systems. Studies also suggest that intrinsic motivation is associated with patterns of activity across large-scale neural networks, namely, those that support salience detection, attentional control and self-referential cognition. We suggest novel research directions and offer recommendations for the application of neuroscience methods in the study of intrinsic motivation. PMID:28392765

  17. Profiles of Intrinsic and Extrinsic Motivations in Elementary School: A Longitudinal Analysis

    ERIC Educational Resources Information Center

    Corpus, Jennifer Henderlong; Wormington, Stephanie V.

    2014-01-01

    The authors used a person-centered, longitudinal approach to identify and evaluate naturally occurring combinations of intrinsic and extrinsic motivations among 490 third- through fifth-grade students. Cluster analysis revealed 3 groups, characterized by high levels of both motivations ("high quantity"): high intrinsic motivation but low…

  18. Intrinsic and Extrinsic School Motivation as a Function of Age: The Mediating Role of Autonomy Support

    ERIC Educational Resources Information Center

    Gillet, Nicolas; Vallerand, Robert J.; Lafreniere, Marc-Andre K.

    2012-01-01

    The main purpose of the present research was to investigate school intrinsic and extrinsic motivation, and amotivation as a function of age in a sample of 1,600 elementary and high school students aged 9-17 years. First, results revealed a systematic decrease in intrinsic motivation and self-determined extrinsic motivation from age 9 to 12 years,…

  19. Impact of Multi-Media Case Studies on Improving Intrinsic Learning Motivation of Students

    ERIC Educational Resources Information Center

    Mehta, Anju; Clayton, Howard; Sankar, Chetan S.

    2008-01-01

    Past research has suggested that students need to be motivated by themselves (intrinsic learning motivation) and use higher-order cognitive skills so as to excel in problem solving, decision-making, and analytical reasoning in real-life situations. In this study, we examined the role of intrinsic learning motivation (ILM) and cumulative GPA in…

  20. Latino adolescents' academic success: the role of discrimination, academic motivation, and gender.

    PubMed

    Alfaro, Edna C; Umaña-Taylor, Adriana J; Gonzales-Backen, Melinda A; Bámaca, Mayra Y; Zeiders, Katharine H

    2009-08-01

    Guided by the academic resilience perspective, the current longitudinal study examined whether academic motivation mediated the relation between Latino adolescents' (N=221) experiences with discrimination and their academic success. The potential moderating role of gender was also examined. Using multiple group analysis in structural equation modeling, findings indicated that perceived discrimination at Wave 2 significantly predicted academic motivation at Waves 2 and 3 for boys but not girls. Additionally, for boys, academic motivation significantly mediated the relation between perceived discrimination and academic success. Findings underscore the importance of considering the long-term implications of discrimination for Latino boys' academic success. Furthermore, findings encourage moving beyond the examination of gender differences in specific academic outcomes (e.g., academic success) and focusing on how the processes leading to academic success vary by gender.

  1. The Relational-Behavior Model: The Relationship between Intrinsic Motivational Instruction and Extrinsic Motivation in Psychologically Based Instruction

    ERIC Educational Resources Information Center

    Chandler, Donald S., Jr.

    2008-01-01

    This pilot study examined the relational-behavior model (RBM) as a method of intrinsic motivational instruction in psychology courses. Among a sample of 33 college students enrolled in two undergraduate psychology courses, a Spearman rho analysis revealed a significant relationship between the intrinsic motivational factors (e.g. student/class…

  2. Intrinsic motivation as a predictor of work outcome after vocational rehabilitation in schizophrenia.

    PubMed

    Saperstein, Alice M; Fiszdon, Joanna M; Bell, Morris D

    2011-09-01

    Intrinsic motivation is a construct commonly used in explaining goal-directed behavior. In people with schizophrenia, intrinsic motivation is usually subsumed as a feature of negative symptoms or underlying neurocognitive dysfunction. A growing literature reflects an interest in defining and measuring motivational impairment in schizophrenia and in delineating the specific role of intrinsic motivation as both an independent predictor and a mediator of psychosocial functioning. This cross-sectional study examined intrinsic motivation as a predictor of vocational outcomes for 145 individuals with schizophrenia and schizoaffective disorder participating in a 6-month work rehabilitation trial. Correlation and mediation analyses examined baseline intrinsic motivation and negative symptoms in relation to work hours and work performance. Data support a significant relationship between intrinsic motivation and negative symptoms and significant correlations with outcome variables, such that lower negative symptoms and greater intrinsic motivation were associated with better work functioning. Moreover, in this sample, intrinsic motivation fully mediated the relationships between negative symptoms, work productivity, and work performance. These results have significant implications on the design of work rehabilitation interventions for people with schizophrenia and support a role for targeting intrinsic motivation directly to influence vocational functioning. Future directions for research and intervention are discussed.

  3. The Longitudinal Relation between Academic Support and Latino Adolescents' Academic Motivation

    ERIC Educational Resources Information Center

    Alfaro, Edna C.; Umaña-Taylor, Adriana J.

    2015-01-01

    This study examined whether longitudinal trajectories of academic support from mothers, fathers, and teachers predicted trajectories of Latino adolescents' (N = 323) academic motivation. Findings indicated those boys' perceptions of mothers' and fathers' academic support and girls' perceptions of mothers' academic support declined throughout high…

  4. Turkish version of the Academic Motivation Scale.

    PubMed

    Can, Gürhan

    2015-04-01

    The purpose of this study was to adapt the college version of the Academic Motivation Scale (AMS) into Turkish. The participants were 797 college students (437 men, 360 women) with a mean age of 20.1 yr. A seven-factor model of the scale, as well as alternative models (five-, three-, two-, and one-factor models) were investigated and compared through confirmatory factor analysis. The seven-factor model demonstrated adequate fit to the data. The fit indices obtained from the five-factor model were acceptable also. Hancock's coefficient H values and test-retest correlation coefficients of the subscales indicated that reliability of the scale was adequate except for the identified regulation subscale. The CFA conducted for the groups of men and women produced more acceptable fit indices values for men than women, but women obtained significantly higher scores from the AMS subscales. Correlations among the seven subscales partially supported the simplex pattern which claims that the neighboring subscales should have stronger positive correlations than the non-neighboring subscales and that the subscales which are the farthest apart should have the strongest negative relationships.

  5. Relationship between Motivation for Learning EFL and Intrinsic Motivation for Learning in General among Japanese Elementary School Students

    ERIC Educational Resources Information Center

    Carreira, Junko Matsuzaki

    2011-01-01

    This study investigated children's motivation for learning English as a foreign language (EFL) and intrinsic motivation for learning in general. The participants were 268 third-sixth graders in a public school in Japan. Data were collected using two questionnaires, one measuring motivation for learning EFL and the other investigating intrinsic…

  6. Intrinsic and extrinsic motivational orientations in the competitive context: an examination of person-situation interactions.

    PubMed

    Abuhamdeh, Sami; Csikszentmihalyi, Mihaly

    2009-10-01

    The current study examined Intrinsic Motivation Orientation and Extrinsic Motivation Orientation (Work Preference Inventory; Amabile, Hill, Hennessey, & Tighe, 1994) as potential trait-level moderators of the way Internet chess players responded to the intrinsic and extrinsic rewards of the chess games they played. On the basis of the defining characteristics of these 2 types of motivational orientations, we predicted that (a) Intrinsic Motivation Orientation would be associated with a stronger curvilinear relationship between challenge and enjoyment and (b) Extrinsic Motivation Orientation would be associated with a heightened affective responsivity to competitive outcome (i.e., winning vs. losing). Results supported the predictions. Implications of the findings are discussed.

  7. Intrinsic Motivation and Achievement in Mathematics in Elementary School: A Longitudinal Investigation of Their Association.

    PubMed

    Garon-Carrier, Gabrielle; Boivin, Michel; Guay, Frédéric; Kovas, Yulia; Dionne, Ginette; Lemelin, Jean-Pascal; Séguin, Jean R; Vitaro, Frank; Tremblay, Richard E

    2016-01-01

    This study examined the associations between intrinsic motivation and achievement in mathematics in a sample of 1,478 Canadian school-age children followed from Grades 1 to 4 (ages 7-10). Children self-reported their intrinsic motivation toward mathematics, whereas achievement was measured through direct assessment of mathematics abilities. Cross-lagged models showed that achievement predicted intrinsic motivation from Grades 1 to 2, and from Grades 2 to 4. However, intrinsic motivation did not predict achievement at any time. This developmental pattern of association was gender invariant. Contrary to the hypothesis that motivation and achievement are reciprocally associated over time, our results point to a directional association from prior achievement to subsequent intrinsic motivation. Results are discussed in light of their theoretical and practical implications.

  8. Predicting the Motivation in College-Aged Learning Disabled Students Based on the Academic Motivation Scale

    ERIC Educational Resources Information Center

    Luna, Alberto D.

    2013-01-01

    Given the paucity of research on factors associated with motivation in learning disabled college students, the present study investigated the motivation levels in college students with learning disabilities. The Academic Motivation Scale (AMS) has been validated cross-nationally and across all educational age groups of students having various…

  9. Recruiting, Training and Motivating Student Assistants in Academic Libraries.

    ERIC Educational Resources Information Center

    Constantinou, Constantia

    1998-01-01

    Traces the history of student academic library employees and reviews the related literature on the changing role of library student assistants. Highlights include changes in libraries' organizational structures; and administrative issues concerning recruitment, interviewing, training, motivation, and employee retention. (LRW)

  10. Intrinsic motivation in schizophrenia: relationships to cognitive function, depression, anxiety, and personality.

    PubMed

    Barch, Deanna M; Yodkovik, Naomi; Sypher-Locke, Hannah; Hanewinkel, Melissa

    2008-11-01

    The goal of the current project was to assess subjective reports of intrinsic motivation and their relationship to cognitive function, mood, and personality in schizophrenia. The authors used the Motivational Trait Questionnaire to examine 3 components of intrinsic motivation (personal mastery, competitive excellence, motivation related to anxiety). They also examined fluid intelligence, context processing, and working memory, as well as self-reports of mood and personal traits related to motivation. Participants were 66 individuals with schizophrenia or schizoaffective disorder and 44 healthy controls. Self-reports of personal mastery and competitive excellence did not differ between controls and individuals with schizophrenia, though patients did report significantly higher motivation related to anxiety. Among controls, but not patients, self-reports of intrinsic motivation were strongly related to cognitive performance. In contrast, both controls and patients showed similar strong relationships between self-reports of intrinsic motivation and related measures of mood and personality. These results are not consistent with the hypothesis that motivational deficits in schizophrenia reflect impairments in intrinsic motivation. However, they do suggest that the normal relationship between self-reports of intrinsic motivation and cognitive function is disrupted in schizophrenia.

  11. Intrinsic motivation and extrinsic incentives jointly predict performance: a 40-year meta-analysis.

    PubMed

    Cerasoli, Christopher P; Nicklin, Jessica M; Ford, Michael T

    2014-07-01

    More than 4 decades of research and 9 meta-analyses have focused on the undermining effect: namely, the debate over whether the provision of extrinsic incentives erodes intrinsic motivation. This review and meta-analysis builds on such previous reviews by focusing on the interrelationship among intrinsic motivation, extrinsic incentives, and performance, with reference to 2 moderators: performance type (quality vs. quantity) and incentive contingency (directly performance-salient vs. indirectly performance-salient), which have not been systematically reviewed to date. Based on random-effects meta-analytic methods, findings from school, work, and physical domains (k = 183, N = 212,468) indicate that intrinsic motivation is a medium to strong predictor of performance (ρ = .21-45). The importance of intrinsic motivation to performance remained in place whether incentives were presented. In addition, incentive salience influenced the predictive validity of intrinsic motivation for performance: In a "crowding out" fashion, intrinsic motivation was less important to performance when incentives were directly tied to performance and was more important when incentives were indirectly tied to performance. Considered simultaneously through meta-analytic regression, intrinsic motivation predicted more unique variance in quality of performance, whereas incentives were a better predictor of quantity of performance. With respect to performance, incentives and intrinsic motivation are not necessarily antagonistic and are best considered simultaneously. Future research should consider using nonperformance criteria (e.g., well-being, job satisfaction) as well as applying the percent-of-maximum-possible (POMP) method in meta-analyses.

  12. Intrinsic and Extrinsic Motivation: Evaluating Benefits and Drawbacks from College Instructors' Perspectives

    ERIC Educational Resources Information Center

    Lei, Simon A.

    2010-01-01

    A growing body of literature has been examined and discussed the effects of intrinsic and extrinsic motivation on student learning at the college level. Intrinsically motivated individuals have been able to develop high regards for learning various types of course information without the inclusion of external rewards or reinforcements. In…

  13. Motivating Children to Learn Effectively: Exploring the Value of Intrinsic Integration in Educational Games

    ERIC Educational Resources Information Center

    Habgood, M. P. Jacob; Ainsworth, Shaaron E.

    2011-01-01

    The concept of "intrinsic motivation" lies at the heart of the user engagement created by digital games. Yet despite this, educational software has traditionally attempted to harness games as extrinsic motivation by using them as a sugar coating for learning content. This article tests the concept of "intrinsic integration" as…

  14. Intrinsic Motivation and Learning Performance: Implications for Individual Educational Programming for Learners with Mild Handicaps.

    ERIC Educational Resources Information Center

    Switzky, Harvey N.; Schultz, Geoffrey F.

    1988-01-01

    The implications of current theories of intrinsic motivation for educational practices for mildly handicapped learners are reviewed. The interaction of classroom demand environments, the effects of teacher reward and punishment, and individual differences in intrinsic motivation are discussed in relation to behavioral effectiveness and to academic…

  15. The Relationships among Measures of Intrinsic Motivation, Instructional Design, and Learning in Computer-Based Instruction.

    ERIC Educational Resources Information Center

    Rezabek, Randy

    The intent of this study was to explore the intrinsic aspects of motivation, and to see if the design of instruction could positively affect learners' levels of intrinsic motivation toward the subject matter. The following questions were addressed: (1) Will different computer-based instructional treatments which have been designed to reflect…

  16. Effects of Success/Failure and Extrinsic Rewards on Intrinsic Motivation Using a Competitive Motor Task.

    ERIC Educational Resources Information Center

    McCaughan, Lindsay R.; McKinlay, Sue

    1981-01-01

    Female high school students participated in a motor task to assess the effects of success/failure feedback and extrinsic rewards on intrinsic motivation. It was found that a significant change in intrinsic motivation was due to the effects of success/failure feedback, but not to the effect of a tangible reward. (Authors/FG)

  17. The Roles of Competence Beliefs and Goal Orientations for Change in Intrinsic Motivation

    ERIC Educational Resources Information Center

    Spinath, Birgit; Steinmayr, Ricarda

    2012-01-01

    The present study investigated 3 theoretically plausible explanations for changes in school-related intrinsic motivation. A sample of 348 German 11th-grade students was followed for 1 year. At 2 measurement occasions, students completed self-reports regarding their school-related intrinsic motivation, goal orientations, and competence beliefs. In…

  18. Intrinsic Motivation and Achievement in Mathematics in Elementary School: A Longitudinal Investigation of Their Association

    ERIC Educational Resources Information Center

    Garon-Carrier, Gabrielle; Boivin, Michel; Guay, Frédéric; Kovas, Yulia; Dionne, Ginette; Lemelin, Jean-Pascal; Séguin, Jean R.; Vitaro, Frank; Tremblay, Richard E.

    2016-01-01

    This study examined the associations between intrinsic motivation and achievement in mathematics in a sample of 1,478 Canadian school-age children followed from Grades 1 to 4 (ages 7-10). Children self-reported their intrinsic motivation toward mathematics, whereas achievement was measured through direct assessment of mathematics abilities.…

  19. Psychometric Properties of the Intrinsic Motivation Inventory in a Competitive Sport Setting: A Confirmatory Factor Analysis.

    ERIC Educational Resources Information Center

    McAuley, Edward; And Others

    1989-01-01

    Results are reported from a study which assessed the validity of the Intrinsic Motivation Inventory (IMI) when administered to students (N=116) who performed a competitive basketball shooting task. The IMI is a flexible assessment tool that determines subjects' levels of intrinsic motivation as an additive function of four dimensions (factors).…

  20. Competence Beliefs and Perceived Ability Evaluations: How Do They Contribute to Intrinsic Motivation and Achievement?

    ERIC Educational Resources Information Center

    Freiberger, Verena; Steinmayr, Ricarda; Spinath, Birgit

    2012-01-01

    To study the role of students' competence beliefs and their perceived teachers' ability evaluations for intrinsic motivation and achievement in math, 459 second graders from 27 German classrooms were examined. Students provided self-reports on their intrinsic motivation, competence beliefs and perceived teachers' ability evaluations in math.…

  1. A Descriptive Study of Intrinsic Motivation in Three California Accredited Model Continuation High Schools

    ERIC Educational Resources Information Center

    Dike, Daniel E.

    2012-01-01

    Purpose: The first purpose of this study was to identify and describe teachers' perceptions of intrinsic motivation in classrooms among at-risk adolescent students in 3 model continuation high schools. The second purpose of this study was to identify and describe teacher practices that promote intrinsic motivation among at-risk adolescent students…

  2. Intrinsic Motivation and Self-Reinforcement: The Role of Task Interest.

    ERIC Educational Resources Information Center

    DeLamarter, William A.; Krepps, Patrice E.

    Intrinsic motivation and self-reinforcement can be used identically to explain behavioral persistence in the absence of external reward. Yet the relationship between these concepts has not been adequately explored. Since intrinsic motivation appears to be dependent on an interesting task and self-reinforcement independent of task, it was…

  3. Gender Differences in Academic Motivation of Secondary School Students

    ERIC Educational Resources Information Center

    Cerezo Rusillo, Maria Teresa; Casanova Arias, Pedro Felix

    2004-01-01

    Introduction: The following study examines gender differences existing in various cognitive-motivational variables (causal attributions, academic goals, academic self-concept and use of significant learning strategies) and in performance attained in school subjects of Language Arts and Mathematics. Method: For this purpose, a sample of 521…

  4. Latino Adolescents' Academic Motivation: The Role of Siblings

    ERIC Educational Resources Information Center

    Alfaro, Edna C.; Umana-Taylor, Adriana J.

    2010-01-01

    Guided by an ecological perspective, two competing models were tested to examine how sibling relationship quality directly predicted or interacted with academic support from siblings to predict Latino adolescents' academic motivation (N = 258). Gender differences were examined utilizing multiple group analysis in structural equation modeling.…

  5. Motivational Systems Theory and the Academic Performance of College Students

    ERIC Educational Resources Information Center

    Campbell, Michael M.

    2007-01-01

    This study explored the validity of the Motivational Systems Theory (MST) as a measure of performance of college students pursuing business degrees and the level of academic performance attained across gender and race lines. This goal is achieved by investigating the relationships between motivational strategies, biological factors, responsive…

  6. Gender Differences in Adolescents' Academic Motivation and Classroom Behaviour

    ERIC Educational Resources Information Center

    Bugler, Myfanwy; McGeown, Sarah P.; St Clair-Thompson, Helen

    2015-01-01

    The present study investigated gender differences in adolescents' academic motivation and classroom behaviour and gender differences in the extent to which motivation was associated with, and predicted, classroom behaviour. Seven hundred and fifty students (384 boys and 366 girls) aged 11--16 (M age?=?14.0, 1.59 SD) completed a questionnaire…

  7. Latino Adolescents' Academic Success: The Role of Discrimination, Academic Motivation, and Gender

    ERIC Educational Resources Information Center

    Alfaro, Edna C.; Umana-Taylor, Adriana J.; Gonzales-Backen, Melinda A.; Bamaca, Mayra Y.; Zeiders, Katharine H.

    2009-01-01

    Guided by the academic resilience perspective, the current longitudinal study examined whether academic motivation mediated the relation between Latino adolescents' (N = 221) experiences with discrimination and their academic success. The potential moderating role of gender was also examined. Using multiple group analysis in structural equation…

  8. Effects of Extrinsic Rewards on Intrinsic Motivation in the Classroom.

    ERIC Educational Resources Information Center

    Workman, Edward A.; Williams, Robert L.

    1980-01-01

    Reviews classroom behavior management studies to see if extrinsic rewards affect intrinsic reinforcement value of appropriate classroom behaviors. Conclusion indicates extrinsic rewards are useful. Teachers need not avoid the use of rewards in fear of undermining intrinsic interest. (LAB)

  9. A validity generalization procedure to test relations between intrinsic and extrinsic motivation and influence tactics.

    PubMed

    Barbuto, John E; Moss, Jennifer A

    2006-08-01

    The relations of intrinsic and extrinsic motivation with use of consultative, legitimating, and pressure influence tactics were examined using validity generalization procedures. 5 to 7 field studies with cumulative samples exceeding 800 were used to test each relationship. Significance was found for relation between agents' intrinsic motivation and their use of consultative influence tactics and agents' extrinsic motivation and their use of legitimating influence tactics.

  10. Motivating Student Learning To Enhance Academic Progress.

    ERIC Educational Resources Information Center

    Cialdella, Keri; Herlin, Christine; Hoefler, Alecia

    This action research project implemented and evaluated a 12-week program using cooperative learning and Multiple Intelligences to increase student motivation for learning. The targeted population consisted of elementary and middle school students in a low-socioeconomic community in northern Illinois. The problem of motivation was documented in the…

  11. Intrinsic and extrinsic motivation in early adolescents' friendship development: friendship selection, influence, and prospective friendship quality.

    PubMed

    Ojanen, Tiina; Sijtsema, Jelle J; Hawley, Patricia H; Little, Todd D

    2010-12-01

    Friendships are essential for adolescent social development. However, they may be pursued for varying motives, which, in turn, may predict similarity in friendships via social selection or social influence processes, and likely help to explain friendship quality. We examined the effect of early adolescents' (N = 374, 12-14 years) intrinsic and extrinsic friendship motivation on friendship selection and social influence by utilizing social network modeling. In addition, longitudinal relations among motivation and friendship quality were estimated with structural equation modeling. Extrinsic motivation predicted activity in making friendship nominations during the sixth grade and lower friendship quality across time. Intrinsic motivation predicted inactivity in making friendship nominations during the sixth, popularity as a friend across the transition to middle school, and higher friendship quality across time. Social influence effects were observed for both motives, but were more pronounced for intrinsic motivation.

  12. Intrinsic and Extrinsic Reading Motivation as Predictors of Reading Literacy: A Longitudinal Study

    ERIC Educational Resources Information Center

    Becker, Michael; McElvany, Nele; Kortenbruck, Marthe

    2010-01-01

    The purpose in this study was to examine the longitudinal relationships of intrinsic and extrinsic motivation with reading literacy development. In particular, the authors (a) investigated reading amount as mediator between motivation and reading literacy and (b) probed for bidirectional relationships between reading motivation and reading…

  13. The Impact of Nonlinear Pedagogy on Physical Education Teacher Education Students' Intrinsic Motivation

    ERIC Educational Resources Information Center

    Moy, Brendan; Renshaw, Ian; Davids, Keith

    2016-01-01

    Background: Providing motivationally supportive physical education experiences for learners is crucial, since empirical evidence in sport and physical education research has associated intrinsic motivation with positive educational outcomes. Self-determination theory (SDT) provides a valuable framework for examining motivationally supportive…

  14. Peace of Mind, Academic Motivation, and Academic Achievement in Filipino High School Students.

    PubMed

    Datu, Jesus Alfonso D

    2017-04-09

    Recent literature has recognized the advantageous role of low-arousal positive affect such as feelings of peacefulness and internal harmony in collectivist cultures. However, limited research has explored the benefits of low-arousal affective states in the educational setting. The current study examined the link of peace of mind (PoM) to academic motivation (i.e., amotivation, controlled motivation, and autonomous motivation) and academic achievement among 525 Filipino high school students. Findings revealed that PoM was positively associated with academic achievement β = .16, p < .05, autonomous motivation β = .48, p < .001, and controlled motivation β = .25, p < .01. As expected, PoM was negatively related to amotivation β = -.19, p < .05, and autonomous motivation was positively associated with academic achievement β = .52, p < .01. Furthermore, the results of bias-corrected bootstrap analyses at 95% confidence interval based on 5,000 bootstrapped resamples demonstrated that peace of mind had an indirect influence on academic achievement through the mediating effects of autonomous motivation. In terms of the effect sizes, the findings showed that PoM explained about 1% to 18% of the variance in academic achievement and motivation. The theoretical and practical implications of the results are elucidated.

  15. Academic Achievement, Academic Self-Concept, and Academic Motivation of Immigrant Adolescents in the Greater Toronto Area Secondary Schools

    ERIC Educational Resources Information Center

    Areepattamannil, Shaljan; Freeman, John G.

    2008-01-01

    The study examined the self-reported academic achievement, academic self-concept, and academic motivation of 573 immigrant and nonimmigrant adolescents in the Greater Toronto Area (GTA) secondary schools. Descriptive Discriminant Analyses indicated that the immigrant adolescents had higher performance in mathematics, higher math and school…

  16. A game theoretic framework for incentive-based models of intrinsic motivation in artificial systems.

    PubMed

    Merrick, Kathryn E; Shafi, Kamran

    2013-01-01

    An emerging body of research is focusing on understanding and building artificial systems that can achieve open-ended development influenced by intrinsic motivations. In particular, research in robotics and machine learning is yielding systems and algorithms with increasing capacity for self-directed learning and autonomy. Traditional software architectures and algorithms are being augmented with intrinsic motivations to drive cumulative acquisition of knowledge and skills. Intrinsic motivations have recently been considered in reinforcement learning, active learning and supervised learning settings among others. This paper considers game theory as a novel setting for intrinsic motivation. A game theoretic framework for intrinsic motivation is formulated by introducing the concept of optimally motivating incentive as a lens through which players perceive a game. Transformations of four well-known mixed-motive games are presented to demonstrate the perceived games when players' optimally motivating incentive falls in three cases corresponding to strong power, affiliation and achievement motivation. We use agent-based simulations to demonstrate that players with different optimally motivating incentive act differently as a result of their altered perception of the game. We discuss the implications of these results both for modeling human behavior and for designing artificial agents or robots.

  17. Gifted Students' Intrinsic and Extrinsic Motivations and Parental Influence on Their Motivation: From the Self-Determination Theory Perspective

    ERIC Educational Resources Information Center

    Al-Dhamit, Yahya; Kreishan, Lana

    2016-01-01

    The aim of this research is to describe and investigate a sample of school gifted students' intrinsic and extrinsic motivations, and the role of their parents in fostering motivational achievements in Jordan. In the study, 122 gifted students were selected to complete a questionnaire (adapted from Pelletier, Fortier and Vallerand et?al.)…

  18. The interactive roles of mastery climate and performance climate in predicting intrinsic motivation.

    PubMed

    Buch, R; Nerstad, C G L; Säfvenbom, R

    2017-02-01

    This study examined the interplay between perceived mastery and performance climates in predicting increased intrinsic motivation. The results of a two-wave longitudinal study comprising of 141 individuals from three military academies revealed a positive relationship between a perceived mastery climate and increased intrinsic motivation only for individuals who perceived a low performance climate. This finding suggests a positive relationship between a perceived mastery climate and increased intrinsic motivation only when combined with low perceptions of a performance climate. Hence, introducing a performance climate in addition to a mastery climate can be an undermining motivational strategy, as it attenuates the positive relationship between a mastery climate and increased intrinsic motivation. Implications for future research and practice are discussed.

  19. Transformational leadership, intrinsic motivation, and trust: a moderated-mediated model of workplace safety.

    PubMed

    Conchie, Stacey M

    2013-04-01

    Two studies examine the role of motivation and trust in the relationship between safety-specific transformational leadership and employees' safety behavior. Study 1 tested the prediction that intrinsic and identified regulation motivations mediate the relationship between safety-specific transformational leadership and employees' safety behaviors. Study 2 further explored this relationship by testing the prediction that the mediating role of intrinsic motivation is dependent on employees' level of trust in their leader. Survey data from the U.K. construction industry supported both predictions. However, the mediating role of intrinsic motivation was found only for challenge safety citizenship behaviors (i.e., voice) and not for affiliative safety citizenship behaviors (i.e., helping). These findings suggest that employees' intrinsic motivation is important to the effectiveness of leaders' efforts to promote some but not all forms of safety behavior.

  20. Coach autonomy support, basic need satisfaction, and intrinsic motivation of paralympic athletes.

    PubMed

    Banack, Hailey R; Sabiston, Catherine M; Bloom, Gordon A

    2011-12-01

    The purpose of the present study, grounded in self-determination theory, was to explore the relationship between Paralympic athletes' perceptions of autonomy-supportive coach behavior basic psychological needs, and intrinsic motivation to know, accomplish, and experience stimulation. One hundred thirteen Canadian Paralympic athletes completed an online survey, consisting of measures of coach autonomy support; of perceptions of autonomy, competence, and relatedness; and of intrinsic motivation. Perceived coach autonomy support was a predictor of athletes' perceptions of autonomy and relatedness. Perceived competence was a significant predictor of all three forms of intrinsic motivation, while perceived autonomy was a significant predictor of intrinsic motivation to accomplish and experience stimulation. The results highlight the important relationship between coach behavior and athlete motivation in disability sport.

  1. How motivation affects academic performance: a structural equation modelling analysis.

    PubMed

    Kusurkar, R A; Ten Cate, Th J; Vos, C M P; Westers, P; Croiset, G

    2013-03-01

    Few studies in medical education have studied effect of quality of motivation on performance. Self-Determination Theory based on quality of motivation differentiates between Autonomous Motivation (AM) that originates within an individual and Controlled Motivation (CM) that originates from external sources. To determine whether Relative Autonomous Motivation (RAM, a measure of the balance between AM and CM) affects academic performance through good study strategy and higher study effort and compare this model between subgroups: males and females; students selected via two different systems namely qualitative and weighted lottery selection. Data on motivation, study strategy and effort was collected from 383 medical students of VU University Medical Center Amsterdam and their academic performance results were obtained from the student administration. Structural Equation Modelling analysis technique was used to test a hypothesized model in which high RAM would positively affect Good Study Strategy (GSS) and study effort, which in turn would positively affect academic performance in the form of grade point averages. This model fit well with the data, Chi square = 1.095, df = 3, p = 0.778, RMSEA model fit = 0.000. This model also fitted well for all tested subgroups of students. Differences were found in the strength of relationships between the variables for the different subgroups as expected. In conclusion, RAM positively correlated with academic performance through deep strategy towards study and higher study effort. This model seems valid in medical education in subgroups such as males, females, students selected by qualitative and weighted lottery selection.

  2. The Decline of Academic Motivation during Adolescence: An Accelerated Longitudinal Cohort Analysis on the Effect of Psychological Need Satisfaction

    ERIC Educational Resources Information Center

    Gnambs, Timo; Hanfstingl, Barbara

    2016-01-01

    Adolescents typically exhibit a marked decline in academic intrinsic motivation throughout their school careers. Following self-determination theory, it is hypothesised that traditional school environments insufficiently satisfy three basic psychological needs of youths during maturation, namely the needs for autonomy, competence and relatedness.…

  3. Perceptions of motivational climate and teachers' strategies to sustain discipline as predictors of intrinsic motivation in physical education.

    PubMed

    Gutiérrez, Melchor; Ruiz, Luis-Miguel; López, Esther

    2010-11-01

    This study examined the relationship among pupils' perceptions of the motivational climate, pupils' perceptions of teachers' strategies to maintain discipline and pupils' intrinsic motivation in physical education. A sample of 2189 Spanish adolescents, ages 13 to 17 years, completed Spanish versions of the EPCM, SSDS, and IMI. Confirmatory factor analyses were carried out to confirm the factorial validity of the scales. Then, the relationship among the variables was explored through Structural Equation Modelling. The most important predictors of pupils' intrinsic motivation were the perceived mastery climate, and perceived teachers' emphasis on intrinsic reasons to maintain discipline. Perceived performance climate and perceived teachers' strategies to maintain discipline based on introjected reasons and indifference, predicted pupils' tension-pressure. Results are discussed in the context of theoretical propositions of self-determination theory and practical issues of enhancing adolescents' motivation in physical education.

  4. Factors that Discriminate Best between Students Identified as Motivated or Not-Motivated to Achieve Academically

    ERIC Educational Resources Information Center

    Baker, Ahmad M.; Kanan, Hana M.; Al-Misnad, Sheikha A.

    2008-01-01

    This study examined a host of variables the literature or focus groups showed to influence student motivation to achieve academically. Secondary school teachers in Doha, Qatar were asked to identify the five most and five least motivated students in their classrooms. They also were asked to estimate the degree of involvement the parents had in the…

  5. Intellectual development is positively related to intrinsic motivation and course grades for female but not male students.

    PubMed

    Cortright, Ronald N; Lujan, Heidi L; Cox, Julie H; Cortright, Maria A; Langworthy, Brandon M; Petta, Lorene M; Tanner, Charles J; DiCarlo, Stephen E

    2015-09-01

    We hypothesized that the intellectual development of students, i.e., their beliefs about the nature of knowledge and learning, affects their intrinsic motivation and class performance. Specifically, we hypothesized that students with low intellectual development (i.e., the naive beliefs that knowledge is simple, absolute, and certain) have low intrinsic motivation and low class performance, whereas students with high intellectual development (i.e., more sophisticated beliefs that knowledge is complex, tentative, and evolving) have high intrinsic motivation and class performance. To test this hypothesis, we administered the Learning Context Questionnaire to measure intellectual development. In addition, we administered the Intrinsic Motivation Inventory to assess our students' intrinsic motivation. Furthermore, we performed regression analyses between intellectual development with both intrinsic motivation and class performance. The results document a positive relationship among intellectual development, intrinsic motivation, and class performance for female students only. In sharp contrast, there was a negative relationship between intellectual development, intrinsic motivation, and class performance for male students. The slope comparisons documented significant differences in the slopes relating intellectual development, intrinsic motivation, and class performance between female and male students. Thus, female students with more sophisticated beliefs that knowledge is personally constructed, complex, and evolving had higher intrinsic motivation and class performance. In contrast, male students with the naive beliefs that the structure of knowledge is simple, absolute, and certain had higher levels of intrinsic motivation and class performance. The results suggest that sex influences intellectual development, which has an effect on intrinsic motivation for learning a specific topic.

  6. The Impact of Curiosity and External Regulation on Intrinsic Motivation: An Empirical Study in Hong Kong Education

    ERIC Educational Resources Information Center

    Hon-keung, Yau; Man-shan, Kan; Lai-fong, Cheng Alison

    2012-01-01

    The purposes of this paper are to identify: (1) the factors affecting the intrinsic motivation of university students in Hong Kong; and (2) gender differences in the perception of intrinsic motivation in Hong Kong higher education environment. The factors of curiosity and external regulation with intrinsic motivation are taken into investigation…

  7. Longitudinal analysis of intrinsic motivation and competence beliefs: is there a relation over time?

    PubMed

    Spinath, Birgit; Steinmayr, Ricarda

    2008-01-01

    The present study explored whether competence beliefs and intrinsic motivation for different school domains show reciprocal effects over time. A sample of 670 German elementary school pupils (M= 8.8 years, SD= 0.51) was followed over 1 year. At 4 measurement occasions, children completed self-reports on their intrinsic motivation and competence beliefs for math, German, and school in general. Latent growth models revealed that intrinsic motivation and competence beliefs decreased over time. Comparing correlational and cross-lagged structural equation models yielded only weak evidence for cross-lagged influences between the 2 constructs. Results suggest that the developmental curves of competence beliefs and intrinsic motivation might be less inextricably interwoven than frequently assumed.

  8. The Influence of Personality Characteristics on Children's Intrinsic Reading Motivation

    ERIC Educational Resources Information Center

    Medford, Emma; McGeown, Sarah P.

    2012-01-01

    Research suggests that children's motivation to read is influenced by their level of reading skill and reading self-concept. However, it is possible that characteristics unrelated to reading, such as underlying personality characteristics, may also influence children's motivation to read. The current study examined the extent to which children's…

  9. Personality and Academic Motivation: Replication, Extension, and Replication

    ERIC Educational Resources Information Center

    Jones, Martin H.; McMichael, Stephanie N.

    2015-01-01

    Previous work examines the relationships between personality traits and intrinsic/extrinsic motivation. We replicate and extend previous work to examine how personality may relate to achievement goals, efficacious beliefs, and mindset about intelligence. Approximately 200 undergraduates responded to the survey with a 150 participants replicating…

  10. Predicting Academic Success from Academic Motivation and Learning Approaches in Classroom Teaching Students

    ERIC Educational Resources Information Center

    Çetin, Baris

    2015-01-01

    Our aim was to determine whether learning approaches and academic motivation together predict academic success of classroom teaching students. The sample of the study included 536 students (386 female, 150 male) studying at the Classroom Teaching Division of Canakkale 18 Mart University. Our research was designed as a prediction study. Data was…

  11. The Role of Academic Motivation and Engagement on the Relationship between Dual Enrollment and Academic Performance

    ERIC Educational Resources Information Center

    An, Brian P.

    2015-01-01

    I examine whether academic motivation and engagement--conditions that advocates consider mechanisms for the effect of dual enrollment--account for the relationship between dual enrollment and academic performance. Few studies examine the claimed mechanisms that account for the impact of dual enrollment, which leaves the processes through which…

  12. Academic Motivation and Self-Regulated Learning in Predicting Academic Achievement in College

    ERIC Educational Resources Information Center

    Çetin, Baris

    2015-01-01

    The purpose of this study was to determine whether academic motivation and academic self-regulated learning predicted students' GPAs in the Early Childhood Education Department. The study participants consisted of 166 early childhood education majors enrolled in the 2014 spring semester at Georgia Southern University, USA. Data were gathered using…

  13. Creating Rich Portraits: A Mixed-Methods Approach to Understanding Profiles of Intrinsic and Extrinsic Motivations

    ERIC Educational Resources Information Center

    Corpus, Jennifer Henderlong; Wormington, Stephanie V.; Haimovitz, Kyla

    2016-01-01

    A person-centered, mixed-methods approach (self-report surveys, semistructured interviews, school records) was used to characterize and evaluate profiles of intrinsic and extrinsic motivations among 243 third- through eighth-grade students. Cluster analysis suggested four distinct profiles: high quantity (high intrinsic, high extrinsic), primarily…

  14. Intrinsic Motivation and Environmental Factors Affecting Research of Social Work Faculty on Aging

    ERIC Educational Resources Information Center

    Wells, Janice G.; Short, Glenda F. Lester

    2010-01-01

    Within the context of Self-determination Theory, this research identifies intrinsic motivation and environmental factors that support social-work-faculty research in aging. Intrinsic factors include faculty's interest in gerontology as a field of practice, the desire to advance knowledge in the field of gerontology, including producing…

  15. Pervasive negative effects of rewards on intrinsic motivation: The myth continues

    PubMed Central

    Cameron, Judy; Banko, Katherine M.; Pierce, W. David

    2001-01-01

    A major concern in psychology and education is that rewards decrease intrinsic motivation to perform activities. Over the past 30 years, more than 100 experimental studies have been conducted on this topic. In 1994, Cameron and Pierce conducted a meta-analysis of this literature and concluded that negative effects of reward were limited and could be easily prevented in applied settings. A more recent meta-analysis of the literature by Deci, Koestner, and Ryan (1999) shows pervasive negative effects of reward. The purpose of the present article is to resolve differences in previous meta-analytic findings and to provide a meta-analysis of rewards and intrinsic motivation that permits tests of competing theoretical explanations. Our results suggest that in general, rewards are not harmful to motivation to perform a task. Rewards given for low-interest tasks enhance free-choice intrinsic motivation. On high-interest tasks, verbal rewards produce positive effects on free-choice motivation and self-reported task interest. Negative effects are found on high-interest tasks when the rewards are tangible, expected (offered beforehand), and loosely tied to level of performance. When rewards are linked to level of performance, measures of intrinsic motivation increase or do not differ from a nonrewarded control group. Overall, the pattern of results indicates that reward contingencies do not have pervasive negative effects on intrinsic motivation. Theoretical and practical implications of the findings are addressed. PMID:22478353

  16. Homework, Motivation, and Academic Achievement in a College Genetics Course

    ERIC Educational Resources Information Center

    Planchard, Matthew; Daniel, Kristy L.; Maroo, Jill; Mishra, Chandrani; McLean, Tim

    2015-01-01

    We conducted a mixed methods study in an upper-level genetics course exploring the relationships between student motivation, homework completion, and academic achievement at the college level. We used data from an open-ended questionnaire, homework grades and completion reports, and exam scores. We used these data sources to measure self-perceived…

  17. Sustaining Faculty Motivation for Academic Service-Learning

    ERIC Educational Resources Information Center

    Darby, Alexa; Knight-McKenna, Mary

    2016-01-01

    Success in academic service-learning (AS-L) comes in large measure from the work of faculty dedicated to this pedagogy. The purpose of this study was to examine how faculty who have taught nine or more sections of AS-L courses sustain their motivation despite the pedagogy's inherent challenges. Individual interviews were conducted with 10 faculty…

  18. A Conceptual Model of Career Development to Enhance Academic Motivation

    ERIC Educational Resources Information Center

    Collins, Nancy Creighton

    2010-01-01

    The purpose of this study was to develop, refine, and validate a conceptual model of career development to enhance the academic motivation of community college students. To achieve this end, a straw model was built from the theoretical and empirical research literature. The model was then refined and validated through three rounds of a Delphi…

  19. The Academic Motivations of Students Who Are Discipline Problems.

    ERIC Educational Resources Information Center

    Roquemore, Barbara C.; And Others

    This study examined the academic motivation of the first students (25 from each school) in the 1990-91 school year in each of 4 schools in grades 9 through 12 who were suspended from school or placed in in-school suspension programs for repeated offenses (disrupting class, exhibiting aggressive behavior toward school authorities or peers, or…

  20. Perfectionism and Motivation of Adolescents in Academic Contexts

    ERIC Educational Resources Information Center

    Bong, Mimi; Hwang, Arum; Noh, Arum; Kim, Sung-il

    2014-01-01

    We examined the nature of self-oriented and socially prescribed perfectionism in relation to the motivation and achievement of 306 Korean 7th graders. We also tested the mediating role of domain-specific academic self-efficacy and achievement goals in the relationships between perfectionism and achievement-related outcomes across math and English.…

  1. Academic Procrastination and Motivation of Adolescents in Turkey

    ERIC Educational Resources Information Center

    Klassen, Robert M.; Kuzucu, Elcin

    2009-01-01

    This article presents a study of academic procrastination and associated motivation variables in 508 adolescents from a general secondary school in central Turkey. Girls reported higher levels of self-efficacy for self-regulation and predicted higher Turkish grades than boys, but there was no difference in levels of procrastination. Academic…

  2. Academic Performance Related to Achievement Motive and Locus of Control.

    ERIC Educational Resources Information Center

    Wuensch, Karl L.; Lao, Rosina C.

    Nine groups of undergraduate students were formed on the basis of one-third splits of the distributions of their scores on an internality-externality measure and on an achievement motive measure. Academic performance was measured by obtaining grade point averages for all subjects. Analysis of variance showed that internal students made higher…

  3. Improving Motivation for Academics in Children with Autism

    ERIC Educational Resources Information Center

    Koegel, Lynn Kern; Singh, Anjileen K.; Koegel, Robert L.

    2010-01-01

    Many children with autism show very little interest in academic assignments and exhibit disruptive behavior when assignments are presented. Research indicates that incorporating specific motivational variables such as choice, interspersal of maintenance tasks, and natural reinforcers during intervention leads to improvements in core symptoms of…

  4. Intrinsic and Extrinsic Work Motivators: Implications for the Incoming Air Force Officer Workforce. Posters.

    ERIC Educational Resources Information Center

    Johnson, Stephanie K.; Davis, Jason J.; Rate, Christopher

    This document contains three poster presentations from a conference on human resource development. "Intrinsic and Extrinsic Work Motivators: Implications for the Incoming Air Force Officer Workforce" (Stephanie K. Johnson, Jason J. Davis, Christopher Rate) reports on a study that explored the literature relating to work motivators to…

  5. Within-Year Changes in Chinese Secondary School Students' Perceived Reading Instruction and Intrinsic Reading Motivation

    ERIC Educational Resources Information Center

    Lau, Kit-ling

    2016-01-01

    This study aimed to expand on existing research about motivational change by investigating within-year changes of adolescents' intrinsic reading motivation and perceived reading instruction among students from different grades and achievement levels. Six hundred and ninety five students from 10 secondary schools in Hong Kong voluntarily completed…

  6. The Opposite of Control: A Deweyan Perspective on Intrinsic Motivation in "After 3" Technology Programs.

    ERIC Educational Resources Information Center

    Wong, D.; Packard, B.; Girod, M.; Pugh, K.

    2000-01-01

    Discusses intrinsic motivation and John Dewey's perspectives on aesthetic experiences in relation to "After 3" technology programs, based on experiences with KLICK (Kids Learning in Computer Klubhouses). Highlights include control and theories of motivation and learning; and Dewey's perspectives on the opposite of control in…

  7. The Importance of Intrinsic Motivation for High and Low Ability Readers' Reading Comprehension Performance

    ERIC Educational Resources Information Center

    Logan, Sarah; Medford, Emma; Hughes, Naomi

    2011-01-01

    The study examined how cognitive and motivational factors predicted reading skill and whether intrinsic reading motivation would explain significantly more variance in low ability readers' reading performance. One hundred and eleven children (aged 9-11) completed assessments of reading comprehension skill, verbal IQ, decoding skill and intrinsic…

  8. Intrinsic Motivation, Perceived Competence and Classroom Engagement as Longitudinal Predictors of Adolescent Reading Achievement

    ERIC Educational Resources Information Center

    Froiland, John Mark; Oros, Emily

    2014-01-01

    This study investigated the effects of intrinsic motivation, perceived competence, classroom engagement and extrinsic motivation on reading development among youth. Using a nationally representative sample of students in the US, the researchers followed students longitudinally from fifth to eighth grade. Reading achievement was measured using…

  9. The Relationship of Intrinsic-Extrinsic Motivation and Communication Climate in Organizations.

    ERIC Educational Resources Information Center

    Krivonos, Paul D.

    After reviewing the literature relevant to motivation and perception of communication climate, a study of 65 supervisory-managerial personnel from two large manufacturing companies is reported. Subjects completed an intrinsic/extrinsic motivation scale and a communication-climate questionnaire. Analysis of results indicated partial support for the…

  10. Increasing Elementary and High School Student Motivation through the Use of Extrinsic and Intrinsic Rewards

    ERIC Educational Resources Information Center

    Haywood, Joey; Kuespert, Sarah; Madecky, Dani; Nor, Abbey

    2008-01-01

    This action research project report examined strategies to motivate students from extrinsically rewarding behaviors to intrinsically motivating behaviors. The action research was conducted in two different schools by four different teacher researchers within the same district. Three teachers in an elementary building (Site A) and one teacher in a…

  11. Examining the relationship between recreational sport participation and intrinsic and extrinsic motivation and amotivation.

    PubMed

    Tsorbatzoudis, Haralambos; Alexandris, Konstantinos; Zahariadis, Panagiotis; Grouios, George

    2006-10-01

    This study aimed at investigating the effect of motivational dimensions proposed by Pelletier, et al. in 1995, both on sport participation levels and on intention for continuing participation among adult recreational sport participants. Two hundred and fifty-seven adult individuals, who reported participation in some type of sport and physical activity, completed the Sport Motivation Scale and a scale measuring intention. The study provided evidence to suggest that increased motivation leads to increased participation. Amotivation significantly decreased from the least to the most frequent participant groups, while both extrinsic and intrinsic motivation followed the reverse pattern. The results also indicated that increased intrinsic motivation to gain knowledge and accomplishment and extrinsic motivation (introjected regulation) are positively correlated with individuals' intentions to continue participation, while amotivation is negatively related. These results provide limited support for the self-determination theory. Implications for sport participation promotion are discussed.

  12. Substance use by college students: the role of intrinsic versus extrinsic motivation for athletic involvement.

    PubMed

    Rockafellow, Bradley D; Saules, Karen K

    2006-09-01

    Certain types of athletic involvement may confer risk for substance use by college students. This study investigated whether motivational factors play a role in the relationship between athletic involvement and substance use. Intercollegiate athletes (n=98) and exercisers (n=120) were surveyed about substance use and motivation for athletic involvement. Athletes and exercisers who were extrinsically motivated had significantly higher rates of alcohol use than their intrinsically motivated counterparts. Results suggest that college students who are extrinsically motivated for involvement in physical activity/athletics--particularly those involved in team sports--may be in need of targeted prevention efforts.

  13. Adapting the academic motivation scale for use in pre-tertiary mathematics classrooms

    NASA Astrophysics Data System (ADS)

    Lim, Siew Yee; Chapman, Elaine

    2015-09-01

    The Academic Motivation Scale ( ams) is a comprehensive and widely used instrument for assessing motivation based on the self-determination theory. Currently, no such comprehensive instrument exists to assess the different domains of motivation (stipulated by the self-determination theory) in mathematics education at the pre-tertiary level (grades 11 and 12) in Asia. This study adapted the ams for this use and assessed the properties of the adapted instrument with 1610 students from Singapore. Exploratory and confirmatory factor analyses indicated a five-factor structure for the modified instrument (the three original ams intrinsic subscales collapsed into a single factor). Additionally, the modified instrument exhibited good internal consistency (mean α = .88), and satisfactory test-retest reliability over a 1-month interval (mean r xx = .73). The validity of the modified ams was further demonstrated through correlational analyses among scores on its subscales, and with scores on other instruments measuring mathematics attitudes, anxiety and achievement.

  14. Diminished neural responses predict enhanced intrinsic motivation and sensitivity to external incentive.

    PubMed

    Marsden, Karen E; Ma, Wei Ji; Deci, Edward L; Ryan, Richard M; Chiu, Pearl H

    2015-06-01

    The duration and quality of human performance depend on both intrinsic motivation and external incentives. However, little is known about the neuroscientific basis of this interplay between internal and external motivators. Here, we used functional magnetic resonance imaging to examine the neural substrates of intrinsic motivation, operationalized as the free-choice time spent on a task when this was not required, and tested the neural and behavioral effects of external reward on intrinsic motivation. We found that increased duration of free-choice time was predicted by generally diminished neural responses in regions associated with cognitive and affective regulation. By comparison, the possibility of additional reward improved task accuracy, and specifically increased neural and behavioral responses following errors. Those individuals with the smallest neural responses associated with intrinsic motivation exhibited the greatest error-related neural enhancement under the external contingency of possible reward. Together, these data suggest that human performance is guided by a "tonic" and "phasic" relationship between the neural substrates of intrinsic motivation (tonic) and the impact of external incentives (phasic).

  15. Live as we choose: The role of autonomy support in facilitating intrinsic motivation.

    PubMed

    Meng, Liang; Ma, Qingguo

    2015-12-01

    According to Self-determination Theory (SDT), autonomy is a basic psychological need, satisfaction of which may lead to enhanced intrinsic motivation and related beneficial outcomes. By manipulating the opportunity to choose between tasks of equal difficulty, throughout the motivational process, the effect of autonomy support was examined both behaviorally and electrophysiologically. More negative stimulus-preceding negativity (SPN) and an enlarged FRN loss-win difference wave (d-FRN) indicated an enhanced expectation toward the positive outcome (during the anticipation stage) as well as intensified intrinsic motivation toward the task (during the outcome appraisal stage) when choice was available. Taken together, results of the present study suggest d-FRN upon feedback as a real-time electrophysiological indicator of intrinsic/autonomous motivation and illustrate the important role of autonomy-supportive job design in the workplace.

  16. Prediction of intrinsic motivation and sports performance using 2 x 2 achievement goal framework.

    PubMed

    Li, Chiung-Huang; Chi, Likang; Yeh, Suh-Ruu; Guo, Kwei-Bin; Ou, Cheng-Tsung; Kao, Chun-Chieh

    2011-04-01

    The purpose of this study was to examine the influence of 2 x 2 achievement goals on intrinsic motivation and performance in handball. Participants were 164 high school athletes. All completed the 2 x 2 Achievement Goals Questionnaire for Sport and the Intrinsic Motivation subscale of the Sport Motivation Scale; the coach for each team rated his athletes' overall sports performance. Using simultaneous-regression analyses, mastery-approach goals positively predicted both intrinsic motivation and performance in sports, whereas performance-avoidance goals negatively predicted sports performance. These results suggest that athletes who pursue task mastery and improvement of their competence perform well and enjoy their participation. In contrast, those who focus on avoiding normative incompetence perform poorly.

  17. Predictors of employment in schizophrenia: The importance of intrinsic and extrinsic motivation.

    PubMed

    Reddy, L Felice; Llerena, Katiah; Kern, Robert S

    2016-10-01

    Unemployment is a primary functional deficit for the majority of adults with schizophrenia. Research indicates that over two-thirds of adults living in the community with schizophrenia are unemployed. Despite effective programs to assist with job identification and placement, the ability to attain and maintain employment remains a pressing concern. A contributing factor that may be relevant but has received little attention in the work rehabilitation literature is motivation. People with schizophrenia show marked deficits in both intrinsic and extrinsic motivation but these deficits have not been directly examined in relation to work outcomes. The present study sought to examine the relationship between intrinsic and extrinsic motivation and work outcome among a sample of 65 adults with schizophrenia enrolled in a supported employment program. One-third of the participants in the study obtained work. Intrinsic motivation related to valuing and feeling useful in a work role significantly predicted who would obtain employment. Extrinsic motivation related to gaining rewards and avoiding obstacles showed a non-significant trend-level relationship such that workers had higher extrinsic motivation than nonworkers. These findings highlight the importance of considering both intrinsic and extrinsic motivation in work-related interventions and supported employment for individuals with schizophrenia. The results are discussed in terms of clinical implications for improving rehabilitation and occupational outcomes in schizophrenia.

  18. Using self-determination theory to describe the academic motivation of allied health professional-level college students.

    PubMed

    Ballmann, Jodi M; Mueller, Jill J

    2008-01-01

    This study investigated the various reasons that allied health students believe they are currently attending college. The Academic Motivation Scale was administered to a convenience sample of 222 upperclassmen and graduate-level students (162 women, 46 men). The Academic Motivation Scale proposes various reasons for continued engagement in academic pursuits that may be characteristic of personal and current reasons for persistence in a subject's particular academic program. The results showed that students portrayed themselves as currently attending college for both intrinsically and extrinsically motivated reasons. The most frequently endorsed motivational styles were identified (autonomous) extrinsic motivation and externally regulated (nonautonomous) extrinsic motivation. This study showed that this sample of professional-level college students was not completely self-determined in their end-stage academic pursuits. One conclusion that may be drawn from this study is that allied health programs that provide students with an educational context that supports self-determination may encourage future allied health professionals to develop the ability to support the self-determination of their future clients.

  19. Feedback after Good versus Poor Trials Affects Intrinsic Motivation

    ERIC Educational Resources Information Center

    Badami, Rokhsareh; VaezMousavi, Mohammad; Wulf, Gabriele; Namazizadeh, Mahdi

    2011-01-01

    Participation in sports can play many educational roles in students' personal development. However, studies have reported that interest and participation in physical education gradually declines with age (Papaioannou, 1997). Therefore, it is important to examine factors that affect students' motivation for participation in sports and physical…

  20. The Role of Academic Motivation in High School Students’ Current and Lifetime Alcohol Consumption: Adopting a Self-Determination Theory Perspective*

    PubMed Central

    Wormington, Stephanie V.; Anderson, Kristen G.; Corpus, Jennifer Henderlong

    2011-01-01

    Objective: The current study investigated the relationship between different types of academic motives—specifically, intrinsic motivation, introjected regulation, and external regulation—and high school students' current and lifetime alcohol consumption. Method: One thousand sixty-seven high school students completed measures of academic motivation, other school-related factors, and lifetime and current alcohol consumption. Results: Using structural equation modeling, different types of motivation and school-related factors were differentially related to student drinking. Specifically, intrinsic motivation was negatively related to lifetime and current alcohol consumption. External regulation, on the other hand, was positively associated with current drinking. Grade point average was the only school-related factor related to student alcohol use. Conclusions: These findings suggest that motivation is an important construct to consider in predicting students’ alcohol use, even when other more commonly studied educational variables are considered. In addition, it supports the adoption of a motivation framework that considers different types of motivation in understanding the relationship between academic motivation and alcohol use. Suggestions for incorporating the self-determination model of motivation into studies of alcohol and substance use, as well as potential impacts on intervention efforts, are discussed. In particular, it may be important to foster only certain types of motivation, rather than all types of academically-focused motives, in efforts to deter alcohol use. PMID:22051210

  1. Improving motivation for academics in children with autism.

    PubMed

    Koegel, Lynn Kern; Singh, Anjileen K; Koegel, Robert L

    2010-09-01

    Many children with autism show very little interest in academic assignments and exhibit disruptive behavior when assignments are presented. Research indicates that incorporating specific motivational variables such as choice, interspersal of maintenance tasks, and natural reinforcers during intervention leads to improvements in core symptoms of autism and may possibly be effective in academic areas. Using a multiple baseline across children and behaviors design with four pre- and elementary school children with autism, we assessed whether the above variables could be incorporated into academic tasks to improve performance and interest. Results indicated that the intervention decreased the children's latency to begin academic tasks, improved their rate of performance and interest, and decreased their disruptive behavior. Theoretical and applied implications are discussed.

  2. Effect of intrinsic motivation on affective responses during and after exercise: latent curve model analysis.

    PubMed

    Shin, Myoungjin; Kim, Inwoo; Kwon, Sungho

    2014-12-01

    Understanding the relationship between affect and exercise is helpful in predicting human behavior with respect to exercise participation. The goals of the present study were to investigate individual differences in affective response during and after exercise and to identify the role of intrinsic motivation in affective changes. 30 active male college students (M age = 21.4 yr.) who regularly participated in sports activities volunteered to answer a questionnaire measuring intrinsic motivation toward running activities and performed a 20-min. straight running protocol at heavy intensity (about 70% of VO2max). Participants' affective responses were measured every 5 min. from the beginning of the run to 10 min. after completing the run. Latent curve model analysis indicated that individuals experienced different changes in affective state during exercise, moderated by intrinsic motivation. Higher intrinsic motivation was associated with more positive affect during exercise. There were no significant individual differences in the positive tendency of the participants' affective responses after exercise over time. Intrinsic motivation seems to facilitate positive feelings during exercise and encourages participation in exercise.

  3. Neural Basis of Intrinsic Motivation: Evidence from Event-Related Potentials.

    PubMed

    Jin, Jia; Yu, Liping; Ma, Qingguo

    2015-01-01

    Human intrinsic motivation is of great importance in human behavior. However, although researchers have focused on this topic for decades, its neural basis was still unclear. The current study employed event-related potentials to investigate the neural disparity between an interesting stop-watch (SW) task and a boring watch-stop task (WS) to understand the neural mechanisms of intrinsic motivation. Our data showed that, in the cue priming stage, the cue of the SW task elicited smaller N2 amplitude than that of the WS task. Furthermore, in the outcome feedback stage, the outcome of the SW task induced smaller FRN amplitude and larger P300 amplitude than that of the WS task. These results suggested that human intrinsic motivation did exist and that it can be detected at the neural level. Furthermore, intrinsic motivation could be quantitatively indexed by the amplitude of ERP components, such as N2, FRN, and P300, in the cue priming stage or feedback stage. Quantitative measurements would also be convenient for intrinsic motivation to be added as a candidate social factor in the construction of a machine learning model.

  4. Intrinsic Motivation and Creativity Related to Product: A Meta-Analysis of the Studies Published between 1990-2010

    ERIC Educational Resources Information Center

    de Jesus, Saul Neves; Rus, Claudia Lenuta; Lens, Willy; Imaginário, Susana

    2013-01-01

    Although the relationship between motivation (especially intrinsic motivation) and creativity (especially as a product), no meta-analyses have been conducted on the relationship between these 2 concepts. This study aimed to analyze the relationship between intrinsic motivation and creativity related to product (i.e., creative outcomes) through…

  5. Relating Specific Emotions to Intrinsic Motivation: On the Moderating Role of Positive and Negative Emotion Differentiation

    PubMed Central

    Vandercammen, Leen; Hofmans, Joeri; Theuns, Peter

    2014-01-01

    Despite the fact that studies on self-determination theory have traditionally disregarded the explicit role of emotions in the motivation eliciting process, research attention for the affective antecedents of motivation is growing. We add to this emerging research field by testing the moderating role of emotion differentiation –individual differences in the extent to which people can differentiate between specific emotions– on the relationship between twelve specific emotions and intrinsic motivation. To this end, we conducted a daily diary study (N = 72) and an experience sampling study (N = 34). Results showed that the relationship between enthusiasm, cheerfulness, optimism, contentedness, gloominess, miserableness, uneasiness (in both studies 1 and 2), calmness, relaxation, tenseness, depression, worry (only in Study 1) on one hand and intrinsic motivation on the other hand was moderated by positive emotion differentiation for the positive emotions and by negative emotion differentiation for the negative emotions. Altogether, these findings suggest that for people who are unable to distinguish between different specific positive emotions the relationship between those specific positive emotions and intrinsic motivation is stronger, whereas the relationship between specific negative emotions and intrinsic motivation is weaker for people who are able to distinguish between the different specific negative emotions. Theoretical and practical implications are discussed. PMID:25517984

  6. Relating specific emotions to intrinsic motivation: on the moderating role of positive and negative emotion differentiation.

    PubMed

    Vandercammen, Leen; Hofmans, Joeri; Theuns, Peter

    2014-01-01

    Despite the fact that studies on self-determination theory have traditionally disregarded the explicit role of emotions in the motivation eliciting process, research attention for the affective antecedents of motivation is growing. We add to this emerging research field by testing the moderating role of emotion differentiation -individual differences in the extent to which people can differentiate between specific emotions- on the relationship between twelve specific emotions and intrinsic motivation. To this end, we conducted a daily diary study (N = 72) and an experience sampling study (N = 34). Results showed that the relationship between enthusiasm, cheerfulness, optimism, contentedness, gloominess, miserableness, uneasiness (in both studies 1 and 2), calmness, relaxation, tenseness, depression, worry (only in Study 1) on one hand and intrinsic motivation on the other hand was moderated by positive emotion differentiation for the positive emotions and by negative emotion differentiation for the negative emotions. Altogether, these findings suggest that for people who are unable to distinguish between different specific positive emotions the relationship between those specific positive emotions and intrinsic motivation is stronger, whereas the relationship between specific negative emotions and intrinsic motivation is weaker for people who are able to distinguish between the different specific negative emotions. Theoretical and practical implications are discussed.

  7. [Intrinsic motivation: a new direction of understanding and treatment of schizophrenia?].

    PubMed

    Wertman, Maayan; Grunhaus, Leon; Israeli, David

    2013-09-01

    While diagnosing schizophrenia, clinicians focus on feeling the quality and nature of the internal motivation of patients. This motivational quality was theoretically conceptualized by Self Determination Theory (SDT). In this article we will review some of the basics of this theory, which focuses on motivational variables assessing behavior on an internal-external axis. Then, we will review prominent findings in the topic of using SDT concepts for the treatment of schizophrenia. The next stage will include a discussion as to the relationship between intrinsic and extrinsic motivators as well as possible neuroanatomy of these behavioral variables. Finally, directions for research will be offered in the field of schizophrenia diagnosis and treatment.

  8. Examining Academic and Athletic Motivation among Student Athletes at a Division I University

    ERIC Educational Resources Information Center

    Gaston-Gayles, Joy L.

    2004-01-01

    Academic motivation as a predictor of academic performance for college athletes has been debated in the literature. This study examined the utility of academic and athletic motivation as a key variable in predicting academic performance among 211 college athletes at a Division I institution in the Midwest. After controlling for background…

  9. Intrinsic reading motivation of Chinese preschoolers and its relationships with home literacy.

    PubMed

    Zhou, Hui; Salili, Farideh

    2008-10-01

    The relationship between intrinsic motivation and home literacy of preschoolers was explored. One hundred and seventy-seven preschool children (3.8 to 6.6 years old) in Mainland China and one of the parents who primarily took care of each child participated in the study. Six indicators were considered as a measure of home literacy. Results showed that after controlling for parents' education level and children's age, three home literacy indicators-parental model of reading behaviour, number of books, and years of character teaching-could explain children's intrinsic reading motivation. Contrary to previous Western studies, Chinese children's freedom of book choice was not related to their intrinsic reading motivation. Results are discussed in the context of culture differences.

  10. Relations of perception of responsibility to intrinsic motivation and physical activity among Korean middle school students.

    PubMed

    Lee, Okseon; Kim, Younhee; Kim, Oung Jun

    2012-12-01

    To validate the Personal and Social Responsibility Questionnaire, the relations between perceived responsibility and intrinsic motivation were examined among Korean middle school students. The relations of change in stages of physical activity and students' perceived responsibility were also examined. Participants were 357 middle school students (160 boys, 197 girls) from three schools in the Seoul metropolitan area. Exploratory factor analysis supported a three-factor structure with effort and self-direction merged into one factor and the responsibilities of respect and caring for others constituted separate factors. Pearson correlations among factors showed perceptions of personal responsibility were associated with more intrinsic motivation toward physical education and a higher stage of physical activity. A moderate or low association between perceived social responsibility and intrinsic motivation implied a need to develop strategies for Korean students to use social responsibility for promoting physical activity.

  11. Relationships between intrinsic motivation, physical self-concept and satisfaction with life: a longitudinal study.

    PubMed

    Martín-Albo, José; Núñez, Juan L; Domínguez, Evelia; León, Jaime; Tomás, José M

    2012-01-01

    In this study, we examined the relationships between intrinsic motivation, physical self-concept, and satisfaction with life using cross-lagged panel models analysed via structural equation models. The sample consisted of 293 participants (148 men, 145 women) aged 18-70 years who performed diverse types of physical exercise. Three alternative models were tested. The data were better represented by a model in which physical self-concept mediates the relationships between intrinsic motivation and satisfaction with life. Specifically, the direct effects of intrinsic motivation on physical self-concept, and of physical self-concept on satisfaction with life were significant, with the amount of explained variance increasing over time. In conclusion, people who perform physical exercise regularly, and who have fun over time will tend to have a better physical self-perception and, consequently, more psychological well-being.

  12. Academic and Athletic Motivation as Predictors of Academic Performance of Division I College Student-Athletes

    ERIC Educational Resources Information Center

    Carter, Christina Michelle

    2012-01-01

    Division I intercollegiate student-athletes represent a unique population of college students on college campuses today because they face competing demands between the student and athlete roles. Without the proper environment and motivation for academic performance, some Division I student-athletes are unable to obtain a college degree and leave…

  13. Intrinsic motivations drive learning of eye movements: an experiment with human adults.

    PubMed

    Caligiore, Daniele; Mustile, Magda; Cipriani, Daniele; Redgrave, Peter; Triesch, Jochen; De Marsico, Maria; Baldassarre, Gianluca

    2015-01-01

    Intrinsic motivations drive the acquisition of knowledge and skills on the basis of novel or surprising stimuli or the pleasure to learn new skills. In so doing, they are different from extrinsic motivations that are mainly linked to drives that promote survival and reproduction. Intrinsic motivations have been implicitly exploited in several psychological experiments but, due to the lack of proper paradigms, they are rarely a direct subject of investigation. This article investigates how different intrinsic motivation mechanisms can support the learning of visual skills, such as "foveate a particular object in space", using a gaze contingency paradigm. In the experiment participants could freely foveate objects shown in a computer screen. Foveating each of two "button" pictures caused different effects: one caused the appearance of a simple image (blue rectangle) in unexpected positions, while the other evoked the appearance of an always-novel picture (objects or animals). The experiment studied how two possible intrinsic motivation mechanisms might guide learning to foveate one or the other button picture. One mechanism is based on the sudden, surprising appearance of a familiar image at unpredicted locations, and a second one is based on the content novelty of the images. The results show the comparative effectiveness of the mechanism based on image novelty, whereas they do not support the operation of the mechanism based on the surprising location of the image appearance. Interestingly, these results were also obtained with participants that, according to a post experiment questionnaire, had not understood the functions of the different buttons suggesting that novelty-based intrinsic motivation mechanisms might operate even at an unconscious level.

  14. Effects of Achievement Motivation, Social Identity, and Peer Group Norms on Academic Conformity

    ERIC Educational Resources Information Center

    Masland, Lindsay C.; Lease, A. Michele

    2013-01-01

    This study investigated whether academic achievement motivation and social identity explain variation in children's conformity to positive academic behaviors (n = 455 children in grades three through five). Structural equation modeling suggested that academic value and peer group academic norms were positively related to academic conformity.…

  15. Promoting Intrinsic and Extrinsic Motivation among Chemistry Students Using Computer-Assisted Instruction

    ERIC Educational Resources Information Center

    Gambari, Isiaka A.; Gbodi, Bimpe E.; Olakanmi, Eyitao U.; Abalaka, Eneojo N.

    2016-01-01

    The role of computer-assisted instruction in promoting intrinsic and extrinsic motivation among Nigerian secondary school chemistry students was investigated in this study. The study employed two modes of computer-assisted instruction (computer simulation instruction and computer tutorial instructional packages) and two levels of gender (male and…

  16. Students' Extrinsic and Intrinsic Motivation Level and Its Relationship with Their Mathematics Achievement

    ERIC Educational Resources Information Center

    Acar Güvendir, Meltem

    2016-01-01

    This study focused on the extrinsic and intrinsic motivation levels of eighth grade students and its relationship with their mathematical achievement. The participants of the study included 6,829 students who took TIMSS in 2011 and 239 mathematics teachers. The data obtained from the student and teacher questionnaires that are included in the…

  17. Intrinsic and Extrinsic Motivation in Early Adolescents' Friendship Development: Friendship Selection, Influence, and Prospective Friendship Quality

    ERIC Educational Resources Information Center

    Ojanen, Tiina; Sijtsema, Jelle J.; Hawley, Patricia H.; Little, Todd D.

    2010-01-01

    Friendships are essential for adolescent social development. However, they may be pursued for varying motives, which, in turn, may predict similarity in friendships via social selection or social influence processes, and likely help to explain friendship quality. We examined the effect of early adolescents' (N = 374, 12-14 years) intrinsic and…

  18. The Relationship between Language Anxiety, Interpretation of Anxiety, Intrinsic Motivation and the Use of Learning Strategies

    ERIC Educational Resources Information Center

    Nishitani, Mari; Matsuda, Toshiki

    2011-01-01

    Researches in language anxiety have focused on the level of language anxiety so far. This study instead, hypothesizes that the interpretation of anxiety and the recognition of failure have an impact on learning and investigates how language anxiety and intrinsic motivation affect the use of learning strategies through the recognition of failure.…

  19. Effects of Different Ways of Introducing a Reading Task on Intrinsic Motivation and Comprehension

    ERIC Educational Resources Information Center

    Bråten, Ivar; Johansen, Roy-Petter; Strømsø, Helge I.

    2017-01-01

    This study compared the effects of two brief prereading instructional practices--hands-on activities and prior knowledge activation--on sixth-graders' intrinsic motivation for reading a text and reading comprehension. Both hands-on activities and prior knowledge activation substantially improved reading comprehension relative to a control…

  20. The Information-Seeking Behavior of Intrinsically Motivated Elementary School Children of a Collectivist Culture

    ERIC Educational Resources Information Center

    Crow, Sherry R.

    2015-01-01

    This study, conducted in June 2014 in Kampala, Uganda, is a follow-up to a similar study conducted in Colorado Springs, Colorado, in 2008. The basic research question addressed is: "What are the experiences in the lives of upper elementary-aged Ugandan children that foster an intrinsic motivation to seek information?" A secondary…

  1. Promoting Career Preparedness and Intrinsic Work-Goal Motivation: RCT Intervention

    ERIC Educational Resources Information Center

    Salmela-Aro, Katariina; Mutanen, Pertti; Vuori, Jukka

    2012-01-01

    We examined the role of an in-company training program aimed at enhancing employees' intrinsic work-goal motivation by increasing their career preparedness in a randomized field experimental study. The program activities were implemented using an organization-level two-trainer model with trainers from the human resources management and…

  2. New English Cultures and Learner Autonomy for Intrinsic Motivation and Democratic Empowerment in the Chilean Context

    ERIC Educational Resources Information Center

    Glas, Katharina; Cardenas-Claros, Monica S.

    2013-01-01

    Chilean youth are currently demanding access to better-quality education for all: greater democracy and curricula that respect the country's indigenous cultural roots form part of their petitions. This article puts forward a twofold pedagogical proposal for English Language Teaching intended to foster intrinsic motivation and democratic…

  3. The Pervasive Negative Effects of Rewards on Intrinsic Motivation: Response to Cameron (2001).

    ERIC Educational Resources Information Center

    Deci, Edward L.; Ryan, Richard M.; Koestner, Richard

    2001-01-01

    Replies to commentary by J. Cameron asserting that the negative results of extrinsic reward on intrinsic motivation are limited and avoidable. Suggests that the most recent meta analysis by Cameron and others shares methodological weaknesses with an earlier analysis, lacking ecological validity. (SLD)

  4. Intrinsic Motivation and Extrinsic Rewards: A Commentary on Cameron and Pierce's Meta-Analysis.

    ERIC Educational Resources Information Center

    Lepper, Mark R.; And Others

    1996-01-01

    Provides a critical analysis of the meta-analysis of J. Cameron and W. D. Pierce (1994) of the experimental literature on the effects of extrinsic rewards on intrinsic motivation. Their overly simplistic conclusion has little theoretical or practical value and results from misuse of meta-analytic procedures. (SLD)

  5. The dark side of monetary incentive: how does extrinsic reward crowd out intrinsic motivation.

    PubMed

    Ma, Qingguo; Jin, Jia; Meng, Liang; Shen, Qiang

    2014-02-12

    It was widely believed that incentives could effectively enhance the motivation of both students and employees. However, psychologists reported that extrinsic reward actually could undermine individuals' intrinsic motivation to a given interesting task, which challenged viewpoints from traditional incentive theories. Numerous studies have been carried out to test and explain the undermining effect; however, the neural basis of this effect is still elusive. Here, we carried out an electrophysiological study with a simple but interesting stopwatch task to explore to what extent the performance-based monetary reward undermines individuals' intrinsic motivation toward the task. The electrophysiological data showed that the differentiated feedback-related negativity amplitude toward intrinsic success failure divergence was prominently reduced once the extrinsic reward was imposed beforehand. However, such a difference was not observed in the control group, in which no extrinsic reward was provided throughout the experiment. Furthermore, such a pattern was not observed for P300 amplitude. Therefore, the current results indicate that extrinsic reward demotivates the intrinsic response of individuals toward success-failure outcome, which was reflected in the corresponding reduced motivational-related differentiated feedback-related negativity, but not in amplitude of P300.

  6. Effects of simulated interpersonal touch and trait intrinsic motivation on the error-related negativity.

    PubMed

    Tjew-A-Sin, Mandy; Tops, Mattie; Heslenfeld, Dirk J; Koole, Sander L

    2016-03-23

    The error-related negativity (ERN or Ne) is a negative event-related brain potential that peaks about 20-100 ms after people perform an incorrect response in choice reaction time tasks. Prior research has shown that the ERN may be enhanced by situational and dispositional factors that promote intrinsic motivation. Building on and extending this work the authors hypothesized that simulated interpersonal touch may increase task engagement and thereby increase ERN amplitude. To test this notion, 20 participants performed a Go/No-Go task while holding a teddy bear or a same-sized cardboard box. As expected, the ERN was significantly larger when participants held a teddy bear rather than a cardboard box. This effect was most pronounced for people high (rather than low) in trait intrinsic motivation, who may depend more on intrinsically motivating task cues to maintain task engagement. These findings highlight the potential benefits of simulated interpersonal touch in stimulating attention to errors, especially among people who are intrinsically motivated.

  7. Explaining Teacher Turnover: School Cohesion and Intrinsic Motivation in Los Angeles

    ERIC Educational Resources Information Center

    Fuller, Bruce; Waite, Anisah; Irribarra, David Torres

    2016-01-01

    Lifting achievement in many schools depends on reducing the exit of effective teachers. We examine the extent to which teacher perceptions of school cohesion and intrinsic motivators stemming from two theoretical traditions contribute to the intent to leave one's school. We find that elementary teachers report higher levels of organizational…

  8. Stimulating Students' Intrinsic Motivation for Learning Chemistry through the Use of Context-Based Learning Modules

    ERIC Educational Resources Information Center

    Vaino, Katrin; Holbrook, Jack; Rannikmae, Miia

    2012-01-01

    This paper introduces a research project in which five chemistry teachers, working in cooperation with university researchers, implemented a new teaching approach using context-based modules specially designed to stimulate the intrinsic motivation of students. The intention was to induce change in chemistry teachers' teaching approach from more…

  9. Supporting Intrinsic Motivation for Special Education Students to Meet Graduation Requirements

    ERIC Educational Resources Information Center

    Frazier, Robert Sipplin

    2015-01-01

    This qualitative study examined how teachers use instructional practices and family reinforcement interventions to support intrinsic motivation for special education students as a means to meet graduation requirements. Purposeful sampling of highly qualified special education teachers certified in language arts was used in this study. The data…

  10. Coach Autonomy Support, Basic Need Satisfaction, and Intrinsic Motivation of Paralympic Athletes

    ERIC Educational Resources Information Center

    Banack, Hailey R.; Sabiston, Catherine M.; Bloom, Gordon A.

    2011-01-01

    The purpose of the present study, grounded in self-determination theory, was to explore the relationship between Paralympic athletes' perceptions of autonomy-supportive coach behavior, basic psychological needs, and intrinsic motivation to know, accomplish, and experience stimulation. One hundred thirteen Canadian Paralympic athletes completed an…

  11. The Effects of Blended Learning on the Intrinsic Motivation of Thai EFL Students

    ERIC Educational Resources Information Center

    Sucaromana, Usaporn

    2013-01-01

    The aim of this study is to compare the results of blended learning with face-to-face learning among university students studying English as a foreign language. The participants were separated by gender, and the following variables, intrinsic motivation for learning English, attitudes towards English as a subject, and satisfaction with the…

  12. Impact of Video Presentation Features on Instructional Achievement and Intrinsic Motivation in Secondary School Learners

    ERIC Educational Resources Information Center

    Bland, Ronald B.

    2012-01-01

    This study analyzed instructional achievement and intrinsic motivation among 21st century secondary students utilizing a video lecture incorporating both student reaction cutaway images and immediate content interaction within the lecture. Respondents (n = 155) were from multiple classes and grade levels at a suburban Texas high school. Four…

  13. The brain correlates of the effects of monetary and verbal rewards on intrinsic motivation

    PubMed Central

    Albrecht, Konstanze; Abeler, Johannes; Weber, Bernd; Falk, Armin

    2014-01-01

    Apart from everyday duties, such as doing the laundry or cleaning the house, there are tasks we do for pleasure and enjoyment. We do such tasks, like solving crossword puzzles or reading novels, without any external pressure or force; instead, we are intrinsically motivated: we do the tasks because we enjoy doing them. Previous studies suggest that external rewards, i.e., rewards from the outside, affect the intrinsic motivation to engage in a task: while performance-based monetary rewards are perceived as controlling and induce a business-contract framing, verbal rewards praising one's competence can enhance the perceived self-determination. Accordingly, the former have been shown to decrease intrinsic motivation, whereas the latter have been shown to increase intrinsic motivation. The present study investigated the neural processes underlying the effects of monetary and verbal rewards on intrinsic motivation in a group of 64 subjects applying functional magnetic resonance imaging (fMRI). We found that, when participants received positive performance feedback, activation in the anterior striatum and midbrain was affected by the nature of the reward; compared to a non-rewarded control group, activation was higher while monetary rewards were administered. However, we did not find a decrease in activation after reward withdrawal. In contrast, we found an increase in activation for verbal rewards: after verbal rewards had been withdrawn, participants showed a higher activation in the aforementioned brain areas when they received success compared to failure feedback. We further found that, while participants worked on the task, activation in the lateral prefrontal cortex was enhanced after the verbal rewards were administered and withdrawn. PMID:25278834

  14. The brain correlates of the effects of monetary and verbal rewards on intrinsic motivation.

    PubMed

    Albrecht, Konstanze; Abeler, Johannes; Weber, Bernd; Falk, Armin

    2014-01-01

    Apart from everyday duties, such as doing the laundry or cleaning the house, there are tasks we do for pleasure and enjoyment. We do such tasks, like solving crossword puzzles or reading novels, without any external pressure or force; instead, we are intrinsically motivated: we do the tasks because we enjoy doing them. Previous studies suggest that external rewards, i.e., rewards from the outside, affect the intrinsic motivation to engage in a task: while performance-based monetary rewards are perceived as controlling and induce a business-contract framing, verbal rewards praising one's competence can enhance the perceived self-determination. Accordingly, the former have been shown to decrease intrinsic motivation, whereas the latter have been shown to increase intrinsic motivation. The present study investigated the neural processes underlying the effects of monetary and verbal rewards on intrinsic motivation in a group of 64 subjects applying functional magnetic resonance imaging (fMRI). We found that, when participants received positive performance feedback, activation in the anterior striatum and midbrain was affected by the nature of the reward; compared to a non-rewarded control group, activation was higher while monetary rewards were administered. However, we did not find a decrease in activation after reward withdrawal. In contrast, we found an increase in activation for verbal rewards: after verbal rewards had been withdrawn, participants showed a higher activation in the aforementioned brain areas when they received success compared to failure feedback. We further found that, while participants worked on the task, activation in the lateral prefrontal cortex was enhanced after the verbal rewards were administered and withdrawn.

  15. Demographic Factors and Communal Mastery as Predictors of Academic Motivation and Test Anxiety

    ERIC Educational Resources Information Center

    Ünal-Karagüven, M. Hülya

    2015-01-01

    Academic motivation and test anxiety have been still adduced for low performance of students by educators. To know the factors that have an effect on students' academic motivation and test anxiety levels can be helpful to improve students' academic performance. The aim of this study was to investigate the effects of demographic variables and…

  16. An Empirical Analysis of an Alternative Configuration of the Academic Motivation Scale

    ERIC Educational Resources Information Center

    Smith, Kenneth J.; Davy, Jeanette A.; Rosenberg, Donald L.

    2012-01-01

    The purpose of this study was to examine an alternative configuration of the Academic Motivation Scale (AMS), a psychometric instrument used as a measure of academic motivation in various academic environments. The analyses utilised data from a convenience sample of 2354 business students, broken into two random subsamples of 1177 cases.…

  17. Organizational commitment and intrinsic motivation of regular and contractual primary health care providers

    PubMed Central

    Kumar, Pawan; Mehra, Anu; Inder, Deep; Sharma, Nandini

    2016-01-01

    Background: Motivated and committed employees deliver better health care, which results in better outcomes and higher patient satisfaction. Objective: To assess the Organizational Commitment and Intrinsic Motivation of Primary Health Care Providers (HCPs) in New Delhi, India. Materials and Methods: Study was conducted in 2013 on a sample of 333 HCPs who were selected using multistage stage random sampling technique. The sample includes medical officers, auxiliary nurses and midwives, and pharmacists and laboratory technicians/assistants among regular and contractual staff. Data were collected using the pretested structured questionnaire for organization commitment (OC), job satisfiers, and intrinsic job motivation. Analysis was done by using SPSS version 18 and appropriate statistical tests were applied. Results: The mean score for OC for entire regular staff is 1.6 ± 0.39 and contractual staff is 1.3 ± 0.45 which has statistically significant difference (t = 5.57; P = 0.00). In both regular and contractual staff, none of them show high emotional attachment with the organization and does not feel part of the family in the organization. Contractual staff does not feel proud to work in a present organization for rest of their career. Intrinsic motivation is high in both regular and contractual groups but intergroup difference is significant (t = 2.38; P < 0.05). Contractual staff has more dissatisfier than regular, and the difference is significant (P < 0.01). Conclusion: Organizational commitment and intrinsic motivation of contractual staff are lesser than the permanent staff. Appropriate changes are required in the predictors of organizational commitment and factors responsible for satisfaction in the organization to keep the contractual human resource motivated and committed to the organization. PMID:27453851

  18. Academic Performance as a Function of Achievement Motivation, Achievement Beliefs, and Affect States.

    ERIC Educational Resources Information Center

    Berry, James J.; Plecha, Michelle D.

    Three pilot studies are used to examine the relationships between academic performance, student ability, and motivation among community college students. The first study analyzed the association between motivation and academic performance in order to test the hypothesis that students who are highly motivated will earn higher grades. Results…

  19. Gender, Student Motivation and Academic Achievement in a Midsized Wisconsin High School

    ERIC Educational Resources Information Center

    Lutzke, Steven Ronald

    2013-01-01

    This mixed-methods study investigated relationships among gender, academic motivation and achievement in a mid-sized Wisconsin high school. A questionnaire was developed that focused on perceived ability, achievement motives and achievement goals. Interviews with teachers focused on relationships among academic motivation and gender achievement.…

  20. Intrinsic Motivation and Its Determinants as Factors Enhancing the Prediction of Job Performance from Ability. Research Report No. 11.

    ERIC Educational Resources Information Center

    Howard, Ann

    The primary purpose of the present research was to explore the relationship of ability and intrinsic motivation in the prediction of job performance. Intrinsic motivation was traced to two primary determinants. One, an organizational factor, is the extent to which an employee's job is "enriched," or incorporates challenging elements such as…

  1. Assessing Online Textual Feedback to Support Student Intrinsic Motivation Using a Collaborative Text-Based Dialogue System: A Qualitative Study

    ERIC Educational Resources Information Center

    Shroff, Ronnie H.; Deneen, Christopher

    2011-01-01

    This paper assesses textual feedback to support student intrinsic motivation using a collaborative text-based dialogue system. A research model is presented based on research into intrinsic motivation, and the specific construct of feedback provides a framework for the model. A qualitative research methodology is used to validate the model.…

  2. Changes in At-Risk Boys' Intrinsic Motivation toward Physical Activity: A Three-Year Longitudinal Study

    ERIC Educational Resources Information Center

    Liu, Jiling; Xiang, Ping; McBride, Ron E.; Su, Xiaoxia; Juzaily, Nasnoor

    2015-01-01

    Intrinsic motivation (IM) is an important predictor of children's physical activity participation. The present 3-year longitudinal study examined changes in IM toward physical activity among a group of at-risk boys (N = 92) at a summer sports camp. Results showed the boys were intrinsically motivated in their first camp year, but their IM levels…

  3. Exploring the Effects of Differentiated Instruction and Cooperative Learning on the Intrinsic Motivational Behaviors of Elementary Reading Students

    ERIC Educational Resources Information Center

    Flaherty, Sue; Hackler, Rhonda

    2010-01-01

    Researchers implemented classroom interventions to improve the intrinsic motivational behaviors of 4th and 6th grade elementary students and to strengthen teacher/student and student/student relationships in a positive supportive learning environment. The problem of low intrinsic motivational behaviors was documented through classroom observation…

  4. Autonomy and Task Performance: Explaining the Impact of Grades on Intrinsic Motivation

    ERIC Educational Resources Information Center

    Pulfrey, Caroline; Darnon, Celine; Butera, Fabrizio

    2013-01-01

    The use of grades to motivate constitutes an unresolved theoretical controversy. In 2 experiments carried out with different age groups and academic tracks, a standard-grade condition was compared with a condition in which differential scoring engendered higher grades and with a no-grade condition. The relative power of task performance and task…

  5. [Changes in academic motivation among elementary and junior high school students].

    PubMed

    Nishimura, Takuma; Sakurai, Shigeo

    2013-02-01

    This study examined changes in academic motivation among elementary and junior high school students. Based on self-determination theory (Ryan & Deci, 2000a), we focused on changes in autonomous and controlled motivation. In Study 1, we examined inter-individual changes in academic motivation among 5th to 9th grade students (N = 1 572) through a cross-sectional study. In Study 2, we examined intra-individual changes in academic motivation among students (N = 128) who were in transition from elementary to junior high school through a longitudinal study. All participants completed the Academic Motivation Scale (Nishimura, Kawamura, & Sakurai, 2011) that measured autonomous and controlled motivation. The results revealed that autonomous motivation decreased in the students from elementary to junior high school, while controlled motivation increased during the same period. This is a unique finding because a prior study conducted in a Western culture suggested that both motivations decrease gradually in school.

  6. Neural basis of the undermining effect of monetary reward on intrinsic motivation.

    PubMed

    Murayama, Kou; Matsumoto, Madoka; Izuma, Keise; Matsumoto, Kenji

    2010-12-07

    Contrary to the widespread belief that people are positively motivated by reward incentives, some studies have shown that performance-based extrinsic reward can actually undermine a person's intrinsic motivation to engage in a task. This "undermining effect" has timely practical implications, given the burgeoning of performance-based incentive systems in contemporary society. It also presents a theoretical challenge for economic and reinforcement learning theories, which tend to assume that monetary incentives monotonically increase motivation. Despite the practical and theoretical importance of this provocative phenomenon, however, little is known about its neural basis. Herein we induced the behavioral undermining effect using a newly developed task, and we tracked its neural correlates using functional MRI. Our results show that performance-based monetary reward indeed undermines intrinsic motivation, as assessed by the number of voluntary engagements in the task. We found that activity in the anterior striatum and the prefrontal areas decreased along with this behavioral undermining effect. These findings suggest that the corticobasal ganglia valuation system underlies the undermining effect through the integration of extrinsic reward value and intrinsic task value.

  7. Characteristics of Academically-Influential Children: Achievement Motivation and Social Status

    ERIC Educational Resources Information Center

    Masland, Lindsay C.; Lease, A. Michele

    2016-01-01

    The contributions of academic achievement motivation and social status to peer-reported academic influence were explored in a sample of 322 children in grades three through five. Latent moderated structural equation modeling indicated that children who value academics are more likely to be rated by peers as academically influential. Social status…

  8. Longitudinal Modelling of Academic Buoyancy and Motivation: Do the 5Cs Hold Up over Time?

    ERIC Educational Resources Information Center

    Martin, Andrew J.; Colmar, Susan H.; Davey, Louise A.; Marsh, Herbert W.

    2010-01-01

    Background: Academic buoyancy is students' ability to successfully deal with setbacks and challenges that are typical of academic life. The present study extends previous preliminary cross-sectional work that tentatively identified five motivational predictors of academic buoyancy--referred to as the "5Cs" of academic buoyancy: confidence…

  9. The relationship between core self-evaluations, views of god, and intrinsic/extrinsic religious motivation.

    PubMed

    Smither, James W; Walker, Alan G

    2015-04-01

    Core self-evaluations refer to a higher-order construct that subsumes four well-established traits in the personality literature: self-esteem, generalized self-efficacy, (low) neuroticism, and (internal) locus of control. Studies that have examined the relationship between various measures of religiosity and individual components of core self-evaluations show no clear pattern of relationships. The absence of a clear pattern may be due to the failure of most previous studies in this area to use theory to guide research. Therefore, theories related to core self-evaluations, religious motivation, and views of God were used to develop and test four hypotheses. 220 adults completed measures of four religious attitudes (intrinsic religious motivation, extrinsic religious motivation, viewing God as loving, and viewing God as punitive), general religiosity, and core self-evaluations, separated by 6 weeks (with the order of measures counterbalanced). Multivariate multiple regression, controlling for general religiosity, showed that core self-evaluations were positively related to viewing God as loving, negatively related to viewing God as punitive, and negatively related to extrinsic religious motivation. The hypothesis that core self-evaluations would be positively related to intrinsic religious motivation was not supported.

  10. Intrinsic and extrinsic motivation as predictors of work effort: the moderating role of achievement goals.

    PubMed

    Dysvik, Anders; Kuvaas, Bård

    2013-09-01

    This research explored the roles of intrinsic motivation (IM) and extrinsic motivation (EM) and the 2 × 2 model of achievement goals as predictors of increased work effort (WE). A cross-lagged field study was conducted among 1,441 employees from three large Norwegian service organizations across a 10-month time span. The results showed that the relationship between IM and increased WE was more positive for employees with high levels of mastery-approach goals. This observation suggests that having congruent goals may accentuate the positive relationship between IM and WE.

  11. Exploring the Intrinsic Motivation of Hedonic Information Systems Acceptance: Integrating Hedonic Theory and Flow with TAM

    NASA Astrophysics Data System (ADS)

    Wang, Zhihuan

    Research on Information Systems (IS) acceptance is substantially focused on extrinsic motivation in workplaces, little is known about the underlying intrinsic motivations of Hedonic IS (HIS) acceptance. This paper proposes a hybrid HIS acceptance model which takes the unique characteristics of HIS and multiple identities of a HIS user into consideration by interacting Hedonic theory, Flow theory with Technology Acceptance Model (TAM). The model was empirically tested by a field survey. The result indicates that emotional responses, imaginal responses, and flow experience are three main contributions of HIS acceptance.

  12. Exploring Intrinsic and Extrinsic Motivations to Participate in a Crowdsourcing Project to Support Blind and Partially Sighted Students.

    PubMed

    Layas, Fatma; Petrie, Helen

    2016-01-01

    There have been a number of crowdsourcing projects to support people with disabilities. However, there is little exploration of what motivates people to participate in such crowdsourcing projects. In this study we investigated how different motivational factors can affect the participation of people in a crowdsourcing project to support visually disabled students. We are developing "DescribeIT", a crowdsourcing project to support blind and partially students by having sighted people describe images in digital learning resources. We investigated participants' behavior of the DescribeIT project using three conditions: one intrinsic motivation condition and two extrinsic motivation conditions. The results showed that participants were significantly intrinsically motivated to participate in the DescribeIT project. In addition, participants' intrinsic motivation dominated the effect of the two extrinsic motivational factors in the extrinsic conditions.

  13. BRIDGE21--Exploring the Potential to Foster Intrinsic Student Motivation through a Team-Based, Technology-Mediated Learning Model

    ERIC Educational Resources Information Center

    Lawlor, John; Marshall, Kevin; Tangney, Brendan

    2016-01-01

    It is generally accepted that intrinsic student motivation is a critical requirement for effective learning but formal learning in school places a huge reliance on extrinsic motivation to focus the learner. This reliance on extrinsic motivation is driven by the pressure on formal schooling to "deliver to the test." The experience of the…

  14. A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation.

    PubMed

    Deci, E L; Koestner, R; Ryan, R M

    1999-11-01

    A meta-analysis of 128 studies examined the effects of extrinsic rewards on intrinsic motivation. As predicted, engagement-contingent, completion-contingent, and performance-contingent rewards significantly undermined free-choice intrinsic motivation (d = -0.40, -0.36, and -0.28, respectively), as did all rewards, all tangible rewards, and all expected rewards. Engagement-contingent and completion-contingent rewards also significantly undermined self-reported interest (d = -0.15, and -0.17), as did all tangible rewards and all expected rewards. Positive feedback enhanced both free-choice behavior (d = 0.33) and self-reported interest (d = 0.31). Tangible rewards tended to be more detrimental for children than college students, and verbal rewards tended to be less enhancing for children than college students. The authors review 4 previous meta-analyses of this literature and detail how this study's methods, analyses, and results differed from the previous ones.

  15. [The relationship between autonomous motivation and academic adjustment in junior high school students].

    PubMed

    Nishimura, Takuma; Sakurai, Shigeo

    2013-10-01

    This study investigated the relationship between autonomous motivation and academic adjustment based on the perspective of self-determination theory. It also examined motivational profiles to reveal individual differences and the characteristic of these profiles for groups with varying levels of autonomous and controlled regulation (autonomous, controlled, high motivation, and low motivation). Data were collected from 442 junior high school students for academic motivation, academic performance, academic competence, meta-cognitive strategy, academic anxiety, apathy, and stress experience. Correlation analyses generally supported the basic hypothesis of self-determination theory that a more autonomous regulation style was strongly related to academic adjustment. The results also showed that persons with a high autonomous regulation and a low controlled regulation style were the most adaptive.

  16. Which is the best intrinsic motivation signal for learning multiple skills?

    PubMed Central

    Santucci, Vieri G.; Baldassarre, Gianluca; Mirolli, Marco

    2013-01-01

    Humans and other biological agents are able to autonomously learn and cache different skills in the absence of any biological pressure or any assigned task. In this respect, Intrinsic Motivations (i.e., motivations not connected to reward-related stimuli) play a cardinal role in animal learning, and can be considered as a fundamental tool for developing more autonomous and more adaptive artificial agents. In this work, we provide an exhaustive analysis of a scarcely investigated problem: which kind of IM reinforcement signal is the most suitable for driving the acquisition of multiple skills in the shortest time? To this purpose we implemented an artificial agent with a hierarchical architecture that allows to learn and cache different skills. We tested the system in a setup with continuous states and actions, in particular, with a kinematic robotic arm that has to learn different reaching tasks. We compare the results of different versions of the system driven by several different intrinsic motivation signals. The results show (a) that intrinsic reinforcements purely based on the knowledge of the system are not appropriate to guide the acquisition of multiple skills, and (b) that the stronger the link between the IM signal and the competence of the system, the better the performance. PMID:24273511

  17. Self-organization of early vocal development in infants and machines: the role of intrinsic motivation

    PubMed Central

    Moulin-Frier, Clément; Nguyen, Sao M.; Oudeyer, Pierre-Yves

    2014-01-01

    We bridge the gap between two issues in infant development: vocal development and intrinsic motivation. We propose and experimentally test the hypothesis that general mechanisms of intrinsically motivated spontaneous exploration, also called curiosity-driven learning, can self-organize developmental stages during early vocal learning. We introduce a computational model of intrinsically motivated vocal exploration, which allows the learner to autonomously structure its own vocal experiments, and thus its own learning schedule, through a drive to maximize competence progress. This model relies on a physical model of the vocal tract, the auditory system and the agent's motor control as well as vocalizations of social peers. We present computational experiments that show how such a mechanism can explain the adaptive transition from vocal self-exploration with little influence from the speech environment, to a later stage where vocal exploration becomes influenced by vocalizations of peers. Within the initial self-exploration phase, we show that a sequence of vocal production stages self-organizes, and shares properties with data from infant developmental psychology: the vocal learner first discovers how to control phonation, then focuses on vocal variations of unarticulated sounds, and finally automatically discovers and focuses on babbling with articulated proto-syllables. As the vocal learner becomes more proficient at producing complex sounds, imitating vocalizations of peers starts to provide high learning progress explaining an automatic shift from self-exploration to vocal imitation. PMID:24474941

  18. Imitation learning based on an intrinsic motivation mechanism for efficient coding.

    PubMed

    Triesch, Jochen

    2013-01-01

    A hypothesis regarding the development of imitation learning is presented that is rooted in intrinsic motivations. It is derived from a recently proposed form of intrinsically motivated learning (IML) for efficient coding in active perception, wherein an agent learns to perform actions with its sense organs to facilitate efficient encoding of the sensory data. To this end, actions of the sense organs that improve the encoding of the sensory data trigger an internally generated reinforcement signal. Here it is argued that the same IML mechanism might also support the development of imitation when general actions beyond those of the sense organs are considered: The learner first observes a tutor performing a behavior and learns a model of the the behavior's sensory consequences. The learner then acts itself and receives an internally generated reinforcement signal reflecting how well the sensory consequences of its own behavior are encoded by the sensory model. Actions that are more similar to those of the tutor will lead to sensory signals that are easier to encode and produce a higher reinforcement signal. Through this, the learner's behavior is progressively tuned to make the sensory consequences of its actions match the learned sensory model. I discuss this mechanism in the context of human language acquisition and bird song learning where similar ideas have been proposed. The suggested mechanism also offers an account for the development of mirror neurons and makes a number of predictions. Overall, it establishes a connection between principles of efficient coding, intrinsic motivations and imitation.

  19. Close games versus blowouts: Optimal challenge reinforces one's intrinsic motivation to win.

    PubMed

    Meng, Liang; Pei, Guanxiong; Zheng, Jiehui; Ma, Qingguo

    2016-12-01

    When immersed in intrinsically motivating activities, individuals actively seek optimal challenge, which generally brings the most satisfaction as they play hard and finally win. To better simulate real-life scenarios in the controlled laboratory setting, a two-player online StopWatch (SW) game was developed, whose format is similar to that of a badminton tournament. During the game, a male opponent played by a confederate ensured that the same-sex participant paired with him won both matches, one with a wide margin (the lack of challenge condition) and another with a narrow one (the optimal challenge condition). Electrophysiological data were recorded during the entire experiment. An enlarged Stimulus-preceding negativity (SPN) was observed in the optimal challenge condition, indicating a more concentrated anticipatory attention toward the feedback and a stronger intrinsic motivation during close games. Thus, this study provided original neural evidence for predictions of Self-determination theory (SDT) and Flow theory, and confirmed and emphasized the significant role of optimal challenge in promoting one's intrinsic motivation to win.

  20. Intrinsic motivation factors based on the self-determinant theory for regular breast cancer screening.

    PubMed

    Jung, Su Mi; Jo, Heui-Sug

    2014-01-01

    The purpose of this study was to identify factors of intrinsic motivation that affect regular breast cancer screening and contribute to development of a program for strategies to improve effective breast cancer screening. Subjects were residing in South Korea Gangwon-Province and were female over 40 and under 69 years of age. For the investigation, the Intrinsic Motivation Inventory (IMI) was modified to the situation of cancer screening and was used to survey 905 inhabitants. Multinominal logistic regression analyses were conducted for regular breast cancer screening (RS), one-time breast cancer screening (OS) and non-breast cancer screening (NS). For statistical analysis, IBM SPSS 20.0 was utilized. The determinant factors between RS and NS were "perceived effort and choice" and "stress and strain" - internal motivations related to regular breast cancer screening. Also, determinant factors between RS and OS are "age" and "perceived effort and choice" for internal motivation related to cancer screening. To increase regular screening, strategies that address individual perceived effort and choice are recommended.

  1. Intrinsic motivation, performance, and the mediating role of mastery goal orientation: a test of self-determination theory.

    PubMed

    Cerasoli, Christopher P; Ford, Michael T

    2014-01-01

    Although intrinsic motivation has been linked repeatedly to performance and outcomes, the causal relationship between the two has remained unclear. To explain the link, this study considered the focusing influence of mastery goals. Using a three-wave panel study and hypotheses drawn from self-determination theory and achievement goal theory, the current study sought to clarify the relationships between intrinsic motivation, mastery goal orientation, and performance. Specifically, the current study hypothesized and found that mastery goals mediated (explained) the relationship between intrinsic motivation and performance.

  2. Possible Link between Medical Students' Motivation for Academic Work and Time Engaged in Physical Exercise

    ERIC Educational Resources Information Center

    Aung, Myo Nyein; Somboonwong, Juraiporn; Jaroonvanichkul, Vorapol; Wannakrairot, Pongsak

    2016-01-01

    Physical exercise results in an active well-being. It is likely that students' engagement in physical exercise keeps them motivated to perform academic endeavors. This study aimed to assess the relation of time engaged in physical exercise with medical students' motivation for academic work. Prospectively, 296 second-year medical students…

  3. Teacher-Student Interpersonal Relationships and Academic Motivation within One School Year: Developmental Changes and Linkage

    ERIC Educational Resources Information Center

    Opdenakker, Marie-Christine; Maulana, Ridwan; den Brok, Perry

    2012-01-01

    The present study explored the developmental changes of teacher-student interpersonal relationships as well as that of academic motivation among first-grade secondary school students. In addition, the link between teacher-student interpersonal behaviour and academic motivation across the school year was investigated. The data were collected 5…

  4. Cultural Predictors of Academic Motivation and Achievement: A Self-Deterministic Approach

    ERIC Educational Resources Information Center

    Young, Adena; Johnson, Gail; Hawthorne, Melissa; Pugh, Jeremy

    2011-01-01

    College retention and graduation rates are significantly lower for African American and Hispanic American students. Limited research has been conducted on the relationship between academic motivation and perceived social support. The purpose of this study was to determine the importance of social support as a predictor of academic motivation and…

  5. Why Try? Achievement Motivation and Perceived Academic Climate among Latino Youth

    ERIC Educational Resources Information Center

    Wilkins, Natalie J.; Kuperminc, Gabriel P.

    2010-01-01

    Elliot and McGregor's (2001) 2 x 2 model of achievement motivation (mastery approach, mastery-avoidance, performance-approach and performance-avoidance) was used among 143 Latino adolescents to examine how achievement motivation changes over time, and whether perception of academic climate influences eventual academic outcomes. A series of…

  6. An Investigation of Gender and Age Differences in Academic Motivation and Classroom Behaviour in Adolescents

    ERIC Educational Resources Information Center

    Bugler, Myfanwy; McGeown, Sarah; St. Clair-Thompson, Helen

    2016-01-01

    This study investigated gender- and age-related differences in academic motivation and classroom behaviour in adolescents. Eight hundred and fifty-five students (415 girls and 440 boys) aged 11-16 ("M" age = 13.96, "SD" = 1.47) filled in a questionnaire that examined student academic motivation and teachers completed a…

  7. Motivational Orientation, Error Monitoring, and Academic Performance in Middle Childhood: A Behavioral and Electrophysiological Investigation

    ERIC Educational Resources Information Center

    Fisher, Kelly R.; Marshall, Peter J.; Nanayakkara, Ajantha R.

    2009-01-01

    Previous research suggests that academic motivation orientation relates to students' causal interpretations about academic outcomes and their emotional reactions to those outcomes. The current study examines how student motivation may relate to certain neurophysiological systems that are thought to underlie the processing of successes and…

  8. The Relationship between Relative Levels of Motivation and Intrapersonal, Interpersonal, and Academic Functioning among Older Adolescents

    ERIC Educational Resources Information Center

    Gilman, Rich; Anderman, Eric M.

    2006-01-01

    Using cluster analysis to combine specific adaptive measures related to mastery motivation (intrinsic motivation, self-adequacy, and locus of control), a total of 654 high school students were placed into distinct adaptive motivation groups. Mean scores on a variety of self-reported and peer-reported measures of interpersonal, intrapersonal, and…

  9. Psychometric Validation of the Academic Motivation Scale in a Dental Student Sample.

    PubMed

    Orsini, Cesar; Binnie, Vivian; Evans, Phillip; Ledezma, Priscilla; Fuentes, Fernando; Villegas, Maria J

    2015-08-01

    The Academic Motivation Scale is one of the most frequently used instruments to assess academic motivation. It relies on the self-determination theory of human motivation. However, motivation has been understudied in dental education. Therefore, to address the lack of valid instruments to assess academic motivation in dental education and contribute to future research in the field, the aim of this study was to analyze the psychometric properties of this instrument in a sample of dental students. Participants were 989 Chilean undergraduate dental students (86% response rate) who completed a survey containing a Chilean face-valid version of the Spanish Academic Motivation Scale and three other motivation-related instruments to assess the survey's construct and criterion validity. Later, 76 of the students (out of 100 invited) took the survey again to assess its test-retest stability. The instrument's construct validity was supported by the superior goodness of fit of the seven-subscale Academic Motivation Scale over competing models through confirmatory factor analysis and by the expected correlations among its subscales. The concurrent criterion validity was supported by the confirmation of correlations between its subscales and external criteria. Adequate internal consistency and test-retest correlations were also found. The evidence from this study suggests that the Academic Motivation Scale is a preliminarily valid and reliable instrument to assess motivation in the predoctoral dental context. Future research in this area is needed to confirm or refute these results.

  10. Bridging the Gap Between Extrinsic and Intrinsic Motivation in the Cognitive Remediation of Schizophrenia

    PubMed Central

    Silverstein, Steven M.

    2010-01-01

    An important development in cognitive remediation of schizophrenia is a focus on motivation. However, following a distinction between the concepts of intrinsic motivation (IM) and extrinsic motivation, discussions of IM-based methods have downplayed or misrepresented the role that extrinsic rewards can, and actually do, serve to promote positive treatment outcomes in cognitive remediation. Therefore, the purpose of this article is to explore the rationale for using techniques incorporating extrinsic rewards into cognitive treatment of people with schizophrenia. To do this, evidence is presented on each of the following points: (1) there is a long history of research demonstrating that delivery of extrinsic reward is associated with positive outcomes in both behavioral and cognitive rehabilitation; (2) basic human brain systems respond strongly to tangible rewards, and this can directly enhance attention, working memory, and other cognitive functions; (3) nearly all data on the negative effects of extrinsic reward on IM have come from studies of healthy children and adults in school or work settings who have adequate IM for target tasks; these findings do not generalize well to cognitive remediation settings for people with schizophrenia, who often have abnormally low levels of IM and low base rates of attentive behaviors; and (4) in real-world situations, cognitive remediation interventions already utilize a combination of intrinsic and extrinsic reinforcers. Future studies are needed to clarify state and trait factors responsible for individual differences in the extent to which extrinsic rewards are necessary to set the conditions under which IM can develop. PMID:20064900

  11. Bridging the gap between extrinsic and intrinsic motivation in the cognitive remediation of schizophrenia.

    PubMed

    Silverstein, Steven M

    2010-09-01

    An important development in cognitive remediation of schizophrenia is a focus on motivation. However, following a distinction between the concepts of intrinsic motivation (IM) and extrinsic motivation, discussions of IM-based methods have downplayed or misrepresented the role that extrinsic rewards can, and actually do, serve to promote positive treatment outcomes in cognitive remediation. Therefore, the purpose of this article is to explore the rationale for using techniques incorporating extrinsic rewards into cognitive treatment of people with schizophrenia. To do this, evidence is presented on each of the following points: (1) there is a long history of research demonstrating that delivery of extrinsic reward is associated with positive outcomes in both behavioral and cognitive rehabilitation; (2) basic human brain systems respond strongly to tangible rewards, and this can directly enhance attention, working memory, and other cognitive functions; (3) nearly all data on the negative effects of extrinsic reward on IM have come from studies of healthy children and adults in school or work settings who have adequate IM for target tasks; these findings do not generalize well to cognitive remediation settings for people with schizophrenia, who often have abnormally low levels of IM and low base rates of attentive behaviors; and (4) in real-world situations, cognitive remediation interventions already utilize a combination of intrinsic and extrinsic reinforcers. Future studies are needed to clarify state and trait factors responsible for individual differences in the extent to which extrinsic rewards are necessary to set the conditions under which IM can develop.

  12. Achievement Motivation, Anxiety and Academic Success in First Year Master of Nursing Students.

    ERIC Educational Resources Information Center

    McEwan, Lynn; Goldenberg, Dolly

    1999-01-01

    A study of 41 graduate nursing students found they had high achievement motivation and academic ability. Trait anxiety was the only valid predictor of academic success. Academic ability and inherent anxiety had greater potential for predicting students who would succeed. (Author/SK)

  13. Academic Job Satisfaction and Motivation: Findings from a Nationwide Study in Portuguese Higher Education

    ERIC Educational Resources Information Center

    de Lourdes Machado-Taylor, Maria; Meira Soares, Virgílio; Brites, Rui; Brites Ferreira, José; Farhangmehr, Minoo; Gouveia, Odília Maria Rocha; Peterson, Marvin

    2016-01-01

    Academic staff is a key resource in higher education institutions (HEIs) and therefore has a major role in the achievement of the objectives of these institutions. Satisfied and well-motivated academic staff can build a national and international reputation for themselves and their institutions. Moreover, the performance of academic staff impacts…

  14. An Investigation of a Model of Academic Motivation for School Counseling

    ERIC Educational Resources Information Center

    Scheel, Michael J.; Gonzalez, Jaime

    2007-01-01

    A theoretical model of academic motivation consisting of (a) academic self-efficacy, (b) purposefulness and intentionality, and (c) support through school counseling for autonomous learning was explored with 346 high school juniors. Regression analysis indicated academic self-efficacy and utilization of school counseling to be significant…

  15. Understanding Student Perceptions and Motivation towards Academic Blogs: An Exploratory Study

    ERIC Educational Resources Information Center

    Deng, Liping; Yuen, Allan H. K.

    2012-01-01

    The success of academic blogs depends on the participation and engagement of students. Taking an exploratory approach, this study aims to develop a better understanding of the perceptions of student teachers towards academic blogging, and the factors that motivate them to write academic blogs voluntarily. Drawing on data gathered from…

  16. Academic Performance in Human Anatomy and Physiology Classes: A 2-Yr Study of Academic Motivation and Grade Expectation

    ERIC Educational Resources Information Center

    Sturges, Diana; Maurer, Trent W.; Allen, Deborah; Gatch, Delena Bell; Shankar, Padmini

    2016-01-01

    This project used a nonexperimental design with a convenience sample and studied the relationship between academic motivation, grade expectation, and academic performance in 1,210 students enrolled in undergraduate human anatomy and physiology (HAP) classes over a 2-yr period. A 42-item survey that included 28 items of the adapted academic…

  17. Exploring Academic Motivation, Academic Self-Efficacy and Attitudes toward Teaching in Pre-Service Early Childhood Education Teachers

    ERIC Educational Resources Information Center

    Bedel, Emine Ferda

    2016-01-01

    This study is designed to explore academic motivation, academic self-efficacy and attitudes toward teaching in pre-service early childhood education teachers and to investigate the relationships among those variables. Data were gathered through questionnaires administered to 251 pre-service early childhood education teachers. Results indicated…

  18. A Study of the Motivational Patterns of Learners of English for Academic and Professional Purposes

    ERIC Educational Resources Information Center

    Abrar-ul-Hassan, Shahid

    2014-01-01

    Learner motivation is considered a vital factor in second language instruction. An analysis of motivation types and degrees can reveal learners' expectations and learning objectives. The present study analyzes the motivational patterns of a group of English for academic and professional purposes (EAPP) learners while focusing on types and degrees…

  19. Adapting the Academic Motivation Scale for Use in Pre-Tertiary Mathematics Classrooms

    ERIC Educational Resources Information Center

    Lim, Siew Yee; Chapman, Elaine

    2015-01-01

    The Academic Motivation Scale (AMS) is a comprehensive and widely used instrument for assessing motivation based on the self-determination theory. Currently, no such comprehensive instrument exists to assess the different domains of motivation (stipulated by the self-determination theory) in mathematics education at the pre-tertiary level (grades…

  20. The Revision and Validation of the Academic Motivation Scale in China

    ERIC Educational Resources Information Center

    Zhang, Bo; Li, Yi Ming; Li, Jian; Li, Ye; Zhang, Houcan

    2016-01-01

    Self-determination theory (SDT) has contributed greatly to our understanding of human motivation. Based on SDT, the Academic Motivation Scale (AMS) was developed to assess students' motivation to learn. AMS has been successfully applied to the educational context in Western cultures. However, no psychometrically validated version is available in…

  1. The Relationship of Motivation and Flow Experience to Academic Procrastination in University Students

    ERIC Educational Resources Information Center

    Lee, Eunju

    2005-01-01

    In this article, the author examined the relationships of motivation and flow experience to academic procrastination in 262 Korean undergraduate students who completed a questionnaire on procrastination, flow, and motivation. The results indicated that high procrastination was associated with lack of self-determined motivation and low incidence of…

  2. A Multilevel Model of Adolescents' Motivation and Strategy Use in Academic Domains.

    ERIC Educational Resources Information Center

    Anderman, Eric M.; Young, Allison J.

    Recent studies have documented a decline in academic performance and motivation as students move from elementary to middle level schools. This paper expands these studies in three ways: (1) by examining the classroom-level differences among middle school students' motivation to see if motivational constructs vary by classroom; (2) by exploring the…

  3. Academic Motivation and Self-Determination among Three Ethnic Groups of Nigerian Students

    ERIC Educational Resources Information Center

    Olagbami, Abiola Olabisi

    2013-01-01

    The need related behavioral dynamics that are revealed in self-determination and academic motivation research control factors which pinpoint and examine settings that facilitate self-motivation and well-being. This study examined differences in motivational and self-determination behaviors among three ethnic groups of Nigerian university students…

  4. Academic Motivation of the First-Year University Students and the Self-Determination Theory

    ERIC Educational Resources Information Center

    Koseoglu, Yaman

    2013-01-01

    The Self Determination Theory has identified various types of motivation along a continuum from weakest to strongest. Yet, until recently, no reliable method existed to measure accurately the strength of motivation along this continuum. Vallerand et al. (1992) developed the Academic Motivation Scale (AMS) to measure the validity of the Self…

  5. Relational Effects of Reading Motivation and Academic Achievement among Adolescent Boys

    ERIC Educational Resources Information Center

    Bozack, Amanda R.; Salvaggio, Amy Nicole

    2013-01-01

    This study explores the relationship between academic achievement and reading motivation among adolescent boys. We seek to understand (1) if motivational construct scores change meaningfully over time, (2) what relationship exists between the achievement scores and reported reading motivation, and (3) if students who report higher reading…

  6. The Contributions of Intrinsic and Extrinsic Reading Motivation to the Development of Reading Competence over Summer Vacation

    ERIC Educational Resources Information Center

    Schaffner, Ellen; Schiefele, Ulrich

    2016-01-01

    This study addressed the role of reading motivation as a potential determinant of losses or gains in reading competence over six weeks of summer vacation (SV). Based on a sample of 223 third-grade elementary students, structural equation analyses showed that intrinsic reading motivation before SV contributed positively to both word and sentence…

  7. The Effect of Intrinsic Motivation on the Affect and Evaluation of the Creative Process among Fine Arts Students

    ERIC Educational Resources Information Center

    Stanko-Kaczmarek, Maja

    2012-01-01

    The main aim of this study was to gain a deeper understanding of the effect of intrinsic motivation on affect, subjective evaluation, and the creative process of young artists. Relations between motivation, affect, and evaluation were treated as a dynamic process and measured several times. The unique contribution of this study is that it…

  8. Test Anxiety and Academic Performance among Undergraduates: The Moderating Role of Achievement Motivation.

    PubMed

    Balogun, Anthony Gbenro; Balogun, Shyngle Kolawole; Onyencho, Chidi Victor

    2017-02-13

    This study investigated the moderating role of achievement motivation in the relationship between test anxiety and academic performance. Three hundred and ninety three participants (192 males and 201 females) selected from a public university in Ondo State, Nigeria using a purposive sampling technique, participated in the study. They responded to measures of test anxiety and achievement motivation. Three hypotheses were tested using moderated hierarchical multiple regression analysis. Results showed that test anxiety had a negative impact on academic performance (β = -.23; p < .05). Achievement motivation had a positive impact on academic performance (β = .38; p < .05). Also, achievement motivation significantly moderated the relationship between test anxiety and academic performance (β = .10; p < .01). These findings suggest that university management should design appropriate psycho-educational interventions that would enhance students' achievement motivation.

  9. Characteristics of the work environment related to older employees' willingness to continue working: intrinsic motivation as a mediator.

    PubMed

    van den Berg, Peter T

    2011-08-01

    The relationships between older employees' willingness to continue working and characteristics of the work environment for older workers were investigated, as well as a possible mediation by intrinsic motivation. 103 employees ages 50 to 65 years, from various sectors of the Dutch labor market, completed questionnaires that measured willingness to continue working, intrinsic motivation, organizational stimulation, work variety, work challenge, and job autonomy. Hierarchical regression analyses showed organizational stimulation, as well as the various job characteristics, were positively related to employees' willingness to continue working. Moreover, intrinsic motivation fully mediated the relationship of work variety with willingness to continue working and partially mediated the relationships of organizational stimulation, work challenge, and job autonomy with willingness to continue working. It was concluded that organizations can encourage older workers to work until age 65 and beyond by shifting their focus from extrinsic to intrinsic rewards.

  10. How Motivation Affects Academic Performance: A Structural Equation Modelling Analysis

    ERIC Educational Resources Information Center

    Kusurkar, R. A.; Ten Cate, Th. J.; Vos, C. M. P.; Westers, P.; Croiset, G.

    2013-01-01

    Few studies in medical education have studied effect of quality of motivation on performance. Self-Determination Theory based on quality of motivation differentiates between Autonomous Motivation (AM) that originates within an individual and Controlled Motivation (CM) that originates from external sources. To determine whether Relative Autonomous…

  11. Development of goal-directed action selection guided by intrinsic motivations: an experiment with children.

    PubMed

    Taffoni, Fabrizio; Tamilia, Eleonora; Focaroli, Valentina; Formica, Domenico; Ricci, Luca; Di Pino, Giovanni; Baldassarre, Gianluca; Mirolli, Marco; Guglielmelli, Eugenio; Keller, Flavio

    2014-07-01

    Action selection is extremely important, particularly when the accomplishment of competitive tasks may require access to limited motor resources. The spontaneous exploration of the world plays a fundamental role in the development of this capacity, providing subjects with an increasingly diverse set of opportunities to acquire, practice and refine the understanding of action-outcome connection. The computational modeling literature proposed a number of specific mechanisms for autonomous agents to discover and target interesting outcomes: intrinsic motivations hold a central importance among those mechanisms. Unfortunately, the study of the acquisition of action-outcome relation was mostly carried out with experiments involving extrinsic tasks, either based on rewards or on predefined task goals. This work presents a new experimental paradigm to study the effect of intrinsic motivation on action-outcome relation learning and action selection during free exploration of the world. Three- and four-year-old children were observed during the free exploration of a new toy: half of them were allowed to develop the knowledge concerning its functioning; the other half were not allowed to learn anything. The knowledge acquired during the free exploration of the toy was subsequently assessed and compared.

  12. Perceptions of teachers' general and informational feedback and intrinsic motivation in physical education: two-year effects.

    PubMed

    Koka, Andre; Hein, Vello

    2006-10-01

    Relative change or stability of perceived positive general feedback and perceived informational feedback and their influence on students' intrinsic motivation in physical education over two years were examined. 302 students, ages 11 to 15 years, responded to the Perception of Teacher's Feedback questionnaire. Two years later, these students filled out the questionnaire again, along with a modified version of the Sport Motivation Scale. Analysis showed that both types of perceived feedback exhibited moderate stability over the two years. Perceived positive general feedback demonstrated a significant direct effect on students' intrinsic motivation measured concurrently in physical education. Further, fixing to zero the effect of perceived positive general feedback on intrinsic motivation measured concurrently, an effect emerged over the two years.

  13. Effect of motivation on academic fluency performance in survivors of pediatric medulloblastoma.

    PubMed

    Holland, Alice Ann; Hughes, Carroll W; Harder, Lana; Silver, Cheryl; Bowers, Daniel C; Stavinoha, Peter L

    2016-01-01

    It has been proposed previously that extrinsic motivation may enable survivors of childhood medulloblastoma to significantly improve aspects of neurocognitive performance. In healthy populations, enhanced motivation has been shown to promote academic fluency, a domain likely more relevant to the educational outcomes of pediatric medulloblastoma survivors than academic skill development. The present study investigates the effect of enhanced extrinsic motivation on fluent (i.e., accurate and efficient) academic performance in pediatric medulloblastoma survivors. Participants were 36 children, ages 7-18, who had completed treatment for medulloblastoma. Participants completed a neuropsychological battery that included administration of equivalent tasks on Forms A and B of the Woodcock-Johnson III Tests of Achievement. Half were randomly assigned to an incentive condition prior to the administration of Form B. Provision of a performance-based incentive resulted in statistically significant improvement, but not normalization of function, in performance on measures of academic fluency. No demographic, treatment-related, academic, neuropsychological, or self-perception variables predicted response to incentive. Findings suggest that academic performance of survivors may significantly improve under highly motivating conditions. In addition to implications for educational services, this finding raises the novel possibility that decreased motivation represents an inherent neuropsychological deficit in this population and provides a rationale for further investigation of factors affecting individual differences in motivational processes. Further, by examining effort in a context where effort is not inherently suspect, present findings also significantly contribute to the debate regarding the effects of effort and motivation on neuropsychological performance.

  14. University Students' Satisfaction with their Academic Studies: Personality and Motivation Matter.

    PubMed

    Wach, F-Sophie; Karbach, Julia; Ruffing, Stephanie; Brünken, Roland; Spinath, Frank M

    2016-01-01

    Although there is consensus about the importance of students' satisfaction with their academic studies as one facet of academic success, little is known about the determinants of this significant outcome variable. Past research rarely investigated the predictive power of multiple predictors simultaneously. Hence, we examined how demographic variables, personality, cognitive and achievement-related variables (intelligence, academic achievement), as well as various motivational constructs were associated with three different dimensions of satisfaction (satisfaction with study content, satisfaction with the conditions of the academic program, satisfaction with the ability to cope with academic stress) assessed approximately 2 years apart. Analyzing data of a sample of university students (N = 620; M age = 20.77; SD age = 3.22) using structural equation modeling, our results underline the significance of personality and motivational variables: Neuroticism predicted satisfaction with academic studies, but its relevance varied between outcome dimensions. Regarding the predictive validity of motivational variables, the initial motivation for enrolling in a particular major was correlated with two dimensions of subsequent satisfaction with academic studies. In contrast, the predictive value of cognitive and achievement-related variables was relatively low, with academic achievement only related to satisfaction with the conditions of the academic program after controlling for the prior satisfaction level.

  15. University Students' Satisfaction with their Academic Studies: Personality and Motivation Matter

    PubMed Central

    Wach, F.-Sophie; Karbach, Julia; Ruffing, Stephanie; Brünken, Roland; Spinath, Frank M.

    2016-01-01

    Although there is consensus about the importance of students' satisfaction with their academic studies as one facet of academic success, little is known about the determinants of this significant outcome variable. Past research rarely investigated the predictive power of multiple predictors simultaneously. Hence, we examined how demographic variables, personality, cognitive and achievement-related variables (intelligence, academic achievement), as well as various motivational constructs were associated with three different dimensions of satisfaction (satisfaction with study content, satisfaction with the conditions of the academic program, satisfaction with the ability to cope with academic stress) assessed approximately 2 years apart. Analyzing data of a sample of university students (N = 620; Mage = 20.77; SDage = 3.22) using structural equation modeling, our results underline the significance of personality and motivational variables: Neuroticism predicted satisfaction with academic studies, but its relevance varied between outcome dimensions. Regarding the predictive validity of motivational variables, the initial motivation for enrolling in a particular major was correlated with two dimensions of subsequent satisfaction with academic studies. In contrast, the predictive value of cognitive and achievement-related variables was relatively low, with academic achievement only related to satisfaction with the conditions of the academic program after controlling for the prior satisfaction level. PMID:26909049

  16. Inverted U-Shaped Curvilinear Relationship between Challenge and One's Intrinsic Motivation: Evidence from Event-Related Potentials

    PubMed Central

    Ma, Qingguo; Pei, Guanxiong; Meng, Liang

    2017-01-01

    The balance between task demand and one's competence is critical for the maintenance of intrinsic motivation. According to Flow theory and Self-determination theory, optimal challenge gives rise to the maximum intrinsic motivation, and an inverted U-shaped curvilinear relationship between perceived challenge and one's intrinsic motivation is suggested. In order to provide direct experimental evidences for predictions of these theories, in this study, we employed the two-player StopWatch game that we previously designed, which made references to the game format of a badminton tournament. According to our manipulation, a male participant was defeated by the same-sex player paired with him (played by a well-trained confederate of the experimenter) in two matches, one with a wide margin (the complete defeat condition) and another with a narrow one (the near miss condition). Participants performed better and reported to enjoy the near miss match to a greater extent. Besides, an enlarged Stimulus-preceding negativity was elicited when participants were actively anticipating outcomes in the near miss condition, suggesting greater anticipatory attention toward the outcome and an enhanced intrinsic motivation to win. Thus, converging electrophysiological evidences from this study and our former study confirmed the inverted U-shaped curvilinear relationship between perceived challenge and one's intrinsic motivation.

  17. Inverted U-Shaped Curvilinear Relationship between Challenge and One's Intrinsic Motivation: Evidence from Event-Related Potentials.

    PubMed

    Ma, Qingguo; Pei, Guanxiong; Meng, Liang

    2017-01-01

    The balance between task demand and one's competence is critical for the maintenance of intrinsic motivation. According to Flow theory and Self-determination theory, optimal challenge gives rise to the maximum intrinsic motivation, and an inverted U-shaped curvilinear relationship between perceived challenge and one's intrinsic motivation is suggested. In order to provide direct experimental evidences for predictions of these theories, in this study, we employed the two-player StopWatch game that we previously designed, which made references to the game format of a badminton tournament. According to our manipulation, a male participant was defeated by the same-sex player paired with him (played by a well-trained confederate of the experimenter) in two matches, one with a wide margin (the complete defeat condition) and another with a narrow one (the near miss condition). Participants performed better and reported to enjoy the near miss match to a greater extent. Besides, an enlarged Stimulus-preceding negativity was elicited when participants were actively anticipating outcomes in the near miss condition, suggesting greater anticipatory attention toward the outcome and an enhanced intrinsic motivation to win. Thus, converging electrophysiological evidences from this study and our former study confirmed the inverted U-shaped curvilinear relationship between perceived challenge and one's intrinsic motivation.

  18. The Motivations, Values and Future Plans of Australian Academics

    ERIC Educational Resources Information Center

    Bexley, Emmaline; Arkoudis, Sophie; James, Richard

    2013-01-01

    The Australian academic profession is more differentiated than is acknowledged in national and institutional policies and academic roles are more diverse than many academics themselves may recognise. However, the evolution of the nature and purposes of the profession and its implicit diversification have been incremental and largely unplanned. A…

  19. Student Motivation for Learning in Ghana: Relationships with Caregivers' Values toward Education, Attendance, and Academic Achievement

    ERIC Educational Resources Information Center

    McCoy, Dana Charles; Wolf, Sharon; Godfrey, Erin B.

    2014-01-01

    This study examined the role that Ghanaian caregivers' values toward education play in shaping students' intrinsic versus extrinsic motivation for learning, and the ways these values and motivational orientations predict school attendance and achievement. Study participants included 88 students (M?=?11.63 years; 48% female) from two primary…

  20. Pink Time: Evidence of Self-Regulated Learning and Academic Motivation among Undergraduate Students

    ERIC Educational Resources Information Center

    Baird, Timothy D.; Kniola, David J.; Lewis, Ashley L.; Fowler, Shelli B.

    2015-01-01

    This article describes and analyzes a classroom assignment to promote intrinsic motivation for learning in college students. Here, grades and instructor expectations for content are viewed as students' primary motivations for learning, and correspondingly present obstacles for improved critical thinking skills, student autonomy, and engagement.…

  1. Latent Motivational Change in an Academic Setting: A 3-Year Longitudinal Study

    ERIC Educational Resources Information Center

    Otis, Nancy; Grouzet, Frederick M. E.; Pelletier, Luc G.

    2005-01-01

    This research examined changes in intrinsic and extrinsic motivation during the transition from junior to senior high school as well as the impact of motivational changes on various educational consequences (i.e., dropout intentions, absenteeism, homework frequency, and educational aspirations). A total of 646 participants completed a…

  2. When giving feels good. The intrinsic benefits of sacrifice in romantic relationships for the communally motivated.

    PubMed

    Kogan, Aleksandr; Impett, Emily A; Oveis, Christopher; Hui, Bryant; Gordon, Amie M; Keltner, Dacher

    2010-12-01

    Who benefits most from making sacrifices for others? The current study provides one answer to this question by demonstrating the intrinsic benefits of sacrifice for people who are highly motivated to respond to a specific romantic partner's needs noncontingently, a phenomenon termed communal strength. In a 14-day daily-experience study of 69 romantic couples, communal strength was positively associated with positive emotions during the sacrifice itself, with feeling appreciated by the partner for the sacrifice, and with feelings of relationship satisfaction on the day of the sacrifice. Furthermore, feelings of authenticity for the sacrifice mediated these associations. Several alternative hypotheses were ruled out: The effects were not due to individuals higher in communal strength making qualitatively different kinds of sacrifices, being more positive in general, or being involved in happier relationships. Implications for research and theory on communal relationships and positive emotions are discussed.

  3. Relations of Perceived Maternal Parenting Style, Practices, and Learning Motivation to Academic Competence in Chinese Children

    ERIC Educational Resources Information Center

    Cheung, Cecilia S.; McBride-Chang, Catherine

    2008-01-01

    A measure of academic parenting practices was developed through parent and teacher interviews and subsequently administered to 91 Hong Kong Chinese fifth graders, who also rated their mothers' restrictiveness and concern, school motivation, and self-perceived academic competence. Children's actual school grades were obtained from school records.…

  4. Elementary School Counselors' Motivation to Support Student Academic Achievement through Identified Standards

    ERIC Educational Resources Information Center

    Barna, Jennifer S.; Brott, Pamelia E.

    2012-01-01

    The researchers explored the relationship between elementary school counselors' motivational orientation, perceptions of importance and levels of implementation of Academic and Personal/Social Standards as a strategy for supporting academic achievement. Responses from 212 elementary school counselors confirm both types of Standards as being highly…

  5. The Advisor and Instructor as a Dynamic Duo: Academic Motivation and Basic Psychological Needs

    ERIC Educational Resources Information Center

    Burt, Tracie D.; Young-Jones, Adena D.; Yadon, Carly A.; Carr, Michael T.

    2013-01-01

    Students learn in and out of a formal classroom, and instructors and academic advisors play key roles in academic motivation and learning. Therefore, through the lens of self-determination theory, we examined the ways perceived support from instructors and advisors relates to satisfaction of college students' basic psychological needs. Advisor and…

  6. MOTIVATIONAL FACTORS INFLUENCING ACADEMIC ACHIEVEMENT OF ELEVENTH GRADE PUERTO RICAN HIGH SCHOOL STUDENTS.

    ERIC Educational Resources Information Center

    FARQUHAR, WILLIAM M.; CHRISTENSEN, EDWARD W.

    THIS STUDY INVOLVED--(1) EXPLORING ACADEMIC MOTIVATIONAL FACTORS IN PUERTO RICAN 11TH-GRADE STUDENTS, (2) CREATING A MEASURE FOR THESE FACTORS WHICH MIGHT BE USABLE IN OTHER LATIN AMERICAN AREAS, AND (3) INVESTIGATING THE CHILD-REARING AND OTHER PSYCHO-SOCIAL FACTORS RELATED TO ACADEMIC ACHIEVEMENT. THE METHOD INVOLVED THREE STAGES--(1)…

  7. Effects of High School Students' Perceptions of School Life Quality on Their Academic Motivation Levels

    ERIC Educational Resources Information Center

    Akin Kösterelioglu, Meltem; Kösterelioglu, Ilker

    2015-01-01

    This study aims to identify the effects of high school students' perceptions of school life quality on their academic motivation levels. The study was conducted on a sample of high school students (n = 2371) in Amasya Province in the fall semester of 2013-2014 academic year. Study sample was selected with the help of cluster sampling method. Data…

  8. Motivational and Judgment Predictors of African American Academic Achievement at PWIs and HBCUs

    ERIC Educational Resources Information Center

    Reeder, Matthew C.; Schmitt, Neal

    2013-01-01

    In this study we investigated whether African American students at historically Black colleges and universities (HBCUs) differ from African American students at predominantly White institutions (PWIs) in academic motivation and judgment, and whether type of academic institution (HBCU, PWI) moderates relationships between these differences and…

  9. Third-Year College Retention and Transfer: Effects of Academic Performance, Motivation, and Social Connectedness

    ERIC Educational Resources Information Center

    Allen, Jeff; Robbins, Steven B.; Casillas, Alex; Oh, In-Sue

    2008-01-01

    We studied the effects of academic performance, motivation, and social connectedness on third-year retention, transfer, and dropout behavior. To accommodate the three outcome categories and nesting of data within institutions, we fit a hierarchical multinomial logistic regression path model with first-year academic performance as a mediating…

  10. Motives Emanating from Personality Associated with Achievement in a Finnish Senior High School: Physical Activity, Curiosity, and Family Motives

    ERIC Educational Resources Information Center

    Froiland, John Mark; Mayor, Päivi; Herlevi, Marjaana

    2015-01-01

    Numerous studies indicate that intrinsic motivation predicts academic achievement. However, relatively few have examined various subtypes of intrinsic motivation that predict overall achievement, such as motivation for exercise and physical activity. Based upon the 16 basic desires theory of personality, the current study examined the motives of…

  11. Intrinsic motivation and attentional capture from gamelike features in a visual search task.

    PubMed

    Miranda, Andrew T; Palmer, Evan M

    2014-03-01

    In psychology research studies, the goals of the experimenter and the goals of the participants often do not align. Researchers are interested in having participants who take the experimental task seriously, whereas participants are interested in earning their incentive (e.g., money or course credit) as quickly as possible. Creating experimental methods that are pleasant for participants and that reward them for effortful and accurate data generation, while not compromising the scientific integrity of the experiment, would benefit both experimenters and participants alike. Here, we explored a gamelike system of points and sound effects that rewarded participants for fast and accurate responses. We measured participant engagement at both cognitive and perceptual levels and found that the point system (which invoked subtle, anonymous social competition between participants) led to positive intrinsic motivation, while the sound effects (which were pleasant and arousing) led to attentional capture for rewarded colors. In a visual search task, points were awarded after each trial for fast and accurate responses, accompanied by short, pleasant sound effects. We adapted a paradigm from Anderson, Laurent, and Yantis (Proceedings of the National Academy of Sciences 108(25):10367-10371, 2011b), in which participants completed a training phase during which red and green targets were probabilistically associated with reward (a point bonus multiplier). During a test phase, no points or sounds were delivered, color was irrelevant to the task, and previously rewarded targets were sometimes presented as distractors. Significantly longer response times on trials in which previously rewarded colors were present demonstrated attentional capture, and positive responses to a five-question intrinsic-motivation scale demonstrated participant engagement.

  12. Preschool Teaching Students' Prediction of Decision Making Strategies and Academic Achievement on Learning Motivations

    ERIC Educational Resources Information Center

    Acat, M. Bahaddin; Dereli, Esra

    2012-01-01

    The purpose of this study was to identify problems and motivation sources and strategies of decision-making of the students' attending preschool education teacher department, was to determine the relationship between learning motivation and strategies of decision-making, academic achievement of students, was to determine whether strategies of…

  13. Teacher-Student Interpersonal Relationships Do Change and Affect Academic Motivation: A Multilevel Growth Curve Modelling

    ERIC Educational Resources Information Center

    Maulana, Ridwan; Opdenakker, Marie-Christine; Bosker, Roel

    2014-01-01

    Background: Research has shown that the teacher-student interpersonal relationship (TSIR) is important for student motivation. Although TSIR has received a growing interest, there are only few studies that focus on changes and links between TSIR and student academic motivation in a longitudinal fashion in non-Western contexts. Aims: This study…

  14. A Mediation Analysis of Achievement Motives, Goals, Learning Strategies, and Academic Achievement

    ERIC Educational Resources Information Center

    Diseth, Age; Kobbeltvedt, Therese

    2010-01-01

    Background: Previous research is inconclusive regarding antecedents and consequences of achievement goals, and there is a need for more research in order to examine the joint effects of different types of motives and learning strategies as predictors of academic achievement. Aims: To investigate the relationship between achievement motives,…

  15. Instrumental Motivation, Critical Thinking, Autonomy and Academic Achievement of Iranian EFL Learners

    ERIC Educational Resources Information Center

    Afshar, Hassan Soodmand; Rahimi, Ali; Rahimi, Masoud

    2014-01-01

    Among the factors influencing learners' learning, instrumental motivation, critical thinking and autonomy are thought to be of crucial importance. The present study, thus, set out to investigate relationships between instrumental motivation, critical thinking, autonomy and academic achievement of Iranian EFL learners. To this end, 100 Iranian…

  16. Motivation, Social Reinforcement, and Intelligence as Predictors of Academic Achievement in Black Adolescents.

    ERIC Educational Resources Information Center

    Sewell, Trevor; And Others

    1982-01-01

    Examined the relationship of cognitive and personality variables to achievement in 49 Black junior high school students. Results showed a higher achievement motivation for males. Neither personality nor social reinforcement showed much predictive value. The relationship between achievement motive and academic measures was not significant. (JAC)

  17. A Quantitative Evaluation of Gender, Nationality, and Generational/Age Influence on Academic Motivation

    ERIC Educational Resources Information Center

    Rush, Karen

    2013-01-01

    Universities are challenged with finding ways to motivate the increasing number of diverse students so that the largest number of students can be expected to succeed. University success is measured by retention and graduation rates, which affect profit. A lack of academic motivation among increasingly diverse students influences student retention,…

  18. Parental Influences on the Academic Motivation of Gifted Students: A Self-Determination Theory Perspective

    ERIC Educational Resources Information Center

    Garn, Alex C.; Matthews, Michael S.; Jolly, Jennifer L.

    2010-01-01

    The home environment that parents provide their gifted children can have a significant impact on academic motivation, yet limited research has focused on this topic. Self-determination theory, a comprehensive framework of motivation, was used in the current study to explore two research questions: (a) What attitudes do parents of gifted students…

  19. The Influence of Motivational Orientations on Academic Achievement among Working Adults in Continuing Education

    ERIC Educational Resources Information Center

    Lee, Pei-Ling; Pang, Vincent

    2014-01-01

    This paper reports on a study of five motivational orientations in continuing education among working adults. The influence of motivational orientations on their academic achievement was identified. The study involved 159 working adults who enrolled into part-time programs in an Open University in Sabah. Boshier's Education Participation Scale…

  20. Academic Motivation and Self-Regulation: A Comparative Analysis of Undergraduate and Graduate Students Learning Online

    ERIC Educational Resources Information Center

    Artino, Anthony R., Jr.; Stephens, Jason M.

    2009-01-01

    To succeed in autonomous online learning environments, it helps to be a highly motivated, self-regulated learner. The present study explored potential differences between undergraduate (n = 87) and graduate students (n = 107) in their levels of academic motivation and self-regulation while learning online. In particular, this study provides a…

  1. Restricted Interests as Motivators: Improving Academic Engagement and Outcomes of Children on the Autism Spectrum

    ERIC Educational Resources Information Center

    Mancil, G. Richmond; Pearl, Cynthia E.

    2008-01-01

    One way to improve engagement and ensure motivation for students with autism spectrum disorders (ASD) during academics is to use restricted interests in instruction and activities. Embedding these interests into the curriculum can motivate the student with ASD to attempt tasks that were previously less preferred or difficult. This article…

  2. Enhancing Student Motivation as Evidenced by Improved Academic Growth and Increased Work Completion.

    ERIC Educational Resources Information Center

    Belcher, Gay; Macari, Nancy

    This project evaluated a program for enhancing student motivation as evidenced by improved academic growth and increased work completion. The targeted population consisted of fifth graders in a small school in a medium-sized rural community in the Midwest. The problem of lack of achievement motivation and lack of student concern about academic…

  3. A Time Lag Analysis of Temporal Relations between Motivation, Academic Achievement, and Two Cognitive Abilities

    ERIC Educational Resources Information Center

    Greene, Monica R.; Pasnak, Robert; Romero, Sandy L.

    2009-01-01

    Research Findings: The present study employed a time lag design to assess temporal relationships between motivation, academic achievement, and cognitive development. Eighty-one children from 2 preschool programs were measured twice, with an 11-week time lag, on 2 measures of motivation (marble drop task, bean bag toss task), 2 measures of…

  4. Motivation Factors as Indicators of Academic Achievement: A Comparative Study of Student-Athletes and Non-Athletes Academic and Social Motivation

    ERIC Educational Resources Information Center

    Pedescleaux, Jonell

    2010-01-01

    The purpose of this study was to investigate non-cognitive motivational factors as indicators of academic achievement of male athletes and male non-athletes as measured by a secondary data analysis of the College Student Inventory (CSI) from Fall 2003 to Fall 2005. Deci and Ryan's (2000) self-determination theory provided the conceptual framework…

  5. Intrinsic motivation, curiosity, and learning: Theory and applications in educational technologies.

    PubMed

    Oudeyer, P-Y; Gottlieb, J; Lopes, M

    2016-01-01

    This chapter studies the bidirectional causal interactions between curiosity and learning and discusses how understanding these interactions can be leveraged in educational technology applications. First, we review recent results showing how state curiosity, and more generally the experience of novelty and surprise, can enhance learning and memory retention. Then, we discuss how psychology and neuroscience have conceptualized curiosity and intrinsic motivation, studying how the brain can be intrinsically rewarded by novelty, complexity, or other measures of information. We explain how the framework of computational reinforcement learning can be used to model such mechanisms of curiosity. Then, we discuss the learning progress (LP) hypothesis, which posits a positive feedback loop between curiosity and learning. We outline experiments with robots that show how LP-driven attention and exploration can self-organize a developmental learning curriculum scaffolding efficient acquisition of multiple skills/tasks. Finally, we discuss recent work exploiting these conceptual and computational models in educational technologies, showing in particular how intelligent tutoring systems can be designed to foster curiosity and learning.

  6. Lessons with Living Harvest Mice: An empirical study of their effects on intrinsic motivation and knowledge acquisition

    NASA Astrophysics Data System (ADS)

    Wilde, Matthias; Hußmann, Jona Samuel; Lorenzen, Simone; Meyer, Annika; Randler, Christoph

    2012-12-01

    The aim of this study was to evaluate the effects of living animals on pupils' intrinsic motivation and knowledge. Various studies from the late 1970s and 1980s stress the high effectiveness of authentic learning experiences in pupils' knowledge acquisition. However, there are only few current empirical studies on this topic. The research question of our study is to assess whether the use of living animals in the biology classroom supports intrinsic motivation and knowledge acquisition. In a pre-/post-test design, 185 fifth graders received two different treatments: the experimental group (N = 74) was taught with living harvest mice (Micromys minutus) and the control group (N = 111) received lessons with the same content which was presented in short film clips on laptop computers. Knowledge acquisition was assessed with open-ended and closed questions, while intrinsic motivation was tested with an adapted version of the Intrinsic Motivation Inventory (IMI). There were no differences in knowledge acquisition between the treatments. However, the results of the IMI showed significant differences in favour of the experimental group in interest/enjoyment, perceived competence, and perceived autonomy. Thus, living animals exert a positive influence on motivation.

  7. Higher levels of intrinsic motivation are related to higher levels of class performance for male but not female students.

    PubMed

    Cortright, Ronald N; Lujan, Heidi L; Blumberg, Amanda J; Cox, Julie H; DiCarlo, Stephen E

    2013-09-01

    Our students are naturally curious, with powerful intrinsic motives to understand their world. Accordingly, we, as teachers, must capitalize on this inherently active and curious nature so that learning becomes a lifelong activity where students take initiative for learning, are skilled in learning, and want to learn new things. Achieving this goal requires an understanding of student attitudes, beliefs, characteristics, and motivations. To achieve this goal, we administered the intrinsic motivation inventory (IMI) to assess our students' interest and enjoyment, perceived choice, and perceived competence while taking our undergraduate exercise physiology class (46 students; 20 female students and 26 male students). The interest and enjoyment subscale is considered the self-reported measure of intrinsic motivation. The perceived choice and perceived competence concepts are theorized to be positive predictors of both self-reported and behavioral measures of intrinsic motivation. Our results documented a significant increase in course grade with an increase in survey score for the interest and enjoyment subscale of the IMI when female and male students were combined. Specifically, each increase in survey score for the interest and enjoyment subscale of the IMI was associated with a significant (P < 0.05) increase of 3.9% in course grade. However, the increase in survey score was associated with a significantly greater (P < 0.05) increase in course grade for male (6.1%) compared with female (0.3%) students. These results have implications for both classroom practice and educational reform policies.

  8. The Prospective Relationships Among Intrinsic Motivation, Neurocognition, and Psychosocial Functioning in Schizophrenia

    PubMed Central

    Nakagami, Eri; Hoe, Maanse; Brekke, John S.

    2010-01-01

    To address significant gaps in our understanding about how neurocognition, intrinsic motivation (IM), and psychosocial functioning are interrelated in schizophrenia, this study investigated the following questions: Is IM stable or dynamic over time? Does neurocognition predict change in IM over time? What is the association between change in neurocognition, change in IM, and change in psychosocial functioning? Finally, what is the causal structure of the relationships among neurocognition, IM, and psychosocial functioning over time? One hundred and thirty individuals diagnosed with schizophrenia or schizoaffective disorder were recruited from 4 community-based psychosocial rehabilitation programs in urban Los Angeles. Measures of neurocognition were taken at baseline and 12 months. Measures of IM, psychosocial functioning, and symptoms were taken at baseline, 6, and 12 months. Results of latent growth curve modeling analyses demonstrated that IM is dynamic over time. Baseline neurocognition was associated with the initial level of IM but did not predict the rate of change in motivation. However, baseline levels of IM predicted rates of subsequent improvement in neurocognition. Change in IM was strongly associated with change in psychosocial functioning, and change in neurocognition was associated with change in psychosocial functioning, but change in IM was not associated with change in neurocognition. Latent difference score analyses revealed that neurocognition caused changes in psychosocial functioning, and psychosocial functioning caused changes in IM. These findings improve our fundamental understanding of the relationships among these variables and contribute to intervention development for improving outcomes in schizophrenia. PMID:20462998

  9. An evaluation of training for lay providers in the use of Motivational Interviewing to promote academic achievement among urban youth.

    PubMed

    Simon, Patricia; Ward, Nadia L

    This study examined training outcomes for lay service providers who participated in a Motivational Interviewing (MI) training program designed to help increase intrinsic motivation and academic achievement among urban low-income and minority youth. Seventeen lay academic advisors received 16 hours of training in MI. Two, two-hour booster sessions plus five, two- hour weekly group supervision sessions were conducted with lay advisors over a period of seven months. One-hundred percent of lay advisors (n =17) participated in all training, booster sessions and assessments. Seventy-one percent of lay advisors (n=12) completed all group supervision sessions and submitted tapes for review. MI training was associated with increased knowledge of MI principles among lay service providers; increased proficiency in responding to simulated clients in an MI consistent style; increased use of MI adherent behaviors in sessions with real clients and maintenance of high motivation to use MI from pretest to posttest. Although lay advisors increased their knowledge of MI, further training is required for advisors to increase competence in delivering MI. Overall, Implications for using MI in the context of school-based settings is discussed.

  10. Effects of interest-major congruence, motivation, and academic performance on timely degree attainment.

    PubMed

    Allen, Jeff; Robbins, Steve

    2010-01-01

    Using longitudinal student data from 15 four-year (n = 3,072) and 13 (n = 788) two-year postsecondary institutions, the authors tested the effects of interest-major congruence, motivation, and 1st-year academic performance on timely degree completion. Findings suggest that interest-major congruence has a direct effect on timely degree completion at both institutional settings and that motivation has indirect effects (via 1st-year academic performance). The total effects of both interest-major congruence and motivation on timely degree completion underscore the importance of both constructs in understanding student adjustment and postsecondary success. Implications for theory and counseling practice are discussed.

  11. Motivational Correlates of Academic Success in an Educational Psychology Course

    ERIC Educational Resources Information Center

    Herman, William E.

    2011-01-01

    The variables of class attendance and the institution-wide Early Alert Grading System were employed to predict academic success at the end of the semester. Classroom attendance was found to be statistically and significantly related to final average and accounted for 14-16% of the variance in academic performance. Class attendance was found to…

  12. Why Are Students (Not) Motivated to Change Academic Procrastination? An Investigation Based on the Transtheoretical Model of Change

    ERIC Educational Resources Information Center

    Grunschel, Carola; Schopenhauer, Lena

    2015-01-01

    In light of the drawbacks of academic procrastination, it is surprising that not all students want to decrease academic procrastination. To find out why students are motivated (or not) to change academic procrastination, we investigated the characteristics of 377 German students with different motivations to change based on the Transtheoretical…

  13. Cultural and Cognitive Predictors of Academic Motivation among Mexican American Adolescents: Caution against Discounting the Impact of Cultural Processes

    ERIC Educational Resources Information Center

    Piña-Watson, Brandy; López, Belem; Ojeda, Lizette; Rodriguez, Kimberly M.

    2015-01-01

    This study examined the role of cognitive (i.e., grit, hope, and academic skepticism) and cultural variables (i.e., generational status, familismo, ethnic identity, and bicultural stress) on academic motivation among 181 Mexican American adolescents. Results indicated that hope, grit, and familismo positively predicted academic motivation.…

  14. The Role of Motivation, Cognition, and Conscientiousness for Academic Achievement

    ERIC Educational Resources Information Center

    Imhof, Margarete; Spaeth-Hilbert, Tatjana

    2013-01-01

    Based on a cognitive motivational process model of learning, the impact of studying behavior on learning outcome is investigated. First-year students (N = 488) participated in the study. Two research questions were addressed: (1) Can cognitive-motivational variables and objective study behavior predict individual learning? (2) Which factors drive…

  15. Academic Motivation and Approaches to Learning in Predicting College Students' Academic Achievement: Findings from Turkish and US Samples

    ERIC Educational Resources Information Center

    Çetin, Baris

    2015-01-01

    The aim of this study is to determine if approaches to learning and academic motivation together predict grade point averages (GPAs) of students who study at Primary School Education and Preschool Education in Turkey and of students who study at Early Childhood Education in the US. The first group of participants included 166 third- and…

  16. The relationship between autonomous motivation and autonomy support in medical students’ academic achievement

    PubMed Central

    Soemantri, Diantha; Jusuf, Anwar

    2016-01-01

    Objectives This study applied self-determination theory (SDT) to investigate the relationship between students’ autonomous motivation and tutors’ autonomy support in medical students’ academic achievement. Methods This was a cross-sectional study. Out of 204 students in a fundamental medical science course, 199 participated in the study. Data was collected using two questionnaires: the Learning Self-Regulation and Learning Climate Questionnaires. The score of the course assessment was the measure of academic achievement. Data was analyzed and reported with descriptive and inferential statistics (mean, standard deviation and multiple regression analysis).  Results Mean score (±standard deviation) of the autonomous motivation, tutors’ autonomy support, and academic achievement were 5.48±0.89, 5.22±0.92, and 5.22±0.92. Multiple regression results reported students’ autonomous motivation was associated with improvement of students’ academic achievement (β=15.2, p=0.004). However, augmentation of tutors’ autonomy support was not reflected in the improvement of students’ academic achievement (β = -12.6, p = 0.019). Both students’ autonomous motivation and tutors’ autonomy support had a contribution of about 4.2% students’ academic achievement (F = 4.343, p = 0.014, R2 = 0.042). Conclusions Due to the unique characteristic of our medical students’ educational background, our study shows that tutors’ autonomy support is inconsistent with students’ academic achievement. However, both autonomous motivation and support are essential to students’ academic achievement. Further study is needed to explore students’ educational background and self-regulated learning competence to improve students’ academic achievement.               PMID:28035054

  17. The college journey and academic engagement: how metaphor use enhances identity-based motivation.

    PubMed

    Landau, Mark J; Oyserman, Daphna; Keefer, Lucas A; Smith, George C

    2014-05-01

    People commonly talk about goals metaphorically as destinations on physical paths extending into the future or as contained in future periods. Does metaphor use have consequences for people's motivation to engage in goal-directed action? Three experiments examine the effect of metaphor use on students' engagement with their academic possible identity: their image of themselves as academically successful graduates. Students primed to frame their academic possible identity using the goal-as-journey metaphor reported stronger academic intention, and displayed increased effort on academic tasks, compared to students primed with a nonacademic possible identity, a different metaphoric framing (goal-as-contained-entity), and past academic achievements (Studies 1-2). This motivating effect persisted up to a week later as reflected in final exam performance (Study 3). Four experiments examine the cognitive processes underlying this effect. Conceptual metaphor theory posits that an accessible metaphor transfers knowledge between dissimilar concepts. As predicted in this paradigm, a journey-metaphoric framing of a possible academic identity transferred confidence in the procedure, or action sequence, required to attain that possible identity, which in turn led participants to perceive that possible identity as more connected to their current identity (Study 4). Drawing on identity-based motivation theory, we hypothesized that strengthened current/possible identity connection would mediate the journey framing's motivating effect. This mediational process predicted students' academic engagement (Study 5) and an online sample's engagement with possible identities in other domains (Study 6). Also as predicted, journey framing increased academic engagement particularly among students reporting a weak connection to their academic possible identity (Study 7).

  18. The Mediation Role of Intrinsic and Extrinsic Motivation in the Relationship between Creative Educational Environment and Metacognitive Self-Regulation

    ERIC Educational Resources Information Center

    Maralani, Farnaz Mehdipour

    2016-01-01

    This study investigated the mediation role of intrinsic and extrinsic motivation in the relationship between creative educational environment and metacognitive self-regulation. Participants were 300 girls, selected randomly from the girl hostel in university of Tehran. Participants completed Akoal's creative educational environment questionnaire,…

  19. The Dispositions of Elementary School Children of Individualistic and Collectivist Cultures Who Are Intrinsically Motivated to Seek Information

    ERIC Educational Resources Information Center

    Crow, Sherry R.; Kastello, Lisa

    2016-01-01

    This paper is based on two studies conducted in Colorado Springs, Colorado, in 2008 and in Kampala, Uganda, in 2014. The basic research question addressed in both studies was: "What are the experiences in the lives of upper elementary-aged children that foster an intrinsic motivation to seek information?" The secondary question was:…

  20. The Effects of Project-Based Learning Activities on Intrinsic Motivation and Skill Acquisition of Rural Middle School Math Students

    ERIC Educational Resources Information Center

    Yancy, Yuri G.

    2012-01-01

    This study was conducted in a middle school math class and investigated the effects of project-based activities on the middle school math students' skill acquisition and intrinsic motivation. After math-related project activities were implemented and completed, an analysis of how the students were affected in the areas of math skills and…

  1. Negative Effects of Reward on Intrinsic Motivation--A Limited Phenomenon: Comment on Deci, Koestner, and Ryan (2001).

    ERIC Educational Resources Information Center

    Cameron, Judy

    2001-01-01

    Prior meta analyses by J. Cameron and other researchers suggested that the negative effects of extrinsic reward on intrinsic motivation were limited and avoidable. E. Deci and others (2001) suggested that the analyses were flawed. This commentary makes the case that there is no inherent negative property of reward. (SLD)

  2. Cross-Cultural Comparison of the Effects of Optimism, Intrinsic Motivation, and Family Relations on Vocational Identity

    ERIC Educational Resources Information Center

    Shin, Yun-Jeong; Kelly, Kevin R.

    2013-01-01

    This study explored the effects of optimism, intrinsic motivation, and family relations on vocational identity in college students in the United States and South Korea. The results yielded support for the hypothesized multivariate model. Across both cultures, optimism was an important contributing factor to vocational identity, and intrinsic…

  3. Intellectual Development Is Positively Related to Intrinsic Motivation and Course Grades for Female but Not Male Students

    ERIC Educational Resources Information Center

    Cortright, Ronald N.; Lujan, Heidi L.; Cox, Julie H.; Cortright, Maria A.; Langworthy, Brandon M.; Petta, Lorene M.; Tanner, Charles J.; DiCarlo, Stephen E.

    2015-01-01

    We hypothesized that the intellectual development of students, i.e., their beliefs about the nature of knowledge and learning, affects their intrinsic motivation and class performance. Specifically, we hypothesized that students with low intellectual development (i.e., the naive beliefs that knowledge is simple, absolute, and certain) have low…

  4. Measuring Students' Perceptions of Personal and Social Responsibility and the Relationship to Intrinsic Motivation in Urban Physical Education

    ERIC Educational Resources Information Center

    Li, Weidong; Wright, Paul M.; Rukavina, Paul Bernard; Pickering, Molly

    2008-01-01

    The purpose of the current study was to test the validity and reliability of a two-factor model of the Personal and Social Responsibility Questionnaire (PSRQ) and examine the relationships between perceptions of personal and social responsibility and intrinsic motivation in physical education. Participants were 253 middle school students who…

  5. Self-controlled learning benefits: exploring contributions of self-efficacy and intrinsic motivation via path analysis.

    PubMed

    Ste-Marie, Diane M; Carter, Michael J; Law, Barbi; Vertes, Kelly; Smith, Victoria

    2016-09-01

    Research has shown learning advantages for self-controlled practice contexts relative to yoked (i.e., experimenter-imposed) contexts; yet, explanations for this phenomenon remain relatively untested. We examined, via path analysis, whether self-efficacy and intrinsic motivation are important constructs for explaining self-controlled learning benefits. The path model was created using theory-based and empirically supported relationships to examine causal links between these psychological constructs and physical performance. We hypothesised that self-efficacy and intrinsic motivation would have greater predictive power for learning under self-controlled compared to yoked conditions. Participants learned double-mini trampoline progressions, and measures of physical performance, self-efficacy and intrinsic motivation were collected over two practice days and a delayed retention day. The self-controlled group (M = 2.04, SD = .98) completed significantly more skill progressions in retention than their yoked counterparts (M = 1.3, SD = .65). The path model displayed adequate fit, and similar significant path coefficients were found for both groups wherein each variable was predominantly predicted by its preceding time point (e.g., self-efficacy time 1 predicts self-efficacy time 2). Interestingly, the model was not moderated by group; thus, failing to support the hypothesis that self-efficacy and intrinsic motivation have greater predictive power for learning under self-controlled relative to yoked conditions.

  6. Higher Levels of Intrinsic Motivation Are Related to Higher Levels of Class Performance for Male but Not Female Students

    ERIC Educational Resources Information Center

    Cortright, Ronald N.; Lujan, Heidi L.; Blumberg, Amanda J.; Cox, Julie H.; DiCarlo, Stephen E.

    2013-01-01

    Our students are naturally curious, with powerful intrinsic motives to understand their world. Accordingly, we, as teachers, must capitalize on this inherently active and curious nature so that learning becomes a lifelong activity where students take initiative for learning, are skilled in learning, and want to learn new things. Achieving this…

  7. The Effects of a School-Wide Positive Behavior Intervention Support Program on the Intrinsic Motivation of Third Grade Students

    ERIC Educational Resources Information Center

    Amis, Sarah Anne

    2013-01-01

    This research project sought to determine the effects of a School-Wide Positive Behavior Intervention Support program (SWPBIS) on the intrinsic motivation of third grade students in regard to student achievement, student behavior, and teacher perception. Students of two intermediate schools served as the treatment group and control group, and were…

  8. Lessons with Living Harvest Mice: An Empirical Study of Their Effects on Intrinsic Motivation and Knowledge Acquisition

    ERIC Educational Resources Information Center

    Wilde, Matthias; Hubmann, Jona Samuel; Lorenzen, Simone; Meyer, Annika; Randler, Christoph

    2012-01-01

    The aim of this study was to evaluate the effects of living animals on pupils' intrinsic motivation and knowledge. Various studies from the late 1970s and 1980s stress the high effectiveness of authentic learning experiences in pupils' knowledge acquisition. However, there are only few current empirical studies on this topic. The research question…

  9. Investigating the Influences of Core Self-Evaluations, Job Autonomy, and Intrinsic Motivation on In-Role Job Performance

    ERIC Educational Resources Information Center

    Joo, Baek-Kyoo; Jeung, Chang-Wook; Yoon, Hea Jun

    2010-01-01

    This study investigates the effects of core self-evaluations, job autonomy, and intrinsic motivation on employees' perceptions of their in-role job performance, based on a cross-sectional survey of 283 employees in a Fortune Global 100 company in Korea. The results suggest that employees perceived higher in-role job performance when they had…

  10. Depressive symptoms, anxiety and academic motivation in youth: Do schools and families make a difference?

    PubMed

    Elmelid, Andrea; Stickley, Andrew; Lindblad, Frank; Schwab-Stone, Mary; Henrich, Christopher C; Ruchkin, Vladislav

    2015-12-01

    This longitudinal study aimed to examine the association between depressive and anxiety symptoms and academic motivation by gender, and whether positive school and family factors would be associated with academic motivation, in spite of the presence of such symptoms. Study participants were predominantly economically disadvantaged youths aged 13-15 years in a Northeastern US urban public school system. The Social and Health Assessment (SAHA) served as the basis for a survey undertaken in 2003 and 2004 with information being used from students who participated at both time points (N = 643). Multiple linear regression analyses showed that depressive symptoms were negatively associated with academic motivation, while anxiety was positively related to academic motivation in both genders. Teacher support, school attachment and parental control were positively related to academic motivation even in the presence of internalizing problems. The negative association of depressive symptoms with academic motivation may be potentially decreased by attachment to school.

  11. [Medical professionals on the subject of their core values: the importance of practice-based stories and intrinsic motivation].

    PubMed

    Witman, Yolande; van den Kerkhof, Peter C M; Braat, Didi D M

    2013-01-01

    In the current system for guaranteeing quality of care, emphasis is placed firmly on external control of professionals. We looked for a way to appeal to the intrinsic motivation of medical professionals and to discover what they mean by 'good work'. This was achieved with the aid of reflective sessions using the toolkit 'Good Work': in four sessions three different groups of medical professionals (medical department chairs, residents and interns) from a Dutch university hospital reflected on the topics 'excellence', 'moral responsibility' and 'personal engagement'. The participants exchanged practice-based stories during the sessions. The most important theme was moral responsibility, with its accompanying dilemmas. The sessions gave rise to feelings of mutual acknowledgement, recognition, inspiration and motivation. Sharing meaningful practice-based stories can be considered as a 'moment of learning', strengthening professional identity and stimulating intrinsic motivation. More space for this form of reflection might restore the balance with external control systems.

  12. Profiling First-Year Students in STEM Programs Based on Autonomous Motivation and Academic Self-Concept and Relationship with Academic Achievement

    PubMed Central

    Van Soom, Carolien; Donche, Vincent

    2014-01-01

    The low success rate of first-year college students in Science, Technology, Engineering, and Mathematics (STEM) programs has spurred many academic achievement studies in which explanatory factors are studied. In this study, we investigated from a person-oriented perspective whether different motivational and academic self-concept profiles could be discerned between male and female first-year college students in STEM and whether differences in early academic achievement were associated with these student groups. Data on autonomous motivation, academic self-concept, and early academic achievement of 1,400 first-year STEM college students were collected. Cluster analyses were used to distinguish motivational profiles based on the relative levels of autonomous motivation and academic self-concept for male and female students. Differences in early academic achievement of the various profiles were studied by means of ANCOVA. Four different motivational profiles were discerned based on the dimensions of autonomous motivation (A) and academic self-concept (S): students scoring high and respectively low on both dimensions (HA-HS or LA-LS), and students scoring high on one dimension and low on the other (HA-LS or LA-HS). Also gender differences were found in this study: male students with high levels of academic self-concept and autonomous motivation had higher academic achievement compared to male students with low levels on both motivational dimensions. For female students, motivational profiles were not associated with academic achievement. The findings partially confirm the internal and external validity of the motivational theories underpinning this study and extend the present insights on identifying subgroup(s) of at risk students in contemporary STEM programs at university level. PMID:25390942

  13. Profiling first-year students in STEM programs based on autonomous motivation and academic self-concept and relationship with academic achievement.

    PubMed

    Van Soom, Carolien; Donche, Vincent

    2014-01-01

    The low success rate of first-year college students in Science, Technology, Engineering, and Mathematics (STEM) programs has spurred many academic achievement studies in which explanatory factors are studied. In this study, we investigated from a person-oriented perspective whether different motivational and academic self-concept profiles could be discerned between male and female first-year college students in STEM and whether differences in early academic achievement were associated with these student groups. Data on autonomous motivation, academic self-concept, and early academic achievement of 1,400 first-year STEM college students were collected. Cluster analyses were used to distinguish motivational profiles based on the relative levels of autonomous motivation and academic self-concept for male and female students. Differences in early academic achievement of the various profiles were studied by means of ANCOVA. Four different motivational profiles were discerned based on the dimensions of autonomous motivation (A) and academic self-concept (S): students scoring high and respectively low on both dimensions (HA-HS or LA-LS), and students scoring high on one dimension and low on the other (HA-LS or LA-HS). Also gender differences were found in this study: male students with high levels of academic self-concept and autonomous motivation had higher academic achievement compared to male students with low levels on both motivational dimensions. For female students, motivational profiles were not associated with academic achievement. The findings partially confirm the internal and external validity of the motivational theories underpinning this study and extend the present insights on identifying subgroup(s) of at risk students in contemporary STEM programs at university level.

  14. Intrinsic and Extrinsic Motivation, Orientation and Achievements in L2 of Arab Learners of English, French and German: A Study from Jordan

    ERIC Educational Resources Information Center

    Kreishan, Lana J.; Al-Dhaimat, Yahya

    2013-01-01

    The aim of this research is to explore Jordanian undergraduate students' intrinsic and extrinsic motivations and instrumental and integrative orientations toward learning English, French, and German as foreign languages. The paper also reflects on how subtypes of intrinsic and extrinsic motivations relate to orientations and examines possible…

  15. Reading Amount as a Mediator of the Effects of Intrinsic and Extrinsic Reading Motivation on Reading Comprehension

    ERIC Educational Resources Information Center

    Schaffner, Ellen; Schiefele, Ulrich; Ulferts, Hannah

    2013-01-01

    This study examined the role of reading amount as a mediator of the effects of intrinsic and extrinsic reading motivation on higher order reading comprehension (comprised of paragraph-and passage-level comprehension) in a sample of 159 fifth-grade elementary students. A positive association between intrinsic reading motivation and reading amount…

  16. Causal relationships among academic delay of gratification, motivation, and self-regulated learning in elementary school children.

    PubMed

    Zhang, Lili; Maruno, Shun'ichi

    2010-10-01

    Academic delay of gratification refers to the postponement of immediate rewards by students and the pursuit of more important, temporally remote academic goals. A path model was designed to identify the causal relationships among academic delay of gratification and motivation, self-regulated learning strategies (as specified in the Motivated Strategies for Learning Questionnaire), and grades among 386 Chinese elementary school children. Academic delay of gratification was found to be positively related to motivation and metacognition. Cognitive strategy, resource management, and grades mediated these two factors and were indirectly related to academic delay of gratification.

  17. The Relationship of University Students' Sleep Habits and Academic Motivation

    ERIC Educational Resources Information Center

    Edens, Kellah M.

    2006-01-01

    College students are sleeping less during the week than reported a few years ago. Lack of sleep among college students has been identified as one of the top three health related impediments to academic performance by the American College Health Association's National College Health Assessment survey; and it is associated with lower grades,…

  18. Academic Underachievement: The Relationship between Motivation and Study Skills

    ERIC Educational Resources Information Center

    Melton, Rebecca Mindigo

    2013-01-01

    Research indicates that students underachieve in college settings, in spite of intellect and other abilities. This research tested the likelihood of self-efficacy for learning, conscientiousness, impulsivity, procrastination and temporal discounting to predict academic achievement in an online competency-based university. Undergraduate students (N…

  19. Motivational profiles in high school students: Differences in behavioural and emotional homework engagement and academic achievement.

    PubMed

    Regueiro, Bibiana; Núñez, José C; Valle, Antonio; Piñeiro, Isabel; Rodríguez, Susana; Rosário, Pedro

    2016-12-12

    This work examined whether combinations of academic and non-academic goals generated different motivational profiles in high school students. Besides, differences in homework behavioural engagement (i.e. amount of homework, time spent in homework, homework time management), homework emotional engagement (i.e. homework anxiety) and academic achievement were analysed. Participants were 714 high school students (43.4% boys and 56.6% girls). The study of potential motivational profiles was conducted by latent profile analysis, and the differences between the motivational profiles regarding homework variables and academic achievement were analysed using multivariate analysis. The results indicate the existence of five groups of motivational profiles: a group of students with multiple goals, a group of unmotivated students, two groups of students with a predominance of learning goals and, finally, a group comprising students with a high fear of failure. Both the group with multiple goals and the learning goals-oriented groups reported to do more homework, spending more time on homework, making better use of that time and having a higher academic achievement than counterparts. The avoidance-failure group and the group with multiple goals showed higher levels of homework anxiety. Globally, these results provide support for a person-centred approach.

  20. Academics' Motivation and Self-Efficacy for Teaching and Research.

    ERIC Educational Resources Information Center

    Bailey, Jeffrey G.

    1999-01-01

    One hundred seven faculty at an Australian university completed a survey about motivation and self-efficacy in teaching and research. Differences in faculty self-reported attributions for either teaching or research were related to: faculty of affiliation, level of appointment, gender, qualifications, and research productivity. (DB)

  1. Teacher Educators: What Motivates Them to Choose Academe?

    ERIC Educational Resources Information Center

    Carrero, Kelly M.

    2012-01-01

    Currently, there is a shortage of professors preparing personnel to teach in high need areas (e.g., special education, English language learners) at institutions of higher education (IHE). The purpose of the present study was to examine the motivations or influencers that impelled individuals to pursue careers in IHEs as professors in personnel…

  2. Impact of Reminders on Children's Cognitive Flexibility, Intrinsic Motivation, and Mood Depends on Who Provides the Reminders.

    PubMed

    Qu, Li; Ong, Jing Y

    2015-01-01

    Reminding children to think about alternatives is a strategy adults often use to promote children's cognitive flexibility, as well as children's engagement in and enjoyment of the task. The current study investigated whether the impacts of reminders on kindergarten children's cognitive flexibility, intrinsic motivation, and mood are moderated by who provides the reminders. Eighty-three healthy 5-year-old kindergarten children were randomly assigned to 2 (Reminder: no reminders vs. Reminders) × 2 (Agent: Tester vs. Partner) conditions. Children's cognitive flexibility was measured via the Block Sorting Task (Garton and Pratt, 2001; Fawcett and Garton, 2005). Children reported their motivation and mood before Block Sorting, after practicing for Block Sorting, and after the actual Block Sorting. Children's intrinsic motivation was measured by evaluating children's choices during a period of free play after Block Sorting. The results revealed that, depending on who provides the reminders, reminding children of alternatives can influence kindergarten children's performance on Block Sorting, children's intrinsic motivation, and children's self-reported mood.

  3. Unraveling the Impact of the Big Five Personality Traits on Academic Performance: The Moderating and Mediating Effects of Self-Efficacy and Academic Motivation

    ERIC Educational Resources Information Center

    De Feyter, Tim; Caers, Ralf; Vigna, Claudia; Berings, Dries

    2012-01-01

    The main purpose of this study is to unravel the impact of the Big Five personality factors on academic performance. We propose a theoretical model with conditional indirect effects of the Big Five personality factors on academic performance through their impact upon academic motivation. To clarify the mixed results of previous studies concerning…

  4. The Mediating Effect of Intrinsic Motivation to Learn on the Relationship between Student´s Autonomy Support and Vitality and Deep Learning.

    PubMed

    Núñez, Juan L; León, Jaime

    2016-07-18

    Self-determination theory has shown that autonomy support in the classroom is associated with an increase of students' intrinsic motivation. Moreover, intrinsic motivation is related with positive outcomes. This study examines the relationships between autonomy support, intrinsic motivation to learn and two motivational consequences, deep learning and vitality. Specifically, the hypotheses were that autonomy support predicts the two types of consequences, and that autonomy support directly and indirectly predicts the vitality and the deep learning through intrinsic motivation to learn. Participants were 276 undergraduate students. The mean age was 21.80 years (SD = 2.94). Structural equation modeling was used to test the relationships between variables and delta method was used to analyze the mediating effect of intrinsic motivation to learn. Results indicated that student perception of autonomy support had a positive effect on deep learning and vitality (p < .001). In addition, these associations were mediated by intrinsic motivation to learn. These findings suggest that teachers are key elements in generating of autonomy support environment to promote intrinsic motivation, deep learning, and vitality in classroom. Educational implications are discussed.

  5. Motivation and flow: toward an understanding of the dynamics of the relation in architecture students.

    PubMed

    Mills, Maura J; Fullagar, Clive J

    2008-09-01

    The authors investigated the relation between motivation and flow in a sample of 327 architecture students. Specifically, they investigated the relation between flow and several levels of intrinsic and extrinsic motivation, as well as amotivation. They also assessed the need for autonomy in moderating the relation between intrinsic motivation and engagement. Results indicated a significant relation between flow experiences in academic activities and the more self-determined forms of intrinsic motivation, but not for extrinsic motivation. The need for autonomy moderated the relation between flow and intrinsic motivation. These results are discussed in the context of understanding flow as an intrinsically motivating state and a viable construct for understanding engagement.

  6. Predictors of situational disengagement in the academic setting: the contribution of grades, perceived competence, and academic motivation.

    PubMed

    Stephan, Yannick; Caudroit, Johan; Boiché, Julie; Sarrazin, Philippe

    2011-09-01

    BACKGROUND. Although psychological disengagement is a well-documented phenomenon in the academic setting, the attempts to identify its predictors are scarce. In addition, existing research has mainly focused on chronic disengagement and less is known on the determinants of situational disengagement. AIMS. The purpose of the present study was to identify the predictors of situational disengagement in a physical education (PE) setting. In line with the core postulate of psychological disengagement, it was hypothesized that grades contribute to discounting through a decrease in perceived competence. Drawing upon self-determination theory, it was also expected that devaluing reflects the motivational orientations of individuals. SAMPLE. A total of 120 students who were in seventh, eighth, and ninth grades. METHOD. Students were asked to report their motivation towards PE and their perceived competence at the beginning of a 10-week cycle. Perceived competence in PE and psychological disengagement were assessed at the end of cycle, after grades were communicated individually to each student. RESULTS. The results revealed that grades significantly predicted discounting, through perceived competence, but did not predict devaluing. Devaluing was negatively predicted by integrated and identified regulations, and positively predicted by amotivation, whereas no motivational variables were related to discounting. CONCLUSION. The present study extends the core postulate of psychological disengagement to situational disengagement. It revealed that students may temporarily disengage their self-esteem from performance feedback through discounting, but are less inclined to devalue the academic domain when faced with negative feedback in a particular situation because of their motivational orientations.

  7. Investigating a New Model of Time-Related Academic Behavior: Procrastination and Timely Engagement by Motivational Orientation

    ERIC Educational Resources Information Center

    Strunk, Kamden K.

    2012-01-01

    Scope and Method of Study: The purpose of this study was to examine the nature of time-related academic behavior (i.e., procrastination and timely engagement) in the academic context. Specifically, this study aimed to build a new model for understanding these behaviors in a motivational framework by using motivational orientation to frame these…

  8. Implicit Theories of Ability of Grade 6 Science Students: Relation to Epistemological Beliefs and Academic Motivation and Achievement in Science

    ERIC Educational Resources Information Center

    Chen, Jason A.; Pajares, Frank

    2010-01-01

    We investigated: (a) the associations of implicit theories and epistemological beliefs and their effects on the academic motivation and achievement of students in Grade 6 science and (b) the mean differences of implicit theories, epistemological beliefs, and academic motivation and achievement as a function of gender and race/ethnicity (N=508).…

  9. The Role of Personal Best (PB) and Dichotomous Achievement Goals in Students' Academic Motivation and Engagement: A Longitudinal Investigation

    ERIC Educational Resources Information Center

    Martin, Andrew J.; Elliot, Andrew J.

    2016-01-01

    This study assessed the role of prior personal best goals in predicting subsequent academic motivation and engagement. A total of 1160 high school students participated in a longitudinal survey study exploring the extent to which personal best and mastery and performance (dichotomous) achievement goals predict students' academic motivation and…

  10. The Impact of Motivation on Student's Academic Achievement and Learning Outcomes in Mathematics among Secondary School Students in Nigeria

    ERIC Educational Resources Information Center

    Tella, Adedeji

    2007-01-01

    In our match towards scientific and technological advancement, we need nothing short of good performance in mathematics at all levels of schooling. In an effort to achieve this, this study investigated the impact of motivation on students' school academic achievement in mathematics in secondary schools using motivation for academic preference…

  11. Criticism or praise? The impact of verbal versus text-only computer feedback on social presence, intrinsic motivation, and recall.

    PubMed

    Bracken, Cheryl Campanella; Jeffres, Leo W; Neuendorf, Kimberly A

    2004-06-01

    The Computers Are Social Actors (CASA) paradigm asserts that human computer users interact socially with computers, and has provided extensive evidence that this is the case. In this experiment (n = 134), participants received either praise or criticism from a computer. Independent variables were the direction feedback (praise or criticism), and voice channel (verbal or text-only). Dependent variables measured via a computer-based questionnaire were recall, perceived ability, intrinsic motivation, and perceptions of the computer as a social entity. Results demonstrate that participants had similar reactions to computers as predicted by interpersonal communication research with participants who received text-only criticism reporting higher levels of intrinsic motivation, perceived ability, and recall. Additionally, the computer was seen as more intelligent. Implications for theory and application are discussed.

  12. What makes coaches tick? The impact of coaches' intrinsic and extrinsic motives on their own satisfaction and that of their athletes.

    PubMed

    Jowett, S

    2008-10-01

    This study aims to investigate the influence of two types of motivational forces on coach and athlete satisfaction. The focus is on intrinsic and extrinsic motives that initiate coach-related behavior. A questionnaire that measures both types of motivation and three facets of satisfaction (i.e., satisfaction with performance, with instruction, and with the coach-athlete relationship) was completed by 138 coaches. One athlete from each of the coaches who participated in the study was also asked to complete a questionnaire that measures their satisfaction with performance, instruction, and the coach-athlete relationship. Results from a series of regression analyses indicated that while intrinsic motivation was moderately and positively related to all facets of coach satisfaction, extrinsic motivation was only related to coach satisfaction with the coach-athlete relationship. Athletes' satisfaction with the coach-athlete relationship was only associated with the coach's intrinsic motivation. Interaction effects among the two types of motivation were significant suggesting that extrinsic motivation can potentially undermine intrinsic motivation when intrinsic motivation is low. The findings are discussed based on assumptions put forward by self-determination theory.

  13. The Relationship between Motivation, Learning Approaches, Academic Performance and Time Spent

    ERIC Educational Resources Information Center

    Everaert, Patricia; Opdecam, Evelien; Maussen, Sophie

    2017-01-01

    Previous literature calls for further investigation in terms of precedents and consequences of learning approaches (deep learning and surface learning). Motivation as precedent and time spent and academic performance as consequences are addressed in this paper. The study is administered in a first-year undergraduate course. Results show that the…

  14. Students' Motivation in Academic Service-Learning over the Course of the Semester

    ERIC Educational Resources Information Center

    Darby, Alexa; Longmire-Avital, Buffie; Chenault, Jenna; Haglund, Margot

    2013-01-01

    Academic service-learning (AS-L) pedagogy helps students translate theory into practice, understand issues facing their communities, and enhance personal development (Eyler & Giles, 1999; Hardy & Schaen, 2000; Simons & Clearly, 2006). Students' motivation in AS-L increases when students gain insight into their values and goals (Brody…

  15. Motivations, Expectations, and Experiences of Expatriate Academic Staff on an International Branch Campus in China

    ERIC Educational Resources Information Center

    Cai, Li; Hall, Christine

    2016-01-01

    This article explores the experiences of non-Chinese academic staff working on an international branch campus in China. The article presents findings from an interview study that explored the expectations of expatriate staff and what motivated them to want to work abroad. The second part of the article reports on whether and how these expectations…

  16. Career Development Interventions and Academic Self-Efficacy and Motivation: A Pilot Study.

    ERIC Educational Resources Information Center

    Dykeman, Cass; Wood, Chris; Ingram, Michael; Herr, Edwin L.

    The impact of career development interventions on career and technical education (CTE) students' academic self-efficacy and motivation was explored in a pilot study that elicited responses from 293 students at 20 high schools across the United States. The study included a literature review, survey of high school seniors that examined 44…

  17. A Study of the Relationship between Academic Achievement Motivation and Home Environment among Standard Eight Pupils

    ERIC Educational Resources Information Center

    Muola, J. M.

    2010-01-01

    The objective of this study was to investigate the relationship between academic achievement motivation and home environment among standard eight pupils. The study was carried out on 235 standard eight Kenyan pupils from six urban and rural primary schools randomly selected from Machakos district. Their age ranged between 13 and 17 years. Two…

  18. An Assessment of School Belonging and Academic Motivation among Latino Middle School Students

    ERIC Educational Resources Information Center

    Santos, Juan Manuel

    2014-01-01

    The purpose of this correlational study was to investigate and examine the self-reported feelings of school belonging and academic motivation among seventh and eighth grade students in a suburban setting, with a specific focus on the Latino subgroup. A corollary purpose of the study was to examine the relationship between school belonging and…

  19. Role of the Big Five Personality Traits in Predicting College Students' Academic Motivation and Achievement

    ERIC Educational Resources Information Center

    Komarraju, Meera; Karau, Steven J.; Schmeck, Ronald R.

    2009-01-01

    College students (308 undergraduates) completed the Five Factor Inventory and the Academic Motivations Scale, and reported their college grade point average (GPA). A correlation analysis revealed an interesting pattern of significant relationships. Further, regression analyses indicated that conscientiousness and openness explained 17% of the…

  20. Motivational Profiles as a Combination of Academic Goals in Higher Education

    ERIC Educational Resources Information Center

    Valle, Antonio; Núñez, José Carlos; Cabanach, Ramón G.; Rodríguez, Susana; Rosário, Pedro; Inglés, Cándido J.

    2015-01-01

    The aim of the current study was to obtain information from students in higher education on different motivational profiles that resulted from the combination of three academic goals (i.e. learning goals (LG), performance-approach goals and performance-avoidance goals). Moreover, information related to the relevance of each goal within each…

  1. Cultural Differences in Academic Motivation Goals: A Meta-Analysis across 13 Societies

    ERIC Educational Resources Information Center

    Dekker, Sonja; Fischer, Ronald

    2008-01-01

    A meta-analysis of academic motivation focused on the relations between students' achievement goal orientations and societal values and human development indicators. The authors analyzed relevant studies using either A. J. Elliot and M. A. Church's (1997) or M. J. Middleton and C. Midgley's (1997) achievement goal instruments separating mastery,…

  2. The Academic Environment's Impact on Motivation in Resilient and Non-Resilient Middle Schoolers.

    ERIC Educational Resources Information Center

    Rouse, Kimberly A. Gordon

    Noting that the impact of the academic environment on motivation among resilient and non-resilient high schoolers has been established, this study sought to determine if the same were true for middle school students. Six resilient and 43 non-resilient students from 4 urban, Midwestern middle schools participated. Subjects' beliefs about the…

  3. Effects of Extracurricular Participation during Middle School on Academic Motivation and Achievement at Grade 9

    ERIC Educational Resources Information Center

    Im, Myung Hee; Hughes, Jan N.; Cao, Qian; Kwok, Oi-man

    2016-01-01

    We investigated the effect of participating in two domains of extracurricular activities (sports and performance arts/clubs) in Grades 7 and 8 on Grade 9 academic motivation and letter grades, above baseline performance. Participants were 483 students (55% male; 33% Euro-American, 25% African American, and 39% Latino). Propensity score weighting…

  4. Effects of High School Teacher Perception on Latino Student Academic Motivation

    ERIC Educational Resources Information Center

    Jackson, Justin

    2013-01-01

    As the Latino population increases nationally, educators must develop the work ethic among their Latino students to meet the requirements for student achievement. This case study examined if teachers' perceptions of the Latino population affected the academic motivation of their Latino students at a low-income, primarily Latino high school in…

  5. Explaining Chinese Students' Academic Motivation: Filial Piety and Self-Determination

    ERIC Educational Resources Information Center

    Hui, Eadaoin K. P.; Sun, Rachel C. F.; Chow, Stephen Sau-Yan; Chu, Matthew Ho-Tat

    2011-01-01

    This study investigated the relevance of filial piety and the three components of self-determination, namely, competence, autonomy and relatedness, on academic motivation among Hong Kong Chinese secondary school students. A total of 461 students completed the questionnaire which consisted of five scales assessing attitudes towards filial piety,…

  6. The Role of Responsive Teacher Practices in Supporting Academic Motivation at the Middle Level

    ERIC Educational Resources Information Center

    Kiefer, Sarah M.; Ellerbrock, Cheryl; Alley, Kathleen

    2014-01-01

    The purpose of this descriptive qualitative study was to investigate the ways teachers support young adolescents' academic motivation in one large, urban, ethnically diverse middle school. Data included individual interviews of 24 participants (18 students, 5 teachers, and 1 middle school assistant principal). Findings suggested that the following…

  7. Distinguishing Differences in the Academic Motivation of Entering and Persisting Transfer Students

    ERIC Educational Resources Information Center

    Lane, Forrest C.; Martin, Georgianna L.; Thompson, Ken

    2015-01-01

    Transfer students make up a significant portion of the student body in higher education today; yet, representation of their college experiences and outcomes in the literature seems sparse. This study explored transfer students to determine whether their level of engagement and belonging in college was related to their academic motivation. We…

  8. Models of Pre-Service Teachers' Academic Achievement: The Influence of Cognitive Motivational Variables

    ERIC Educational Resources Information Center

    Castro-Villarreal, Felicia; Guerra, Norma; Sass, Daniel; Hseih, Pei-Hsuan

    2014-01-01

    Theoretical models were tested using structural equation modeling to evaluate the interrelations among cognitive motivational variables and academic achievement using a sample of 128 predominately Hispanic pre-service teachers enrolled in two undergraduate educational psychology classes. Data were gathered using: (1) a quantitative questionnaire…

  9. Academic Motivation in Post-Secondary Students: Effects of Career Outcome Expectations and Type of Aspiration

    ERIC Educational Resources Information Center

    Domene, Jose F.; Socholotiuk, Krista D.; Woitowicz, Lyndsay A.

    2011-01-01

    Using a social cognitive theory framework, we examined the effects of career outcome expectations (COE) and aspiration to enter a science, technology, or math (STM) career on post-secondary academic motivation. Data were collected online from a sample of 380 post-secondary students in Canada and the United States. Analysis of covariance revealed…

  10. Exploring the Relationships between Students' Academic Motivation and Social Ability in Online Learning Environments

    ERIC Educational Resources Information Center

    Yang, Chia-Chi; Tsai, I-Chun; Kim, Bosung; Cho, Moon-Heum; Laffey, James M.

    2006-01-01

    This research explicates the construct of social ability and describes the relationship between students' academic motivation and social ability in online learning environments. Findings reveal perceived peers social presence, perceived written communication skills, perceived instructor social presence, comfort with sharing personal information,…

  11. A Confirmatory Factor Analysis of the Academic Motivation Scale with Black College Students

    ERIC Educational Resources Information Center

    Cokley, Kevin

    2015-01-01

    The factor structure of the Academic Motivation Scale (AMS) was examined with a sample of 578 Black college students. A confirmatory factor analysis of the AMS was conducted. Results indicated that the hypothesized seven-factor model did not fit the data. Implications for future research with the AMS are discussed.

  12. Structural Equation Modeling towards Online Learning Readiness, Academic Motivations, and Perceived Learning

    ERIC Educational Resources Information Center

    Horzum, Mehmet Baris; Kaymak, Zeliha Demir; Gungoren, Ozlem Canan

    2015-01-01

    The relationship between online learning readiness, academic motivations, and perceived learning was investigated via structural equation modeling in the research. The population of the research consisted of 750 students who studied using the online learning programs of Sakarya University. 420 of the students who volunteered for the research and…

  13. Explaining the Relation between Academic Motivation and Substance Use: Effects of Family Relationships and Self Esteem.

    ERIC Educational Resources Information Center

    Andrews, Judy A.; And Others

    The inverse relation between academic motivation and substance use has been well established, but the direction of the influence remains to be specified; two possible influences are the mediating and moderating effects of family relationships and self-esteem. In this study, investigators used General Estimating Equation (GEE) models based on data…

  14. A Randomized Trial of Motivational Interviewing to Improve Middle School Students' Academic Performance

    ERIC Educational Resources Information Center

    Strait, Gerald Gill; Smith, Bradley H.; McQuillin, Sam; Terry, John; Swan, Suzanne; Malone, Patrick S.

    2012-01-01

    Motivational interviewing (MI) is an effective method of promoting change in adults, but research on adolescents is limited. This study tests the efficacy of MI for promoting academic achievement in middle school students. Participants were 103 6th-, 7th-, and 8th-grade students randomly assigned to either a MI (n = 50) or a waitlist control…

  15. Assessing Teachers' Judgements of Students' Academic Motivation and Emotions across Two Rating Methods

    ERIC Educational Resources Information Center

    Zhu, Mingjing; Urhahne, Detlef

    2014-01-01

    The present study examines the accuracy of teachers' judgements about students' motivation and emotions in English learning with two different rating methods. A sample of 480 sixth-grade Chinese students reported their academic self-concept, learning effort, enjoyment, and test anxiety via a questionnaire and were rated on these dimensions by…

  16. Socially Oriented Motivational Goals and Academic Achievement: Similarities between Native and Anglo Americans

    ERIC Educational Resources Information Center

    Ali, Jinnat; McInerney, Dennis M.; Craven, Rhonda G.; Yeung, Alexander Seeshing; King, Ronnel B.

    2014-01-01

    The authors examined the relations between two socially oriented dimensions of student motivation and academic achievement of Native (Navajo) American and Anglo American students. Using confirmatory factor analysis, a multidimensional and hierarchical model was found to explain the relations between performance and social goals. Four first-order…

  17. Impact of Teachers' Motivational Indices on Science Students' Academic Performance in Nigerian Senior Secondary Schools

    ERIC Educational Resources Information Center

    Oredein, Afolakemi; Awodun, Adebisi

    2013-01-01

    The impact of science teachers' motivation on science students' academic performance in Senior Secondary Schools in Ondo and Ekiti States of Nigeria was investigated in this study. This was a descriptive survey research which was questionnaire based and past WAEC O/L ((May/June 2008 and 2009) student results on the science subjects. The population…

  18. Podcasting in a Virtual English for Academic Purposes Course: Learner Motivation

    ERIC Educational Resources Information Center

    Asoodar, Maryam; Marandi, Seyyedeh Susan; Vaezi, Shahin; Desmet, Piet

    2016-01-01

    In this study we explored the effect of podcasting on the motivation of the students in an online English for Academic Purposes (EAP) course at the university level (N = 179). By using a mixed-method approach, we analyzed the data collected on the learners' impressions about using podcasts as a learning tool. The particular aim of this study was…

  19. African American Homeschool Parents' Motivations for Homeschooling and Their Black Children's Academic Achievement

    ERIC Educational Resources Information Center

    Ray, Brian

    2015-01-01

    This study explores the motivations of African American parents for choosing homeschooling for their children and the academic achievement of their Black homeschool students. Their reasons for homeschooling are similar to those of homeschool parents in general, although some use homeschooling to help their children understand Black culture and…

  20. The Power of Social and Motivational Relationships for Test-Anxious Adolescents' Academic Self-Regulation

    ERIC Educational Resources Information Center

    Raufelder, Diana; Hoferichter, Frances; Schneeweiss, David; Wood, Megan A.

    2015-01-01

    Based on cognitive evaluation theory (CET) and organismic integration theory (OIT)--both sub-theories of self-determination theory (SDT)--the present study examined whether the academic self-regulation of youth with test anxiety can be strengthened through social and motivational relationships with peers and teachers. This study employed a large…

  1. The Relationship among Parenting Styles Experienced during Childhood, Anxiety, Motivation, and Academic Success in College Students

    ERIC Educational Resources Information Center

    Silva, Marc; Dorso, Erin; Azhar, Aisha; Renk, Kimberly

    2008-01-01

    The current study examined the relationships among parenting styles experienced in childhood, anxiety, motivation, and academic success in college students. Results suggested that fathers' authoritative parenting was related to decreases, whereas mothers' authoritarian parenting was related to increases, in college students' anxiety. Further,…

  2. Effects of Digital Story on Academic Achievement, Learning Motivation and Retention among University Students

    ERIC Educational Resources Information Center

    Aktas, Elif; Yurt, Serap Uzuner

    2017-01-01

    The aim of this study was to determine the effect of the learning environment where digital stories are used as a learning material on the motivation, academic success, retention, and students' opinions. The study was carried out with mixed method which is a combination of quantitative and qualitative research approach. The study was implemented…

  3. Exploring Faculty Members' Motivation and Persistence in Academic Service-Learning Pedagogy

    ERIC Educational Resources Information Center

    Darby, Alexa; Newman, Gabrielle

    2014-01-01

    This qualitative study provides a theoretical framework for understanding faculty members' motivation to persist in utilizing academic service-learning pedagogy. Twenty-four faculty members from a private liberal arts university in the southeastern United States were interviewed about the benefits and challenges of teaching academic…

  4. Attitude and Motivation as Predictors of Academic Achievement of Students in Clothing and Textiles

    ERIC Educational Resources Information Center

    Uwameiye, B. E.; Osho, L. E.

    2011-01-01

    This study investigated attitude and motivation as predictors of academic achievement of students in clothing and textiles. Three colleges of education in Edo and Delta States were randomly selected for use in this study. From each school, 40 students were selected from Year III using simple random technique yielding a total of 240 students. The…

  5. Do Friends Always Help Your Studies? Mediating Processes between Social Relations and Academic Motivation

    ERIC Educational Resources Information Center

    Li, Manyu; Frieze, Irene Hanson; Nokes-Malach, Timothy J.; Cheong, Jeewon

    2013-01-01

    Previous studies suggest that social relations can increase one's motivation to learn in school. However, other evidence showed that having more friends may also distract from one's academic involvement. To understand the mechanisms behind this apparent contradiction, this study identified and tested the effects of a potentially important positive…

  6. Application of Exploratory Structural Equation Modeling to Evaluate the Academic Motivation Scale

    ERIC Educational Resources Information Center

    Guay, Frédéric; Morin, Alexandre J. S.; Litalien, David; Valois, Pierre; Vallerand, Robert J.

    2015-01-01

    In this research, the authors examined the construct validity of scores of the Academic Motivation Scale using exploratory structural equation modeling. Study 1 and Study 2 involved 1,416 college students and 4,498 high school students, respectively. First, results of both studies indicated that the factor structure tested with exploratory…

  7. A Motivational/Empowerment Model Applied to Students on Academic Probation

    ERIC Educational Resources Information Center

    Kamphoff, Cindra S.; Hutson, Bryant L.; Amundsen, Scott A.; Atwood, Julie A.

    2007-01-01

    This article outlines a motivational/empowerment model for students on academic probation implemented at The University of North Carolina Greensboro (UNCG). The model draws from several theoretical orientations, and includes individual and group interaction as well as discussion in four key topic areas: personal responsibility, positive…

  8. Filial Piety and Academic Motivation: High-Achieving Students in an International School in South Korea

    ERIC Educational Resources Information Center

    Tam, Jonathan

    2016-01-01

    This study uses self-determination theory to explore the mechanisms of filial piety in the academic motivation of eight high-achieving secondary school seniors at an international school in South Korea, resulting in several findings. First, the students attributed their parents' values and expectations as a major source of the students'…

  9. Think, Feel, Act: Motivational and Emotional Influences on Military Students' Online Academic Success

    ERIC Educational Resources Information Center

    Artino, Anthony R.

    2009-01-01

    This study employed a social-cognitive view of self-regulated learning to examine how several personal factors relate to academic success in an online course. Service academy undergraduates (N = 481) completed a survey that assessed their motivational beliefs (self-efficacy and task value); negative achievement emotions (boredom and frustration);…

  10. The Role of Basic Need Satisfaction for Junior Academics' Goal Conflicts and Teaching Motivation

    ERIC Educational Resources Information Center

    Esdar, Wiebke; Gorges, Julia; Wild, Elke

    2016-01-01

    Junior academics at German universities work and qualify in a highly competitive environment. Most of them have to cope with too little time for too many demands in research and teaching. As previous studies have shown, these work conditions may impair well-being due to goal conflicts and may threaten their teaching motivation. How could this be…

  11. Parents' Role in the Academic Motivation of Students with Gifts and Talents

    ERIC Educational Resources Information Center

    Garn, Alex C.; Matthews, Michael S.; Jolly, Jennifer L.

    2012-01-01

    Parents play a key role in developing their children's academic motivation, and parents of children with gifts and talents also may face additional parenting challenges that are less commonly faced by parents of average-ability learners whose needs are more readily met in the school setting. School psychologists may be charged with addressing…

  12. Humanistic versus Authoritarian Teachers: A Reflection on Students' Academic Motivation and Performance

    ERIC Educational Resources Information Center

    Sultan, Sarwat; Hussain, Irshad

    2012-01-01

    This prospective study using self-determination theory was conducted to predict the students' motivation and academic performance based on their perceived teachers' humanistic vs. authoritarian orientations in the classrooms. The sample consisted of 300 students aged 14-18 years taken from different schools of Multan. The Pupil Control Behavior…

  13. Predicting Stereotype Endorsement and Academic Motivation in Women in Science Programs: A Longitudinal Model

    ERIC Educational Resources Information Center

    Delisle, Marie-Noelle; Guay, Frederic; Senecal, Caroline; Larose, Simon

    2009-01-01

    This study proposed and tested a model based on stereotype threat theory. The hypothesis is that women who are exposed to a low percentage of women in a science program are more likely to endorse the gender stereotype that science is a male domain, which will in turn undermine their autonomous academic motivation. A total of 167 women university…

  14. Relationship between time management skills and anxiety and academic motivation of nursing students in Tehran

    PubMed Central

    Ghiasvand, Arezoo Mohamadkhani; Naderi, Manijeh; Tafreshi, Mansoureh Zagheri; Ahmadi, Farzane; Hosseini, Meimanat

    2017-01-01

    Introduction Time management skills are essential for nursing students’ success, and development of clinical competence. The purpose of this study was to determine the relationship between time management skills and anxiety and academic motivation of nursing students in Tehran medical sciences universities in 2015. Methods This cross-sectional study was carried out on 441 nursing students in three medical universities in Tehran. Random stratified sampling was done to select the samples. Data were collected using demographic Questionnaire, Time Management Questionnaire (TMQ), Spielberger State-Trait Anxiety Inventory (STAI) and Academic Motivation Scale (AMS), which was completed t by self-report. Data were analyzed using SPSS 18 software with descriptive and analytical statistics such as ANOVA, independent t-test, Regression and Pearson Correlation Coefficient. Results Most participants had a moderate level of time Management skills (49%), State Anxiety (58%), Trait Anxiety (60%) and Academic Motivation (58%). The results also showed a statistically significant negative correlation between the students’ TMQ scores and the state anxiety (r= −0.282, p< 0.001) and trait anxiety scores (r= −0.325, p<0.001). Moreover, there was a statistically significant positive correlation between the students’ TMQ scores and AMS scores (r= 0.279, p< 0.001). Conclusion Regarding the findings, it seems that it is necessary to plan for improving time management skills in order to enhance academic motivation and reduce anxiety rates among nursing students. PMID:28243424

  15. Autonomous and Controlling Reasons Underlying Achievement Goals during Task Engagement: Their Relation to Intrinsic Motivation and Cheating

    ERIC Educational Resources Information Center

    Ozdemir Oz, Ayse; Lane, Jennie F.; Michou, Aikaterini

    2016-01-01

    The aim of this study was to investigate the relation of autonomous and controlling reasons underlying an endorsed achievement goal to intrinsic motivation and cheating. The endorsement of the achievement goal was ensured by involving 212 (M(subscript age) = 19.24, SD = 0.97) freshman students in a spatial task and asking them to report their most…

  16. Reciprocal Relations between Work-Related Authenticity and Intrinsic Motivation, Work Ability and Depressivity: A Two-Wave Study.

    PubMed

    Emmerich, Astrid I; Rigotti, Thomas

    2017-01-01

    This study investigates the role of context-specific authenticity at work for work-related outcomes (intrinsic motivation, work ability) and depressivity. Furthermore reciprocal relations between work-related authenticity and healthy psychological functioning are investigated. Longitudinal data from 1,243 employees from 63 subsidiaries of a non-profit organization in the social sector were analyzed using multilevel structural equation modeling. Work-related authenticity at T1 predicted work ability and depressivity, but not intrinsic motivation at T2, about 6 months later. Work-related authenticity at T2 was predicted by intrinsic motivation and depressivity, but not by work ability at T1. We conclude that work-related authenticity and healthy psychological functioning are positively reinforcing each other. Thus, enabling employees to be authentic supposedly increases their well-being and is a pivotal opportunity for organizations to foster health and performance-related indicators like work ability and prevent negative health indicators like depressivity. At the same time, authenticity of employees can be fostered through workplace health promotion.

  17. Reciprocal Relations between Work-Related Authenticity and Intrinsic Motivation, Work Ability and Depressivity: A Two-Wave Study

    PubMed Central

    Emmerich, Astrid I.; Rigotti, Thomas

    2017-01-01

    This study investigates the role of context-specific authenticity at work for work-related outcomes (intrinsic motivation, work ability) and depressivity. Furthermore reciprocal relations between work-related authenticity and healthy psychological functioning are investigated. Longitudinal data from 1,243 employees from 63 subsidiaries of a non-profit organization in the social sector were analyzed using multilevel structural equation modeling. Work-related authenticity at T1 predicted work ability and depressivity, but not intrinsic motivation at T2, about 6 months later. Work-related authenticity at T2 was predicted by intrinsic motivation and depressivity, but not by work ability at T1. We conclude that work-related authenticity and healthy psychological functioning are positively reinforcing each other. Thus, enabling employees to be authentic supposedly increases their well-being and is a pivotal opportunity for organizations to foster health and performance-related indicators like work ability and prevent negative health indicators like depressivity. At the same time, authenticity of employees can be fostered through workplace health promotion. PMID:28316581

  18. The Impact of Intrinsic and Extrinsic Motivators on Employee Engagement in Information Organizations

    ERIC Educational Resources Information Center

    Singh, Rajesh

    2016-01-01

    Understanding motivation in the workforce is a crucial step toward creating a dynamic work environment that enriches and fulfills workers. This research stems from LIS management class discussions on the topic of motivation and highlights the need for radical shifts in management approaches to motivation in information organizations. Our analysis…

  19. Intrinsic, Identified, and Controlled Types of Motivation for School Subjects in Young Elementary School Children

    ERIC Educational Resources Information Center

    Guay, Frederic; Chanal, Julien; Ratelle, Catherine F.; Marsh, Herbert W.; Larose, Simon; Boivin, Michel

    2010-01-01

    Background: There are two approaches to the differential examination of school motivation. The first is to examine motivation towards specific school subjects (between school subject differentiation). The second is to examine school motivation as a multidimensional concept that varies in terms of not only intensity but also quality (within school…

  20. The Benefits of Mouse Keeping—an Empirical Study on Students' Flow and Intrinsic Motivation in Biology Lessons

    NASA Astrophysics Data System (ADS)

    Meyer, Annika; Klingenberg, Konstantin; Wilde, Matthias

    2016-02-01

    Contact with living animals is an exceptional possibility within biology education to facilitate an intense immersion into the study topic and even allow for a flow experience (Csikszentmihalyi 2000). Further, it might affect the perceptions of the students' basic needs for autonomy and competence and thereby their quality of motivation (Deci and Ryan 1985, 2002). Still, there is little empirical evidence about the duration of the exposure with living animals that is required. We investigated the students' flow experience, and the students' motivation, reported retrospectively in three different treatments: lessons involving short-term or long-term contact with living harvest mice and a control group without living animals. Our sample consisted of 156 fifth graders (10.76 years, SD = 0.513). The test instruments were adapted versions of the Flow Short Scale (FSS, Rheinberg et al. 2003) and of the Intrinsic Motivation Inventory (IMI, Ryan 1982). As expected, the control group produced significantly lower scores for both FSS and IMI. In addition, we found a significant difference between students with short-term versus long-term contact. Whereas the flow experience was indistinguishable for all pupils who had contact with living animals, those with long-term experience reported significantly higher intrinsic motivation.

  1. Does intrinsic motivation strengthen physical activity habit? Modeling relationships between self-determination, past behaviour, and habit strength.

    PubMed

    Gardner, Benjamin; Lally, Phillippa

    2013-10-01

    Habit formation is thought to aid maintenance of physical activity, but little research is available into determinants of habit strength aside from repeated performance. Previous work has shown that intrinsically motivated physical activity, underpinned by inherent satisfaction derived from activity, is more likely to be sustained. We explored whether this might reflect a tendency for self-determined activity to become more strongly habitual. A sample of 192 adults aged 18-30 completed measures of motivational regulation, intention, behaviour, and habit strength. Results showed that self-determined regulation interacted with past behaviour in predicting habit strength: prior action was more predictive of habit strength among more autonomously motivated participants. There was an unexpected direct effect of self-determined regulation on habit strength, independently of past behaviour. Findings offer possible directions for future habit formation work.

  2. Development and Evaluation of a Chemistry-Specific Version of the Academic Motivation Scale (AMS-Chemistry)

    ERIC Educational Resources Information Center

    Liu, Yujuan; Ferrell, Brent; Barbera, Jack; Lewis, Jennifer E.

    2017-01-01

    Fundamentally concerned with motivation, self-determination theory (SDT) represents a framework of several mini-theories to explore how social context interacts with people's motivational types categorized by degree of regulation internalization. This paper aims to modify an existing theory-based instrument (Academic Motivation Scale, or AMS) and…

  3. Research Motives of Faculty in Academic STEM: Measurement Invariance of the Research Motivation Scale

    ERIC Educational Resources Information Center

    Deemer, Eric D.; Mahoney, Kevin T.; Ball, Jacqueline Hebert

    2012-01-01

    The authors examined the psychometric properties of the Research Motivation Scale (RMS) in a sample of faculty members (N = 337) in university science departments. It was hypothesized that the RMS would evidence partial measurement invariance across tenure status and noninvariance across gender, given the different sociocultural factors (e.g.,…

  4. Empirical links between instruction with teaching tools and the hierarchical model of intrinsic and extrinsic motivation in a Korean college tennis class.

    PubMed

    Shin, Myoungjin; Kwon, Sungho

    2015-04-01

    The objective of this study was to demonstrate the sequential process (i.e., social factors→mediators→motivation→consequences) underlying the Hierarchical Model of Intrinsic and Extrinsic Motivation at the contextual level in instruction using three teaching tools, modified balls, a high net, and colored balls and cones in a college-level tennis class in South Korea. 126 students enrolled in a 15-week tennis class participated in the study. The results indicate that the three teaching tools positively affected students' perceived competence, with perceived competence's beta on intrinsic motivation equal to 0.45. Intrinsic motivation was found to reduce negative affect further by -0.33, thereby demonstrating the sequential process of the Hierarchical Model of Intrinsic and Extrinsic Motivation.

  5. The role of intrinsic motivation in a group of low vision patients participating in a self-management programme to enhance self-efficacy and quality of life.

    PubMed

    Tay, Kay Chai Peter; Drury, Vicki Blair; Mackey, Sandra

    2014-02-01

    Self-management programmes have previously been found to decrease health problems, enhance quality of life and increase independence. However, there is no literature that examines the influence of the participants' intrinsic motivation on the outcomes of such programmes. This study examined the role of intrinsic motivation in a pilot low vision self-management programme to enhance self-efficacy and quality of life of the programme participants. A positive association was observed between the female participants' perceived choice and perceived competence, two underlying dimensions of the Intrinsic Motivation Inventory. In addition, a positive correlation was observed between the younger participants' perceived competence and the change in their quality of life. The findings provide some support for consideration of participants' intrinsic motivation in the development of effective self-management programmes.

  6. Collective school-type identity: predicting students' motivation beyond academic self-concept.

    PubMed

    Knigge, Michel; Hannover, Bettina

    2011-06-01

    In Germany, according to their prior achievement students are tracked into different types of secondary school that provide profoundly different options for their future educational careers. In this paper we suggest that as a result, school tracks clearly differ in their social status or reputation. This should translate into different collective school-type identities for their students, irrespective of the students' personal academic self-concepts. We examine the extent to which collective school-type identity systematically varies as a function of the school track students are enrolled in, and the extent to which students' collective school-type identity makes a unique contribution beyond academic self-concept and school track in predicting scholastic motivation. In two cross-sectional studies a measure of collective school-type identity is established and applied to explain motivational differences between two school tracks in Berlin. In Study 1 (N = 39 students) the content of the collective school-type identity is explored by means of an open format questionnaire. Based on these findings a structured instrument (semantic differential) to measure collective school-type identity is developed. In Study 2 (N = 1278 students) the assumed structure with four subscales (Stereotype Achievement, Stereotype Motivation, Stereotype Social, and Compensation) is proved with confirmatory factor analysis. This measure is used to compare the collective school-type identity across school tracks and predict motivational outcomes. Results show large differences in collective school-type identity between students of different school tracks. Furthermore, these differences can explain motivational differences between school tracks. Collective school-type identity has incremental predictive power for scholastic motivation, over and above the effects of academic self-concept and school track.

  7. Academic self-concept, learning motivation, and test anxiety of the underestimated student.

    PubMed

    Urhahne, Detlef; Chao, Sheng-Han; Florineth, Maria Luise; Luttenberger, Silke; Paechter, Manuela

    2011-03-01

    BACKGROUND. Teachers' judgments of student performance on a standardized achievement test often result in an overestimation of students' abilities. In the majority of cases, a larger group of overestimated students and a smaller group of underestimated students are formed by these judgments. AIMS. In this research study, the consequences of the underestimation of students' mathematical performance potential were examined. SAMPLE. Two hundred and thirty-five fourth grade students and their fourteen mathematics teachers took part in the investigation. METHOD. Students worked on a standardized mathematics achievement test and completed a self-description questionnaire about motivation and affect. Teachers estimated each individual student's potential with regard to mathematics test performance as well as students' expectancy for success, level of aspiration, academic self-concept, learning motivation, and test anxiety. The differences between teachers' judgments on students' test performance and students' actual performance were used to build groups of underestimated and overestimated students. RESULTS. Underestimated students displayed equal levels of test performance, learning motivation, and level of aspiration in comparison with overestimated students, but had lower expectancy for success, lower academic self-concept, and experienced more test anxiety. Teachers expected that underestimated students would receive lower grades on the next mathematics test, believed that students were satisfied with lower grades, and assumed that the students have weaker learning motivation than their overestimated classmates. CONCLUSION. Teachers' judgment error was not confined to test performance but generalized to motivational and affective traits of the students.

  8. Intrinsic Motivation and Rewards: What Sustains Young Children's Engagement with Text?

    ERIC Educational Resources Information Center

    Marinak, Barbara A.; Gambrell, Linda B.

    2008-01-01

    This study investigated the effects of reward proximity and choice of reward on the reading motivation of third-grade students as measured by indicators of task persistence. The major finding from this study was that students who were given a book as a reward and students who received no reward were more motivated to engage in subsequent reading…

  9. Academic, Motivational, and Emotional Problems Identified by College Students in Academic Jeopardy

    ERIC Educational Resources Information Center

    Isaak, Matthew I.; Graves, Kristy M.; Mayers, Bethlyn O.

    2007-01-01

    This study explored the difficulties that probationary students viewed as obstacles to their academic progress. These difficulties were compared to those identified by regularly matriculated students and to probationary students' deficits on a standardized study skills test. We compared the responses of participants (N = 150) in an intervention…

  10. Effects of classrooms' architecture on academic performance in view of telic versus paratelic motivation: a review.

    PubMed

    Lewinski, Peter

    2015-01-01

    This mini literature review analyzes research papers from many countries that directly or indirectly test how classrooms' architecture influences academic performance. These papers evaluate and explain specific characteristics of classrooms, with an emphasis on how they affect learning processes and learning outcomes. Factors such as acoustics, light, color, temperature, and seat arrangement are scrutinized to determine whether and by how much they improve or hinder students' academic performance in classrooms. Apter's (1982, 1984, 2014) reversal theory of telic versus paratelic motivation is presented and used to explain these findings. The results show preference for a learning environment that cues a telic motivation state in the students. Therefore, classroom features should not be distracting or arousing. Moreover, it appears the most influential factors affecting the learning process are noise, temperature and seat arrangement. In addition, there is no current agreement on how some particular physical characteristics of classrooms affect learning outcomes. More research is needed to establish stronger conclusions and recommendations.

  11. Investigation of Academic Procrastination Prevalence and Its Relationship with Academic Self-Regulation and Achievement Motivation among High-School Students in Tehran City

    ERIC Educational Resources Information Center

    Ebadi, Setareh; Shakoorzadeh, Reza

    2015-01-01

    The present study was carried out with the aim of Investigation of academic procrastination prevalence and its relationship with academic self-regulation and achievement motivation among high-school students in Tehran city. The sample included 624 high school students (312 Boys & 312 Girls) from different areas and regions that selected using…

  12. The effects of task difficulty, novelty and the size of the search space on intrinsically motivated exploration.

    PubMed

    Baranes, Adrien F; Oudeyer, Pierre-Yves; Gottlieb, Jacqueline

    2014-01-01

    Devising efficient strategies for exploration in large open-ended spaces is one of the most difficult computational problems of intelligent organisms. Because the available rewards are ambiguous or unknown during the exploratory phase, subjects must act in intrinsically motivated fashion. However, a vast majority of behavioral and neural studies to date have focused on decision making in reward-based tasks, and the rules guiding intrinsically motivated exploration remain largely unknown. To examine this question we developed a paradigm for systematically testing the choices of human observers in a free play context. Adult subjects played a series of short computer games of variable difficulty, and freely choose which game they wished to sample without external guidance or physical rewards. Subjects performed the task in three distinct conditions where they sampled from a small or a large choice set (7 vs. 64 possible levels of difficulty), and where they did or did not have the possibility to sample new games at a constant level of difficulty. We show that despite the absence of external constraints, the subjects spontaneously adopted a structured exploration strategy whereby they (1) started with easier games and progressed to more difficult games, (2) sampled the entire choice set including extremely difficult games that could not be learnt, (3) repeated moderately and high difficulty games much more frequently than was predicted by chance, and (4) had higher repetition rates and chose higher speeds if they could generate new sequences at a constant level of difficulty. The results suggest that intrinsically motivated exploration is shaped by several factors including task difficulty, novelty and the size of the choice set, and these come into play to serve two internal goals-maximize the subjects' knowledge of the available tasks (exploring the limits of the task set), and maximize their competence (performance and skills) across the task set.

  13. Logistical Factors in Teachers' Motivation

    ERIC Educational Resources Information Center

    Daniels, Erika

    2016-01-01

    Research in education and psychology contributes to an understanding of how educators create contexts for learning that encourage intrinsic motivation and increase academic achievement. In this article, the researcher investigated how teachers themselves define effectiveness and identified what factors influence their motivation, both positively…

  14. Gender differences in the mediated relationship between alcohol use and academic motivation among late adolescents.

    PubMed

    Webb, John A; Moore, Todd; Rhatigan, Deborah; Stewart, Cynthia; Getz, J Greg

    2007-07-01

    This study utilized structural equation modeling to examine the relationship between alcohol use and academic motivation controlling for potentially mediating variables of deviant behavior, depressive cognitions, family communication, and peer relations. The study also examined the manner in which these relationships were moderated by gender. Results indicated that alcohol use was directly related to deviance for both males and females, but was not associated with depressive cognitions for either males or females. Deviant behavior was directly associated with depressive cognitions for both males and females, but this effect was significantly stronger for females. Deviance was significantly, inversely related to family communication among males, but not females. Depressive cognitions were significantly, inversely related to family communication for both males and females. Family communication and peer relations were directly related to academic motivation for both males and females, and the relationship between family communication and academic motivation was also mediated through peer relations. The necessity of providing information that focuses on minimizing involvement in deviant behaviors for females and the differential importance of family and peer relations is discussed.

  15. Why do I study? The moderating effect of attachment style on academic motivation.

    PubMed

    Gore, Jonathan S; Rogers, Mary Jill

    2010-01-01

    Past research has shown the importance of considering close others' interests when pursuing goals, but no research has examined potential moderators of this effect. Two studies examined how attachment style moderates the association between reasons for studying and academic outcomes. In Study 1, 119 participants reported their attachment style, the reasons why they study, and their study habits. As predicted, the association between relational reasons and studying was positive for secure individuals and negative for avoidant individuals. In Study 2, 195 participants reported their attachment style and reasons for studying, as well as their GPA and academic well-being. As predicted, the association between relational reasons and GPA was positive for secure individuals, whereas the associations between personal reasons for studying and academic well-being were positive for avoidant individuals. These results indicate the importance of considering individual differences as moderators of the association between goal motives and outcomes.

  16. Show them the money? The role of pay, managerial need support, and justice in a self-determination theory model of intrinsic work motivation.

    PubMed

    Olafsen, Anja H; Halvari, Hallgeir; Forest, Jacques; Deci, Edward L

    2015-08-01

    The link between money and motivation has been a debated topic for decades, especially in work organizations. However, field studies investigating the amount of pay in relation to employee motivation is lacking and there have been calls for empirical studies addressing compensation systems and motivation in the work domain. The purpose of this study was to examine outcomes associated with the amount of pay, and perceived distributive and procedural justice regarding pay in relation to those for perceived managerial need support. Participants were 166 bank employees who also reported on their basic psychological need satisfaction and intrinsic work motivation. SEM-analyses tested a self-determination theory (SDT) model, with satisfaction of the competence and autonomy needs as an intervening variable. The primary findings were that amount of pay and employees' perceived distributive justice regarding their pay were unrelated to employees' need satisfaction and intrinsic work motivation, but procedural justice regarding pay did affect these variables. However, managerial need support was the most important factor for promoting need satisfaction and intrinsic work motivation both directly, indirectly, and as a moderator in the model. Hence, the results of the present organizational field study support earlier laboratory experiments within the SDT framework showing that monetary rewards did not enhance intrinsic motivation. This seems to have profound implications for organizations concerned about motivating their employees.

  17. Intrinsic Motivation and Engagement as "Active Ingredients" in Garden-Based Education: Examining Models and Measures Derived from Self-Determination Theory

    ERIC Educational Resources Information Center

    Skinner, Ellen A.; Chi, Una

    2012-01-01

    Building on self-determination theory, this study presents a model of intrinsic motivation and engagement as "active ingredients" in garden-based education. The model was used to create reliable and valid measures of key constructs, and to guide the empirical exploration of motivational processes in garden-based learning. Teacher- and…

  18. Neural evidence for the intrinsic value of action as motivation for behavior.

    PubMed

    Miura, Naoki; Tanabe, Hiroki C; Sasaki, Akihiro; Harada, Tokiko; Sadato, Norihiro

    2017-04-07

    The intrinsic value of an action refers to the inherent sense that experiencing a behavior is enjoyable even if it has no explicit outcome. Previous research has suggested that a common valuation mechanism within the reward network may be responsible for processing the intrinsic value of achieving both the outcome and external reward. However, how the intrinsic value of action is neurally represented remains unknown. We hypothesized that the intrinsic value of action is determined by an action-outcome contingency indicating the behavior is controllable and that the outcome of the action can be evaluated by this feedback. Consequently, the reward network should be activated, reflecting the generation of the intrinsic value of action. To test this hypothesis, we conducted a functional magnetic resonance imaging (fMRI) investigation of a stopwatch game in which the action-outcome contingency was manipulated. This experiment involved 36 healthy volunteers and four versions of a stopwatch game that manipulated controllability (the feeling that participants were controlling the stopwatch themselves) and outcome (a signal allowing participants to see the result of their action). A free-choice experiment was administered after the fMRI to explore preference levels for each game. The results showed that the stopwatch game with the action-outcome contingency evoked a greater degree of enjoyment because the participants chose this condition over those that lacked such a contingency. The ventral striatum and midbrain were activated only when action-outcome contingency was present. Thus, the intrinsic value of action was represented by an increase in ventral striatal and midbrain activation.

  19. Effects of Motivation on Educational Attainment: Ethnic and Developmental Differences among First-Generation Students

    ERIC Educational Resources Information Center

    Propero, Moises; Russell, Amy Catherine; Vohra-Gupta, Shetal

    2012-01-01

    This study investigated differences in educational motivation among Hispanic and non-Hispanic first-generation students (FGS). Participants were 315 high school and college students who completed a revised academic motivation survey that measured participants' educational motivation (intrinsic motivation, extrinsic motivation, and amotivation).…

  20. Relationships between milk consumption and academic performance, learning motivation and strategy, and personality in Korean adolescents

    PubMed Central

    Kim, Sun Hyo; Kim, Woo Kyoung

    2016-01-01

    BACKGROUND/OBJECTIVES A healthy diet has been reported to be associated with physical development, cognition and academic performance, and personality during adolescence. This study was performed to investigate the relationships among milk consumption and academic performance, learning motivation and strategies, and personality among Korean adolescents. SUBJECTS/METHODS The study was divided into two parts. The first part was a survey on the relationship between milk consumption and academic performance, in which intakes of milk and milk products and academic scores were examined in percentiles among 630 middle and high school students residing in small and medium-sized cities in 2009. The second part was a survey on the relationships between milk consumption and learning motivation and strategy as well as personality, in which milk consumption habits were collected and Learning Motivation and Strategy Test (L-MOST) for adolescents and Total Personality Inventory for Adolescents (TPI-A) were conducted in 262 high school students in 2011. RESULTS In the 2009 survey, milk and milk product intakes of subjects were divided into a low intake group (LM: ≤ 60.2 g/day), medium intake group (MM: 60.3-150.9 g/day), and high intake group (HM: ≥ 151.0 g/day). Academic performance of each group was expressed as a percentile, and performance in Korean, social science, and mathematics was significantly higher in the HM group (P < 0.05). In the 2011 survey, the group with a higher frequency of everyday milk consumption showed significantly higher "learning strategy total," "testing technique," and "resources management technique" scores (P < 0.05) in all subjects. However, when subjects were divided by gender, milk intake frequency, learning strategy total, class participation technique, and testing technique showed significantly positive correlations (P < 0.05) in boys, whereas no correlation was observed in girls. Correlations between milk intake frequency and each item of

  1. Investigating the Linkage between Intrinsic Motivation and Project Team Satisfaction in Undergraduate Agricultural Leadership Students

    ERIC Educational Resources Information Center

    Lamm, Kevan W.; Carter, Hannah S.; Melendez, Marcus W.

    2014-01-01

    Organizations have increased the amount of work that is completed by project teams over the past several decades. This trend is projected to continue into the foreseeable future. In response to this trend, the academic community has increased the number of project team based learning experiences for students in classes. The challenge has been that…

  2. Increasing Student Intrinsic Motivation and Self-Efficacy through Gamification Pedagogy

    ERIC Educational Resources Information Center

    Banfield, James; Wilkerson, Brad

    2014-01-01

    The aim of this study was to assess gamification as a method of experiential learning theory (ELT) on student motivation and self-efficacy to perform System Engineering/Information Assurance (IA) tasks. The study was a basic qualitative method, whereby data was collected via semi-structured interview and then analyzed for recurring themes and…

  3. Exploring Intrinsic and Extrinsic Reading Motivation among Very Good and Very Poor Readers

    ERIC Educational Resources Information Center

    McGeown, Sarah P.; Norgate, Roger; Warhurst, Amy

    2012-01-01

    Background: Research examining the relationship between reading skill and reading motivation has typically been carried out among children with a wide range of reading abilities. There is less research focusing on children who excel in reading or who are attaining very low reading scores. Purpose: To examine whether there were differences between…

  4. The Beneficial Effects of Non-Received Choice: A Study on Intrinsic Motivation in Biology Education

    ERIC Educational Resources Information Center

    Meyer, Annika; Meyer-Ahrens, Inga; Wilde, Matthias

    2013-01-01

    Previous research has found conflicting evidence in studies where students participate in the selection of their course topics in educational settings. Katz and Assor (2007), for example, have argued that the increase in student motivation is probably not due to the mere act of choosing, but to the value of the options with respect to personal…

  5. Involuntary Mental Time Travel and Its Effect on Prospective Teachers' Situational Intrinsic Motivations

    ERIC Educational Resources Information Center

    Eren, Altay

    2010-01-01

    Recent cognitive psychological research has argued that involuntary mental time travel is an important individual difference variable that has the potential to affect an individual's motivation. However, this issue has not been empirically investigated in educational settings such as teacher education. Therefore, this study aimed to explore the…

  6. Understanding Strategies in Foreign Language Learning: Are Integrative and Intrinsic Motives Distinct Predictors?

    ERIC Educational Resources Information Center

    Bonney, Christina Rhee; Cortina, Kai S.; Smith-Darden, Joanne P.; Fiori, Katherine L.

    2008-01-01

    This study examines the relation between the motivational structure and use of learning strategies of high school foreign language students. Students in 36 foreign language classrooms (French, German, Latin, and Spanish; first- through fifth-years) from a large Midwestern high school participated in the study (N=694). As predicted, correlation and…

  7. The Influence of Instrumentality Beliefs on Intrinsic Motivation: A Study of High-Achieving Adolescents

    ERIC Educational Resources Information Center

    Kover, David J.; Worrell, Frank C.

    2010-01-01

    For many students, school is a forward-looking endeavor, with implications for future educational opportunity, job prospects, and financial success. How does believing that school is linked to a desired future outcome--known as an instrumentality belief--influence motivation? A number of studies have indicated that rewards, or other concerns that…

  8. Implementing Strategies of Cooperation for Enhancing Intrinsic Motivation towards English Language Learning

    ERIC Educational Resources Information Center

    Zapata, Julian Esteban

    2007-01-01

    This action research paper dealt with how to increase motivation towards English language learning through cooperative work in a public school in Medellín, Colombia. It was necessary to explore the concepts of teachers' beliefs, social teaching, collaborative and cooperative learning, to understand the conditions and activities that favored…

  9. Designing Contributing Student Pedagogies to Promote Students' Intrinsic Motivation to Learn

    ERIC Educational Resources Information Center

    Herman, Geoffrey L.

    2012-01-01

    In order to maximize the effectiveness of our pedagogies, we must understand how our pedagogies align with prevailing theories of cognition and motivation and design our pedagogies according to this understanding. When implementing Contributing Student Pedagogies (CSPs), students are expected to make meaningful contributions to the learning of…

  10. Lyric Reader: Creating Intrinsically Motivating and Culturally Responsive Reading Environments. CIERA Report.

    ERIC Educational Resources Information Center

    Pinkard, Nichole

    This report addresses the question of whether culturally specific strategies are an effective means for literacy instruction, and how a culturally specific computer-based architecture, the "Lyric Reader," takes advantage of children's existing knowledge and experience to motivate them to read. Given the reading difficulties experienced…

  11. Intrinsic Mathematics Motivation as a Mediator between Regulatory Fit and Mathematics Performance

    ERIC Educational Resources Information Center

    Van Slooten, Courtney

    2013-01-01

    Regulatory Fit Theory research has indicated that the presence of a regulatory fit between an individuals chronic regulatory focus orientation and induced regulatory state can increase motivation, performance, and achievement. The research in support of regulatory fit theory is immense; however, there has been little research that focuses on…

  12. Autonomy, Competence, and Intrinsic Motivation in Science Education: A Self- Determination Theory Perspective

    ERIC Educational Resources Information Center

    Painter, Jason

    2011-01-01

    The purpose of this study was to examine a proposed motivational model of science achievement based on self-determination theory. The study relied on U.S. eighth-grade science data from the 2007 Third International Mathematics and Science Study to examine a structural model that hypothesized how perceived autonomy support, perceived competence in…

  13. A Longitudinal Cohort Study of Student Motivational Factors Related to Academic Success and Retention Using the College Student Inventory

    ERIC Educational Resources Information Center

    Slanger, William D.; Berg, Emily A.; Fisk, Paul S.; Hanson, Mark G.

    2015-01-01

    Ten years of College Student Inventory (CSI) data from one Midwestern public land-grant university were used to study the role of motivational factors in predicting academic success and college student retention. Academic success was defined as cumulative grade point average (GPA), cumulative course load capacity (i.e., the number of credits…

  14. Level of and motivation for extracurricular activity are associated with academic performance in the veterinary curriculum.

    PubMed

    Jones, Meredyth L; Rush, Bonnie R; Elmore, Ronnie G; White, Brad J

    2014-01-01

    The objectives of this project were to determine the number of school-sanctioned extracurricular opportunities available to veterinary students and characterize the policies of school administrations toward extracurricular involvement and academic standing. Further, we sought to describe the level of extracurricular involvement of veterinary students, determine the association between extracurricular activity involvement and academic performance, and determine the motivation for extracurricular involvement of veterinary students. Survey data were obtained from 18 associate deans of colleges of veterinary medicine regarding the number of extracurricular student organizations within their school and administrative recommendations regarding student involvement. Another survey was administered and responded to by 665 veterinary students enrolled in curricular years 1-3 at Kansas State University and Texas A&M University regarding their extracurricular involvement. Associate deans of 11 schools responded that they make formal or informal recommendations to students about extracurricular activities, workload, and academic priority (61.1%). In a multivariate model, students who participated two times per week or more had a significantly higher overall grade point average (GPA) than students participating once per week (p<.0500). Students for whom the primary reason for participation was networking or social enhancement had a significantly lower overall GPA than students for whom the primary reason was gaining new knowledge and skills (p<.0500). These results indicate that student extracurricular involvement is a consideration for administrators when counseling students in academic difficulty. Moderate levels of extracurricular involvement can contribute to the academic success of students, but students should temper their level of involvement based upon their own motivations.

  15. Role of Student-Faculty Interactions in Developing College Students' Academic Self-Concept, Motivation, and Achievement

    ERIC Educational Resources Information Center

    Komarraju, Meera; Musulkin, Sergey; Bhattacharya, Gargi

    2010-01-01

    Student-faculty interactions can be crucial in developing students' academic self-concept and enhancing their motivation and achievement. Although most interactions with faculty tend to occur within the formal classroom setting, students who experience informal interactions tend to be more motivated, engaged, and actively involved in the learning…

  16. Self-Efficacy and Participation in Choosing the Teaching Profession as Predictors of Academic Motivation among Arab Student's Girls

    ERIC Educational Resources Information Center

    Agbaria, Qutaiba Ali

    2013-01-01

    The purpose of this study is to examine the link between learning motivation among teaching trainees and self-efficacy and the rate of participation in choosing the profession of teaching. The main assumptions: There will be a clear positive link between the rate of self-efficacy of students and academic motivation, with its various elements.…

  17. A Critical Analysis of Academic & Recreational Reading Motivation and Its Correlation to Reading FCAT Performance for 6th Grade Students

    ERIC Educational Resources Information Center

    DiBella, Karen S.

    2014-01-01

    The purpose of this study was to measure the motivation for academic and recreational reading of 6th grade students in a middle school located in southwest Florida using the Elementary Reading Attitude Survey (ERAS). In this mixed methods study, motivation for both types of reading were measured, individual demographics of the population, such as…

  18. An Interview Study of Learner Motivation and Learner Involvement in Mandatory College-Level Academic Writing Classes

    ERIC Educational Resources Information Center

    Vanniarajan, Swathi M.

    2011-01-01

    Scholarship in applied linguistics has not sufficiently addressed learner motivation in mandatory writing classes in postsecondary settings. The data collected through short interviews from 20 students enrolled in a mandatory academic writing program at the junior/senior level in a California State University indicated that learner motivation in…

  19. Influence of Student Learning Experience on Academic Performance: The Mediator and Moderator Effects of Self-Regulation and Motivation

    ERIC Educational Resources Information Center

    Ning, Hoi Kwan; Downing, Kevin

    2012-01-01

    This study examined the mediator and moderator roles of self-regulation and motivation constructs in the relationship between learning experience and academic success. Self-reported measures of learning experience, self-regulation and motivation were obtained from 384 undergraduate students from a university in Hong Kong. Structural equation…

  20. What Makes a Good Student? How Emotions, Self-Regulated Learning, and Motivation Contribute to Academic Achievement

    ERIC Educational Resources Information Center

    Mega, Carolina; Ronconi, Lucia; De Beni, Rossana

    2014-01-01

    The authors propose a theoretical model linking emotions, self-regulated learning, and motivation to academic achievement. This model was tested with 5,805 undergraduate students. They completed the Self-Regulated Learning, Emotions, and Motivation Computerized Battery (LEM-B) composed of 3 self-report questionnaires: the Self-Regulated Learning…

  1. A longitudinal study of school belonging and academic motivation across high school.

    PubMed

    Neel, Cari Gillen-O'; Fuligni, Andrew

    2013-01-01

    This longitudinal study examined how school belonging changes over the years of high school, and how it is associated with academic achievement and motivation. Students from Latin American, Asian, and European backgrounds participated (N = 572; age span = 13.94-19.15 years). In ninth grade, girls' school belonging was higher than boys'. Over the course of high school, however, girls' school belonging declined, whereas boys' remained stable. Within-person longitudinal analyses indicated that years in which students had higher school belonging were also years in which they felt that school was more enjoyable and more useful, above and beyond their actual level of achievement. Results highlight the importance of belonging for maintaining students' academic engagement during the teenage years.

  2. Interpreting the relationships between single gender science classes and girls' academic motivation and interest

    NASA Astrophysics Data System (ADS)

    Johnson, Sonya L.

    The purpose of this study was to determine how and to what extent single gender science classes affect motivation to learn scientific concepts, interest in science, and college major intent among high school and middle school girls. This study was designed to determine whether students' motivation to learn science changes when they are placed in a single gender science class. The study also measured whether the students' level of interest in science and desire to major in science changes based on their enrollment in a single gender class. Finally, the study investigated the career and college major intentions of the sample population used in the study. Girls in single gender groupings engage in more academic risk taking and participate more than girls in coeducational classes. This benefit alone responds to reform efforts and supports the abolition of gender-based obstacles. Single gender grouping could help encourage more girls to take interest in majoring in science, a field that is considered to be masculine. By increasing students' interest in science while enrolled in single gender classes, students may become more motivated to learn science. This study was conducted using seven, eighth, ninth and tenth grade girls from single sex and coeducational science classes. The students participated in 2 surveys, the Science Motivational Survey and the Test of Science Related Attitudes, at the beginning of the semester and at the end of the semester. In respect to girls in high school single gender science classes, results were contrary to recent studies that state that girls who received science education in a single gender setting have an increase in motivation and attitude towards science. The results did show that middle school girls in single gender science classes did show an increase in motivation.

  3. Academic Motivation Scale: adaptation and psychometric analyses for high school and college students

    PubMed Central

    Stover, Juliana Beatriz; de la Iglesia, Guadalupe; Boubeta, Antonio Rial; Liporace, Mercedes Fernández

    2012-01-01

    The Academic Motivation Scale (AMS), supported in Self-Determination Theory, has been applied in recent decades as well in high school as in college education. Although several versions in Spanish are available, the underlying linguistic and cultural differences raise important issues when they are applied to Latin-American population. Consequently an adapted version of the AMS was developed, and its construct validity was analyzed in Argentine students. Results obtained on a sample that included 723 students from Buenos Aires (393 high school and 330 college students) verified adequate psychometric properties in this new version, solving some controversies regarded to its dimensionality. PMID:22888280

  4. What keeps a body moving? The brain-derived neurotrophic factor val66met polymorphism and intrinsic motivation to exercise in humans.

    PubMed

    Caldwell Hooper, Ann E; Bryan, Angela D; Hagger, Martin S

    2014-12-01

    Individuals who are intrinsically motivated to exercise are more likely to do so consistently. In previous research, those with at least one copy of the methionine (met) allele in the brain-derived neurotrophic factor gene (BDNF; rs6265) had greater increases in positive mood and lower perceived exertion during exercise. This study examined whether genotype for BDNF is also related to intrinsic motivation, measured by self-report during a treadmill exercise session and a free-choice behavioral measure (continuing to exercise given the option to stop) among 89 regular exercisers (age M = 23.58, SD = 3.95). Those with at least one copy of the met allele reported greater increases in intrinsic motivation during exercise and were more likely to continue exercising when given the option to stop (55 vs. 33%). Results suggest that underlying genetic factors may partially influence perceptions of inherent rewards associated with exercise and might inform the development of individually targeted interventions.

  5. Effects of classrooms’ architecture on academic performance in view of telic versus paratelic motivation: a review

    PubMed Central

    Lewinski, Peter

    2015-01-01

    This mini literature review analyzes research papers from many countries that directly or indirectly test how classrooms’ architecture influences academic performance. These papers evaluate and explain specific characteristics of classrooms, with an emphasis on how they affect learning processes and learning outcomes. Factors such as acoustics, light, color, temperature, and seat arrangement are scrutinized to determine whether and by how much they improve or hinder students’ academic performance in classrooms. Apter’s (1982, 1984, 2014) reversal theory of telic versus paratelic motivation is presented and used to explain these findings. The results show preference for a learning environment that cues a telic motivation state in the students. Therefore, classroom features should not be distracting or arousing. Moreover, it appears the most influential factors affecting the learning process are noise, temperature and seat arrangement. In addition, there is no current agreement on how some particular physical characteristics of classrooms affect learning outcomes. More research is needed to establish stronger conclusions and recommendations. PMID:26089812

  6. Willingness to work in rural areas and the role of intrinsic versus extrinsic professional motivations - a survey of medical students in Ghana

    PubMed Central

    2011-01-01

    Background Retaining health workers in rural areas is challenging for a number of reasons, ranging from personal preferences to difficult work conditions and low remuneration. This paper assesses the influence of intrinsic and extrinsic motivation on willingness to accept postings to deprived areas among medical students in Ghana. Methods A computer-based survey involving 302 fourth year medical students was conducted from May-August 2009. Logistic regression was used to assess the association between students' willingness to accept rural postings and their professional motivations, rural exposure and family parental professional and educational status (PPES). Results Over 85% of students were born in urban areas and 57% came from affluent backgrounds. Nearly two-thirds of students reported strong intrinsic motivation to study medicine. After controlling for demographic characteristics and rural exposure, motivational factors did not influence willingness to practice in rural areas. High family PPES was consistently associated with lower willingness to work in rural areas. Conclusions Although most Ghanaian medical students are motivated to study medicine by the desire to help others, this does not translate into willingness to work in rural areas. Efforts should be made to build on intrinsic motivation during medical training and in designing rural postings, as well as favour lower PPES students for admission. PMID:21827698

  7. Optimistic and defensive-pessimist students: differences in their academic motivation and learning strategies.

    PubMed

    Suárez Riveiro, José Manuel

    2014-01-01

    In addition to cognitive and behavioral strategies, students can also use affective-motivational strategies to facilitate their learning process. In this way, the strategies of defensive-pessimism and generation of positive expectations have been widely related to conceptual models of pessimism-optimism. The aim of this study was to describe the use of these strategies in 1753 secondary school students, and to study the motivational and strategic characteristics which differentiated between the student typologies identified as a result of their use. The results indicated a higher use of the generation of positive expectations strategy (optimism) (M = 3.40, SD = .78) than the use of the defensive pessimism strategy (M = 3.00, SD = .78); a positive and significant correlation between the two strategies (r = .372, p = .001); their relationship with adequate academic motivation and with the use of learning strategies. Furthermore, four student typologies were identified based on the use of both strategies. Lastly, we propose a new approach for future work in this line of research.

  8. The Effects of a Warm or Chilly Climate Toward Socioeconomic Diversity on Academic Motivation and Self-Concept.

    PubMed

    Browman, Alexander S; Destin, Mesmin

    2016-02-01

    Persistent academic achievement gaps exist between university students from high and low socioeconomic status (SES) backgrounds. The current research proposes that the extent to which a university is perceived as actively supporting versus passively neglecting students from diverse socioeconomic backgrounds can influence low-SES students' academic motivation and self-concepts. In Experiments 1 and 2, low-SES students exposed to cues suggestive of an institution's warmth toward socioeconomic diversity demonstrated greater academic efficacy, expectations, and implicit associations with high academic achievement compared with those exposed to cues indicating institutional chilliness. Exploring the phenomenology underlying these effects, Experiment 3 demonstrated that warmth cues led low-SES students to perceive their socioeconomic background as a better match with the rest of the student body and to perceive the university as more socioeconomically diverse than did chilliness cues. Contributions to our understanding of low-SES students' psychological experiences in academic settings and practical implications for academic institutions are discussed.

  9. Intrinsic Satisfactions from Academic Versus Other Professional Work: A Comparative Analysis. ASHE Annual Meeting 1981 Paper.

    ERIC Educational Resources Information Center

    Bess, James L.

    Recent theories of professional work satisfaction are reviewed and applied to the college or university professor. Additionally, the professional satisfactions available to the academic person are compared with those of professionals in other occupations. The following theories of job satisfaction are examined: job facets theory, expectancy…

  10. Persistence at an Urban Community College: The Implications of Self-Efficacy and Motivation

    ERIC Educational Resources Information Center

    Liao, Hsiang-Ann; Edlin, Margot; Ferdenzi, Anita Cuttita

    2014-01-01

    This study examined how self-efficacy and motivation affected student persistence at an urban community college. Self-efficacy was studied at two dimensions: self-regulated learning efficacy and self-efficacy for academic achievement. Motivation was also investigated at two levels: intrinsic motivation and extrinsic motivation. Results show that…

  11. Alcohol and tobacco use and cognitive-motivational variables in school settings: effects on academic performance in Spanish adolescents.

    PubMed

    Inglés, Cándido J; Torregrosa, María S; Rodríguez-Marín, Jesús; García del Castillo, José A; Gázquez, José J; García-Fernández, José M; Delgado, Beatriz

    2013-01-01

    The aim of the present study was to analyze: (a) the relationship between alcohol and tobacco use and academic performance, and (b) the predictive role of psycho-educational factors and alcohol and tobacco abuse on academic performance in a sample of 352 Spanish adolescents from grades 8 to 10 of Compulsory Secondary Education. The Self-Description Questionnaire-II, the Sydney Attribution Scale, and the Achievement Goal Tendencies Questionnaire were administered in order to analyze cognitive-motivational variables. Alcohol and tobacco abuse, sex, and grade retention were also measured using self-reported questions. Academic performance was measured by school records. Frequency analyses and logistic regression analyses were used. Frequency analyses revealed that students who abuse of tobacco and alcohol show a higher rate of poor academic performance. Logistic regression analyses showed that health behaviours, and educational and cognitive-motivational variables exert a different effect on academic performance depending on the academic area analyzed. These results point out that not only academic, but also health variables should be address to improve academic performance in adolescence.

  12. Achievement Goal Orientations and Self Handicapping as Mediator and Moderator of the Relationship between Intrinsic Achievement Motivation and Negative Automatic Thoughts in Adolescence Students

    ERIC Educational Resources Information Center

    Kapikiran, Sahin

    2012-01-01

    The main purpose of this study was to examine the mediator and moderator role of self-handicapping and achievement goal orientations variables on the relationship between negative automatic thoughts intrinsic achievement motivation in high school students. 586 high school students, ranging in age from 14 to 20 (M = 16.08), adolescence students…

  13. The Actiotope Model of Giftedness: Its Relationship with Motivation, and the Prediction of Academic Achievement among Turkish Students

    ERIC Educational Resources Information Center

    Leana-Tascilar, Marilena Z.

    2015-01-01

    The Actiotope Model of Giftedness (AMG) focuses on person-environment interactions instead of on the personality traits associated with actions. Motivation is a combination of intrinsic and extrinsic forces that are fundamental to the production of actions. Therefore, the resources provided by the environment or person are important for the…

  14. Putting Off until Tomorrow What Is Better Done Today: Academic Procrastination as a Function of Motivation toward College Work.

    ERIC Educational Resources Information Center

    Reasinger, Renne; Brownlow, Sheila

    This study examined the relative impact of intrinsic and extrinsic motivation and personality variables on procrastination behavior of college students. A total of 96 undergraduates completed the Procrastination Assessment Scale-Students, the Multidimensional-Multiattributional Causality Scale, the Brief Fear of Negative Evaluation Scale, the Work…

  15. Need for cognition and desire for control as moderators of extrinsic reward effects: a person x situation approach to the study of intrinsic motivation.

    PubMed

    Thompson, E P; Chaiken, S; Hazlewood, J D

    1993-06-01

    Seventy-four Ss in extrinsic-reward or no-reward conditions completed a brainstorming task and then were left alone with the option to engage in additional versions of this task. If the Need for Cognition (NFC) Scale taps intrinsic motivation for effortful cognition (J. T. Cacioppo & R. E. Petty, 1982), the optional task engagement of high-NFCSs, but not low-NFCSs, should be undermined by extrinsic reward. Results confirmed this hypothesis, but regression analyses showed that NFC scores' moderation of reward effects was due to their covariation with scores on J. M. Burger and H. M. Cooper's (1979) Desire for Control Scale. The data suggest that (a) NFC involves intrinsic motivation for effortful cognitive processing, (b) NFC may predict such processing mainly in contexts with minimal extrinsic incentives for processing, and (c) control motivation may be related causally both to extrinsic undermining effects and to individual differences in NFC.

  16. Representations of Relatedness with Parents and Friends and Autonomous Academic Motivation during the Late Adolescence-Early Adulthood Period: Reciprocal or Unidirectional Effects?

    ERIC Educational Resources Information Center

    Guay, Frederic; Marsh, Herbert W.; Senecal, Caroline; Dowson, Martin

    2008-01-01

    Background: The literature on the determinants of academic motivation indicates that social and affective processes connected to students' interpersonal relationships are central elements in understanding students' academic motivation and other school-related outcomes. Aims: The aim of this study was to answer the following questions: Does…

  17. Linking Perceptions of School Belonging to Academic Motivation and Academic Achievement amongst Student Athletes: A Comparative Study between High-Revenue Student Athletes and Non-Revenue Student Athletes

    ERIC Educational Resources Information Center

    Anderson, Christine Marie

    2010-01-01

    In this study, I examined the relationship that exists among school belonging, achievement motivation, and academic achievement in a sample of student-athletes at UC Berkeley. The goal of the study was to achieve a deeper understanding of how and why achievement motivation and academic achievement is often discrepant between revenue and…

  18. Raising Academic Motivation in Lower Class Adolescents: A Convergence of Two Research Traditions. Discussion Papers 75-70.

    ERIC Educational Resources Information Center

    Spilerman, Seymour

    Two research traditions in the study of learning and motivation are integrated for the study of adolescent behavior. One is concerned primarily with the normal functioning of adolescent society, the other with the design of reward structures to foster academic achievement. The literature covering the use of material incentives for motivating…

  19. The Classroom Environment: A Major Motivating Factor towards High Academic Performance of Senior Secondary School Students in South West Nigeria

    ERIC Educational Resources Information Center

    Akomolafe, Comfort O.; Adesua, Veronica O.

    2015-01-01

    The paper discusses the impact of the classroom environment as a motivating factor in enhancing the academic performance of secondary school students in South West Nigeria. The study adopted descriptive survey type. The population of this study comprises all students of senior secondary schools in South West Nigeria which consist of Lagos, Ogun,…

  20. A Study on the Efficacy of Project-Based Learning Approach on Social Studies Education: Conceptual Achievement and Academic Motivation

    ERIC Educational Resources Information Center

    Ilter, Ilhan

    2014-01-01

    In this research, an experimental study was carried out in social studies 4th grade students to develop students' conceptual achievement and motivation to succeed academically. The study aims to investigate the effectiveness of project-based learning (PBL) in social studies. A quasi-experimental research design (pre- and posttest) was used in the…