Intrinsic motivation, extrinsic motivation, and academic achievement among Indian adolescents in Canada and India

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

doi:10.1007/s11218-011-9155-1

Cited by 81 publications

(60 citation statements)

References 57 publications

(59 reference statements)

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“…This finding is consistent with theoretical base of the SDT, which proposes that students' fulfillment of basic psychological needs in the classroom, facilitates their self-regulation for learning, academic performance and well being [3]. [8,9,10,12]. Based on the selfdetermination theory, fulfillment of basic psychological needs is influenced by the person's life environment, as well as his personality traits [29].…”

Section: Discussionsupporting

confidence: 82%

“…In fact, obtaining intrinsic motivation in learning and leading learning through internal guides is one of the main purposes of education [3]. Carried out Studies indicate positive relationship between intrinsic motivation and academic achievement [8,9]. Moreover, studies have shown that fulfillment of students' basic psychological needs has positive effect on their academic achievement [10].…”

Section: Self Determination Theorymentioning

confidence: 99%

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School Culture, Basic Psychological Needs, Intrinsic Motivation and Academic Achievement: Testing a Casual Model

Gargari¹,

Amani-Saribaglou²,

Ghafour³

et al. 2014

Mathematics Education Trends and Research

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Culture is s common system of believes, values and artifacts that the members of a society use it in their relations, and it transfers from one generation to another. The school culture is a system of norms, meanings and values between school members. One of STD (self-determination theory) components is basic psychological needs that emphasizes on Relatedness, Competence and Autonomy to accomplish the motivation. Motivation involves the processes that energize, direct, and sustain behavior. It seems that school culture, basic psychological needs and motivation has immense effect on academic achievement. The purpose of the present research was to examine the relation between students' perceived school culture, basic psychological needs, intrinsic motivation and academic achievement in a causal model. 296 high school students (159 females and 137 males) in Tabriz, north -west of Iran, participated in this research and completed the students' perceived school culture questionnaire based on Hofstede's cultural dimensions (femininity, uncertainty avoidance, collectivism and power distance), basic psychological needs and intrinsic motivation. The results of the path analysis showed that fulfillment of basic psychological needs and intrinsic motivation has positive effect on academic achievement. Uncertainty avoidance and power distance have also negative effect on fulfillment of psychological needs, but the influence of femininity on this variable was positive. Also, collectivism has no significant effect on it. In general, the findings showed that if school culture supports students' autonomy, they will experience fulfillment of their basic psychological needs, and attain higher intrinsic motivation and academic achievement.

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Section: Discussionsupporting

confidence: 82%

Section: Self Determination Theorymentioning

confidence: 99%

School Culture, Basic Psychological Needs, Intrinsic Motivation and Academic Achievement: Testing a Casual Model

Gargari¹,

Amani-Saribaglou²,

Ghafour³

et al. 2014

Mathematics Education Trends and Research

View full text Add to dashboard Cite

show abstract

“…The finding of such a systematic directional prediction from achievement to intrinsic motivation runs in contrast to studies that found a reverse (Areepattamannil et al., ; Gottfried, ; Murayama et al., ; Spinath et al., ) or a reciprocal (Aunola et al., ; Henderlong Corpus et al., ; Luo et al., ; Viljaranta et al., ) pattern. As argued previously, a prominent explanation for this discrepancy is that most previous studies did not use a cross‐lagged design and thus, did not specifically test for reciprocal associations.…”

Section: Discussioncontrasting

confidence: 59%

“…However, the direction of this developmental association remains unclear. Consistent with SDT, some studies have shown that intrinsic motivation predicts achievement and learning behaviors in mathematics (Areepattamannil, Freeman, & Klinger, ; Gottfried, ; Murayama, Pekrun, Lichtenfeld, & vom Hofe, ; Spinath, Spinath, Harlaar, & Plomin, ), but others did not (Bouffard, Marcoux, Vezeau, & Bordeleau, ; Marsh, Trautwein, Lüdtke, Koller, & Baumert, ). A few other studies found that intrinsic motivation and achievement in mathematics are reciprocally related over time (Aunola et al., ; Henderlong Corpus, McClintic‐Gilbert, & Hayenga, ; Koller, Baumert, & Schnabel, ; Luo, Kovas, Haworth, & Plomin, ; Viljaranta et al., ).…”

mentioning

confidence: 88%

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

Garon‐Carrier¹,

Boivin

Guay³

et al. 2015

Child Development

133

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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.

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“…Educators may use these at a particular time and or in a certain activity. Similarly, the same activity can be seen as intrinsically or extrinsically motivating by different students (Areepattamannil, Freeman, & Klinger, 2011;Butler, 2012;Guay, Chanal, Ratelle, Marsh, Larose, & Boivin, 2010;Pintrich & Schunk, 2002).…”

Section: Motivationmentioning

confidence: 99%

How Motivation Influences Student Engagement: A Qualitative Case Study

Saeed¹,

Zyngier²

2012

JEL

238

141

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The authors use Ryan and Deci's (2000) Self-Determination Theory (SDT) to better understand how student motivation and engagement are linked combined with Schlechty's Student Engagement Continuum to analyse the impact of intrinsic and extrinsic motivation on students' different engagement types. The study seeks to understand which type of motivation -intrinsic or extrinsic -is more closely aligned to authentic student engagement as identified by Schlechty (2002Schlechty ( , 2011. A qualitative research framework was adopted and data was collected from one elementary school class. According to Ryan and Deci's SDT, the majority of students who indicated that their motivation type was either intrinsic or integrated regulated motivation also demonstrated that they were authentically engaged in their education (Schlechty, 2002(Schlechty, , 2011. The students who preferred extrinsic motivation also showed ritual and retreatist forms of engagement and students demonstrating both intrinsic and extrinsic motivation showed authentic, ritual, retreatist and rebellious engagement. In line with findings by Zyngier (2008) in this particular study at least, when pedagogical reciprocity (Zyngier, 2011) was present, intrinsic motivation assisted authentic student engagement in learning, and that extrinsic motivation served to develop ritual engagement in students however, students who had both types of motivation showed different types of engagement in their learning.

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Intrinsic motivation, extrinsic motivation, and academic achievement among Indian adolescents in Canada and India

Cited by 81 publications

References 57 publications

School Culture, Basic Psychological Needs, Intrinsic Motivation and Academic Achievement: Testing a Casual Model

School Culture, Basic Psychological Needs, Intrinsic Motivation and Academic Achievement: Testing a Casual Model

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

How Motivation Influences Student Engagement: A Qualitative Case Study

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