The differential effects of intrinsic and identified motivation on well-being and performance: Prospective, experimental, and implicit approaches to self-determination theory.

Burton, Kimberly D.; Lydon, John; D’Alessandro, David U.; Koestner, Richard

doi:10.1037/0022-3514.91.4.750

Cited by 348 publications

(279 citation statements)

References 49 publications

(66 reference statements)

Supporting

Mentioning

231

Contrasting

Unclassified

Order By: Relevance

“…On the other hand, our model did not contain a significant path between intrinsic motivation and achievement although there was an indirect path via self-efficacy. Although past findings are inconsistent regarding the motivation-achievement relationship among adolescents (Baker 2003;Burton et al 2006), the lack of a significant relationship herein may be the result of our failure to account and control for other forms of motivation. Thus, future research is needed to examine the longitudinal relations among intrinsic motivation and academic achievement while controlling for other known predictors as well as baseline levels of these constructs.…”

Section: Discussioncontrasting

confidence: 39%

“…There is also evidence that more autonomous forms of regulation result in more positive learning experiences and higher achievement, for example, in science , psychology (Burton et al 2006), and French, mathematics, geography, and history . In contrast, external regulation, introjected regulation, and amotivation have been shown to result in negative outcomes such as poor school adjustment (Walls and Little 2005) and dropout (Vallerand, Fortier, and Guay 1997).…”

Section: Self-determination Theorymentioning

confidence: 99%

See 1 more Smart Citation

Systemizing and the gender gap: examining academic achievement and perseverance in STEM

et al. 2018

View full text Add to dashboard Cite

For years, a popular explanation for women choosing to abandon studies in science, technology, engineering, and mathematics (STEM) has been their lack of aptitude. This study challenged that notion by integrating theories of cognitive style, academic emotion, selfefficacy, and motivation to explain students' academic achievement and perseverance in STEM when transitioning to college. A sample of 1597 high school and junior college students participated. Exploratory and confirmatory factor analyses were first conducted to validate a reduced version of the cognitive style questionnaire. Structural equation modeling revealed that the cognitive style known as systemizing indirectly predicted STEM achievement and persistence by way of intrinsic motivation, learning anxiety, and self-efficacy, providing a new perspective for re-examining the gender gap in STEM.

show abstract

Section: Discussioncontrasting

confidence: 39%

Section: Self-determination Theorymentioning

confidence: 99%

Systemizing and the gender gap: examining academic achievement and perseverance in STEM

et al. 2018

View full text Add to dashboard Cite

show abstract

“…In situations of low threat, satisfaction-based commitment may have a larger influence on RMRs, given that the context does not challenge the basis of such commitment. On the other hand, identification-based commitment, which reflects an individual's enduring values and beliefs (Burton, Lydon, D'Alessandro, & Koestner, 2006;Sheldon & Elliot, 1998), may be especially crucial to sustaining relationships in the face of adversity. Moreover, introjection and ought-based commitments may help keep relationships intact out of a sense of duty and obligation, but have a negative impact on well-being (Ryan & Connell, 1989), possibly by fostering resentment (Strauman & Higgins, 1988).…”

Section: Relationship-specific Identification and Relationship Commitmentioning

confidence: 99%

Relationship-specific identification and spontaneous relationship maintenance processes.

Linardatos¹,

Lydon²

2011

Journal of Personality and Social Psychology

Self Cite

View full text Add to dashboard Cite

Attractive alternative partners pose a relational threat to people in romantic relationships. Given that people are often limited in their time and energy, having the capacity to effortlessly respond to such relational threats is extremely useful. In 4 studies, we explored how people's identity in terms of their romantic relationship—their relationship-specific identity—affects their relationship-protective behaviors. We predicted that once a relationship becomes a part of one's sense of self, relationship maintenance responses are exhibited in a relatively fluid, spontaneous manner. In Study 1, we assessed the convergent and divergent validity of relationship-specific identification, demonstrating how it is associated with other relationship constructs. In Study 2, we found that less identified participants mentioned their relationship less than those high in relationship-specific identification, but only when interacting with an attractive member of their preferred sex. In Study 3, using a dot-probe visual cuing task, we found that when primed with an attractive member of their preferred sex, those low in relationship-specific identification gazed longer at attractive preferred-sex others compared to those high in relationship-specific identification. In Study 4, we found that relationship-specific identification was associated with relationship survival 1–3 years after the initial assessment. The present results demonstrate that relationship-specific identification predicts relatively spontaneous, pro-relationship responses in the face of relational threat.

show abstract

“…Various studies document aspects of the SDT framework in educational contexts (e.g. see Table 1; Benware and Deci 1984;Burton et al 2006;Grolnick and Ryan 1987;Koestner et al 1984;Ryan and Grolnick 1986;Standage et al 2006;Tsai et al 2008). However, only few studies in this area have captured the hierarchical SDT model as a whole.…”

mentioning

confidence: 99%

Testing the hierarchical SDT model: the case of performance-oriented classrooms

et al. 2011

View full text Add to dashboard Cite

The self-determination theory (SDT) assumes that healthy motivation needs to be intrinsic in nature and that the basic psychological needs competence, autonomy and relatedness are prerequisites for intrinsically motivated behaviour. Intrinsically motivated students in turn show more persistence and understanding of classroom material. However, in secondary education, students often participate in performance-oriented classrooms with an extrinsic orientation and it cannot be assumed that the principles advocated by the SDT are automatically applicable in this context. We tested a model relating basic psychological needs via intrinsic motivation to persistence and performance at two waves using data from 476 students (aged 11-17 years) attending pre-vocational secondary education. Structural equation analysis showed that a partial mediation model with perceived competence also directly associated with persistence and performance fitted the data best at both waves. Interestingly, the strength of the effects varied across waves, such that relatedness and Eur J Psychol Educ (2012) The importance of classroom motivation in secondary education is undisputed. Unfortunately, there are many motivational problems in the classroom. Students in their early adolescence show a decline in motivation and interest in school (e.g. Eccles et al. 1993). Additionally, late adolescent students show a general decline in achievement and mastery goals compared to younger students (Mansfield and Wosnitza 2010).Furthermore, in class, there is a strong emphasis on performance and extrinsic motivation. Teachers evaluate and monitor learning by grading their students' performance (Ryan and Weinstein 2009). As a consequence, classroom performance is commonly assessed with tests and exams, which may lead students towards extrinsic orientations. According to the self-determination theory (SDT; Deci and Ryan 2000), under such conditions, feelings of enthusiasm and interest are in danger of being replaced by experiences of anxiety, boredom and alienation (Niemiec and Ryan 2009). Imposing external control might even disrupt students' natural tendency to learn. Therefore, the present study was designed to test the predictions generated by SDT in a predominantly extrinsically oriented context. Self-determination theory: research findingsSDT is a universal motivation theory that is presumed to apply to individuals of all age groups across all situations (Ryan and Deci 2000b). This implies that SDT can also be applied in the educational context (Reeve 2002). SDT proposes that people have a natural tendency to learn. Within SDT, the concept of motivation can either be intrinsic or extrinsic. Ryan and Deci (2000a) postulate that extrinsic motivation can vary in the degree to which it is autonomous, which results in four different sub-categories of extrinsic motivation depending on the amount of internalisation and regulatory style of adopting a specific goal. The taxonomy of human motivation contains six different motivation styles. At the lef...

show abstract

The differential effects of intrinsic and identified motivation on well-being and performance: Prospective, experimental, and implicit approaches to self-determination theory.

Cited by 348 publications

References 49 publications

Systemizing and the gender gap: examining academic achievement and perseverance in STEM

Systemizing and the gender gap: examining academic achievement and perseverance in STEM

Relationship-specific identification and spontaneous relationship maintenance processes.

Testing the hierarchical SDT model: the case of performance-oriented classrooms

Contact Info

Product

Resources

About