The Relationships between Intrinsic Motivation, Extrinsic Motivation, and Achievement, Along Elementary School

Lemos, Marina Serra de; Veríssimo, Lurdes

doi:10.1016/j.sbspro.2014.01.1251

Cited by 109 publications

(91 citation statements)

References 30 publications

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“…In addition, the results show that extrinsic motivation was not a significant predictor of students' academic achievement in the presence of the other two affective variables (i.e., intrinsic motivation and anxiety level). This result is consistent with other studies which found that extrinsic motivation is less effective on students' achievement compared with intrinsic motivation (e.g., Areepattamannil, 2014b;Lemos & Veríssimo, 2014;Lin, McKeachie, & Kim, 2003). …”

Section: Discussionsupporting

confidence: 93%

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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Section: Discussionsupporting

confidence: 93%

Learning Processes and Academic Achievement among Omani School Students

Alrajhi¹,

Alkharusi²,

Aldhafri³

2016

RES

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show abstract

“…Positive relationship between intrinsic motivation and extrinsic motivation is only happening in the academic field. This is consistent with the research results of Bateman and Crant (2003), Lepper et al (2005) and Lemos and Verissimo (2014). Their studies suggesting that there is no significantly negative relationship between intrinsic and extrinsic motivation.…”

Section: Discussionsupporting

confidence: 92%

“…Intrinsic motivation encourages individuals to focus on learning and mastering task skills, while extrinsic motivation emphasizes demonstrating that individuals have high abilities (Utman, 1997). Recent studies have found no significant negative relationship between intrinsic and extrinsic motivation (Bateman and Crant, 2003;Lepper et al, 2005;Lemos and Verissimo, 2014). This means that students can be motivated either by intrinsic or extrinsic factors.…”

Section: Introductionmentioning

confidence: 99%

Self-determined motivation, achievement goals and anxiety of economic and business students in Indonesia

Ariani¹

2017

Educ. Res. Rev.

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Anxiety is a natural thing and can happen to everyone; it is a reaction to the inability to overcome problems or lack of security. However, excessive anxiety can impede one's function in life. Anxiety experienced by students can also hinder them in performing better. Setting goals that are difficult to achieve can cause students to experience anxiety or fear of not being able to achieve them. This study aims to examine the relationship model between several dispositional factors that can affect students' anxiety. The author investigated the relation between self-determined motivation, achievement goals, and anxiety in 365 business students. Specifically, the author investigated the relation between selfdetermined motivation (intrinsic motivation, extrinsic motivation, and amotivation), mastery goal orientation, performance-goal orientation and students' anxiety. Results of Pearson's correlation showed that students' anxiety was positively associated with performance-goal orientation, extrinsic motivation, and amotivation, but students' anxiety was not associated either with intrinsic motivation or mastery-goal orientation. Intrinsic and extrinsic motivation correlated with each other, but correlation between mastery and performance-goal orientation was not significant. Implementing structural equation modeling (SEM) was used to test the relationship models. The first model used three dimensions of motivation as mediating variables of influence between achievement goals and students' anxiety. The second model used two dimension of achievement orientation as mediating variables of influence between motivation and students' anxiety. It was found that the proposed models have a good fit. Students' anxiety was influenced primarily by extrinsic motivation, amotivation, and performance-goal orientation. Further, discussions on the results of this study are discussed in detail in this article.Key words: Intrinsic motivation, extrinsic motivation, amotivation, mastery goal orientation, performance goal orientation, students' anxiety. INTRODUCTIONThe interaction of different aspects of motivation with different personal characteristics implies that what motivates some students does not motivate other students. Different types of motivation will also affect E-mail: ariani1338@gmail.com. dwariani@gmail.com.Authors agree that this article remain permanently open access under the terms of the Creative Commons Attribution License 4.0 International License different outcomes. Intrinsic motivation encourages individuals to focus on learning and mastering task skills, while extrinsic motivation emphasizes demonstrating that individuals have high abilities (Utman, 1997). Recent studies have found no significant negative relationship between intrinsic and extrinsic motivation (Bateman and Crant, 2003;Lepper et al., 2005;Lemos and Verissimo, 2014). This means that students can be motivated either by intrinsic or extrinsic factors.Students' motivation is a goal-oriented behavior that includes thinking in accordance with internal and ...

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“…In the study, it was seen that motivation toward performance goal did not change in all groups during the process, which is a desired situation in education since motivation toward performance reflects the features of external motivation (Pintrich & Schunk, 2002). On the contrary, in many researches, negative correlation was found between external motivation and success (Lepper, Corpus & lyengar, 2005;Lemos & Veríssimo, 2014;Pintrich, Smith, García & McKeachie, 1993).…”

Section: Discussionmentioning

confidence: 94%

Teaching Mathematical Functions Using Geometric Functions Approach and Its Effect on Ninth Grade Students’ Motivation

Akçakın¹

2018

INT J INSTRUCTION

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The Relationships between Intrinsic Motivation, Extrinsic Motivation, and Achievement, Along Elementary School

Cited by 109 publications

References 30 publications

Learning Processes and Academic Achievement among Omani School Students

Learning Processes and Academic Achievement among Omani School Students

Self-determined motivation, achievement goals and anxiety of economic and business students in Indonesia

Teaching Mathematical Functions Using Geometric Functions Approach and Its Effect on Ninth Grade Students’ Motivation

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