Intrinsic motivation and extrinsic incentives jointly predict performance: A 40-year meta-analysis.

2014 ◽  
Vol 140 (4) ◽  
pp. 980-1008 ◽  
Author(s):  
Christopher P. Cerasoli ◽  
Jessica M. Nicklin ◽  
Michael T. Ford
Keyword(s):  
Intrinsic Motivation ◽  
Meta Analysis

Achievement Goals and Intrinsic Motivation: A Meta-Analytic Review

1999 ◽  
Vol 3 (4) ◽  
pp. 326-344 ◽  
Author(s):  
Laird J. Rawsthorne ◽  
Andrew J. Elliot
Keyword(s):  
Intrinsic Motivation ◽  
Achievement Goals ◽  
Significant Variation ◽  
Meta Analysis ◽  
Empirical Work ◽  
Experimental Literature ◽  
Mastery Goals ◽  
Conceptual Clarity ◽  
Analytic Review ◽  
Undermining Effect

This article presents a meta-analysis of the experimental literature that has examined the effect of performance and mastery achievement goals on intrinsic motivation. Summary analyses provided supportfor the hypothesis that the pursuit ofperformance goals has an undermining effect on intrinsic motivation relative to the pursuit of mastery goals. Moderator analyses were conducted in an attempt to explain significant variation in the magnitude and direction of this effect across studies. Results indicated that the undermining effect ofperformance goals relative to mastery goals was contingent on whether participants received confirming or nonconfirming competence feedback, and on whether the experimental procedures induced a performance-approach or performance-avoidance orientation. These findings provide conceptual clarity to the literature on achievement goals and intrinsic motivation and suggest numerous avenues for subsequent empirical work.

A Meta-Analysis of Negative Feedback on Intrinsic Motivation

2018 ◽  
Vol 31 (1) ◽  
pp. 121-162 ◽  
Author(s):  
Carlton J. Fong ◽  
Erika A. Patall ◽  
Ariana C. Vasquez ◽  
Sandra Stautberg
Keyword(s):  
Intrinsic Motivation ◽  
Negative Feedback ◽  
Meta Analysis

scholarly journals Influence of Cooperative Learning Intervention on the Intrinsic Motivation of Physical Education Students—A Meta-Analysis within a Limited Range

2021 ◽  
Vol 18 (6) ◽  
pp. 2989
Author(s):  
Taofeng Liu ◽  
Mariusz Lipowski
Keyword(s):  
Physical Education ◽  
Cooperative Learning ◽  
Intrinsic Motivation ◽  
Meta Analysis ◽  
Limited Range ◽  
Education Students ◽  
Bias Analysis ◽  
Factors Affecting ◽  
Learning Intervention ◽  
Physical Education Students

This study was conducted to explore physical education students’ intrinsic motivation and clarify the influence mechanism of cooperative learning methods on learning intrinsic motivation through meta-analysis. In accordance with the Preferred Reporting Items for Systematic Reviews (PRISMA) criteria, we screened literature from the years 2000–2020. The included literature underwent bias analysis on the basis of the five criteria proposed herein. Data were extracted and summarized from the included literature to analyze the causality before and after cooperative learning intervention. Statistical analysis was conducted to determine principal factors affecting physical education students’ learning intrinsic motivation. Simultaneously, the influencing mechanism of cooperative learning on physical education students’ intrinsic motivation was clarified. Results revealed that intrinsic motivation had a high total effect amount. In the experimental group, only three documents determined the significant influence of cooperative learning on physical education students’ intrinsic motivation. Moreover, the time and age differences needed to be considered thoroughly during the intervention. Therefore, cooperative learning intervention can improve physical education students’ intrinsic motivation significantly, and meta-analysis provided a theoretical foundation for applying cooperative learning to the teaching of physical education majors.

scholarly journals Effects of Cooperative-Learning Interventions on Physical Education Students’ Intrinsic Motivation: A Systematic Review and Meta-Analysis

2020 ◽  
Vol 17 (12) ◽  
pp. 4451
Author(s):  
Carlos Fernández-Espínola ◽  
Manuel Tomás Abad Robles ◽  
Daniel Collado-Mateo ◽  
Bartolomé J. Almagro ◽  
Estefanía Castillo Viera ◽  
...  
Keyword(s):  
Systematic Review ◽  
Physical Education ◽  
Cooperative Learning ◽  
Intrinsic Motivation ◽  
Effect Size ◽  
Meta Analysis ◽  
Education Students ◽  
Physical Education Students ◽  
Learning Interventions

The aim was to review the effects of cooperative learning interventions on intrinsic motivation in physical education students, as well as to conduct a meta-analysis to determinate the overall effect size of these interventions. The PRISMA guidelines were followed to conduct this systematic review and meta-analysis. The PEDro Scale was used to assess the risk of bias and the GRADE approach was used to evaluate the quality of the evidence. A total of five studies fulfilled the inclusion criteria and they were included in the meta-analysis. Effect size for intrinsic motivation of each study was calculated using the means and standard deviations of the Perceived Locus of Causality Scale (PLOC) before and after the intervention. The overall effect size for intrinsic motivation was 0.38 (95% CI from 0.17 to 0.60) while the heterogeneity was large. Although four of the five studies reported significant within-group improvements in intrinsic motivation, only three studies showed significant between-group differences in favor of the experimental group. The findings showed that program duration and participant age may be relevant factors that must be considered by educators and researchers to conduct future effective interventions. Cooperative learning interventions could be a useful teaching strategy to improve physical education students’ intrinsic motivation. However, given the large heterogeneity and the low quality of the evidence, these findings must be taken with caution.

Reinforcement, Reward, and Intrinsic Motivation: A Meta-Analysis

1994 ◽  
Vol 64 (3) ◽  
pp. 363-423 ◽  
Author(s):  
Judy Cameron ◽  
W. David Pierce
Keyword(s):  
Intrinsic Motivation ◽  
Meta Analysis

Intrinsic Motivation and Creativity Related to Product: A Meta-analysis of the Studies Published Between 1990–2010

2013 ◽  
Vol 25 (1) ◽  
pp. 80-84 ◽  
Author(s):  
Saul Neves de Jesus ◽  
Claudia Lenuţa Rus ◽  
Willy Lens ◽  
Susana Imaginário
Keyword(s):  
Intrinsic Motivation ◽  
Meta Analysis

Student Motivation and Associated Outcomes: A Meta-Analysis From Self-Determination Theory

2021 ◽  
pp. 174569162096678
Author(s):  
Joshua L. Howard ◽  
Julien Bureau ◽  
Frédéric Guay ◽  
Jane X. Y. Chong ◽  
Richard M. Ryan
Keyword(s):  
Intrinsic Motivation ◽  
Student Outcomes ◽  
Meta Analysis ◽  
School Adjustment ◽  
Well Being ◽  
Self Determination Theory ◽  
Self Determination ◽  
Personal Value ◽  
Different Types ◽  
Identified Regulation

Student outcomes are influenced by different types of motivation that stem from external incentives, ego involvement, personal value, and intrinsic interest. The types of motivation described in self-determination theory each co-occur to different degrees and should lead to different consequences. The associations with outcomes are due in part to unique characteristics and in part to the degree of autonomy each entails. In the current meta-analysis, we examine these different types of motivation in 344 samples (223,209 participants) as they relate to 26 performance, well-being, goal orientation, and persistence-related student outcomes. Findings highlight that intrinsic motivation is related to student success and well-being, whereas personal value (identified regulation) is particularly highly related to persistence. Ego-involved motives (introjected regulation) were positively related to persistence and performance goals but also positively related with indicators of ill-being. Motivation driven by a desire to obtain rewards or avoid punishment (external regulation) was not associated with performance or persistence but was associated with decreased well-being. Finally, amotivation was related to poor outcomes. Relative weights analysis further estimates the degree to which motivation types uniquely predict outcomes, highlighting that identified regulation and intrinsic motivation are likely key factors for school adjustment.

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