Intrinsic and extrinsic school motivation as a function of age: the mediating role of autonomy support

Abstract

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, a slow stabilization until 15 years old, followed by an increase after that point. Second, non self-determined extrinsic motivation showed a decrease up to 12 years old and a slow stabilization after that point. Finally, amotivation was relatively low and stable from age 9 to 17 years. Of importance is that the present results also revealed that teacher autonomy support mediated the age-school motivation relationships. The present results underscore the importance of a better understanding of the mechanisms through which lower intrinsic motivation and self-determined extrinsic motivation in older students take place, eventually leading to appropriate interventions and optimal motivation in students of all ages.Much research has documented the role of intrinsic and extrinsic motivation in educational outcomes. For instance, intrinsic motivation (or engaging in the activity for its own sake) has been found to facilitate conceptual learning, performance, school

The moderating influence of perceived competence in learning on mentored students' school performance

“…Firstly, because students' previous experiences in school and in different subject areas are important determinants of PCL (Guillet et al, 2012;Wigfield & Eccles, 2002) the fact that individual PCL was neither a criterion for selecting candidates for mentoring, nor for determining the type of activities undertaken during SBM sessions may have influenced our results.…”

“…Female students (Obach, 2003;Wigfield & Eccles, 2002;Zisimopoulos & Galanaki, 2009) and younger students (Guillet, Vallerand, & Lefrenière, 2012;Wigfield & Eccles, 2002) who have more positive academic experiences (Schüler et al, 2009;Schunk & Pajares, 2005), tend to report a more positive perception of their learning skills. Higher levels of interest in a certain task (Ryan & Deci, 2009), providing opportunities to choose learning materials and activities (Ryan & Deci, 2009) and greater salience of mastery goals rather than performance goals (Kaplan & Midgley, 1997) seem to lead to more positive PCL as well.…”

The Implementation of Quantum Teaching (QT) and Think Talk Write (TTW) through Lesson Study to Improve Students’ Learning Motivation

“…Giving apperception with the delivery of learning objectives also greatly affect the motivation to learn, because with that stage, students can think of what they need to achieve after learning the materials. A sense of happiness when starting the learning, can serve as an intrinsic factor in improving the learning spirit (Gillet et al, 2012). Inner motivation (intrinsic factor) can increase students' motivation level (Vibulphol, 2016).…”

Un programa de actividades de juego para promover la satisfacción escolar

“…Palabras clave: juegos, convivencia escolar, motivación, satisfacción Introducción La educación, es un fenómeno que actúa tanto como agente de socialización, como base de conocimiento y desarrollo de todo ser humano. No obstante, pese a su importancia en el crecimiento de toda persona, no es infrecuente que se produzca un progresivo descenso del interés y motivación de los alumnos a lo largo de la enseñanza primaria y secundaria (Gillet, Vallerand y Lafrenière, 2012).…”

“…Palabras clave: juegos, convivencia escolar, motivación, satisfacción Introducción La educación, es un fenómeno que actúa tanto como agente de socialización, como base de conocimiento y desarrollo de todo ser humano. No obstante, pese a su importancia en el crecimiento de toda persona, no es infrecuente que se produzca un progresivo descenso del interés y motivación de los alumnos a lo largo de la enseñanza primaria y secundaria (Gillet, Vallerand y Lafrenière, 2012).Como respuesta, diversas investigaciones han tenido lugar para producir un cambio en esta dinámica. En este contexto, se han estudiado los beneficios potenciales de las actividades u ocupaciones lúdicas (el juego) para un desarrollo más enriquecedor y significativo en la infancia y adolescencia (Bundy et al, 2008).…”