Decline In Intrinsic Motivation Research Articles

Comparing intrinsic and extrinsic motivation in bilingual children and their monolingual peers

Building from previous research showing a bilingual advantage in school, the present study investigated the link between bilingualism and academic motivation. We asked whether bilingual students would exhibit higher levels of intrinsic or extrinsic motivation than their monolingual peers, how intrinsic and extrinsic motivation would change over time, and the extent to which those forms of motivation would be in tension with one another. Relative to their monolingual peers, we expected bilingual students to (1) report higher levels of both intrinsic and extrinsic forms of motivation, and (2) show a weaker negative correlation between intrinsic and extrinsic forms of motivation. Bilingual status, intrinsic motivation, and extrinsic motivation were measured at two time points in a diverse sample of 1047 3rd-grade through 8th-grade students (851 monolingual, 196 bilingual). Bilingual students reported significantly higher levels of both intrinsic and extrinsic motivation than monolingual students. They also showed a sharper decline in intrinsic motivation from fall to spring. Intrinsic and extrinsic forms of motivation were negatively correlated for monolinguals, but unrelated for bilinguals, suggesting that the two motive types may be less antagonistic among students who speak a language other than English at home. These differences may be driven by both cognitive (e.g., executive functioning skills) and cultural (e.g., family cohesion, interdependent orientation) factors, and may inform educators who wish to support learning for students from diverse groups.

The Effect of Depression on Motivation to Study

To obtain information about the correlation between depression and motivation to study and identify any correlation between the questions in the survey to gain more insight into the studying habits and reasons for secondary students’ motivations Methods: a cross-sectional survey with a structured questionnaire was selected to use for data collection. Recruitment was on a voluntary basis, all participants were randomly selected and in similar age groups; however, there were varieties in gender and school systems. To test whether two variables correlate, we conduct a cross-sectional survey study. Our questionnaire consisted of 20 questions, all which have been approved by 3 experts. The sampling participants were chosen from a range of schools throughout the Bangkok province, including government schools, private schools, and international schools. The sampling participants were in grade 10-12. A total of 180 students participated in the study and completed the survey. The Statistical Product and Service Solutions version 28.0 (SPSS) was used to determine the correlation between depression and achievement motivation in the responses. It revealed that there is a negative correlation between depression and motivation to study, r(180)=-.567, p<.001. The general trend illustrates that the traits most commonly attributed to depression cause a general decline in intrinsic motivation, more specifically, motivation to study. Furthermore, there is a clear increasing trend in depression amongst Thai teens during the COVID-19 pandemic. Therefore, it is crucial to continue monitoring statistics regarding motivation as the data could be significant in designing policies regarding mental health and used for parents to understand their children more completely as well.

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.

Exploring feedback and student characteristics relevant for personalizing feedback strategies

Personalized tutoring feedback is a powerful method that expert human tutors apply when helping students to optimize their learning. Thus, research on tutoring feedback strategies tailoring feedback according to important factors of the learning process has been recognized as a promising issue in the field of computer-based adaptive educational technologies. Our paper seeks to contribute to this area of research by addressing the following aspects: First, to investigate how students' gender, prior knowledge, and motivational characteristics relate to learning outcomes (knowledge gain and changes in motivation). Second, to investigate the impact of these student characteristics on how tutoring feedback strategies varying in content (procedural vs. conceptual) and specificity (concise hints vs. elaborated explanations) of tutoring feedback messages affect students' learning and motivation. Third, to explore the influence of the feedback parameters and student characteristics on students' immediate post-feedback behaviour (skipping vs. trying to accomplish a task, and failing vs. succeeding in providing a correct answer). To address these issues, detailed log-file analyses of an experimental study have been conducted. In this study, 124 sixth and seventh graders have been exposed to various tutoring feedback strategies while working on multi-trial error correction tasks in the domain of fraction arithmetic. The web-based intelligent learning environment ActiveMath was used to present the fraction tasks and trace students' progress and activities. The results reveal that gender is an important factor for feedback efficiency: Male students achieve significantly lower knowledge gains than female students under all tutoring feedback conditions (particularly, under feedback strategies starting with a conceptual hint). Moreover, perceived competence declines from pre- to post-test significantly more for boys than for girls. Yet, the decline in perceived competence is not accompanied by a decline in intrinsic motivation, which, instead, increases significantly from pre- to post-test. With regard to the post-feedback behaviour, the results indicate that students skip further attempts more frequently after conceptual than after procedural feedback messages.

Autonomy support: a key for understanding students learning motivation in science?

Scientific literacy is an important prerequisite for societal participation as well as a basis for a scientific career. Despite the major efforts made to improve science education intrinsic motivation for learning science is low in many countries and there is a lack of young aspiring careers in the sciences. According to self-determination theory and stage-environment fit theory the need for autonomy is a key factor for the development and maintenance of intrinsic motivation. In the present study we examined differences of regular science classes and science labs regarding perceived autonomy support, intrinsic motivation, and identified regulation in a sample of 649 secondary school students. In grades five and six perceived autonomy support and intrinsic motivation were high both, in science classes and in science labs. At grades seven and eight perceived autonomy support and intrinsic motivation were still high in science labs but not in sciences classes. These results support the assumptions of stage-environment fit theory that the decline in intrinsic motivation during early adolescence can be countered by enhancing autonomy support. Furthermore, in science labs there was no gender-gap in intrinsic motivation and identified regulation.

Relationship between motivation for learning EFL and intrinsic motivation for learning in general among Japanese elementary school students

Abstract This study investigated children’s motivation for learning English as a foreign language (EFL) and intrinsic motivation for learning in general. The participants were 268 third-sixth graders in a public school in Japan. Data were collected using two questionnaires, one measuring motivation for learning EFL and the other investigating intrinsic motivation for studying in general. Multivariate Analysis of Variance (MANOVA）indicated that intrinsic motivation for studying in general as well as motivation for learning EFL of the participating students generally decline from third through sixth grades. The results of a multiple-regression analysis indicate that curiosity is a predictor of intrinsic motivation for learning EFL, interest in foreign countries, and instrumental motivation; enjoyment is a positive predictor of intrinsic motivation for learning EFL and interest in foreign countries; endogenous attribution is a negative predictor of instrumental motivation,; and internal causality is a positive predictor of instrumental motivation. It can be suggested that a developmental decline in intrinsic motivation for studying in general might influence English lessons.

Latent Motivational Change in an Academic Setting: A 3-Year Longitudinal Study.

This research examined changes in intrinsic and extrinsic motivation during the transition from junior to senior high school as well as the impact of motivational changes on various educational consequences (i.e., dropout intentions, absenteeism, homework frequency, and educational aspirations). A total of 646 participants completed a questionnaire in 8th, 9th, and 10th grade.Using the true intraindividual change modeling technique (R.Steyer, I.Partchev, & M.J.Shanahan, 2000), the authors reached results revealing that students’ intrinsic motivation and extrinsic motivation decreased gradually from 8th to 10th grade.Furthermore, less educational adjustment was observed for students experiencing a decline in external regulation during the transitional year and students experiencing a decline in intrinsic motivation and identified regulation during the year after the transition.

Buttercup Goes to Law School

This article is concerned with issues of the health and wellbeing of Australian law students. Overseas studies show a decline in the values and motivation of students who undertake law leading to a significant risk to mental health. The authors are currently engaged in research that seeks to determine whether Australian law students experience a similar decline. The hypothesis of this study is that law students experience a decline in life satisfaction and wellbeing that correlates with a decline in intrinsic motivation and values. To date, their preliminary demographic survey of the 2004 first year cohort at the University of Western Australia (UWA) has yielded a picture of the first year law student that raises questions about her future wellbeing. This article reports on this preliminary demographic and reflects on the implications of our hypothesis in the current tertiary climate. The conclusion is pessimistic: the authors are of the view that the likely increase in student numbers in law, and the consequent pressures brought to bear on Australian law schools, are likely to have a deleterious effect on Buttercup, the quintessential first year student, in both the short and the long term.

The Risk and Reward of a Double-Edgedsword: Effects of a Merit Payprogram on Intrinsic Motivation

Merit pay plans are becoming increasingly popular in nonprofit organizations, despite their downside risk. One risk is the potential negative effect of the plan on employees’ intrinsic motivation. The authors investigated employee motivation in a study of a nonprofit organization before and after the implementation of a merit pay system. Results suggest that merit pay produced a decline in intrinsic motivation for employees initially highly intrinsically motivated. Justice-related factors also had an effect. Employees who indicated a preference for merit pay and believed that their performance was appraised unfairly experienced a significant decline in intrinsic motivation after the merit pay plan was implemented.

Behaviour Modification and the Overjustification Effect

Behaviour modification procedures have been subject to criticism by proponents of the cognitive evaluation theory using as an empirical base, the overjustification effect. In this paper some of the tenets of the theory as applied to behaviour modification and the parameters of the overjustification effect are examined. It is concluded that methodological problems in the reported research and the lack of comparability between overjustification experiments and commonly used behavioural procedures invalidate the claim that rewarding a behaviour will lead to a decline in intrinsic motivation to engage in that behaviour.

The undermining and enhancing of intrinsic motivation in preschool children.

A two-phase field experiment was conducted with lower socioeconomic preschool children to test the over justification effect, which proposes that intrinsic motivation will decrease with the addition of contingent, external rewards which alone are sufficient to justify performance. Children showing high intrinsic motivation on the target activity were exposed to one of six conditions. In the three experimental conditions the child received either money, an award, or positive verbal reinforcement for his performance on the target activity. Comparison groups controlled for time or history, the presence of the experimenter, and the personal attention given the child by the experimenter. Money and awards, expected to be perceived as sufficient to justify performance, reduced subsequent intrinsic motivation during a free-play period. Positive verbal reinforcement, predicted to be insufficient to justify performance, resulted in increased intrinsic motivation. Intrinsic motivation in control groups for time and presence of the experimenter did not change. Unexpectedly, a large decline in intrinsic motivation occurred in a control group where the child was ignored. This effect was replicated and discussed in terms of attribution and learning theory.