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

Cortright, Ronald N.; Lujan, Heidi L.; Blumberg, Amanda J.; Cox, Julie H.; DiCarlo, Stephen E.

doi:10.1152/advan.00018.2013

Cited by 49 publications

(51 citation statements)

References 34 publications

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“…Yet other studies showed that undergraduate male students exhibited higher levels of EM and IM than females, and females showed higher levels of AM (Hakan and Münire, 2014). In a sample of exercise physiology students in the US, higher levels of IM were related to higher levels of male class performance compared to females (Cortright, 2013). For college in general, females tended to have higher levels of both IM and EM.…”

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confidence: 77%

A Culture of Extrinsically Motivated Students: Chemistry

Orvis

Sturges²,

Tysinger³

et al. 2018

JoSoTL

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Recent research indicates that students are adopting a consumerist approach to education, while data shows that the best academic outcomes are associated with intrinsic motivation. The goal of the study was to explore student academic motivation in an undergraduate Principles of Chemistry I class. The study targeted 432 students enrolled in 9 sections of the class over two semesters at a mid-sized, public four year university. Student academic motivation was measured using the adapted Academic Motivation Scale (AMS). A total of 311 students returned the survey (response rate = 72 %). The results indicated that students enrolled in IntroductionA significant number of scholarly reports on student motivation comes from the college classroom environment and indicates that student motivation is vital for success at the university level (Astin, 1984;Howey, 1999;Pintrich, 1988aPintrich, , 1988bRyan et al., 1985). Student motivation has been shown to be a determinant of academic performance and achievement (Pintrich, 2004) with motivated students having better class attendance (Moore et al., 2008) and course grades (Wilson and Wilson, 2007), including a higher first-year academic performance (Allen et al. 2007). Historically, psychologists have viewed motivation as a unitary concept-one that differs in amount rather than type. In contrast, Self Determination Theory (SDT) (Deci and Ryan, 2008) considers motivation to be a differentiated concept that differs in type and exists along an underlying continuum of autonomy (Ryan & Deci, 2000): amotivation (AM), extrinsic motivation (EM) and intrinsic motivation (IM). The Academic Motivation Scale (AMS; Figure 1) (Vallerand et al., 1992), a well-tested metric for exploring academic motivation within the SDT perspective, further subdivides IM and EM into three subscales each.With amotivation, the person perceives (1) a lack of contingency between behavior and the attainment of desired outcomes and/or (2) a lack of ability to perform the behavior that is necessary to attain desired outcomes. As a result, the person experiences passivity and an absence of autonomy.With extrinsic motivation, the person does an activity, because it leads to a separable outcome or consequence, such as obtaining a reward or avoiding a punishment. SDT specifies three types of extrinsic motivation that vary in the degree to which they are internalized into the self and, therefore, autonomous. The least internalized type of extrinsic motivation is external regulation (EM-External Regulation; EM-ER), in which the person is motivated by the salience of external rewards or punishments. The next type of extrinsic motivation is introjected regulation (EM-Introjected Regulation; EM-IN), in which the person is motivated by the salience of internal rewards (e.g., pride) or punishments (e.g., guilt). Both external regulation and introjected regulation are experienced as relatively controlled forms of extrinsic motivation. As the process of internalization proceeds, the next type of extrinsic motivation is identif...

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confidence: 77%

A Culture of Extrinsically Motivated Students: Chemistry

Orvis

Sturges²,

Tysinger³

et al. 2018

JoSoTL

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“…Post-test mean MCQs scores signi cantly increased compared to pre-test (11.5 ± 3.2 [3-20] vs 16.1 ± 2.4 [8][9][10][11][12][13][14][15][16][17][18][19][20], N = 144, p < 0.001, Fig. 2).…”

Section: Mcqs Resultsmentioning

confidence: 98%

Prospective Study on a Fast-Track Training in Psychiatry for Medical Students: The Psychiatric Hat Game

Clément

Delage

Chollier

et al. 2020

Preprint

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Background: While medical students are losing interest in lectures in favor of other educational materials, many studies suggest the benefit of active learning, combined with gamified educational tools. The authors developed a psychiatric adaptation of the « Hat Game ». It was hypothesised that this game would increase both knowledge and motivation in medical students toward psychiatric semiology.Methods: This gamified fast-track training consisted of two teams and each team must guess as many psychiatric semiology terms as possible using different techniques (i.e. speech, mime). The study involved a pre- and post-evaluation of knowledge and a satisfaction survey.Results: Knowledge scores were significantly higher after the game than before. Improvement was maintained three months after the game. Satisfaction survey items highlighted that students enjoyed and would recommend this type of gamified training.Conclusions: The Psychiatric Hat Game improved knowledge of psychiatric semiology in medical students. Results suggest that it is a promising efficient tool to teach playfully medical semiology, with transferable features, utility and acceptability from one medical field to another. This study contributes to the growing body of knowledge advocating for serious games and gamified training in medical education.

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“…Finally, students' competence can also be enhanced by introducing learning activities that are optimally challenging so that students can expand their academic capabilities (Niemiec and Ryan, ). Providing students with the appropriate tools and feedback to promote success and feelings of efficacy is also critical (Cortright et al, ; Augustyniak et al, ). Importantly, feedback should downplay evaluation and emphasizes students' effectiveness, thus providing relevant information on how to master the tasks (Niemiec and Ryan, ).…”

Section: Psychological Need For Competencementioning

confidence: 99%

A personal connection: Promoting positive attitudes towards teaching and learning

Lujan

DiCarlo

2017

Anatomical Sciences Ed

Self Cite

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Students' attitudes towards teaching and learning must be addressed with the same seriousness and effort as we address content. Establishing a personal connection and addressing our students' basic psychological needs will produce positive attitudes towards teaching and learning and develop life-long learners. It will also promote constructive student-teacher relationships that have a profound influence on our students' approach towards school. To begin this process, consider the major tenets of the Self-Determination Theory. The Self-Determination Theory of human motivation focuses on our students' innate psychological needs and the degree to which an individual's behavior is self-motivated and self-determined. Faculty can satisfy the innate psychological needs by addressing our students' desire for relatedness, competence and autonomy. Relatedness refers to our students' need to feel connected to others, to be a member of a group, to have a sense of communion and to develop close relationships with others. Competence is believing our students can succeed challenging them to do so and imparting that belief in them. Autonomy involves considering the perspectives of the student and providing relevant information and opportunities for student choice and initiating and regulating their own behaviors. Establishing a personal connection and addressing our students' basic psychological needs will improve our teaching, inspire and engage our students and promote positive attitudes towards teaching and learning while reducing competition and increasing compassion. These are important goals because unless students are inspired and motivated and have positive attitudes towards teaching and learning our efforts will fail to meet their full potential. Anat Sci Educ 10: 503-507. © 2017 American Association of Anatomists.

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

Cited by 49 publications

References 34 publications

A Culture of Extrinsically Motivated Students: Chemistry

A Culture of Extrinsically Motivated Students: Chemistry

Prospective Study on a Fast-Track Training in Psychiatry for Medical Students: The Psychiatric Hat Game

A personal connection: Promoting positive attitudes towards teaching and learning

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