Intrinsic motivation, perceived competence and classroom engagement as longitudinal predictors of adolescent reading achievement

Froiland, John Mark; Oros, Emily

doi:10.1080/01443410.2013.822964

Cited by 214 publications

(124 citation statements)

References 42 publications

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“…Tanto la teoría como la investigación sugieren que la motivación predice el compromiso y que éste, a su vez, predice el logro académico (Froiland y Oros, 2014;Greene, Miller, Crowson, Duke y Akey, 2004). Tal afirmación nos llevó a desarrollar el presente trabajo, con el objetivo de analizar la capacidad predictiva del clima motivacional de la clase sobre el logro académico de los alumnos, mediado por su compromiso con la escuela.…”

Section: Discussionunclassified

“…La dimensión conductual o comportamental se basa en las interacciones activas del alumno con su entorno académico, dirigidas a metas constructivas y persistentes (Fredricks, Blumenfeld y Paris, 2004). Incluye prestar atención en clase, invertir esfuerzo, participar en las discusiones y persistir en las tareas (Froiland y Oros, 2014;Reeve, Jang, Carrell, Jeon y Barch, 2004). Finalmente, el componente de agencia personal se define como la habilidad del alumno para establecer metas propias, constructivas, en el proceso activo del aprendizaje (Reeve y Tseng, 2011 En cuanto a la motivación, se han propuesto diferentes teorías para tratar de comprender cómo y por qué los estudiantes están motivados para el logro acadé-mico (Pintrich, 2004).…”

Section: Introductionunclassified

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Influencia del clima motivacional en clase sobre el compromiso escolar de los adolescentes y su logro académico

Gutiérrez

Tomás

Barrica³

et al. 2017

Enseñanza & Teaching

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Ref. Bibl. MELCHOR GUTIÉRREZ, JOSÉ MANUEL TOMÁS, JOSÉ MARCOSBARRICA e ISABEL ROMERO. Influencia del clima motivacional en clase sobre el compromiso escolar de los adolescentes y su logro académico. Enseñanza & Teaching, 35, 1-2017, 21-37. RESUMEN: La literatura científica ofrece evidencia empírica de la relación entre el compromiso escolar y numerosas variables del contexto educativo de los adolescentes. El compromiso se ha relacionado, entre otros importantes constructos, con el burnout, tanto de los alumnos como de los profesores; el rendimiento escolar; la satisfacción con la escuela; los problemas de disciplina; las orientaciones de meta de los alumnos, y el clima motivacional de la clase. Por ello, el objetivo del presente trabajo ha sido analizar las relaciones entre el clima motivacional percibido en clase y el logro académico, mediado por el compromiso escolar de los alumnos. Han participado 2028 adolescentes que completaron diversos instrumentos para medir la percepción del clima motivacional de la clase, la satisfacción de las necesidades psicológicas básicas, el apoyo a la autonomía del alumno por el profesor y el logro

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Section: Discussionunclassified

Section: Introductionunclassified

Influencia del clima motivacional en clase sobre el compromiso escolar de los adolescentes y su logro académico

Gutiérrez

Tomás

Barrica³

et al. 2017

Enseñanza & Teaching

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“…An explanation might be that when students perceive the app as enhancing their capability (i.e., their proficiency and skillfulness) in learning, they may be more apt to continue using it in the future. Perceived competence represents the extent to which an individual believes that he or she has performed or is able to perform well at an activity (Baek & Touati, 2017;Froiland & Oros, 2014;Jeno, Grytnes, & Vandvik, 2017). This implies that individuals have an innate need to evaluate their own mastery and effectiveness and attain desired outcomes, when dealing with his or her environment.…”

Section: Discussionmentioning

confidence: 99%

“…It provides information about the tasks and activities achievable by an individual and which of these interactions and activities are worth undertaking (Buch, Säfvenbom, & Boe, 2015). As such, perceived competence is an individual's awareness and comprehension of his or her own capabilities (Froiland & Oros, 2014). For example, using a mobile app for learning may support individual, technical, and cognitive skills that form an individual learner who feels competent and compelled to achieve.…”

Section: Perceived Competencementioning

confidence: 99%

A Proposed Framework to Understand the Intrinsic Motivation Factors on University Students’ Behavioral Intention to Use a Mobile Application for Learning

Shroff

Keyes

2017

JITE:Research

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Aim/Purpose: By integrating a motivational perspective into the Technology Acceptance Model, the goal of this study is to empirically test the causal relationship of intrinsic motivational factors on students’ behavioral intention to use (BIU) a mobile application for learning. Background: Although the Technology Acceptance Model is a significant model, it largely remains incomplete as it does not take into consideration the motivation factors and/or outside influences in the adoption of new technology. Methodology: A Mobile Application Motivation Instrument (MAMI) was developed from a comprehensive review of literature on intrinsic motivation and verified using a formalized card sorting procedure. Four intrinsic motivation scales were developed: perceived competence (COM), perceived challenge (CHA), perceived choice (CHO), and perceived interest (INT). Consequently, a scale to assess students’ behavioral intention (BIU) to use mobile applications was developed using existing scales from prior TAM instruments. Contribution: Incorporating the motivational factors into TAM may provide better explanation and prediction of student acceptance and usage of mobile applications. A potential contribution of this study is the development of a reliable and valid instrument that could be further used by a growing community of researchers, instructional designers, and instructors. Findings: Data were collected from 193 participants to test the causal relationship of perceived competence (COM), perceived challenge (CHA), perceived choice (CHO), and perceived interest (INT) on students’ behavioral intention to use (BIU) a mobile application, using a structural equation modeling approach. The structural path model indicated that perceived competence (COM), perceived challenge (CHA), perceived choice (CHO), and perceived interest (INT) had a significant influence on students’ behavioral intention to use (BIU) a mobile application for learning. Implications of this study are important for researchers and educational practitioners. Future Research: One environmental dimension, understudied but with likely implications for intrinsic motivation, is the social environment.

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“…For example, Singh, Granville and Dika (2002) showed that math and science motivation and attitude significantly affect math and science achievement. Other researchers have also proved the positive contribution of motivation on academic achievement of different school subjects (e.g., Bipp & Dam, 2014;Froiland & Oros, 2014;Hayenga & Corpus, 2010). Moreover, various motivational constructs, such as self-concept, self-efficacy beliefs, anxiety, value and attitude have been found to affect academic achievement (e.g., Mahyuddin et al, 2006;Seaton, Parker, Marsh, Craven, & Yeung, 2014;Steinmayr & Spinath, 2009;Wolters, Denton, York, & Frances, 2014).…”

Section: Affective Versus Cognitive Factors and Effects On Academic Amentioning

confidence: 99%

Learning Processes and Academic Achievement among Omani School Students

Alrajhi¹,

Alkharusi²,

Aldhafri³

2016

RES

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This study examined the competing role of cognitive and affective learning processes used by students on predicting their academic achievement. The sample included 342 students from different schools in Oman (female=74.6%). The participants responded to a group of measures as part of a national study examining different learning variables. For the purpose of the current study, the participants' data of six measures (i.e., critical thinking strategies, organizational strategies, memory strategies, intrinsic motivation, extrinsic motivation, and anxiety) were obtained. In addition, the students' grade average point (GPA) using their reported grades were also used. The findings showed that out of the affective model, anxiety level and intrinsic motivation were significant predictors of students' academic achievement. However, critical thinking was the only predictor of academic achievement from the cognitive model.

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Intrinsic motivation, perceived competence and classroom engagement as longitudinal predictors of adolescent reading achievement

Cited by 214 publications

References 42 publications

Influencia del clima motivacional en clase sobre el compromiso escolar de los adolescentes y su logro académico

Influencia del clima motivacional en clase sobre el compromiso escolar de los adolescentes y su logro académico

A Proposed Framework to Understand the Intrinsic Motivation Factors on University Students’ Behavioral Intention to Use a Mobile Application for Learning

Learning Processes and Academic Achievement among Omani School Students

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