Intrinsic Motivation to Learn: Can Individual Goals Decrease Susceptibility to the Undermining Effect

2014 ◽  
Author(s):  
Hillary Wehe ◽  
Carol Seger
Keyword(s):  
Intrinsic Motivation ◽  
Motivation To Learn ◽  
Undermining Effect

scholarly journals Effectiveness of Blending Learning Approach (BLA) on Graduate Students’ Learning Outcomes

2021 ◽  
Vol 3 (3) ◽  
pp. p23
Author(s):  
Emolyn M. Iringan
Keyword(s):  
Intrinsic Motivation ◽  
Data Gathering ◽  
Control Group ◽  
Learning Approach ◽  
Motivation To Learn ◽  
School Students ◽  
Project Completion ◽  
Instructional Mode ◽  
Quasi Experimental ◽  
Experimental Group

This quasi-experimental study aimed to assess the effectiveness of the Blended Learning Approach on graduate school students’ intrinsic motivation to learn, achievement, efficiency on project completion, and attitude towards coursework. The study used two groups, the control and experimental group which covered 30 students for each group. Students in the control group were exposed to the face-to-face instructional mode while the experimental group was exposed to the blended mode of instruction. Survey questionnaires, achievement tests, and documentary analyses were the data-gathering modalities that were utilized. The data were treated using mean, scales, and t-test. Results show that the BLA enhanced students’ intrinsic motivation to learn, efficiency in project completion, and achievement in the course, however, yielded no significant effect on their attitude toward their coursework.

scholarly journals Events that Promote Engineering Students' Intrinsic Motivation to Learn

2020 ◽  
Author(s):  
Kathryn Trenshaw ◽  
Renata Revelo Alonso ◽  
Katherine Earl ◽  
Geoffrey Herman
Keyword(s):  
Intrinsic Motivation ◽  
Engineering Students ◽  
Motivation To Learn

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.

scholarly journals Motivation to learn? An advanced exploratory study of learning motivation of Central-East European Business Students

2021 ◽  
Vol 55 (2) ◽  
pp. 27-35
Author(s):  
Zsuzsanna Vitai ◽  
Mariann Benke
Keyword(s):  
Intrinsic Motivation ◽  
Central Europe ◽  
Extrinsic Motivation ◽  
Academic Motivation ◽  
Business Students ◽  
Self Determination Theory ◽  
Self Determination ◽  
Motivation To Learn ◽  
School Students ◽  
East European

THE AIM OF THE PAPER We used self-determination theory to examine the motivation of business school students in Hungary. The research aimed to clarify whether extrinsic or intrinsic motivation or both dominates learning intentions among these students. Although student motivation to learn has been studying extensively, there is an absence of research evidence using this framework in Central-Eastern European higher education. Given the increasing prominence of the region in global geo-political and business affairs, this absence of understanding is important to correct. METHODOLOGY Our questionnaire-based study shows a strong link between some forms of extrinsic motivation and intrinsic motivation, along with evidence for the coexistence of extrinsic and intrinsic motivators in the same person. We used a modified version of Vallerand et al. (1992-1993) motivation-survey the “Academic Motivation Scale AMSC-28”. We added 11 plus questions to the questionnaire. The empirical research was a confirmative study about self-determination theory. The methodology used was descriptive statistics, correspondence, and correlation analysis. The size of the sample was 471. The purpose of our study was to check if the theory of Deci and Ryan are valid on the students of a university in Central Europe. MOST IMPORTANT RESULTS The purpose of our study was to check how the theory of Deci and Ryan applies to the students of a university in Central Europe. The results of the research highlight that the students could have both intrinsic and extrinsic motivation at the same time and intrinsic motivation is not the only type of motivation that could lead to good performance in learning and other activities.   RECOMMENDATIONS The findings could help to evaluate currently used motivational strategies for students and to stimulate further research on the subject usinűg the framework of self-determination theory. Acknowlwdgements: The authors would like to thank Professor John Schermerhorn and Professor Gábor Rappai for their valuable comments and critique in writing this article. With the support of the EFOP-3.6.3-VEKOP-16-2017-00007 project.

Athletic scholarships are negatively associated with intrinsic motivation for sports, even decades later: Evidence for long-term undermining

2019 ◽  
Author(s):  
Arlen C. Moller
Keyword(s):  
Intrinsic Motivation ◽  
College Athletes ◽  
Division I ◽  
Athletic Scholarships ◽  
On Line ◽  
Line Survey ◽  
Undermining Effect ◽  
High Level ◽  
Level Performance

In the U.S., many colleges offer some student athletes scholarships contingent on maintaining high-level performance at a particular sport. Consistent with the well-supported “undermining effect,” studies have demonstrated that such scholarships can reduce athletes’ intrinsic motivation for their sport during their college playing career. The present study examines what happens to former college athletes’ intrinsic motivation after college, even decades later. 348 former Division I college athletes completed an on-line survey (67.5% men, M age = 49.2, 76% formerly on scholarship). Even after controlling for time elapsed since college, scholarship (versus no scholarship) status was positively related to felt external motivation during college, and negatively related to present-day enjoyment of the target sport. Our findings suggest that undermining effects may persist much longer than previously documented (i.e., for decades, as opposed to hours, weeks, or months).

Sign in / Sign up

Export Citation Format

Share Document