Continuity of academic intrinsic motivation from childhood through late adolescence: A longitudinal study.

Abstract

Two aspects of continuity, stability of individual differences and means, were examined in a longitudinal study from the middle elementary through the high school years. Two hypotheses regarding individualdifference stability were supported with structural equation modeling in both the general-verbal and math domains: (a) Academic intrinsic motivation is a stable construct throughout these years, and (b) with advancement in age, academic intrinsic motivation becomes increasingly stable. A third hypothesis, that the mean level of academic intrinsic motivation declines over these ages, also was supported, and significant linear trends were obtained, but it was also found to be modified by particular subject areas, with math showing the greatest decline and social studies showing no significant change. The combination of these 2 aspects of continuity places those with low motivation early in their schooling particularly at risk.

The effects of scaffolding in the classroom: support contingency and student independent working time in relation to student achievement, task effort and appreciation of support

“…Yet, more research in authentic settings is needed to further determine the effects of scaffolding in the classroom. Third, in most cases, students' task effort decreased from premeasurement to postmeasurement which is congruent with what is found in other studies (e.g., Gottfried et al 2001;Stoel et al 2003). Students' task effort, however, increased when low contingent Fig.…”

Research on Interest in Science: Theories, methods, and findings

“…Survey data gathered in student populations are mostly used to identify general developmental trends or trajectories that represent changes of aggregated interest scores in a certain domain or subject area over a period of time. Clearly negative trends can often be found with respect to interest in science (and related attitudes)--especially for the subject areas of physics and chemistry (Baumert & Köller, 1998;Daniels, 2008;Gottfried, Fleming, & Gottfried, 2001;Osborne et al, 2003;see below).…”

Motivación de logro y lenguaje escrito en adolescentes españoles

“…Estos resultados van en la línea de los encontrados en otros trabajos realizados en otras lenguas que sostienen la importancia de la motivación en la comprensión lectora en rangos de edades diversos (Anmarkrud & Braten, 2009;Baker & Wigfield, 1999;Grottfried et al, 2001;Guthrie et al, 1999Guthrie et al, , 2007Guthrie et al, , 2009Ryan & Deci, 2002;Taboada et al, 2009). Sin embargo, con respeto a la composición escrita, los resultados no confirma su relación con el nivel académico como era lo esperado, pero si su relación con la motivación, en la línea de lo encontrado en algunos trabajos (Bruning & Horn, 2000;Martínez-Cocó et al, 2009).…”