Academic Intrinsic Motivation Research Articles

The Effects of Meta Cognitive Strategy Instruction on Academic Achievement, Meta Cognition, Intrinsic Motivation, and Self-Efficacy of College Students

The Effects of Meta Cognitive Strategy Instruction on Academic Achievement, Meta Cognition, Intrinsic Motivation, and Self-Efficacy of College Students

The Effects of Meta Cognitive Strategy Instruction on Academic Achievement, Meta Cognition, Intrinsic Motivation, and Self-Efficacy of College Students

The Effects of Meta Cognitive Strategy Instruction on Academic Achievement, Meta Cognition, Intrinsic Motivation, and Self-Efficacy of College Students

The relationships among social responsibility, intrinsic academic motivation, and psychological well-being of students in teacher-training programs: Comparisons of aspirations types

The relationships among social responsibility, intrinsic academic motivation, and psychological well-being of students in teacher-training programs: Comparisons of aspirations types

Differences and Relationships in the Academic Intrinsic and Extrinsic Motivation of Students

Differences and Relationships in the Academic Intrinsic and Extrinsic Motivation of Students

기독 대학생의 우울과 내적 학습 동기의 관계에서 신앙성숙도의 매개효과

기독 대학생의 우울과 내적 학습 동기의 관계에서 신앙성숙도의 매개효과

Trajectories from academic intrinsic motivation to need for cognition and educational attainment

ABSTRACTThis long-term longitudinal study addressed the theoretical underpinning of academic intrinsic motivation (AIM) from childhood through adolescence, to need for cognition (NFC) and educational attainment (EA) during adulthood. AIM was measured from 9 to 17 years old, NFC and EA at 29 years old, and IQ at 8 years old. Latent change and growth mixture modeling were utilized. These models complemented each other, revealing that initial motivational status significantly related to both outcomes. Growth mixture modeling elaborated the findings by identifying distinctive subgroups in initial status and developmental change. In contrast to children with initially higher AIM, those starting lower declined resulting in lower NFC and EA. IQ was controlled in these analyses. Findings enhance understanding of trajectories across two decades of development, indicating that students’ early motivation relates to adulthood NFC and EA. Implications for educational practices are discussed.

Relationship Between Intrinsic Motivation and Undergraduate Students' Depression and Stress: The Moderating Effect of Interpersonal Conflict.

This study examined the effect of intrinsic academic motivation and interpersonal conflict on the perceived depression and stress. Participants were 537 Chinese undergraduate students (191 males and 346 females; M age = 20.4 years, SD age = 1.3). They completed four scales measuring intrinsic academic motivation, interpersonal conflict, stress, and depression. Linear regressions were conducted with intrinsic academic motivation, interpersonal conflict, and their interaction as independent variables to predict depression and stress. Results showed that intrinsic academic motivation was negatively, while interpersonal conflict was positively, associated with depression and stress. Moreover, the interaction was significant: negative association of "intrinsic academic motivation and depression" and that of "intrinsic academic motivation and stress" was weaker among participants who reported higher (vs. lower) levels of interpersonal conflict.

The Academic Intrinsic Motivation and its Relationship with the Emotional Intelligence Level with a Sample of the Academic Overachievers and Underachievers of Najran University

<p>The research tackled the academic intrinsic motivation and its relationship with the emotional intelligence with a sample of the academic overachievers and underachievers of Najran University. The study population consisted of the students of Najran University who are enrolled in the University academic year 2015/2016, during the first semester in the various colleges. The study sample consisted of (423) male and female students; and the study instruments included the emotional IQ which consisted of (54) items, and the academic intrinsic motivation questionnaire, which consisted of (36) items, to identify the overall emotional intelligence degree and the motivation with the students. The results showed that the academic intrinsic motivation and emotional intelligence degrees were high with the university students. Furthermore, the results showed a direct correlational, statistically significant relationship between the academic intrinsic motivation and the emotional intelligence; and there are statistically significant differences between the motivation and emotional intelligence among the academically outstanding and non-outstanding students.</p>

Examining the relationship between holistic/analytic style and classroom learning behaviors of high school students

The purpose of this study was to investigate whether and how high school students’ cognitive tendencies in holistic/analytic style relate to their active or passive behavioral patterns observed in the classroom. It was speculated that academic intrinsic motivation might play the role as a moderator and learning approach (the structure-oriented approach versus the depth-oriented approach) might function as a mediator in the effects of holistic/analytic style on classroom learning behaviors. A sample of 1065 high school students in China were assessed in classroom learning behavior, holistic/analytic style, learning approach, and academic intrinsic motivation via the use of relevant measures. Results indicated that holistic style and analytic style were significant predictors of classroom learning behavior. The study also revealed significant moderation effects of intrinsic motivation and significant mediation effects of learning approach. Academic intrinsic motivation and learning approach were proven to be two relevant variables in unraveling the influence of holistic/analytic style on students’ behavioral performances in the classroom.

Academic motivation and information literacy self-efficacy: The importance of a simple desire to know

Considered essential to lifelong learning, information literacy skills and information literacy self-efficacy are associated with higher levels of student academic motivation. However, little is known about the interrelationships between the different types of academic motivation and information literacy self-efficacy. This study investigates the relationships between these constructs. Data were collected using a questionnaire comprising existing scales. The questionnaire was administered to undergraduate students in an Australian higher education institution with a response rate of 58%, resulting in 585 completed questionnaires. Both intrinsic and extrinsic academic motivation were found to be positively related to information literacy self-efficacy, while amotivation was negatively related. The most important predictor of information literacy self-efficacy was intrinsic motivation to know. Overall, all academic motivation types increased over time, including, unexpectedly, amotivation. Differences were apparent by gender. The need for higher education institutions to actively identify academically amotivated students and facilitate intrinsic academic motivation is discussed.

Needs Satisfaction and Academic Intrinsic Motivation of Education Students

Anchored on self-determination theory (SDT), this descriptive-correlational study aimed to assess the need satisfaction and academic intrinsic motivation of university students (n=150). Analyses revealed that university students were intrinsically motivated and are moderately satisfied in their autonomy, competence and relatedness needs. Measure of relationship showed that autonomy and relatedness satisfaction significantly related to the intrinsic motivation of university students. This revealed that need satisfaction and motivation dictated academic lives of university students. Thus, teachers should initiate socio-academic activities that challenge and develop autonomy and relatedness among university students. Satisfaction to these activities increases students’ intrinsic motivation to pursue their education.

The decline of academic motivation during adolescence: an accelerated longitudinal cohort analysis on the effect of psychological need satisfaction

Adolescents typically exhibit a marked decline in academic intrinsic motivation throughout their school careers. Following self-determination theory, it is hypothesised that traditional school environments insufficiently satisfy three basic psychological needs of youths during maturation, namely the needs for autonomy, competence and relatedness. As a consequence, insufficient need satisfaction might account for the decline in intrinsic academic motivation during adolescence. This hypothesis was tested in an accelerated longitudinal cohort design on N = 600 students (286 girls) between 11 and 16 years of age. The results showed that students exhibited a marked decline in intrinsic motivation during adolescence. Moreover, differences in need satisfaction predicted the decline in motivations. These results support the notion that an adequate satisfaction of three basic psychological needs in school is crucial for the maintenance of intrinsic academic motivation during adolescence.

Adolescents' unconditional acceptance by parents and teachers and educational outcomes: A structural model of gender differences

The purpose of this study was to detect gender specific patterns in the network of relations between unconditionality of parental and teacher acceptance in the form of unconditional positive regard and a range of educational outcomes, as indexed by academic self-perception, academic intrinsic motivation, and academic achievement. To test the role of gender as a moderator, a multi-group analysis was employed within the framework of structural equation modelling with increasing restrictions placed on the structural paths across genders. The results on a sample of 427 adolescents in grades 7–9 showed that conditionality of acceptance undermined level of perceived acceptance for both social agents. Moreover, unconditionality of teacher acceptance exerted stronger influences on students' educational outcomes than unconditionality of parental acceptance, with effect sizes being larger for girls than for boys.

Grants in Italian university: a look at the heterogeneity of their impact on students' performances

In this paper, we estimate the effect of receiving financial aid for a cohort of students who enrolled at Politecnico di Milano (Italy) in the year 2007/2008, through a propensity score matching approach. Using administrative data about these students for four years, the impact of the financial aid on several dimensions of academic performance was evaluated: formative credits obtained after one year, dropout probability in the first and second year, graduation in the legal duration of the course, and graduation after four years. Overall, a positive and statistically significant effect of the grant is found and this finding is stable across several robustness checks. Exploring the heterogeneity of this effect, it is demonstrated that the effect is higher for immigrants, Italians who moved from another region for studying, and students attending an engineering course. Evidence that unobservable factors (such as students’ own intrinsic academic motivation) account for an important part of the estimated impact of the financial aid is also found.

Metacognitive Knowledge Predicts Success in Problem Solving Transfer

Problem solving skills play a vital role in solving real life problems. This study was conducted to determine the influence of metacognitive and motivational aspects of problem solving skills to the students' success in problem solving transfer. Furthermore, it determined what aspect of the problem solving skills predicts success in problem solving transfer. The descriptive correlation method was used to determine the relationship of the metacognitive and motivational aspects of the problem solving skills and the students' success in problem solving transfer. The respondents of the study are the fourth-year high school students of Davao Central College, Philippines. There are three instruments used in the study: 1) The Metacognitive Awareness Inventory which measures their awareness in metacognitive skills such as knowledge and regulation, the 32-item Academic Intrinsic Motivation (AIM) Inventory which measures motivational aspect of the problem solving skills and lastly, the non-routinized test which measures the success in problem solving transfer. The data gathered were summarized, translated, and analyzed using the mean scores for both aspects of the problem solving skills and problem solving transfer. At 0.05 level of significance, the Pearson product moment r was used to test the significant correlation between the aspects of the problem solving skills and the success of problem solving transfer. Findings show that only the metacognitive knowledge predicts success in problem solving transfer and this is the only problem solving skills is significantly correlated to the success in problem solving transfer.

What Makes a Student Non-traditional? A Comparison of Students Over and Under Age 25 in Online, Accelerated Psychology Courses

The growing proportion of non-traditional students, very commonly defined as students over the age of 25 (though other features vary from study to study) necessitates more studies with this increasingly relevant group participating. Recently, the growth of non-traditional universities such as those offering predominantly online, accelerated courses raises the question: Do the student differences attributed to age apply within the student population at a non-traditional university? The following study included 151 Bachelor's-level students, 128 over the age of 25, enrolled in online courses at a non-traditional university. Results indicated no significant differences between the two groups on stress level, type of stressor, appraisal of stressors, or academic self-concept. However, students over 25 had a significantly higher level of intrinsic academic motivation. The similarities despite age differences indicate either that all students taking classes online or at a non-traditional university should be considered non-traditional, or that the age criterion is not enough to differentiate non-traditional students.

Öğretmen Adaylarının Akademik İçsel Motivasyonlarına Bir Bakış

Student teachers' desire to learn is affected by a variety of motivational factors. In this study, the effect of some internal and external variables on Academic Intrinsic Motivation (AIM) was explored. First, the validity and reliability of the scale of AIM was determined, then the effect on AIM of variables such as grade levels, academic grade point averages, learning environments, and the desire to be a teacher were examined. The research was carried out with 780 student teachers in the fall semester of 2012-13, and a survey model was used for the study. The AIM scale and personal information forms were used to collect data. In order to determine the construct validity of the AIM scale, item analysis, as well as exploratory and confirmatory factor analysis methods, were employed, respectively. In the second phase of the study, descriptive statistics, independent sample t-tests, and one-way analysis of variance (ANOVA) techniques were used for the independent variables. Also, logistic regression analysis was used to compare the variable of student teachers' desire to be a teacher and their AIM. Results revealed that the AIM scale was comprised of four sub-scales, including a need for achievement, social acceptance, a fear of failure, and mastery. Additionally, the scale was found to be valid and reliable. Furthermore, significant differences were found between student teachers' AIM and their academic grade point averages, grade levels and their desires to be a teacher. Finally, the study found that student teachers who have medium and high-level AIM have a high likelihood of practicing teaching as a profession in the future.

Are We Wasting Public Money? No! The Effects of Grants on Italian University Studentss Performances

In Italy, first-year students from a disadvantaged socioeconomic background can receive a grant on the basis of their family’s income alone, without demonstrating any academic potential. In the subsequent years, they can continue receiving this grant even if obtaining relatively modest academic results. Such design has been widely criticized, as it lacks positive incentives to foster students’ academic performances; data show that many students who received the financial aid actually drop out after the first year, thus the student support system has been accused to waste public money. In this paper, we estimate the effect of receiving a grant for a cohort of students who enrolled at Politecnico di Milano (Italy) in the year 2007/08, through a Propensity Score Matching approach. Collecting administrative data about these students for four years, we were able to evaluate the impact of the financial aid on several dimensions of academic performance: formative credits obtained after one year, drop-out probability in the first and second year, graduation in the legal duration of the course, and graduation after four years. Overall, we find a positive and statistically significant effect of the grant; this finding is stable across a number of robustness checks. Exploring the heterogeneity of this effect, we demonstrate that this is driven by a particularly high impact on immigrants, Italians who moved to another region for studying, and those attending the most difficult course (i.e. Engineering). The impact of the grant is cumulative, that is to say it appears only if students receive it during their entire academic path. We also find evidence that unobservable factors (such as students’ own intrinsic academic motivation) account for an important part of the estimated impact of the financial aid.

Entering the Digital Literacy Era: Considerations for Digital Texts in Intervention

School-based speech-language pathologists (SLPs) play a critical role in the development of students' literacy skills. As schools begin to include more digital texts, and eventually use digital texts exclusively, SLPs must consider the distinctive features of digital texts and how to strategically incorporate them within intervention sessions as well consultation and collaborative teaching sessions. In this article, I focus on providing in-depth background information for digital literacy in relation to a presentation I did for the American Speech-Language Hearing Association's (ASHA's) online Adolescent Language and Literacy conference in March of 2013.

Knowledge sharing behaviour influences

The prime focus of this study is to measure knowledge sharing behaviour of Information Science and Library Management (ISLM) faculties in Bangladesh. Determining factors that may influence knowledge sharing behaviour constitutes an important area of research. A survey questionnaire was developed and used to collect data on faculties’ demographic and academic information, perception, attitude, intention and intrinsic motivation to share knowledge. In order to analyze the influence of faculties’ demographic and individual characteristics on their attitude, intention and intrinsic motivation, Mann-Whitney and Kruskal-Wallis tests were carried out. Results showed that no significant difference was found between knowledge sharing behaviour of LIS educators with different Major Research Questions (MRQs). The researchers found a significant relationship 0.000 (p-value<0.05) between attitude of educators toward knowledge sharing and their intention to share knowledge. It is believed that the findings will assist knowledge managers charged with the design of flexible knowledge sharing system. This is the first time an effort has been made to assess faculties’ perception, attitude, intention and intrinsic motivation to share knowledge of ISLM faculties in Bangladesh. The authors feel that this study may encourage more such research on knowledge sharing behaviour in Bangladesh and further.