Exploring the relationship between Black high school students’ external regulation and intrinsic motivation

Yates, Nicole; Patall, Erika A.

doi:10.1007/s11031-020-09863-1

Cited by 4 publications

(5 citation statements)

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“…A key theoretical contribution of the present study is that intrinsic and extrinsic forms of motivation were found to be unrelated among bilingual students -a pattern that differed substantially from that of their monolingual peers. A more compatible relationship between intrinsic and extrinsic motivation for bilingual students is consistent with an emerging body of research indicating cultural specificity in the meaning of extrinsic motivation (e.g., Lepper et al, 2005;Yates and Patall, 2021). For bilingual students who may be strongly affiliated with a more interdependent parent culture, perhaps doing schoolwork to meet parents' expectations and please teachers is fully consistent with doing schoolwork in order to satisfy curiosity or grow as a learner.…”

Section: And Conclusionsupporting

confidence: 73%

“…Black students also experience tension between home-and schoolbased values (Tyler et al, 2006), which may require particular attention to external pressure, perhaps even leveraging it to their advantage. In support of this argument, Yates and Patall (2021) found that intrinsic and extrinsic forms of motivation were positively correlated among Black American high school students, and the presence of extrinsic motivation actually predicted higher levels of intrinsic motivation over time (Yates and Patall, 2021).…”

Section: The Relationship Between Intrinsic and Extrinsic Forms Of Mo...mentioning

confidence: 96%

“…Similar to the influence of culture, there is growing evidence that students from minority groups also exhibit a distinct relationship concerning intrinsic and extrinsic motivation (Yates and Patall, 2021). As the long history of discrimination in the United States threatens the survival of Black individuals, the importance of utilizing resources that are controlled by external factors is especially salient (Baldwin, 1981).…”

Section: The Relationship Between Intrinsic and Extrinsic Forms Of Mo...mentioning

confidence: 99%

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Comparing intrinsic and extrinsic motivation in bilingual children and their monolingual peers

Greenwald

Shan²,

Boldt³

et al. 2023

Front. Educ.

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Building from previous research showing a bilingual advantage in school, the present study investigated the link between bilingualism and academic motivation. We asked whether bilingual students would exhibit higher levels of intrinsic or extrinsic motivation than their monolingual peers, how intrinsic and extrinsic motivation would change over time, and the extent to which those forms of motivation would be in tension with one another. Relative to their monolingual peers, we expected bilingual students to (1) report higher levels of both intrinsic and extrinsic forms of motivation, and (2) show a weaker negative correlation between intrinsic and extrinsic forms of motivation. Bilingual status, intrinsic motivation, and extrinsic motivation were measured at two time points in a diverse sample of 1047 3rd-grade through 8th-grade students (851 monolingual, 196 bilingual). Bilingual students reported significantly higher levels of both intrinsic and extrinsic motivation than monolingual students. They also showed a sharper decline in intrinsic motivation from fall to spring. Intrinsic and extrinsic forms of motivation were negatively correlated for monolinguals, but unrelated for bilinguals, suggesting that the two motive types may be less antagonistic among students who speak a language other than English at home. These differences may be driven by both cognitive (e.g., executive functioning skills) and cultural (e.g., family cohesion, interdependent orientation) factors, and may inform educators who wish to support learning for students from diverse groups.

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Section: And Conclusionsupporting

confidence: 73%

Section: The Relationship Between Intrinsic and Extrinsic Forms Of Mo...mentioning

confidence: 96%

Section: The Relationship Between Intrinsic and Extrinsic Forms Of Mo...mentioning

confidence: 99%

See 1 more Smart Citation

Comparing intrinsic and extrinsic motivation in bilingual children and their monolingual peers

Greenwald

Shan²,

Boldt³

et al. 2023

Front. Educ.

View full text Add to dashboard Cite

show abstract

“…(2) controlled motivation (introjected regulation and external regulation) (Yates & Patall, 2021) (Figure 1). The categorization of the types of regulations allows researchers to recognize the types of motivation behind human intention and understand the factors that impact behaviors.…”

Section: Self-determination Theorymentioning

confidence: 99%

“…On a self‐determination continuum, these types of regulations can also be instructed consistently (see Figure 1; Richards et al, 2021), ranging from most self‐determined (i.e., intrinsic motivation) to partially self‐determined (e.g., introjection) to an absence of self‐determination (i.e., amotivation). Research also identified these four types of regulations into two types of motivation: (1) autonomous motivation (integrated regulation and identified regulation) and (2) controlled motivation (introjected regulation and external regulation) (Yates & Patall, 2021) (Figure 1). The categorization of the types of regulations allows researchers to recognize the types of motivation behind human intention and understand the factors that impact behaviors.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Green consumption and sustainable development: The effects of perceived values and motivation types on green purchase intention

Ng,

Cheung,

Lit

et al. 2023

Bus Strat Env

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Daily green products have gained growing awareness in recent years. Perceived values of consumers are crucial for companies to promote the formation of holistic value of green products to consumers. In addition, understanding different motivation types of consumers to adopt green purchase behavior is critical. To answer the research call to better conceptualize green purchase intention, this study aims to investigate how consumers' perceived values influence different motivation types, and in turn, affect their green purchase behavioral intention. An extended research model by integrating customer value theory (CVT) and self‐determination theory (SDT) is developed to explain green purchase behavioral intention. Three hundred and five participants were recruited, and the findings were analyzed using partial least square structural equation modelling (PLS‐SEM). Results suggested that the three perceived values (i.e., emotional value, functional value, and relational value) significantly predict perceived green product value, while perceived green product value predicts four types of regulations (i.e., external regulation, introjected regulation, identified regulation, and integrated regulation). Results also showed that autonomous motivation (i.e., identified regulation and integrated regulation) significantly predicts green purchase intention. These findings provide theoretical implications to SDT and customer value theory in the field of green business strategy management and practical implications to green businesses and governments.

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Unveiling the dynamic connection between a socially responsible activity and English learning motivation at a Taiwanese university

Hsu

2024

Innovation in Language Learning and Teaching

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Exploring the relationship between Black high school students’ external regulation and intrinsic motivation

Cited by 4 publications

References 50 publications

Comparing intrinsic and extrinsic motivation in bilingual children and their monolingual peers

Comparing intrinsic and extrinsic motivation in bilingual children and their monolingual peers

Green consumption and sustainable development: The effects of perceived values and motivation types on green purchase intention

Unveiling the dynamic connection between a socially responsible activity and English learning motivation at a Taiwanese university

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